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Board hears literacy grant, dual‑credit results and rising chronic absenteeism
Summary
District staff reported a two‑year, $120,000‑per‑year literacy coach grant for K–3, summarized nearly 200 postsecondary credits earned through dual‑credit and college‑now options, and flagged chronic absenteeism affecting more than 200 students; staff outlined targeted small‑group instruction, attendance teams and next steps.
District instructional staff updated the board on student achievement and interventions, citing gains and continuing concerns across grades.
The board learned the district received a grant to fund a full‑time early‑literacy coach for two school years (roughly $120,000 per year). The coach (identified in the meeting as Angie) described the role as coaching teachers, setting up model classrooms and working on small‑group instruction to accelerate K–3 reading gains. Angie said she has long experience in the district and framed coaching as “walking alongside teachers, helping them identify goals of ways they want to learn in their instructional practices to impact the students.”
On college coursework, staff reported 131 in‑building dual‑credit classes completed this year (taught by district teachers) and additional courses taken through external providers; presenters said the dual‑credit work produced about $56,000–$57,000 in tuition savings to families and the district.
Assessment data: staff reviewed three years of STAR reading and math data. Presenters said the proportion of students meeting benchmarks increased in some grades while the share in intensive intervention decreased in others, but cautioned that testing timing, cohort composition and varying test conditions make year‑to‑year comparisons complex. Staff flagged a persistent pattern they described as a spring “lag” and said they will disaggregate cohorts and look at time‑on‑test and other factors to better understand the trend.
Attendance: presenters said chronic absenteeism remains a district challenge and described a range of interventions — attendance teams, social‑worker outreach, truancy court for high‑school cases and graduated notifications at seven and ten days. One presenter noted that “200 plus students are falling into this category,” and staff described ongoing family outreach and partnership work with the county and law enforcement to reduce absenteeism.
Next steps include continuing coaching and small‑group literacy supports, disaggregating assessment data to identify which students are most at risk, examining scheduling and testing windows, and continuing targeted attendance interventions.
