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Principal outlines preschool readiness gains and attendance challenges at early childhood center
Summary
Presenters told the Aurora East USD 131 curriculum board that preschool assessment scores show strengths in numeracy and literacy but attendance remains below the district 95% goal; staff described a multi-tiered outreach protocol and TPOT behavior monitoring.
Susan Orozco, principal of the Urban Trust Center, introduced an early childhood presentation and staff reviewed assessment and attendance data for the district's youngest learners.
A staff member presenting DRDP results said, “72 percent of our students meet or exceed kindergarten readiness levels” for numeracy and that 65 percent meet or exceed the measure for phonological awareness. The presenter added that subgroup results vary: “82.7 percent of our 3 year olds met or exceeded the expected developmental levels in numeracy” while other subgroups are still developing expected skills.
The presentation separated assessment findings from attendance trends. Presenters said the early childhood center aims for a 95% average daily attendance rate but currently records about 87.8% attendance. Staff explained that a grant requires sustained outreach before dropping a preschool student and that the site attempts contact for six continuous weeks before a student can be removed from the program; presenters said that requirement tends to keep more children enrolled but lowers the attendance rate compared with compulsory grades.
On behavior and classroom practices, presenters described use of the Teaching Pyramid Observation Tool (TPOT) to monitor fidelity to social-emotional and behavior expectations. As one presenter explained, the TPOT involves a two-hour classroom observation and a brief teacher interview, with a goal of 80% or higher implementation indicating strong fidelity to the model.
The presenters described actions to address gaps: daily attendance tracking, family outreach on the first absence, targeted family supports and celebrations for positive attendance, stacked professional learning for teachers, and in-person family meetings when needed. They said spring assessment results are pending for some measures and that staff expect continued incremental growth next year.
The presenters concluded that play-based learning and targeted professional development are driving measurable growth, while close family outreach and the grant's retention rules are shaping attendance statistics.
