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Twin Springs and Lakeview principals report academic gains, ESL/DLI interventions and use of Title I and PD funds
Summary
School leaders reported progress on dual-language immersion (DLI), an ESL intervention cohort, higher-flat-test credit attainment for DLI students, and use of Title I funds and a Solution Tree consultant for PLC development at Lakeview Elementary.
Principals and staff at Twin Springs Junior High and Lakeview Elementary updated the board on school performance, interventions for English learners, and professional development investments.
Dana Lyman, principal at Twin Springs Junior High, said the school is using a cohort model for ESL interventions (four seventh-grade and four eighth-grade teachers) and bringing in targeted professional development. Lyman credited work with a consultant named Hector for classroom modeling and said teachers reported “real positive gains” after the training. He also described the district’s use of the BYU Foreign Language Achievement Test (FLAT) for DLI students and supplied outcome data for those cohorts: some current ninth graders who matriculated through the DLI pathway have earned transcripted credits via the FLAT test.
“Our current ninth graders retested last year ... those kids last year as an eighth grade group scored 74% proficient or advanced in mathematics, 78% in ELA and 56% in the sciences,” Lyman said, and he gave counts of students achieving 12 FLAT credits in high school. He described scheduling and staffing changes (a lost ASD section) and said curricular adjustments in eighth-grade math produced positive results.
Lakeview Elementary principal Dr. Jody Wilson said the school gained an instructional assistant post this year and used Title I funds to purchase a PLC consultant through Solution Tree. She said the consultant, Joe Gudini, helped teachers develop stronger Tier 1 instruction and common formative assessment (CFA) practices. Wilson told trustees the school also used behavioral leadership coaching to reduce out-of-class time and boost classroom engagement, and that English-learner progress had improved over the previous year.
Trustees questioned how the district moved between performance categories (meeting/partially meeting expectations). Both principals said staffing changes, targeted professional development and PLC work are central to improvement efforts and that district coaching and grant-funded PD have been employed to sustain gains.
Trustees thanked the principals and asked staff to continue reporting on intervention outcomes and FLAT credit transcripting.
