Jess presented an update on the Academic Achievement Committee dashboard, noting that chronic absenteeism has improved and is trending better than prior years. She emphasized that academic gaps become increasingly difficult to close as students advance through grades. Sally asked clarifying questions about why catching students up becomes harder over time and how skills compound across grade levels.

In response to Shawna’s question about what instructional supports are in place as STEP demands increase, Jess explained that kindergarten focuses heavily on decoding skills, first grade builds comprehension, and later steps require students to integrate these skills through written responses. She noted that Step 9 is particularly challenging because it requires both mastery and sustained effort. Sally commented that the framework was helpful for distinguishing between skill gaps and motivation gaps, particularly for third-grade students.

Jess reviewed recent ANET results and shared optimism about overall performance trends, while cautioning that individual data points are not predictive on their own. She reported a six-point year-over-year improvement in math, with ELA slightly lower but still meeting network benchmarks. Bill added that reading development tends to be cumulative over time, while math requires mastery of multiple discrete skills, which can affect assessment outcomes. Jess expanded that reading builds sequentially, while math assessments often test several independent concepts at once.

Jess concluded with an overview of the VOCAL survey, which measures student perceptions of safety, engagement, and environment. Results were generally strong, with the lowest ratings related to peer-to-peer respect and whether students feel they have a voice in school rules. Shawna described the use of classroom constitutions and norms to address these concerns, and the board discussed the balance between schoolwide expectations and classroom-level rules. Bill noted that while these indicators merit continued attention, they are less concerning in the context of strong overall academic performance.

Bill reviewed results from the staff Pulse survey, which showed high levels of staff satisfaction and engagement. Sally asked about staff groupings referenced in the survey, and Bill explained the small-team structures used at Springfield Prep to support continuity and coordination.

Bill reviewed the Board Fundraising Toolkit and asked board members to support the annual campaign by reaching out to their networks.