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District surveys show gains in early literacy and staff collaboration but attendance remains a top concern
Summary
District and building survey results reported gains in staff collaboration, early‑literacy and safety preparedness; boards and administrators singled out low parent response rates and middle/high‑school attendance below the 90% goal, and set targets to boost family engagement and MTSS supports.
District leaders presented spring climate and assessment surveys showing measurable gains in early literacy and staff collaboration, while highlighting continuing gaps in parent engagement and student attendance.
Presenters said kindergarten proficiency rose from 45% to 66% mid/above grade level and that 92% of current kindergarteners were on track into first grade. Third grade ended the year with 80% of students at grade level in reading, and intervention efforts reduced sixth-grade students classified as at‑risk in math from 47 to 16.
Survey takeaways: staff collaboration, safety preparedness and teacher–student relationships scored higher across buildings; parent surveys had low response rates in some schools (for example, only 49 of 424 parents returned the middle‑school survey), and parents reported weaker opportunities for meaningful input. District staff recommended a district goal to improve parent/family voice and to implement multi‑tiered systems of support (MTSS) for consistent academic and wellness interventions.
Attendance focus: board discussion centered on attendance calculations and incentives after staff noted districtwide attendance averages in the mid‑80s compared with a 90% target. Administrators explained daily tracking is possible, and outlined tactics — targeted calls by building staff, communications, incentives (assemblies, pizza prizes) and family events — to reduce the small number of absences that push many students below the 90% threshold.
Board response: trustees asked for more specific community outreach and for additional data comparing surrounding districts; they also encouraged administrators to return with a plan to improve parental input and attendance measures.
Next steps: building leaders will roll out family‑engagement steps (newsletters, open houses and family nights) and the district will prioritize MTSS and vocabulary/comprehension work in middle and high school to sustain gains and address secondary reading/math challenges.
