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Sellers Elementary principal reports solid reading and math performance, low chronic absenteeism; staff development and STEAM use highlighted
Summary
Principal Shonda Trent told the Glendora Unified board that Sellers Elementary saw 63% of grades 3–5 meeting or exceeding language‑arts standards and 57% meeting or exceeding math standards; chronic absenteeism is 4.9%. The report emphasized restorative practices, Community Fridays and STEAM lab use, and proposed targeted interventions and professional development.
Shonda Trent, principal of Sellers Elementary, presented the schoolsite report and data to the board, outlining academic results, behavior and family engagement efforts.
Trent said 63% of third through fifth graders met or exceeded standards in language arts and 57% met or exceeded math standards. She noted strengths in writing and in "concepts and procedures" in mathematics, and described tiered interventions for students who are near or below standard. Trent reported chronic absenteeism at 4.9% (a 1.9 percentage‑point improvement) and a suspension rate of 0.7%.
Trent described other initiatives aimed at building school culture: Community Fridays to invite families on campus, a farm‑stand fundraiser for the school garden, student leadership opportunities, and a STEAM lab that classes use on a rotating schedule. She said teachers requested professional development in using STEAM resources (Legos, coding tools) and training in behavioral strategies and restorative practices; staff members now lead peer professional development during staff meetings.
Board members praised Sellers staff and asked clarifying questions about the data visuals. Dr. Noraham, introduced as the district data specialist, explained the claim‑area categories ("above standard," "near standard," "below standard") and said a combined view of "near" plus "above" is used to describe students meeting grade‑level expectations. Trustees asked about STEAM lab scheduling and how frequently classes visit; Trent said a typical cadence is about once every two weeks and that the tech lead coordinates signups.
Trent said next steps include shifting more intentional instruction to tier‑2 and tier‑3 small‑group supports, expanding family engagement events and continuing targeted professional development to strengthen small‑group practices.
