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Greensboro Elementary, Havana Magnet outline gains in early literacy and attendance efforts
Summary
Principals from Greensboro Elementary and Havana Magnet reported gains in early-literacy and attendance strategies, described data-driven interventions (UFLI Foundations, MTSS), and outlined plans for additional supports and after-school programs to boost proficiency.
Principals from two elementary campuses presented data on recent improvements and plans to support student learning.
James Mills, principal of Greensboro Elementary, described five-year trend data showing early gains in ELA and math after implementing targeted interventions and early-literacy curriculum (UFLI Foundations). He said the school’s attendance campaigns, a newly added ESE pre-K unit and strengthened student-support services contributed to improvements in proficiency and better documentation of interventions.
"We began the year with no students proficient in math and have moved up to 4%," Mills said, noting steady month-to-month gains and a focus on grade-level interventions and data chats with families.
Thelma Hickman, principal of Havana Magnet School, presented PM1/PM3 and STAR/FAST comparisons and explained the differences between assessment instruments and their uses for measuring growth. Havana has introduced attendance incentives and a display tracking a goal of 98% attendance; the school plans an extended-day program for students within 10 points of proficiency to accelerate progress.
Board members thanked both schools for their presentations and invited the board to visit campuses to see programming in person. The superintendent said the district will bring related policy items (including attendance-policy updates previously discussed) to future meetings for consideration.
