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Hudson Park shows gains but district falls short of school‑improvement targets; attendance remains a concern
Summary
Hudson Park Elementary reported I‑Ready growth in reading and math across all grades with kindergarten posting the largest gains, but school‑wide goals for typical and stretch growth were not met. Chronic absenteeism fell from 45% to 35% in a recent window but year‑to‑date remained about 42%.
Hudson Park Elementary Principal Keplinger told the board that I‑Ready assessment results showed growth in both reading and math at every grade level this year, with kindergarten recording the largest gains: about a 62% increase in reading and a 61% increase in math from the beginning to the end of the year.
Keplinger framed those gains alongside a needs analysis by domain and urged targeted interventions next school year: "Our second, fourth, and fifth graders next year, we really need to focus on, honing in on those geometry skills," she said, and recommended small‑group, leveled instruction alongside whole‑group, standards‑based lessons.
But Keplinger flagged a wider gap when the district-level school improvement goals are considered: for reading, 46% of students met typical annual growth (the district goal was 80%), and 21% met stretch growth (the goal was 35%). She told trustees, "So yes, we're making progress at each grade level … but, really, truly, it's not where we need to be."
Trustees and staff discussed attendance and assessment coverage. Keplinger said chronic absenteeism dropped to 35% from 45% in April in the most recent window, but year‑to‑date chronic absenteeism was approximately 42% (defined in discussion as missing 10% or more of school days). She cited attendance, mobility and students’ readiness as contributing factors.
At the high school, Williams highlighted strong junior ELA results: 61% of Rainier High School juniors scored proficient on state ELA assessments compared with a statewide average of 47%. Williams also described expanded CTE connections, student publications and arts projects as signs of broader success.
What’s next Keplinger and other administrators said they will use PLCs (professional learning communities), data teams and targeted summer and in‑year interventions to address domain‑level needs and reduce the number of students multiple grade levels behind.
