Good School principal outlines goals, cites targets for attendance, test gains and reduced suspensions

Dr. Kelly Kerner, principal of Good School, presented building-level data and a set of instructional and culture priorities to the York City School District board on Feb. 18, saying the school will ‘‘work to increase student proficiency over 10% in ELA and in math.’’

Kerner said Good School’s current enrollment is approximately 653 students, including 146 students who receive special education services and 192 multilingual learners. She told the board the school is using MTSS interventions, cross-grade collaboration, and acceleration cycles — including algebra for some sixth- and seventh-graders — to raise proficiency.

Why it matters: Kerner framed the strategies as part of a multi-year push to shift from growth metrics to proficiency and to reduce chronic absenteeism and out-of-school suspensions. She listed headline targets: more than 10% gains in ELA and math proficiency, 95% student attendance and a 20% reduction in out-of-school suspensions.

Kerner described schoolwide practices aimed at those goals: daily data-analysis sessions, targeted intervention and acceleration during ‘‘win time,’’ stronger K–2 foundational screening to prevent downstream gaps, and a high-touch MTSS coach. She also cited district supports and partnerships that provide wraparound services.

On behavior and discipline, Kerner said the school emphasizes restorative practices and positive behavioral interventions and supports (PBIS). Mr. Ship (Good School staff) and Kerner gave examples: a PBIS store and incentives, community-service agreements in lieu of suspension, book-vending rewards, check-in/check-out mentoring, and home visits tied to attendance outreach.

Kerner acknowledged challenges in assessment participation timing and explained that some apparent zeros in district data reflect late-submitted assessments or planned instructional pauses with documented catch-up plans. She said the team requires a recovery plan from teachers who pause an assessment window so the school can preserve accountability while prioritizing instruction.

Board members asked about ‘‘frequent flyers’’ — students who miss repeatedly — and Kerner and Mr. Ship said a small pocket of students account for repeated suspensions while most suspensions were single incidents; they described the multi-tiered supports used to reduce repeat problems.

Kerner closed by reiterating the school’s goals and culture framing: ‘‘Every day is game day,’’ she said, describing an emphasis on teamwork, risk-taking and collective accountability as part of reaching the stated proficiency and attendance targets. The board took no formal action on the presentation; Kerner answered follow-up questions from board members.