Whittier Primary Center reports gains in attendance and early literacy; school highlights SEL and targeted instruction

Whittier Primary Center’s principal and assistant principal presented a school improvement update to the Berkeley School District 87 Board of Education detailing initiatives and early results in reading, math, attendance and social‑emotional learning.

Principal (Dr.) Bodenstapp and assistant principal Liz Pikes described a four‑part school improvement plan focused on literacy (ELA), attendance, math, and social‑emotional learning (SEL). The presentation highlighted classroom-level strategies: collaborative planning, professional learning communities, small‑group instruction, daily exit tickets to form groups, and the I‑Ready program for reading and math practice. The school also emphasized attendance outreach and family engagement.

Administrators presented specific progress indicators. They reported improved attendance percentages in several grade levels compared with the prior year: for pre‑K, November absences were described as improving from 21% to 12%; kindergarten October absences improved from 10% to 6.38%. In reading, schoolwide proficiency rose to about 75% from 57% the prior year — an increase the presenters described as a 17 percentage‑point gain. In Spanish‑language small groups the presenters said proficiency rose from 36% last year to 75% this year (a 39 percentage‑point increase). For second grade math, the percentage of students in the lowest performance tier dropped from 23% to 11% compared with last year, the presenters said.

The school described incentives and events that support attendance and literacy — including home reading incentives, end‑of‑unit celebrations, library book giveaways for students who read during breaks, and family education sessions on health and attendance practices. SEL efforts include daily morning meetings, a “buddy pledge” read in multiple languages, classroom circles, tiered SEL lessons delivered by the school counselor and social worker, and small‑group or individual supports for students with greater needs.

Presenters credited classroom‑level coaching, learning walks, instructional coaching, and targeted professional development (including a district coach named JJ and partnerships for math centers) for the gains. Board members and other administrators asked clarifying questions about attendance strategies and praised the school’s work.

The update concluded with a statement that staff and families continue to work on engagement and supports and with an invitation to contact school leaders for more detail.