Shenendehowa presents midyear goals and data, highlights attendance gains and equity work
Get AI-powered insights, summaries, and transcripts
Sign Up Free
Summary
Shenendehowa Central School District presented midyear progress on four district goals — culture, instruction, personnel and fiscal responsibility — reporting improved attendance, expanded restorative practices and steps to reduce grading bias while rolling out AI training and new screening for gifted/enrichment access.
Superintendent Dr. Wilson Turner opened the board meeting presentation with a midyear review of four core goals — organizational culture and environment, school and classroom practices, personnel and professionalism, and fiscal responsibility — and told the board the evening would show how work at every level is aligning with those priorities.
"We keep students at the center of our why," Dr. Wilson Turner said, framing the presentation that followed from elementary through district leadership. Presenters described district actions to promote equity, increase engagement and create predictable budgeting and staffing systems.
At the elementary level, Sherry Farajii, academic administrator for elementary special education, said the district revised CogAT and TOMAGS screening starting this school year to identify English language learners and special‑education students for enrichment opportunities. She described restorative‑practice training and new culturally responsive practices intended to broaden access to accelerated learning.
Phil Wyman, an Acadia principal, outlined grading reforms that include building‑level grade‑book audits, professional learning communities and a standards‑based elementary report card. Wyman said those efforts are intended to reduce bias in grading and align academic‑intervention scheduling with student needs.
District presenters reported measurable midyear data. A data overview showed elementary average daily attendance near 95% and an elementary chronic‑absenteeism rate of 11.3% as of Jan. 23; middle‑school ADA was about 94.7% with a 13.9% chronic‑absence rate and high‑school chronic absenteeism showed a year‑over‑year decrease after the introduction of automated attendance calls. The district attributed part of the attendance gains to targeted outreach supported by a RECUBS grant and to an attendance teacher who conducts home visits and, as needed, transports students.
Presenters described expansive social‑emotional work — TCIS and CALM training, community circles, threat‑assessment protocol updates in collaboration with the FBI and scheduled suicide‑prevention trainings — aimed at reducing suspension days through restorative responses. The district said 146 behavior incidents had formal restorative responses as of Jan. 23 and 162 students were served by those processes.
Officials also described technology and curriculum changes: AI literacy modules in grades 3–5, expanded co‑teaching and ELL supports, the rollout of an enterprise Chromebook program for middle‑school teachers, and a new district website and social accounts intended to increase family engagement.
Board members thanked staff for the presentation and noted the work will feed continued budget and policy decisions. The district said the presentations will be followed by data visualizations and ongoing goal‑tracking into the spring.