Central Primary principal outlines literacy push, attendance work and PBIS incentives

Antonio Gaines, principal of Central Primary School, told the Bedford City Board of Education that the school’s work this year focuses on early literacy, gap closing and attendance as part of the district’s goal to raise its state report card ratings. “Our vision…is to inspire everyone every day to achieve excellence,” Gaines said.

Gaines reported Central’s current state report card components: an overall rating of 2.5 stars, a 4-star rating for gap closing and 1 star for early literacy. He and Dean of Academics Angelique Lipford said the school reduced the number of students on a reading improvement plan from 176 last year to 141 this year — a decline they described as “nearly 20 percent fewer.”

To address low early-literacy scores, Gaines described daily instructional structures: 120 minutes of structured ELA using MindU, 75 minutes of mathematics with Envision Math, and 30 minutes for science/social studies. He said teachers use “wing groups,” described in the presentation as intentional small-group instruction, along with differentiated lessons, formative checks and data chats to move tier 2 and tier 3 students.

Angelique Lipford and the school’s climate team described behavior and engagement strategies intended to support learning. The school follows Positive Behavior Interventions and Supports (PBIS); added bi-monthly incentives, assemblies, a “mini reward store” and weekly virtual morning meetings; and provides targeted small-group social-emotional learning in a “Peace Out Room.” Lipford said these steps are intended to reduce referrals and chronic absenteeism and to increase student engagement.

Gaines and staff emphasized family and community partnerships: a reading initiative with the Bedford Library, father engagement events, and a regular newsletter to share student and school highlights. The presentation also noted staff recognition programs and upcoming student awards; Gaines said students of excellence will have lunch with Dr. Johnson next week.

Board members asked how classrooms implement small-group instruction and which students are prioritized. Gaines said teachers maintain designated small-group areas and that the district will focus on tier 2 and tier 3 students to “move that needle” on I-Ready results.

The presentation closed with an acknowledgement that early-literacy work will take sustained effort and staff time; no formal board action was taken on the school presentation.