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Atlantic district principals pledge monthly progress reports as part of push for "one yeargrowth for every student"
Summary
District principals told the board they will use a logic model and monthly data tied to three main testing windows and PLC work to pursue the board dopted goal that each student make at least one yearof growth; administrators also described pairing special-education teachers with grade teams and restorative-practice expansions.
District principals presented a collaborative report to the Atlantic Community School District board outlining how they will operationalize board goals that prioritize student growth and attendance.
The principals said the district dopted an aspirational target that "100% of students will make a year's growth" and described a logic model they will use to translate that aim into monthly action steps and measurable reporting. "A logic model actually puts action steps in; it's an action plan," said Stacy, an administrator who helped lead the work, emphasizing that monthly board updates will tie activity to the district's 30-60-90 plans and testing windows.
Administrators said the monthly reporting will focus on results from three main statewide testing windows and on locally collected indicators such as attendance and assignment completion. They described a districtwide PLC (Professional Learning Community) rollout: teams will pick 8—15 priority standards per grade and subject, build common assessments, analyze pre/post-assessment results, and design targeted interventions for students who do not meet mastery on a given standard.
James, who outlined the PLC timeline, said the district—xpects a 30-day goal of identifying priority standards, a 60-day goal of building common assessments, and a 90-day goal of using assessment results to adjust instruction. Administrators noted that PLC time will be built into the school week and that special-education teachers will meet and collaborate with grade-level teams to support inclusion and differentiated instruction.
The principals also highlighted changes to classroom environments and professional development to embed restorative practices: 28 faculty have completed training, restorative circles will be used regularly, and some science tables have been refitted with wheels to enable circle conversations and more flexible learning spaces.
Why it matters: Board members said they wanted concrete, recurring data that connects retreat priorities to classroom practice. Administrators committed to returning monthly with focused information so the board can monitor progress toward the growth goal.
Next steps: The principals will begin the monthly presentations and supply specific assessment windows and dashboards to the board as the school year progresses.
