District assessment, attendance and behavior update flags kindergarten drop and lower high‑school participation
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Summary
District staff presented winter benchmark results showing a kindergarten decline on FastBridge and a drop for fourth grade, plus lower test participation at Lincoln High School; behavior data shows 5.8% of students received ISS/OSS this year and targeted interventions are underway.
District directors presented benchmark assessment and behavior data to the board, saying winter snapshots show areas that need targeted work even as some grade levels demonstrate growth.
“There's a pretty big drop for our kindergarten students,” a presenter said, describing FastBridge results and curriculum gaps. Staff said they have already identified curriculum concepts not yet taught that likely account for the decline and will adjust K–3 instruction and materials accordingly. For fourth grade the winter benchmark fell from fall results; staff reported they are diagnosing gaps and will recommend targeted supports.
At the secondary level, staff reported stronger growth in some middle‑school measures but noted test participation at Lincoln High School was lower and may bias results: "When we don't have good test participation, it's hard to look at this information and say we feel really solidly that we're getting all of the kids," a presenter said. The district plans outreach to increase participation and will report back in spring.
The board also received data on discipline. District staff reported 5.8% of the student population (261 students) have received in‑school or out‑of‑school suspension so far this year, and described a shift toward restorative practices and a tiered intervention model. Elementary-level incident categories were reframed as developmental needs: difficulty considering outcomes, trouble managing emotional responses, and difficulty expressing needs. At secondary schools, the most frequent incidents were insubordination, personal communication device violations (a Lincoln/high‑school issue concentrated among tenth graders), and instigating disruptions.
Staff described interventions now in use, including lunch and after‑school detention programs that incorporate counseling and restorative practices, increased coaching for teachers and targeted PLC work, and plans to expand practices that appear to reduce repeat offenses. The board asked for breakdowns by building and year-to-year comparisons; staff agreed to follow up with more granular data.