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Central Falls district report card: graduation rate edges above state cutoff; accountability actions and restorative supports planned
Summary
Director Baird presented the district—s RIDE report card results, showing a 67% graduation rate that narrowly exceeded the 66.67% cutoff and outlining follow‑up actions including an LEA action plan due Feb. 28, new dashboards and a restorative‑practice grant to add conference facilitators.
Director Baird gave a walkthrough of Rhode Island—s school report card methodology and the district—s results across the RIDE star‑rating buckets: academic proficiency and growth, English language proficiency, postsecondary success, and school quality/student success measures.
Baird said the district—s composite graduation rate for the most recent year was 67%, just above the RIDE cutoff of 66.67 for the next points threshold. She said the district moved off the CSI (Comprehensive Support and Improvement) list and that the district—s postsecondary success index and other measures are the focus of current work.
The presentation showed most schools scoring at lower index bands for ELA and math proficiency, with some pockets of steady growth. English language proficiency scores used a new calculation this year; RAICES scored highest on that index. Baird highlighted improvements in chronic absenteeism at some schools and noted suspension rates were low in several schools.
Baird said the district met with RIDE and the regional accountability team and will submit an LEA accountability action plan to RIDE on Feb. 28. The district has rolled out new data dashboards and intends to use them in regular principal review. Trustees and staff discussed seeing root‑cause analyses and school‑level action plans; Baird and the superintendent said those would be shared.
On discipline and supports, the district described a three‑year grant applied for and awarded in partnership with Family Services of Rhode Island to fund two restorative conference facilitator positions (one to split time among elementary schools and one across secondary) intended to bring a formal restorative conferencing option for students with repeat suspensions and to increase family engagement in restorative processes.
Baird and other staff said the district will continue to analyze subgroups, attendance data and early warning indicators to craft interventions. Board members asked for access to root cause analyses and cohort tracking (for example, students who have been in the district multiple years); staff said they would provide those data and analyses in forthcoming reports.
