Chester-Upland school leaders present goals: small-group instruction, attendance targets and restorative practices

Chester, Pa. — Four Chester-Upland schools presented their school improvement goals at the district’s Sept. 25 meeting, laying out targets for reading and math growth, attendance and school climate.

Principal Loper of Chester Upland School of the Arts reviewed a K–2 enhanced core reading initiative (ECRI) and said the school aims that by June 30, 2026 at least 45 percent of K–2 students receiving ECRI instruction will meet or exceed end-of-year benchmark scores. Loper described routine scripted coaching from the DCIU, monthly leadership check-ins and family tips as core action steps.

Toby Farms building leader Tahara Burrell said the school will emphasize small-group instruction guided by I-Ready data, with rubrics and coaching to ensure fidelity. Burrell described attendance targets (57% regular attendance by June 30, 2026) and the use of a “90% club,” PBIS and restorative practices to boost daily attendance and school climate. "We are making the main thing the main thing in terms of small group instruction," Burrell said.

STEM Academy Principal Ronald Brown outlined MAP-based median growth goals (for example, raising median language-arts growth toward a 70% target) and student-driven culture/community committees and restorative-practices groups. Brown said the school will use MAP and IXL diagnostics to identify learning gaps and guide small-group instruction.

Chester High leaders described targets for ELA and math proficiency, attendance and college-and-career readiness via the Naviance platform. Assistant Principal Kelly Clark cited prior-year baselines — roughly 20% proficiency in ELA and 18% in math on MAP assessments — and said the school will use diagnostics, counseling check-ins and interventions to raise those rates.

The presentations combined instructional targets, attendance strategies and community-engagement plans; no board votes were required on the presentations themselves.