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Springfield R‑XII reports stronger attendance, PBIS implementation and pockets of academic growth in end‑of‑year update
Summary
District academic leaders reported year‑over‑year attendance gains across most campuses, expanded PBIS adoption (43 of 50 schools scoring 80%+ for tier‑one implementation) and formative assessment trends that predict modest increases in reading and mixed results in math; school spotlights highlighted early‑childhood gains and major math growth at one K‑8 campus.
Dr. Nicole Holt delivered the district’s end‑of‑year academic update, framing results around the strategic plan and the district’s work on professional learning, PBIS behavior supports, attendance initiatives and assessment data.
Attendance: Holt reported districtwide increases in average daily attendance (ADA) and proportional attendance. She said 27 of 29 elementary campuses and nine of 10 middle schools saw ADA and proportional attendance gains; overall district ADA rose more than 1 percentage point year over year. Presenters and board members connected improved attendance to increased instructional time and student achievement.
PBIS and behavior supports: Holt said PBIS implementation advanced sharply — 43 of 50 schools (86%) scored 80% or higher on the tier‑one schoolwide tiered fidelity inventory, up substantially from last year’s count of 28 schools. Classroom management observation data showed 100% of schools reached 80% or higher on the classroom tool used by evaluators. Twenty‑one schools completed the PBIS award of excellence process this year versus eight last year.
Assessment signals: Holt summarized Renaissance (STAR) end‑of‑year results and said the district projects roughly 51% of students could be at or above the state benchmark in reading and about 41% in math based on the screener. She also reported district‑level student growth percentiles near 54% in both reading and math from beginning to end of year assessments, noting this is the first year the screener produced usable SGP data for the district.
School spotlights: the update included campus presentations from Arthur Mallerie Early Childhood Center (highlighting DRDP literacy gains and work with a large special‑education population), Cowen Elementary (PLCs, house system and targeted SPED/EL interventions), Westport K8 (substantial sixth‑grade math growth credited to backward planning, PLTs and improved teacher retention), and Hillrest High (a PLC-at‑work model, refined RTI cycles, attendance incentives and an expected graduation rate near 99%).
Board members praised the depth of the school presentations and asked questions about early‑childhood baselines, sustainability of gains and how student progress will be transferred across feeder patterns into high schools.
Next steps: staff will continue summer professional learning, expand leader learning opportunities and maintain job‑embedded PLTs to deepen implementation of the practices highlighted during the session.
