Elementary leaders credit classroom strategies and staff outreach for gains, target K'3 literacy and chronic absenteeism

Erica, the elementary administrator, told the board the building saw year-over-year increases in advanced and accomplished performance and credited teachers and leaders for focused instructional changes.

Erica said the building celebrated gains but immediately moved to improvement planning, with staff setting professional goals tied to attendance and student progress. To reduce chronic absenteeism, the elementary staff compiled a list of students who missed large amounts of school and asked staff to "adopt" students for encouragement and outreach; Erica said every student on the list was adopted. That outreach included multiple staff roles, from paraprofessionals to cafeteria staff.

The building is concentrating resources on K'3 literacy through small, strategic reading groups and frequent progress monitoring. The principal said she meets multiple times weekly with Title personnel and other support staff to align interventions and track progress. Teachers meet weekly in TBTs (teacher-based teams) and use a consistent progress-monitoring spreadsheet.

Erica also described PBIS (Positive Behavioral Interventions and Supports) work, run by Mr. Verhoeli, as a district-aligned effort to reward positive behavior, celebrate staff and students, and reduce disciplinary referrals. The elementary is also collaborating with Melissa from Integrated Student Services to support students identified as gifted or above level so those learners can receive appropriately challenging material during intervention and "wildcat time."

No formal actions or budget changes were announced; the building's plans emphasize existing staffing and scheduling adjustments to increase instructional time and monitoring.