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District outlines college-career activities, assessments and Pre-K Counts review
Summary
Pupil-services and academics staff described planned college and career visits, scholarship application support, district assessments (I-Ready and DIBELS), an upcoming district spelling bee and an impending state review of the Pre-K Counts program.
Pupil-services and academics staff told the Chester Upland School District board Jan. 16 about a set of near-term activities aimed at college and career readiness, early-learning quality assurance and interim academic assessments.
Dr. Wilson, speaking for pupil services, said nine college- and career-readiness activities would be held over the next 30 days, that roughly 13 scholarships are in progress with students completing applications, and that staff are using a Google Classroom (maintained by Mr. Franklin) plus parent voicemail and school newsletters to share information. "We wanna make sure that our students do not leave any money on the table that's available to them," Dr. Wilson said, referring to scholarship outreach.
Wilson also described the district's multi-tiered system of supports (MTSS) and noted the district shared survey results with school leaders and will re-run the survey in spring to measure progress. Nurses will send immunization letters and registration for the next school year (pre-K through ninth grade) will open on district websites and social channels.
Dr. Parker, reporting for academics, said the district is conducting I-Ready and DIBELS assessments this month; teachers will analyze results to target interventions. Parker also said the district spelling bee will follow school-level bees, with the district-wide competition scheduled for early February. Parker confirmed the district's Pre-K Counts program is undergoing its annual review and said the district currently serves about 140 Pre-K Counts students and recently added an additional classroom.
Board members asked several follow-up questions about college outcomes for graduates; staff said the district lacks direct university outcome data but had surveyed a cohort of roughly 300 students with disabilities and received family-reported information on postsecondary experience.
