Pendleton Heights presentation: SAT benchmarks, AP honor roll and rising attendance
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Summary
Assistant principal Dr. Pio reported on SAT comparisons, a 37% dual-benchmark rate above state averages, growth in dual-credit offerings and AP Honor Roll recognition; attendance staff described a new state 94% indicator and said the district’s current attendance rate is 95.41%.
Dr. Pio, assistant principal and director of curriculum and instruction at Pendleton Heights High School, told the school board the high school’s academic measures are trending upward and explained how testing and course choices affect reported scores.
"We have 37 percent of our kids that meet both those benchmarks, which is higher than the state, by 10%," Dr. Pio said, referring to the English and math SAT college-board cut scores. He noted the school’s juniors all take the SAT and cautioned that comparisons to other states can be affected by differing test-participation patterns.
Dr. Pio described AP and dual-credit trends: the district administered 577 AP exams last year with 213 scoring a 3 or higher, and the school qualified for the AP Honor Roll at the bronze level. He said dual-credit offerings have risen (from 14 to 24 courses this year, projected 28 next year) and that some declines in AP counts reflect increased dual-credit enrollment, not weaker achievement.
A district attendance staff member outlined changes to the state attendance indicator and the corporation’s response. "The indicator is a 94% attendance at school," the presenter said, and added that the corporation measures attendance against a 90% handbook threshold. The presenter reported a current attendance metric of "95.41%," described automated parent notifications, the coding of absence reasons in PowerSchool, and intervention steps that occur at five, seven and nine absences, with potential removal from class after 10 unverified absences.
The presentation also covered pilot units, instructional-coach schedules, and plans for staff development to support implementation of the adopted literacy materials. Board members asked about coaching time in classrooms and received a response that coach schedules will vary but will include in‑class work, data meetings and weekly planning.
