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Pocahontas Area annual report shows higher test scores, improved attendance and fewer suspensions
Summary
Curriculum director Tabitha DeMay told the board the district's ISASP proficiency rose modestly in ELA and math and jumped in science; average daily attendance increased from 92% to 95% and chronic absenteeism fell from about 28% to 12.5%, while suspensions dropped substantially.
The Pocahontas Area Comm School District presented its annual progress report to the board, citing gains on state assessments, higher daily attendance and sizable reductions in suspensions.
Tabitha DeMay, the district's curriculum director (one day per week), said English language arts proficiency rose 2% from 2024 and is about 2 points above the state average, with roughly 74% of students scoring proficient or advanced on the ISASP. Math proficiency increased about 1% (about 70% proficient/advanced), and science — measured every third year — showed a larger jump from 55% to 66%. Screening data and targeted interventions contributed to those gains, DeMay said.
Attendance and behavior: The district reported average daily attendance climbed from about 92% (2022-23) to 95% (2024-25), an improvement the board said exceeded the state's change. Chronic absenteeism (students missing 10% or more of days) dropped from roughly 28% to about 12.5% year-over-year. DeMay also reported a 69% reduction in in-school suspensions and about a 45% reduction in out-of-school suspensions, which board members attributed to culture, targeted interventions and staff efforts.
Postsecondary and work-based learning: DeMay said college-credit enrollment among high schoolers is above the state average but flagged that recorded work-based learning numbers (senior cohort) appear low, likely because some opportunities are not yet coded consistently in the data. She identified the recently awarded STEMfest grant as a likely driver to increase work-based placements going forward.
Context and caveats: Board members noted changes in state attendance-exemption policies affect chronic-absence calculations and that some annual metrics are cohort- or sampling-limited (science every third year). DeMay stressed that screening tools intentionally over-identify students who may need help so interventions can start early.
What comes next: The board discussed publishing the scorecard, maintaining a current online dashboard and continuing to monitor screening and intervention outcomes. Administrators will work to improve data coding for work-based learning and to post the APR materials online for public review.
Attribution: Presentation and data reported by Tabitha DeMay; board members and the superintendent contributed follow-up remarks and context.
