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Elementary principals outline reading-focused improvement plans; Strong Start family engagement viewed as beneficial
Summary
Principals from Little Rock and Peter G. Elementary presented school improvement plans prioritizing reading intervention and MTSS cycles; district officials reported high family attendance for Strong Start events and recommended continuing the program with improved communications.
Two elementary principals presented school improvement plans on Jan. 23 that emphasize reading interventions, tiered supports through an MTSS framework and stronger family engagement; district staff also reported that the Strong Start program drew strong positive feedback from parents and staff.
Little Rock Elementary Principal Tamara (last name not specified in the transcript) summarized assessment results and said the school will continue to prioritize data-driven decisions, strengthen Tier 1 instruction and expand targeted math supports where needed. Tamara described a schoolwide "walk-to" intervention program for reading that groups students in small cohorts and uses six-week cycles to reassign interventions based on progress. She highlighted gains in K–2 and more mixed results in grades 3–5.
Peter G. ("Peter Gee") Elementary Principal Kim Doughty described a multi-pronged approach that includes culture, learning and systems: a district-aligned MTSS coordinator to analyze data, a focus on raising the Tier 1 proficiency target toward 80%, and strategic use of Title funds and paraprofessional support. Doughty said winter data collection was underway and that the school is using a six- to eight-week problem-solving cycle to adjust interventions.
Strong Start family engagement Wendy Bromley, executive director of human resources, and Liz (last name not specified) briefed the board about Strong Start — a district program that schedules brief family‑teacher meetings and orientation activities as school starts. Bromley said district and building surveys found about 69% of parents and about 69% of staff said the Strong Start events were “absolutely beneficial.” She said 96.3% of elementary families attended Strong Start events in person where offered, and principals described benefits including the ability to conduct one‑on‑one conversations, provide translation services and build early relationships.
Why it matters: Principals argued that early, targeted reading intervention and systematic data review help reduce the number of students needing intensive Tier 3 services. The Strong Start activities are intended to build family‑school relationships that support attendance, early intervention and student readiness.
Program and curriculum notes Peter G. and Little Rock staff said reading intervention programs and new curriculum adoptions (Reading: phonics intervention by Anita Archer; district adoption cycle for Wonders and i-Ready referenced) are part of a broader push to upgrade instructional materials and intervention fidelity. Principals invited board members and the community to observe school-level intervention models.
Next steps Schools will continue winter data collection, update SIP plans with winter results and report progress to the board. District staff said they will refine communication around Strong Start to address community questions and consider standardized forms or scripts so the practice is implemented consistently across buildings.
