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Three middle schools report early gains from UVA partnership, new DDI practices
Summary
Sabish, Tyson and Woodworth middle schools told the board their first-year partnership with the University of Virginia and adoption of data-driven instruction (DDI) practices produced early improvements on i‑Ready measures and changes in teacher collaboration and feedback.
Three Fond du Lac middle schools told the board on Feb. 24 about their first year of partnership with the University of Virginia’s Partnership for Leaders in Education and implementation of new instructional systems.
Presenters from Sabish, Tyson and Woodworth described a shared set of goals: school purpose statements emphasizing access for every student, professional micro‑PD during the school day, structured collaborative protocols (Table Talk), and a data‑driven instruction (DDI) cycle that includes weekly formative checks and rapid feedback to students.
School staff presented winter i‑Ready diagnostic charts they said show growth across grade levels. At Sabish staff described ‘‘micro PD’’ sessions, increased instructional feedback and a goal of 100% of weekly collaborative meetings using a data‑driven protocol. Tyson Middle School principal Brad Narott and teachers Nicole Vogue and Randy Wilhelms said the DDI meeting template—unpacking summative assessments, reviewing weekly formative checks and planning reteach—has changed classroom practice, with faster feedback loops and targeted reteaching.
Woodworth Middle School’s presenters described a phased approach: begin with focused, smaller instructional changes; develop routine academic monitoring; and expand DDI systems for math and ELA before the 2025–26 school year.
Board reaction and context Board members praised the collaborative work and singled out words used by presenters—intentionality, accountability and collective understanding—as evidence of systemwide change. Administration officials and a board member noted that external reviewers of i‑Ready data encouraged the district to continue current practices because the district’s gains are notable among nearby districts.
What staff said about implementation Staff described several implementation details: 40 minutes per day of team time for teachers; Table Talk protocols for collaborative teams; a 48‑hour turnaround goal for student feedback after assessments; and the use of DDI templates during PLCs and content team meetings. Staff repeatedly tied the instructional changes to adult practice—teacher planning, observation and feedback—as the mechanism producing student gains.
No formal board action was taken; the presentations were informational.
