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Community-schools presenter: program served ~925 students, provided 1,462 basic-needs items in first semester
Summary
A presenter told the Centerville-Abington board the community-schools program served about 925 students across two elementary schools, provided 1,462 basic-needs items and case-managed 80 students during the first semester; board members requested unique (non-duplicated) counts and underlying metrics.
A presenter to the Centerville-Abington Community Schools board reported that the district's community-schools partnership served roughly 925 students at the two participating elementary schools and delivered 1,462 individual basic-needs items during the first semester.
The presenter said the program uses tiered services: schoolwide "tier 1" supports, targeted "tier 2" group interventions and individual "tier 3" case management. "At the beginning of the year, we have the enrollment numbers around 925," the presenter said, and reported 80 case-managed students who received 306 tier-2 supports and 668 tier-3 supports in the semester. The presenter also noted a reporting artifact: a duplicated figure (17,988) that inflates counts when schoolwide supports are summed across events.
Board members pressed for more precise, non-duplicated metrics and definitions. A board member asked for the number of unique students served ("where you've only provided even if they've had 10 services, only count them 1 time"); the presenter said the data-management system can produce non-identifying, unique counts and offered to provide those figures. The presenter described the measures used for attendance and behavior tracking (days absent, tardies, suspension rate, behavior incidents) and said site coordinators perform periodic progress monitoring.
The presentation emphasized that tier 1 supports are available to any student, while tiers 2 and 3 target students showing risk signs. The presenter said the program provided 92 schoolwide supports in the semester and 1,462 basic-needs items, and that site coordinators meet regularly with case-managed students.
Board members requested follow-up data: a nonduplicated count of students served per semester and the specific metrics used for the program's progress monitoring. The presenter agreed to provide anonymized reports and baseline comparisons to previous years.
