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Manchester Elementary outlines focus on proficiency and belonging as attendance improves
Summary
Manchester Elementary leaders told the RSU 14 board that professional development tied to teacher input, expanded teaming, social‑emotional work and project‑based learning are helping keep daily attendance around 94–95% and are targeting chronic absenteeism through belonging initiatives and targeted interventions.
Danielle, presenting Manchester Elementary’s State of the School, told the board the school’s goals align with the district strategic plan and center on two priorities: stronger instruction to improve math and literacy proficiency, and student belonging to support engagement.
She described teacher‑driven professional development and use of PLC protocols to prioritize instruction based on student data. Manchester has expanded departmentalized teaming in upper elementary grades to let teachers specialize and deepen instruction, and has extended that model into fourth grade where appropriate.
Danielle said overall daily attendance has been strong at about 94–95 percent, but chronic absenteeism (students missing 10% or more of school days) remains a challenge. The school is using targeted recognition (trophies, announcements, classroom awards), student advisory groups and the RISE program—along with a consultant in school psychology—to address social and emotional needs and improve consistent attendance.
Examples of project‑based learning highlighted included a market day (fifth‑grade economics project using donated materials), STEM activities and cross‑curricular projects that give students hands‑on experience. Danielle said students reported preferring calm routines and that small changes—hallway supervision, affirmations, and opportunities to lead—helped belonging.
The presentation concluded with a pledge to synthesize student advisory feedback for staff and to continue monitoring progress on proficiency and attendance.
