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Haik shows early gains under Marzano high‑reliability program; referrals drop 53% over two years
Summary
Haik Middle School administrators reported progress using Marzano's high‑reliability framework: increased teacher collaboration, student data folders, and a 53% drop in overall referrals compared with early years of turnaround; ELA and math growth goals and bubble‑student counts were discussed.
RITENOUR — Administrators at Haik Middle School briefed the RITENOUR Board of Education on the school’s first‑year work with Marzano’s high‑reliability schools framework, reporting instructional changes, new student data systems and sharply reduced discipline referrals.
Principal Alex Terrance and instructional coach Stephanie (last name not stated) described four focused areas for year one: proficiency‑scale measurement practices, frequent formative assessment, safe/supportive environments, and explicit growth goals. Teachers conducted peer walkthroughs — called POC walkthroughs — to share practices and to emphasize student actions tied to proficiency scales.
Haik administrators said teachers implemented student data folders, scale‑aligned assignments and banked activities (choice‑boards) to give students clear ways to “level up.” The school set a building goal of 10 percentage‑points growth in English language arts and math; administrators reported December results of roughly mid‑30s percent proficient in ELA and about 23% proficient in math, and said roughly 56 ELA students and 40 math students were within a ‘bubble’ range who could push the school toward the 10‑point target by April with targeted interventions.
Administrators also highlighted broad social‑emotional and engagement work: expanded character education, more sports and field trips used as incentives, new leadership classes, and bilingual family‑liaison supports. They reported a 53% drop in overall referrals over two years and nearly a 70% decline in referrals for students with IEPs compared with the first semester of the principal’s first year — figures administrators attributed to the combination of engagement and targeted supports.
Board members asked for disaggregated referral data (repeat offenders vs. unique students); administrators said they would provide that analysis in a subsequent report. The Haik team said next steps include metacognition strategies, flexible scheduling and student passion projects.
