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Principal: elementary students outperform state averages; special‑education growth notable
Summary
The principal reported the elementary school is outperforming state averages and highlighted notable gains for special‑education and monolingual students, crediting attendance incentives and targeted interventions.
The principal reported that the school's latest diagnostic assessments show attendance and achievement above statewide averages and that interventions are producing measurable gains. "We are well above the state average at every grade level," the principal said, and credited early family outreach, visible front‑line staff and monthly attendance incentives for the improvement.
The principal provided specific metrics: 19% of students were in the district's "strategic range" (one grade level below), against a goal of 22 percent, and staff moved 104 students from one year behind into core proficiency without any regressions. The presentation also emphasized growth among students with disabilities and monolingual learners, described as roughly a grade level's worth of growth and exceeding typical expected annual gains. The principal singled out instructional assistants and a state‑funded literacy program as key supports.
School leaders said the combination of regular attendance and targeted interventions allowed teachers to accelerate learning. The principal said the next steps are to identify small, strategic tweaks that could produce additional gains without major new resources.
