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Principals present site improvement plans; Riverside, Garfield and Brainerd Learning Center report goals and data
Summary
Three principals summarized continuous improvement plans and recent data: Riverside described quarterly, real‑time literacy goals; Garfield explained a data disconnect between FastBridge and MCA results and set literacy and self‑regulation goals; Brainerd Learning Center reported rising enrollment, on‑track figures and graduation‑rate gains.
Three school principals presented site continuous improvement summaries to the board, outlining literacy goals, student‑behavior strategies and interventions the buildings will use this year.
Riverside Principal Jill Bjorgi told the board the school is moving from annual MCA‑style targets to quarterly, real‑time progress measures. She said last year’s fourth‑grade goal was not met but that teams saw other forms of growth and that staff will use quarterly checkpoints and grade‑level meetings to track sight‑word and writing progress. "We are using our CIP time... to track these goals and grow as time goes on," she said.
Garfield Elementary Principal (Kennedy) described a mismatch between FastBridge screening data that had predicted growth and the year’s MCA results. Kennedy said classroom and intervention data showed foundational skills and that the school will prioritize instruction that builds independence and multi‑step problem solving. Garfield’s goals for the year include improving typical and aggressive growth through FastBridge and deepening staff knowledge of trauma‑informed, self‑regulation strategies.
Principal Jessica Apachoke (Brainerd Learning Center) presented data for the district’s alternative learning center. She reported 203 students currently enrolled (higher than typical for early in the school year) and noted an increase in the reported graduation rate: a historical low of 39.5% (2020) rose to 50.7% in the latest state‑reported figure. Apachoke described on‑track‑for‑graduation percentages by grade (9th: 83%; 10th: 67%; 11th: 33% overall building on‑track rate 61%) and explained the ALC funding model: seat‑based programs earn full ADM when students complete 11 credits (district receives additional 0.2 ADM for 9‑12 students who earn extra credits).
Board members asked questions about assessment differences, the feasibility of catching students up, and whether MCA testing procedures or testing day conditions affected results. Principals invited board members to visit classrooms and review data with staff.
No formal board votes were required on the site reports; principals were asked to continue providing quarterly updates and invitations for board members to observe site work.
