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Waverly, North Albany Middle show gains in reading and attendance pilots, leaders say
Summary
Principals from Waverly Elementary and North Albany Middle presented data showing year-to-date gains in reading and math, expanded inclusion/co-teaching at NAMS, and attendance pilot programs that raised regular-attender rates at both schools.
Waverly Elementary Principal Tabitha Cornelison and North Albany Middle Principal Bree Zika presented school-by-school results to the board, highlighting reading growth, improved social-emotional measures and pilot attendance programs.
Cornelison told the board Waverly’s midyear DESSA social-emotional screen rose from 82 percent in the typical/strength range to 86 percent, and I-Ready ELA results showed an increase from 18 percent at grade level or above in fall to 30 percent in the January snapshot. She credited schoolwide social-emotional curricula, targeted small reading groups, and an instructional coach for the gains.
The nut graf: both schools emphasized MTSS, teacher learning walks, and targeted interventions; Waverly also launched an attendance pilot that increased regular attenders from 44 percent to 64 percent last year and is continuing work this year.
Bree Zika described North Albany Middle’s inclusion/co-teaching approach in ELA and math, where special-education case managers and core teachers co-teach selected sections so students with IEPs keep electives while receiving support. Zika reported that students with IEPs at NAMS made substantial interim gains in reading — one metric showed 140 percent of projected annual growth for that subgroup in one four-month span — and overall iReady proficiency rose (math from about 25 percent to 31 percent and ELA from about 43 percent to 50 percent in the January snapshot).
Both principals described attendance teams that use tiered incentives: random-drawing prizes at lunch (tier 1), improvement rewards (tier 2) and individualized supports with the FAC team (tier 3). Board members congratulated staff for visible improvements and asked clarifying questions about math interventions and how attendance incentives are structured.
Ending: principals said they will continue to refine MTSS practices, expand teacher collaboration, and monitor the kindergarten-entry and attendance pilots as the district finalizes budget and program plans.
