Glen Fork Elementary highlights benchmark gains and a drop in chronic absenteeism

Miss Hilton, principal of Glen Fork Elementary, told the Wyoming County Schools board the building’s theme this year — “game on, level up” — reflects a push to raise achievement, attendance and engagement across grades K–8.

The principal reported multiple measurable gains on early-grade assessments. On the GSA-related benchmarks, three of six tested groups reached the “50 and above club” (50% proficiency or higher), with third and fourth grades strong in operations and algebraic thinking and sixth grade showing growth in mathematical reasoning. For K–2, Miss Hilton gave the following snapshot: kindergarten 58% at/above grade level in math, first grade 57%, second grade 66.7%. In ELA she cited kindergarten 70.6%, first grade 71.4% and second grade 73% at or above grade-level measures. She also said 86% of students showed growth in math from benchmark 1 to benchmark 2 and 85% showed growth in ELA during the same period. Among 22 tested students with IEPs, 17 showed growth and 4 met or exceeded mastery on assessments.

The principal credited several interventions with that progress: expanded use of Heggarty in K–2, co-teaching, targeted tier 2 and tier 3 instruction, more after‑school tutoring and two district interventionists providing four days of support. Miss Hilton said the school will continue monitoring students on AIM plans and aims to increase ELA and math performance by 10 percentage points from initial to final benchmarks this year.

Behavioral supports and family engagement were central to the presentation. The school reports declining discipline referrals and suspended incidents compared with the prior year after two years of PBIS work, and highlighted a token-based Roar Store incentive that students use to celebrate positive behavior. Miss Hilton described student-led attendance tracking, community donations for incentives and a range of family supports — from clothing and food assistance to parent nights meant to rebuild post‑pandemic engagement.

Board members praised the staff for lowering chronic absenteeism and for sustaining operations and community outreach during a difficult year for the school.

The presentation closed with staff previews of upcoming Title I events, PLC activities and tutoring expansions.

The board did not take formal action on the presentation itself; it received the report for information and follow-up questions were addressed by school staff.