District: homeless students steady, ELL numbers rising; attendance blocks A+ eligibility

Dr. Ross, presenting during superintendent reports, told the WARREN CO. R-III Board of Education that the district’s current homeless student count is lower than last year’s peak but remains a persistent issue and that English-language learner (ELL) enrollment has climbed this school year after three years of decline.

The update matters because district staff tied those enrollment trends to classroom supports and graduation pathways: only two of 23 high-school students in the reviewed at-risk populations currently meet Missouri A+ scholarship eligibility, largely because A+ requires 95 percent attendance and the district’s at-risk students are regularly below that threshold.

Ross said the district moved interventionists into Blackhawk this year to provide targeted ELA and math support and that high school staff continue to refine an at‑risk committee that uses district data—attendance and grades—to identify students for mentoring and other interventions. He said attendance is the greatest barrier to postsecondary eligibility: “All 21 of those students are disqualified due to attendance, which is a high bar. You have to have 95% attendance,” Ross said.

On literacy, staff are tracking a CSIP goal to have 75 percent of K–8 students reading at grade level or showing a year’s growth. Ross said the district is using Renaissance Learning grade‑level equivalency scores to measure progress and noted early elementary grade counts for ELL students: 17 in grades 2–5 and four in middle school, a pattern that could compound as younger ELL students progress through the system.

Ross briefed the board on other supports: Care 2 Learn and the district’s emotional/educational support counselors, led by Allison Gertz, provide material assistance and programming. Ross said Care 2 Learn helped provide nearly 700 breakfasts and lunches, clothing, bedding, hygiene supplies and, in some cases, eyeglasses for students. He also said the district is working to increase access to translators at registration and to identify foster students after enrollment so they can receive targeted outreach.

Board members asked follow-up questions and heard that the district meets monthly with partners through MTSS and with the RBDC and DESE to refine supports and interventions. No formal action was taken; the presentation was informational.