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District reports gains in Tier 3 reading attendance, cites chronic absenteeism as main constraint
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Summary
District reading staff said attendance in intensive Tier 3 reading interventions has improved — in one school rising from 74% to 93% — but chronic absenteeism still limits who receives the small-group services; the board heard data and asked about supports for multilingual learners.
Reading staff presented three years of Tier 3 intervention data and told the board that attendance improvements have strengthened the district's ability to deliver small-group reading instruction, while chronic absenteeism remains a limiting factor for services.
The district's Tier 3 classes are capped at four students and use the Wilson Reading System. The presenter said the district has tracked attendance closely and that at Harvard Jordan a Tier 3 attendance average increased “from 74 to 93%,” which staff cited as evidence the interventions can reach more students when they attend regularly.
The presenter emphasized the role of attendance in who receives the most intensive intervention: "We really had an attendance problem," she told the board, explaining the district added attendance contracts, call flows, and counselor involvement to improve participation in interventions. Staff said they now include chronic absenteeism as a placement consideration so that intervention seats are used effectively.
Board members asked whether the district has enough seats for all students identified as needing Tier 3 supports and whether multilingual learners have additional resources. Staff said decisions are made using multiple data points and that the Wilson curriculum has had success with multilingual learners, but that supports and capacity remain areas for ongoing attention.
This item was presented as information; no formal vote was required.
