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Assistant principals outline expanded summer school offerings and declining high-school summer participation; behavior data show most students have few reported
Summary
Assistant principals told the Whitnall board the district ran 21 exploration courses, reported 657 students enrolled in summer programming (down from 739 in 2024), and said behavior data show 74–88% of students at each level had 0–1 incidents; trustees asked about PBIS and device policies.
Assistant principals presented the district’s 2025 summer school program and a multi-year student behavior report, telling the board the summer catalog expanded course options and the district is relying on PBIS, restorative conversations and calibrated documentation to improve behavior outcomes.
Presenters described three course categories — one-week exploration courses, three-week enrichment courses and credit-recovery extension courses — and said 21 exploration courses ran this year. The high school reported 51 students in credit recovery, with about 78% of those students passing at least one course and about 20% completing an additional class. Overall summer-school enrollment was reported as 657 students, down from 739 in 2024; presenters attributed the large drop in grades 9–12 largely to the absence this year of a previously run peer-mentor course.
On student behavior, assistant principals said the majority of students have few incidents: one elementary site reported 88.4% of students with 0–1 incidents; middle- and high-school rates were reported around 74% and 84%, respectively. The district emphasized data-driven monthly grade-level goal setting, a student-contact log, calming zones on playgrounds and restorative conversations as intervention strategies. Board members asked whether PBIS is externally coached or in-house and raised concerns about reward-based systems; presenters said they use an external PBIS coach alongside internal coaching and that PBIS is one tool among many.
Board members praised the summer program and asked follow-ups about marketing, bus stops and calibration of behavior coding across buildings. District staff said they will continue using parent feedback (78 survey responses cited), enrollment data and contact logs to guide planning and interventions.
The presentation closed with staff outlining next steps to use data and build goals tied to student belonging, problem solving and consistency across buildings.
