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Pleasant Hill SD 1 presents midyear performance report; attendance and literacy flagged for focus
Summary
At the Dec. 15 Pleasant Hill SD 1 board meeting, district presenters reviewed midyear metrics showing regular attenders at about 71.9% (target 77%), K–3 literacy benchmarks below target in two grades, and expanded mental-health referrals and MTSS/data-team interventions planned for the second semester.
At the Dec. 15 meeting of the Pleasant Hill SD 1 school board, district staff delivered a midyear performance presentation that highlighted attendance, literacy benchmarks for young students and expanded behavioral and mental-health referrals.
The superintendent’s report agenda item included a district summary that placed regular attenders at 71.9 percent against a target of 77 percent, and reviewed subgroup performance by poverty status and special education. The report noted a four‑year graduation rate of 89.8 percent, exceeding the stated target of 88.5 percent. Districtwide ELA proficiency across grades was reported at about 35.2 percent and math proficiency at about 35.3 percent; third‑grade reading baseline was cited at 42.5 percent with a target of 47.5 percent.
An elementary presenter (identified in the record as the elementary school presenter) said K–3 benchmark results varied by grade: kindergarten was reported as 30 of 58 students (about 52 percent), first grade 35 of 59 (about 59 percent), with second‑grade and third‑grade results described in the packet. The presenter described the school’s stoplight system for tracking pillar progress (academic equity, social‑emotional learning and supports, data‑driven decision making, and learner‑profile integration) and said several elements remain “yellow” or “red” and will be addressed with targeted interventions, data teams and professional development.
Presenters described mental‑health supports and referrals using Care Solace and school counseling. The elementary report cited 13 referrals to outside counseling and two warm handoffs; staff also said they provide one‑on‑one check‑ins and small‑group supports. Middle‑ and high‑school presenters reviewed similar referral data, attendance measures (for example, the middle school reported roughly 76 percent regular attenders) and MTSS/data‑team cycles used to monitor academic and behavioral interventions.
Board members and a public commenter asked about the purpose of disaggregating data by race; staff responded that subgroup data is used to identify trends and target supports where students are not experiencing the same levels of success, and noted some state reporting requirements call for disaggregation.
Why it matters: the midyear review identifies specific grades and student groups where the district plans to intensify interventions in the second semester — focused on K–3 literacy, progress monitoring and attendance strategies — and it documents growing use of outside counseling referrals to address student needs.
What’s next: presenters said more detailed data and updated trend reporting will be available in upcoming board packets and on the district website; the board will continue to monitor progress through data‑team reports and midyear assessments.
