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Ferguson PreK-8 leaders present improvements in culture, attendance and partnerships
Summary
School leaders at Ferguson PreK-8 reported rising attendance, falling suspensions and growing community partnerships as part of a culture-and-climate initiative; staff cited assessment and restorative-practices gains.
Administrators and staff from Ferguson PreK-8 presented to the committee on school culture, climate, student outcomes and community partnerships.
Principal Miss Love (presenting with Miss Floyd and others) said the school prioritized "culture and climate" after new leadership took over this year and outlined goals of inclusive instruction, collaboration and family engagement. She reported the school serves approximately 653 students and provided a demographic breakdown: 358 Black students, 309 Hispanic students, five Asian students, 50 White students, 34 multiracial and one Hawaiian student. She said 111 students have Individualized Education Programs (IEPs) and the school identifies about 503 students as economically disadvantaged.
Attendance and discipline: The presentation listed a 94% overall attendance rate and a 46% chronic absenteeism rate; suspension totals were down from the previous year (147 this year compared with 202 previously) and expulsions were reported as one. "As you can see, our chronic absenteeism is decreasing at Ferguson PreK," Love said.
Family engagement and partnerships: The school highlighted numerous parent and family events (paint nights, game nights, trunk-or-treat), translator services at events, foster grandparent volunteers through the Community Progress Council, and 53 community partnerships that have provided coats, hygiene items, backpacks and programming. Miss Murray, the parent liaison, described successful events and proposed additional family activities and a parent survey to guide future programming.
Instructional and staff development: Presenters described use of interim assessments, unit assessments and programs such as Capturing Kids' Hearts and restorative practices to support climate and instructional improvements. A teacher who attended a UVA Leaders program, Zachary Huff, said the training helped him understand how to use assessment data to drive reteaching.
Staffing and talent management: Presenters said core teaching positions are filled, teacher attendance is high (94%), paraprofessionals 95%, and the school is using a "grow-your-own" approach with interns. The team said they plan to fill a learning-support teaching position for fall and noted two new teachers are early-career hires.
Why it matters: The report shows a concerted effort to improve academic culture, family engagement and student outcomes at a school the presenters described as historically challenged. The board and superintendent offered public praise for the school's direction and progress and urged continued focus on sustaining gains.
Next steps: The school will continue implementing restorative practices, data-driven instruction and community partnerships and will recruit staff to fill a learning-support teaching role before the fall semester.
