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Central SD 13J reviews low January attendance, stable discipline and graduation interventions
Summary
District staff reported January regular attendance at 63% and flagged persistent attendance and discipline challenges; the board heard plans including communications, SEL supports, and a GRIT (graduation intervention) team aimed at raising four‑ and five‑year graduation/completer rates.
Central School District 13J staff presented January performance metrics showing continued struggles with regular attendance and mixed discipline trends, and they described targeted interventions to raise graduation and completer rates.
Attendance: District staff reported a January regular attendance figure of 63% (September–January window), one percentage point below the prior year. The district reiterated its target of students attending 90% of the time, with operational targets set at 85% overall and 80% for focal groups (students with disabilities and economically disadvantaged students). Staff said a recent surge in influenza/COVID/cold cases contributed to elevated absences and noted the high school at one point closed for health reasons; they described communications and student voice videos as part of an outreach strategy.
Discipline: The district reviewed discipline metrics and reminded the board of a baseline of 620 suspensions in 2021–22, with a goal to reduce suspensions by 25%. For January the district reported one fewer suspension overall than last year but an increase of eight male suspensions for the month. Administrators described strategies including reteaching behavioral expectations, social‑emotional learning supports, counselors and behavior‑support staff, and school‑based mental health resources.
Graduation and completer rates: Executive Director Brian Flannery and Principal Rick Dormer presented preliminary 4‑ and 5‑year rates that the district said require further analysis; Flannery noted the shortfall represents roughly 20–25 students who would need to cross the graduation threshold to meet the board goal. Principal Dormer described a new 'GRIT' (graduation intervention) team, credit‑recovery and summer programs, professional learning community (PLC) time for teacher collaboration, and targeted supports for English learners and students with disabilities.
What the board asked and directed: Board members asked for a deeper data dive at the scheduled school visit and encouraged staff to continue targeted interventions. No formal action was taken; staff said they will return with more detailed analysis at the February 17 PLC meeting and at the March board meeting.
