Mr. Jones, a district presenter, reviewed term‑1 grading data for Marshall High School and highlighted both strengths and areas for intervention. He reported that of roughly 900 students, 130 had at least one failing grade; of those 130 students, 73 (56%) missed more than 10% of school days and were counted as chronically absent. Mr. Jones said the school’s overall passing rate across grades 9–12 was about 91% and that ninth graders were at approximately 91.5% passing.

The presenter emphasized the correlation between chronic absenteeism and failing grades, saying, "the more you're in school the better chance of being successful and passing all of those grades." He described interventions the school is using, including guided study time (GST), a 'bar' program that meets with staff and families, and weekly teacher coordination to target students who are falling behind.

Mr. Jones also reviewed demographic breakdowns of the students with at least one failing grade and noted the school is using that information to target supports. He cited English‑language learner status and disability status as areas of focus and urged continued use of data to inform outreach and interventions. The board asked clarifying questions about trends and timing; Mr. Jones said the school collects and reviews grades every three weeks and that student performance typically improves later in the term but that early intervention is critical.

The board applauded staff for the results and the presenter for sharing the data; no formal action was taken at the meeting.