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Bristol-Warren leaders cite gains on state report cards; English achievement and subgroup measures remain priorities
Summary
Bristol‑Warren school leaders presented 2023–24 Rhode Island report cards showing improvements in English‑language proficiency growth and lower suspension and chronic‑absence rates at several schools, while warning that academic achievement on state assessments still needs work.
Bristol-Warren Regional School District leaders told the school committee Monday that the district’s 2023–24 school report cards show measurable gains in some areas — especially English language proficiency growth for multilingual learners — while other academic achievement measures remain below the district’s goals.
Assistant Superintendent Dr. Sanna opened the report-card presentation by describing the RIDE accountability framework and how the district uses those ratings to guide school improvement and budget priorities. “This is part of the Rhode Island Department of Education accountability system as required under the 2015 federal Every Student Succeeds Act,” she said.
The report cards use three main categories: academic performance (state test results and growth over two years), school quality and student success (attendance, suspension rates and the percentage of students exceeding expectations), and college and career readiness for high school (graduation rates, the commissioner's seal and diploma-plus credits). Dr. Sanna noted the requirement for a 95% participation rate on state assessments to count toward the academic score and that subgroups are reported for accountability only when they include 20 or more students.
Principals who presented school-level summaries credited expanded coaching, curriculum implementation and targeted intervention blocks for recent improvements. Principal Grimsey said his school saw chronic absenteeism fall from 24% in 2022–23 to 16% in 2023–24 and celebrated gains in English-language proficiency for MLL students. “This year we were removed from the TSI plan for both Special Ed ... and the Hispanic,” Grimsey told the committee, referring to Targeted Support and Improvement status assigned when subgroups fall short of state targets.
Committee members asked for clarification about the difference between the commissioner’s seal — awarded to students who achieve the top score on both SAT math and English — and proficiency results reported for multilingual learners on the ACCESS language assessment. Dr. Sanna explained that ACCESS measures language proficiency for MLL students and follows a multi‑year growth model, while RICAS (and SAT data used at the high school level) measure academic achievement and are not directly equivalent.
Presenters emphasized several district strategies intended to close gaps: more frequent instructional walkthroughs, professional learning on writing and the science of reading, expanded coaching teams (ELA and math coaches and reading specialists), integration of co-teaching models for students with disabilities, and half‑hour daily acceleration/intervention blocks for targeted small-group instruction. Several principals also described partnerships with nearby colleges to bring preservice teachers into elementary classrooms as additional support.
Superintendent Riley and presenters said the district is monitoring local interim assessments (iReady, mid‑year measures) to track progress between state reporting cycles and to inform MTSS (Multi-Tiered Systems of Support) decisions. They also noted that some improvements — for example, higher rates of students earning postsecondary credits and the commissioner’s seal — are modest but incremental, and that continued coaching and curriculum fidelity remain priorities.
Committee members praised school culture improvements while pressing for clearer, disaggregated data for small subgroups. Dr. Sanna and district leaders said they use internal disaggregation and school improvement planning to support groups that do not meet the 20‑student publication threshold, and that principals regularly review subgroup performance in local data meetings.
District leaders concluded by asking the committee to continue supporting sustained professional learning and the coaching model, framing improvements as multi‑year work. “Teachers need lots of support and many years of support,” Dr. Sanna said. The district will continue to monitor mid‑year assessments and to report progress to the committee as those local data arrive.
Ending: The committee heard school‑by‑school breakdowns following the district overview and moved on to routine business after principals returned to their schools.
