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Assistant superintendent: reflective practice days underway; fall testing and chronic absenteeism data coming in December
Summary
Assistant Superintendent Matt Gilbert told the board RSU 10 is conducting in‑house "reflective practice days" for staff, has closed the fall testing window and is compiling a data story tying test results to a comprehensive needs assessment; he noted a notable decrease in chronic absenteeism at Harp Center Elementary.
Assistant Superintendent Matt Gilbert opened the meeting with an update on professional development and early assessment results.
Gilbert said the district is in the middle of ‘‘reflective practice days,’’ a set of in‑house workshops that give each staff member opportunities for targeted, grade‑ or content‑specific professional development led by district instructional coaches. ‘‘They’re doing an unbelievable job right now with our elementary staff,’’ Gilbert said, crediting instructional coaches for pacing‑guide fidelity and classroom support.
Gilbert said the district had completed its fall testing window and was working to ‘‘pull together the data story’’ that will connect outcomes to the district’s comprehensive needs assessment. He said the district has a target of ‘‘5 percentage points of improvement in math, reading, and a 5‑7% decrease in our chronic absenteeism.’’ He told the board he will present refined testing and attendance data to the curriculum committee and then to the full board in December.
On attendance, Gilbert highlighted that one school — Harp Center Elementary — has brought chronic absenteeism ‘‘down below 10%’’ a quarter into the school year, which he characterized as meaningful progress compared with prior years.
The assistant superintendent also noted his attendance at the Maine School Management Association conference where RSU 10 staff and administrators networked with other districts.
Next steps: Gilbert will finalize the data story and present it to the curriculum committee and the board in December; board members asked for comparative context and details tying interventions to changes in attendance and achievement.
