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Welch Elementary reports test proficiency, high SPED share and PBIS gains
Summary
Welch presenters told the board spring proficiency was 24% in ELA and 27% in math for grades 3–5; fall screening shows roughly 36–37% of K–3 students require reading or math intervention plans, and special-education enrollment is about 37% of the student body.
Miss Diaz and Mister Johnson presented Welch Elementary's balanced scorecard, saying 24% of third through fifth graders were proficient in ELA and 27% were proficient in mathematics in spring assessments. They also told the board that, in fall screening tied to the referenced House bill, 38 of 105 kindergarten through third-grade students (36%) required monitoring with intervention plans for reading and 39 of 105 (37%) required intervention plans in math. "We know comprehension is not working," Miss Diaz said, and the school is emphasizing content/vocabulary instruction alongside explicit phonics.
Speakers described PBIS work and other supports: Welch reported earlier-year gains in attendance (current chronic-absence figures in the low- to mid-20s percent) and focused interventions tied to iReady, Ready Math curriculum, and individualized "WIN" groups (response to intervention). Miss Diaz noted a high special-education subgroup (about 37% of students with IEPs) and called for continued individualized approaches to close gaps.
