Glenwood principal outlines inclusion, new math adoption and enrollment decline
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Summary
Principal Jacob Hodgson described Glenwood Elementary’s inclusion and co-teaching efforts, early-intervention staffing in TK/K, enrichment programs funded by the Glenwood School Foundation, and noted enrollment fell to 302 from 312 the prior year; he set a goal to raise 3–5 grade proficiency by 10% and stressed consistent professional learning communities.
Principal Jacob Hodgson delivered an extended presentation on Glenwood Elementary’s programs and student outcomes, emphasizing community-building, inclusion, and a focus on math instructional consistency.
Hodgson described the school’s staffing and supports: 21 credentialed staff (15 classroom teachers, MTSS coach, school psychologist, resource teacher), nine instructional assistants, a 0.5 counselor, and a 0.5 intervention specialist. He said the school shifted a campus security position into instructional assistant roles so kindergarten classes have two adults through 1 p.m. to boost early intervention.
Hodgson highlighted extracurricular and enrichment offerings supported by the Glenwood School Foundation (GSF), including a new garden, mobile maker lab visits, music performances, and student leadership and assemblies that reinforce social-emotional learning. On assessment, Hodgson reported SBAC results of about 67% in ELA and 65% in math for the school, and said the school aims for a 10 percentage-point increase for grades 3–5 meeting or exceeding standards through aligned professional learning communities and common formative assessments.
On enrollment, Hodgson said Glenwood had 302 students this year, down from 312 the previous year, and noted a decline after the pandemic consistent with broader district trends. He described targeted supports for focal student groups (English learners, students with disabilities, socioeconomically disadvantaged students) that include co-teaching, small-group instruction, and reexamined formative practice to reduce isolation of learners.
Trustees thanked Hodgson for the presentation and asked clarifying questions about student groups and attendance; Hodgson said the school is pursuing family engagement and cross-grade collaboration to improve outcomes.
