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District outlines school-improvement calendar, reading-screening results and attendance focus
Summary
Granville County Schools staff reviewed the school-improvement planning process and early-year assessment and attendance data, including beginning-of-grade-3 screening, i-Ready/MCA screening across K–8 and a renewed emphasis on chronic-absence intervention.
District academic staff presented the school-improvement planning schedule, early reading-screening results and attendance and behavior data to the board.
School-improvement process and schedule Curriculum staff outlined the state-required composition of school-improvement teams and described the contents and voting process for local school-improvement plans. Staff said plans are intended to be data-driven, aligned to state board goals and valid for no more than two years; local boards may accept or reject plans and must provide reasons if rejecting a plan.
Key dates: principals will present executive summaries to board members on Oct. 14 and Oct. 22 (with a digital executive summary available to board members and the public); final approval of plans is scheduled for November so district submissions to the North Carolina Department of Public Instruction (DPI) can meet a December deadline for low-performing schools.
Reading and diagnostic screening results Staff reviewed the Beginning-of-Grade‑3 (BOG3) assessment and an early-year diagnostic screen (i-Ready/MCAS) used in K–5 and grades 3–8. Presenters noted the BOG3 measures students on end-of-grade-3 standards even though it is administered at the start of third grade. District staff said the BOG3 and K–5 screeners provide a baseline to organize interventions.
District results presented (beginning of year): - The district tested roughly 2,500 K–5 students on the district screener; roughly one-third of those were at or above benchmark, and approximately 31 percent were in the "need" or "well-below" benchmark categories at the first administration. - Staff emphasized these are beginning-of-year data; they expect targeted instruction to reduce the share of students needing intensive support by midyear and year-end assessments.
Attendance and chronic-absence emphasis Staff also provided a month‑one attendance report (first reported window: Aug. 11–Sept. 8). District-wide average daily attendance was reported at approximately 94.26 percent for month one, with elementary at 95.2 percent and middle/ high schools lower. Staff emphasized the district is giving early attention to chronic absenteeism, which is defined as students missing more than 10 percent of the school year.
Interventions and data-tracking Schools use standard contact protocols for absences, including daily calls, letters at day 3 and certified letters at days 6 and 10. School social workers and counselors are conducting outreach and home visits and are asked to log contacts in the district student-information system so the district and the board can monitor interventions and outcomes.
Discipline and behavior Staff reported discipline incidents entered in the educators-handbook system for the early reporting window. The top categories were disruptive behaviors, aggressive behaviors and disrespect to staff. Staff noted that discipline reporting was more complete this year because the district began using the educators-handbook system earlier in the school year than in the prior year.
Next steps Principals will present executive summaries of their school-improvement plans on the dates identified; the district will post plans for public feedback. The board will review and vote on final plans in November, and staff stressed the plans are working documents subject to amendment based on progress and public input.
