Winton Woods board hears progress on three-year "One Plan," flags chronic absenteeism and mixed MAP results

Winton Woods City School District officials on Monday told the board they have met and in some cases exceeded near-term targets for graduation but face notable gaps in attendance and benchmark performance that they say require curriculum adoption and expanded interventions.

The district's executive leadership presented progress on the three-year One Plan, which sets SMART goals for graduation, literacy, math and students with disabilities and runs through the 2026–27 school year. Superintendent Randy Denny introduced the report and Tanya Bray, executive director of student services, and Dr. Adrienne Martin and Dr. Tamara Ragland, executive directors of teaching and learning, reviewed measures and next steps.

"The One Plan is a systematic way of improving outcomes for all students at all grade levels in all of our buildings," Bray said during the presentation. Board packets show the district adopted interventions such as individualized graduation plans, an early warning system (Each Child On Track), after-school tutoring, a newly funded career-technical coordinator and a high-school MTSS structure.

On graduation, the district reported an increase from 89% in 2023 to 90.6% in 2024 and 92.7% in 2025, exceeding the plan's 2-percentage-point target. But attendance remains a concern: the district's chronic absenteeism rate was reported at 37% in 2025, above the state average of 25%. Officials noted that chronic absenteeism is defined as missing 10% of school days (roughly 18 days per year) and that even excused medical absences count toward the metric.

Bray and other presenters described the literacy strategy as including adoption of the My View (My Perspectives) curriculum, implementation of SuccessMaker and use of the Comprehensive Literacy Grant to provide professional learning. The district said a family and community literacy leadership team has been convened and that the district's goal is to "improve performance of all studentsto increase 10% in reading literacy using the state report card by 06/30/2027." That target was stated during the presentation.

Benchmark (NWEA MAP) results were mixed. Presenters showed modest gains in some elementary grades and falls in others: for example, third-grade MAP performance rose modestly year to year in fall administrations, while grades 7 and 8 showed declines on certain comparative measures. District staff emphasized that MAP is a diagnostic benchmark given three times per year and is used to target interventions ahead of the state tests (OST/EOC).

On mathematics, the district reported declines on several MAP grade-level comparisons and said it is piloting a high-quality instructional material (HQIM) curriculum for grades 6–12, implementing Zearn K–8 and providing increased coaching and high-dosage tutoring in grade 7–8. Dr. Adrienne Martin said stronger tier-1 curriculum materials for K–5 are under active consideration to raise core instruction and support growth on future MAP and OST measures.

Students with disabilities were a central focus. District staff said they set an aggressive goal to increase ELA performance by 20% for students with disabilities by 2027 and described actions including a newly formed attendance task force, hiring an additional truancy officer, continued PBIS supports, internal monitoring of IEPs/ETRs and family engagement nights. Presenters noted that students with disabilities are disproportionately affected by chronic absenteeism and its instructional consequences.

Officials outlined tutoring and intervention rollouts: elementary after-school tutoring was scheduled to start Nov. 3 with six elementary teachers committed initially and an estimated capacity of about 60 students; middle- and high-school tutoring runs three days per week with roughly 10–12 teachers per building. Staff said the district would align supplemental pay and tutoring schedules to the 1-plan's priorities.

Board members questioned year-to-year MAP trends, instructional rigor, implementation timelines for new curriculum and how families could support reading at home. Presenters repeatedly emphasized professional learning time for teachers and vendor-supported rollout steps, and said the aim is to pair curriculum adoption with classroom coaching and learning walks to monitor fidelity.

The board did not take any action on the One Plan at the meeting but agreed to continue discussion at the next work session and to monitor adoption and intervention timelines as specified.