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Raleigh County schools report test-score gains, staffing strains and facility needs during LSIC presentations
Summary
Several Raleigh County schools reported year-over-year test-score gains and described persistent needs: requests for more counselor time, updated playgrounds and flooring, split-grade/class-size concerns, and the need to support substitute staffing and special programs.
School representatives from across Raleigh County used the LSIC (Local School Improvement Committee) portion of the Oct. 21 meeting to report academic results and request targeted support.
Maxwell Hill Elementary: Principal Caitlin Daniel highlighted notable gains —"We increased from 60 to 75% in math"—and described continuing staffing shortages and concerns about chronic attendance. Daniel asked for mentoring, co-teaching supports for long-term substitutes and consideration of a full-time counselor.
Beckley Stratton and Beckley Elementary: The schools reported incremental improvements on state summative assessments (examples cited: math +3, reading +4 at Beckley Stratton) but flagged science performance and operational challenges. Beckley Elementary asked the board to consider hot breakfasts (staff said muffins/donuts leave students hungry by 10 a.m.), described an uneven kindergarten split (one class of 10 and another of 23) and explained how Title I staffing is being used to cover split classes.
Cranberry, Stanford and Bradley: Cranberry reported playground upgrades and fencing for pre-K areas and requested carpeting/flooring and continued Title I support. Stanford reported high attendance rates and improvements in reading and science despite a high student-transient rate (the school cited about 79% transient rate on 24–25 data). Bradley described a new 30-minute writing block and a "walk to intervention" model to address a recent dip in reading scores.
Common requests and themes: School leaders consistently requested more counselor time, additional or replacement playground equipment, updated flooring/paint, and support for substitute staffing. Several principals credited coordinated Title I supports, academic coaches and PBIS approaches for recent gains and asked for continued central-office backing to sustain progress.
Board and staff response: Board members commended improvement and encouraged continued work; staff acknowledged resource constraints (legislative funding formula and substitute availability) and described incremental support steps (maintenance projects, limited counselor days and targeted professional development).
Next steps: Schools will continue to work with district directors on prioritized facility repairs and staffing requests; the board noted it would consider funding and staffing options in future budget cycles.
