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Intermediate school outlines literacy push and a 10% attendance goal
Summary
Intermediate school leaders presented a theory-of-action focused on reading, support for emerging bilingual students and targeted interventions aimed at increasing 'regular attenders' (students attending 90%+ days) by 10 percentage points.
Intermediate school leaders presented to the board a focused plan to raise reading outcomes and attendance, describe coaching and teacher-development activities, and outline interventions for chronically absent students.
Principal Dave Sheldon and Vice Principal Michael Clutter said the building has aligned its theory of action with district goals, emphasizing de-privatizing classroom practices so teachers observe and coach one another. The school has a teacher development group focused on math and a daily 30-minute focus-group block for leveled reading support.
On attendance, the intermediate school reported roughly 330 students and set a goal to increase the share of "regular attenders" (students attending at least 90% of days) by 10 percentage points compared with last year. Staff described a tiered intervention strategy that includes attendance letters at defined thresholds (80-89%, 70-79%, 60-69%), parent contacts, home visits, and targeted supports (transportation, alarms, family engagement) to remove barriers to attendance.
Why it matters: Attendance and literacy are leading indicators for later academic success; the school's interventions and coach-driven instructional work aim to identify needs early and provide targeted supports.
Next steps: Principals will report interim data to the board on a schedule tied to the district's data reporting plan and will continue family outreach and targeted interventions.
