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Robinson Elementary reports steady improvement; attendance and math targets remain priorities
Summary
Robinson Elementary principal presented school improvement plan highlights including a 9.2‑point improvement on the state report card, family engagement efforts and targeted literacy and math goals; staff will continue learning walks, intervention conferences and new attendance recognitions.
Robinson Elementary principal Jennifer Papke presented the school’s continuous improvement plan to the board on March 18, highlighting recent progress, family engagement initiatives and academic targets in literacy and math.
Papke said Robinson’s student count is the largest among district elementary schools and that the building serves many newcomer families. She noted the school improved its state report card score by 9.2 points and gained a star on the DPI report card. The school’s goals reflect an emphasis on literacy (including American Reading Company materials and power goals), math foundational skills (Eureka/Imagine Math) and social‑emotional/behavioral work tied to attendance.
Strategies include literacy and math learning walks with instructional coaches, using data teams to set small group power goals, and an emphasis on keeping interventions with the regular classroom teacher where possible so students receive instruction within established relationships. Papke said the school will add quarterly recognitions for students who maintain 95% attendance and expand after‑school tutoring for students needing extra support.
Papke described school events and partnerships — including a family 'soul food' dinner, Loteria family nights, Read Across America volunteers and partnerships with River Life Church for tutoring — as important parts of the school’s community engagement and family‑liaison work.
Board members praised the improvement and asked for cohort and longitudinal data; Papke said staff will continue monitoring benchmarks and refining small‑group instruction to meet school goals.
The presentation emphasized school strengths and continuing needs in math proficiency, attendance and targeted intervention delivery.
