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South Preston LSIC presents test scores, attendance and behavior strategies to board
Summary
South Preston school leaders and their LSIC presented early-year academic benchmark data, chronic-absence and behavior statistics, and school improvement priorities Dec. 1; they requested an additional tutor, after-school transportation, and professional development tailored to local needs.
South Preston school representatives briefed the Preston County Board of Education on school‑level academic progress, attendance, behavior incidents and improvement strategies during a long presentation Dec. 1.
Presenters summarized beginning‑of‑year benchmark data and early indicators: initial monitoring began with first‑quarter benchmarks and an additional data point was scheduled for Dec. 8. The presenters said reading and math results vary by grade; examples given included third‑ and fourth‑grade ELA performance figures and a lower result in fifth grade. Chronic‑absence rates were highlighted: presenters said kindergarten chronic absence is approximately 33%, while other grades ranged lower. The school is using PBIS and Navigate360 for behavior monitoring and rewards.
Staff described specific behavior incident counts reported to the board (examples included multiple instances classed as defiant or disruptive behavior, three physical fights without injury, one threat of injury, one incident of sexual misconduct, and one possession of a small knife), and outlined tiered interventions and restorative practices tied to state guidance. The presenters said five students had been removed from classrooms earlier in the year with a total of 10 days of out‑of‑class removals recorded.
School leaders asked for additional supports: an extra tutor, an additional bus to serve after‑school activities, and tailored professional learning for teachers to address local home‑life challenges that affect students. They reported community and PTO engagement — including donations, a $1,500 sign donation credited to local resident Robert Pratt, and regular volunteer support — and noted planned CTE teacher support in the spring.
Board members asked for follow‑up data on students who transferred in or out to assess academic effects of transitions; presenters said more complete monitoring data will be available after the Dec. 8 progress check. The presentation closed with appreciation from board members for community involvement and a request that central office continue supporting professional development and tutoring resources.
The presentation provided the board with specific operational requests (tutoring, transportation, professional development) and a summary of early‑year indicator data the district will use for further planning.
