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Dallas SD 2 staff report lower regular-attender rates, outline interventions as state accountability looms
Summary
District presenters told the board that regular-attender metrics are well below the state target and outlined interventions—home visits, MTSS training, targeted writing/math supports and expanded electives—to improve attendance, behavior, and course success ahead of state accountability changes tied to pending legislation.
District staff presented the board with a multi-part metrics and interventions report focused on attendance, behavior referrals and course success.
Kyle Chimichai (district staff) said the district’s regular-attender metric is well under the state target and noted differences between daily attendance and the regular-attender calculation. “We would always like this number to be higher,” he said, reporting a regular-attender rate described in the presentation as 65% in the building example and explaining that the Oregon Department of Education’s target is 90% of students attending 90% of days or more.
Chimichai described the district’s MTSS (multi-tiered systems of support) work and staff training (including QPR training and professional-development time) and noted partnerships with Polk County Behavioral Health to address family stressors that contribute to chronic absenteeism. He said the district has implemented home-visit training for staff to build connections with families and that targeted interventions reduced an earlier spike in behavior referrals following an instruction to document incidents.
The report included academic indicators for alternative programs (Morrison), where credit-earned rates rose from 77% to 92% year over year, and cited a rise in graduation rates by 13% at the high school level. Board members pressed staff for comparative data across schools and a quarterly update on metrics; several board members urged earlier and more frequent review of state accountability metrics given pending legislation.
Board discussion also covered state assessments and participation: members compared participation and proficiency across district schools, noting Dallas High’s lower participation (reported at about 66%) and lower proficiency percentages on state math tests relative to some neighboring schools. Speakers raised opt-out behavior and questioned whether state tests align with local curriculum. Several board members called for more consistent, school-level comparative data to better target interventions.
What the district plans next: continued MTSS fidelity work, grading audits, new interventions in math and reading, expansion of electives by repurposing staff schedules, and an intent to track accountability metrics quarterly to prepare for possible state action.
Provenance: This article is based on the building metrics presentation and the subsequent Q&A and discussion recorded in the meeting transcript.
