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‘Good’ school principal cites attendance gains, chronic absenteeism challenges and math growth
Summary
At the June 9 committee meeting Principal Dr. Kelly Kerner presented Good School’s year-end report: chronic absenteeism at 30%, notable math gains including students taking Algebra 1 early, restorative-practice efforts and summer enrichment plans.
Dr. Kelly Kerner, introducing Good School’s year-end report, told the board the school has been focusing on both academics and social-emotional supports during a transitional year.
Kerner summarized demographic and program data: the building serves a diverse student population, includes roughly 142 students receiving special education services, and around 190 students identified as multilingual/English learners. She highlighted math growth and acceleration: multiple students are being placed into Algebra 1 early next year, including one incoming sixth-grader who tested into Algebra 1. Kerner said interim assessments showed growth and that the school had targeted a district goal of a 10% increase in key measures.
Attendance and student supports were central to Kerner’s presentation. She reported student attendance at 89% and a chronic-absence rate of 30% (201 students), calling the number “very large” while noting it had improved compared with previous years. Kerner described practical interventions: home visits, community partnerships, outreach to employers and casework to remove barriers such as transportation and unstable housing. She said restorative practices were adopted at the start of the year and emphasized reducing punitive responses in favor of interventions to keep students in school.
Kerner also reviewed instructional strategies and staff work: 241 walkthroughs completed by administrators, use of IXL (referred to as “iAccel” in materials) for diagnostic data and supplemental practice, cross–grade-level planning in ELA to close gaps, intensive coaching and professional development, and the use of Saturday school for state-test preparation.
Kerner highlighted individual student progress as examples — a student previously in full-time emotional-support placement reduced services and will attend William Penn’s STEAM program, and other students moved from specialized services to monitor status. She described family- and community-focused activities (Saturday school, gardening club, yoga club, dance and art programs funded by Title and community grants) and said the building uses partnerships with local organizations such as Positive Energy and Temple Beth Israel.
On staffing, Kerner acknowledged vacancies filled by internal consolidation and temporary coverage during the year (including principals and assistant principals stepping in to teach where needed) and said the building will continue recruiting for a small number of openings for 2025–26. She said 100% of non-tenured evaluations were completed and the leadership team has closed most observation cycles pending final assessment results.
Kerner closed with a message about relationships and student voice, and board members praised the school’s family engagement and supports. No board votes were taken on Good School items.
Ending: The board asked follow-up questions about chronic absenteeism and data use; Kerner and district staff said the district will continue home outreach, partner with community organizations, and use targeted instructional plans during summer and next year to address gaps.
