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Central SD 13J reviews attendance, discipline trends and winter universal screener results; district plans tutoring rounds
Summary
District presenters reported February attendance at about 52% regular attendance (flat to slightly down from last year), a reduction of suspensions compared with last year, and winter universal screener results showing flat performance with planned high-dosage tutoring beginning March 30.
District leaders presented March performance metrics covering attendance, discipline and winter universal screener results and outlined near-term interventions.
Attendance: The district reported September—February regular attendance overall at about 52% in February, a roughly two-percentage-point decline from the prior year that presenters described as statistically flat given normal month-to-month variation. Presenters cited sickness, community factors and typical January/February enrollment churn as contributing factors.
Discipline: The district reported 25 fewer suspensions in February compared with the prior year, described in the presentation as a roughly 27% drop from the previous year. Presenters credited efforts such as reteaching expectations, a revised student code of conduct (fully implemented in January), social-emotional learning supports, counselors and school-based behavior staff.
Universal screeners and instruction: Dr. Amy Jackson, director of curriculum and instruction, reviewed winter universal screening for cohorts (third-, sixth- and eighth-grade progress). District goals were stated as 70% of third graders at grade-level reading and 60% proficiency targets in math for focal grades. Winter results showed modest step-backs from fall in some cohorts, which district staff called "flat" for the period and said they expect recovery in spring. The presentation cited curriculum implementation timelines (elementary ELA in year three; math in year one) as drivers of the shape of gains.
Interventions: The district announced plans to run a high-dosage tutoring program starting March 30: a 10-week, small-group model (one adult to two students, roughly 20-minute sessions) delivered in multiple rounds with the goal of accelerating gains for students who need extra support. Presenters also said summer programs and targeted expanded-learning opportunities have been associated with gains for participating students.
Board members asked about attribution for higher fall-to-fall gains and whether summer programming or the district's targeted interventions explain the patterns; staff said they are collecting participation figures and will report back with disaggregated data.
