Creighton Elementary District reports modest attendance gains, outlines interventions after mixed survey results

Creighton Elementary District (4263) staff reported to the governing board that the district's average daily attendance rose to 81% this school year, up from a 79% baseline, but fell short of the 82% goal set for May 2026. Dr. Amy Burgess, the district's director of student support services, said the change "represents an important milestone" as ADA increased for the first time since the 2021'22 school year.

The presentation framed the result as a partial success: the district met an interim self-management target for grades 6'8 but did not meet the attendance goal or the self-management target for third through fifth grades. "Approximately 290 students took the Panorama survey in the spring of 2026," Burgess said, reporting a 67% favorable response rate for grades 6'8 that exceeded the interim target. By contrast, about 260 third'fifth graders responded and reported a 63% favorable rate, short of the interim goal.

Board members questioned which actions most likely drove the ADA increase. Burgess attributed the improvement to a districtwide attendance-awareness initiative and intensified family outreach that clarified attendance rules and consequences. "Increasing awareness, building partnerships with families, and celebrating growth can positively influence student attendance," she said.

The presenters identified a localized attendance shock at Gateway Elementary tied to immigration enforcement activity near the school: "increased activity by Immigration and Customs Enforcement, ICE, in the surrounding community, including one vehicle parked in the parking lot before school," Burgess said. The district responded by meeting with families and providing door'to'door bus transportation to address transportation and safety concerns.

Staff described the new attendance intervention system as a structured approach that includes an attendance handbook, a Google-based tracking tool for early intervention, documentation of outreach (phone logs, family meetings), and formal attendance contracts. The handbook remains under review after feedback from site administrators; district staff said it will be maintained as a living document.

Presenters emphasized training and supports for implementation: leadership council members, office clerks and managers, community education specialists, and classroom teachers will receive professional development on the intervention framework and attendance procedures. The district also plans to create a centralized attendance hub on its website and to partner with communications staff to update public materials.

On student social and emotional screening, the board heard that this will be the district's final year administering the Panorama survey because its anonymity and parental-consent rules limited participation and prevented student'level tracking. Burgess said the district piloted Sabers, a social/academic/behavioral risk screener, to provide student'level data and support targeted interventions within MTSS. The district will also roll out RULER lessons and classroom tools such as the Mood Meter and Meta Moment to build social'emotional competencies.

Board members raised a data question about a 52% baseline cited in earlier materials; Burgess said that figure was carried forward from goals set under a previous administration and that staff were unable to verify the primary source during review. She said the district will prioritize data validation going forward.

Officials described these steps as guidance and implementation plans rather than formal board action. The presentation closed with a summary that two interim measures were unmet (attendance and grades 3'5 self-management) while the grades 6'8 self-management target was met; staff said continued monitoring, family partnerships and targeted supports will guide next steps.