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District outlines strategic-plan goals: attendance, proficiency targets and AI committee work
Summary
Jerry Poole presented the district's 2024'2029 strategic-plan update, highlighting a 94% daily attendance target (94.2% in 2024'25), an 85% K'5 proficiency goal by 2029, low family survey response rates (95 respondents, under 5% of families), and recommended inclusion of AI-related goals.
At the March 3 meeting the Shoreham-Wading River Central School District updated trustees on progress implementing the 2024–2029 strategic plan, focusing on five pillars including whole-child programming, academic outcomes and communication.
"We set a goal of maintaining a minimum 94% attendance rate," said Jerry Poole, who presented survey data and the district's year-one action items. Poole said the district achieved a 94.2% daily attendance rate in 2024–25 and reported 8.4% chronic absenteeism (18 or more days absent), with targeted outreach to economically disadvantaged students helping to reduce that gap.
Poole reviewed academic measures and interventions, noting use of I-Ready screeners and other assessments as tools to identify and support students. The district set an aspirational K–5 proficiency target of 85% in math and English-language arts by 2029, and Poole described steps such as third-party literacy reviews, MTSS work and professional development to pursue that goal.
The presenter also acknowledged limits to the survey data: roughly 95 parents responded, which he said represented "less than 5% of the parents in the school district." Poole and board members discussed outreach to increase family participation and the possibility of revising metrics mid-plan as data accumulates.
The board heard plans to integrate work from an ad hoc artificial-intelligence committee into the strategic plan under themes the committee used: prepare, protect and prosper. Poole cited an external Brookings study the committee used to frame goals and said the committee recommended five manageable targets for the district.
Members asked for additional disaggregated data (for example, separating grades 7–8 from 9–12 in survey results) and requested follow-up on outreach strategies to boost family response rates. The presentation and supporting slides will be posted to the district website.
