Eight elementary schools presented summaries of celebrations, goals and action plans focused on literacy, math and student engagement.

Altoona Principal Morgan Miller said intensive early‑literacy work and progress monitoring have produced strong short‑term gains: 71% of kindergarteners, 82% of first graders and 55% of second graders showed accelerated growth in early measures; October chronic absenteeism fell from 13% to 8% year over year. Altoona also reported the highest math ISAS growth in the district and second‑highest ELA growth.

Centennial Principal Laurie Waddell highlighted preventative practices, volunteer 'grab‑and‑go' literacy bags and daily vocabulary routines. Centennial staff said they use CBMR and other measures to monitor first‑grade retention and that PLCs and cross‑team meetings support instruction.

Clay Principal Andrea Burns and instructional coach Annie Poblocki described a whole‑building 'all means all' approach, reorganized instructional leadership and Wednesday rotations and clubs to boost engagement. Clay reported declines in chronic absenteeism and expanded small‑group ELA time and co‑teaching with special education staff.

Delaware Principal Chelsea Clark and building improvement leader Ashley Taber noted six third‑graders scored in the top 2% statewide on the ISASP math test and reported strong gains for EL students on ELPA domains; Delaware set an engagement goal to reach 90% proficiency in a 'motivated learner' domain by 2026 using weekly student self‑monitoring paired with teacher feedback.

Fourmile Principal Tammy Steenook and staff reported an increase in their Iowa School Performance Profile rating (from 64% to 72% on materials), ISASP math proficiency at 84%, and an 'adopt‑a‑student' attendance program led by building improvement leader Rachel Davenport that staff attributed to sharp declines in chronic absenteeism.

Mitchellville, Reynolds and Willowbrook principals described similar themes: student leadership initiatives, intensive MTSS and small‑group instruction, co‑teaching with special‑education staff, and sustained efforts that leaders say correlate with attendance and achievement gains. Reynolds reported 96% proficient or advanced in math and a drop in chronic absenteeism from 19% to 7% (current about 8%). Willowbrook leaders described ESOL exits (15 students) and district‑leading literacy growth for two consecutive years.

Board members asked what drove the attendance improvements; principals pointed to the district attendance task force, expanded building improvement leaders, PBIS, Leader in Me practices, regular PLCs, and family outreach as key contributors. Several board members praised the cross‑building sharing of ideas and said they would continue visiting schools.

No formal votes or policy changes were recorded during these presentations; the item closed with board discussion and gratitude for staff work.