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Wildwood principal outlines drops in chronic absenteeism, gains in reading after targeted interventions
Summary
Wildwood Elementary presented its School Improvement Plan results: focused attendance interventions reduced chronic absenteeism and tiered reading supports drove measurable mid- to end-of-year growth, the principal told the board.
Wildwood Elementary staff summarized a year-long effort to raise attendance, reduce chronic absenteeism and boost reading proficiency.
Principal Ashley presented data showing the school set a goal to maintain 95% average daily attendance and to reduce chronic absenteeism (students missing 10% or more of school days). She told the board Wildwood used an early “strong start” campaign, teacher phone-call follow-ups, attendance mentors, family outreach and small incentives to encourage daily attendance.
Results and context: Ashley said midyear the school reached the 95% target for average daily attendance and cut chronic absenteeism from about 19% the prior year to roughly 10% midyear; by spring the school reported a 4% drop in chronic absenteeism (better than its 3% target). She emphasized that many students who had been chronically absent the prior year returned: “of the 52 students who were chronically absent last year, 47 of them came back. Twenty-five of those 47 kids are not on our list this year.”
Reading gains: Wildwood also described reading interventions. The school expanded co-teaching in every classroom, adopted consistent research-based interventions (FastBridge and, in some grades, IXL), emphasized SIOP strategies for English learners and introduced student goal-setting tied to assessment results. Ashley said kindergarten and first grade showed especially strong growth and intermediate grades made year-over-year proficiency gains.
Barriers and focus areas: presenters said Hispanic students and students identified as having social-emotional challenges missed more days on average, and that extended family travel accounted for several chronic absence cases. The school said it will shift effort to earlier intervention — catching students at 5–7% missed days rather than only when they reach the 10% chronic threshold.
Board reaction and next steps: board members praised the strong use of data, asked for continued attention to root causes for absences and encouraged the school to compile more granular reasons for missed days so the district can assess system-level supports. Wildwood said summer planning will include outreach to families identified as at risk of future chronic absence and professional development tied to reading instruction.
