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End‑of‑year reviews: scholarships up, chronic absenteeism down, CTE certifications rise and special‑education monitoring lauded
Summary
Administrators reported growth in scholarships (Worthington scholarship notably increased awards), improvements in chronic absenteeism and failure rates due to targeted interventions (math labs, BAR), an increase of 110 CTE certifications and new concurrent-enrollment agreements, and a tier‑1 Department of Education monitoring rating for special education.
Administrators reviewed end-of-year results across several schools, reporting increases in scholarship dollars, declines in chronic absenteeism and failure rates where targeted programs were applied, expanded CTE offerings and certifications, and a favorable Department of Education monitoring outcome for special education.
At Cabo High School, Mrs. Selfridge highlighted the Worthington scholarship’s impact — she said it nearly doubled scholarship totals and broadened recipients beyond traditional top‑GPA students to include CTE and other students. She pointed to grants and awards in the tens of thousands of dollars and noted the district paid out $25,900 in scholarships this year. On attendance, Selfridge credited daily/weekly monitoring and outreach, and the board heard that linking athletic eligibility to attendance and daily reporting has already shortened tardy/absence lines and reduced chronic absenteeism.
Selfridge also described a successful math-lab pilot led by a teacher (Kyle Gilson) that pulled students from study hall for remediation and retesting; students who worked in that lab showed improved passing rates, prompting plans to expand math lab blocks districtwide.
Dr. Karen (Carybrook Community School) and the special-education administrator noted increases in special-education enrollment connected to students affected by learning disruptions during COVID. Dr. Karen described discipline reductions tied to the BAR (Building Assets, Reducing Risk) program and outlined ongoing efforts to transition students to less restrictive programming when appropriate.
Miss White reported on Caribou Tech Center: a net increase of 110 student certifications (OSHA contributed), 10 new concurrent-enrollment agreements with post‑secondary institutions and 121 college credits earned during the prior year, plus a career day that resulted in on‑the‑spot job offers for students.
The special-education update included a tier‑1 rating from the Department of Education, a monitoring plan and planned mock audits to sustain the rating.
What this means: administrators presented tangible program-level outcomes tied to district goals (scholarships, attendance, remediation, career preparation, and special‑education quality) and outlined next steps to scale successful pilots and maintain compliance with state monitoring.
