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District leaders highlight report‑card gains and stress social‑emotional work amid behavior challenges
Summary
District score reported at 66.4 (three stars). Staff described changes in state norming and score ranges, highlighted growth weighting for schools with higher poverty, and emphasized social‑emotional learning and family engagement as keys to continued improvement.
Miss Manske presented the district’s state report card, explained recent norming changes and new score ranges, and said the district’s overall score is 66.4, which the presentation characterized as three stars and 'meets expectations.' She explained the state changed norms and moved to weighting growth more heavily in districts with higher free‑and‑reduced‑lunch rates, which affected how achievement and growth factors are displayed.
Manske noted that Montessori did not have a target‑group outcome this year because only 19 students met the criteria for prior‑year data, and she walked trustees through how achievement and growth are computed (reading, math, ACT, DLM, attendance, graduation, and on‑track indicators).
Board members used the report to press on persistent behavior challenges and asked for practical recommendations. Trustees emphasized the need for family engagement, community partnerships and targeted supports for students with behavioral needs. Several board members praised building staff while urging more work to reduce chronic absenteeism and support staff retention.
Administrators described ongoing efforts: universal SEL curriculum, additional SEL coaches, responsive classroom training, pre‑ACT testing for high school students, and standards‑based practices aimed at aligning instruction with assessment expectations. Trustees requested a follow‑up with clearer measures of any proposed interventions’ impact on behavior and achievement.
