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Mount Vernon Middle School highlights History Day state qualifiers, reports math gains and lower absenteeism
Summary
Middle school principal Darren Prince told the board that student-centered, project-based learning and targeted interventions produced measurable gains in math and improved attendance; two students advanced to the state History Day contest.
MOUNT VERNON, Ohio — Mount Vernon Middle School reported improved student outcomes and showcased two state-level History Day projects during the school board—s May 19 meeting.
"History Day ... hits all of our instructional vision elements," Dr. Darren Prince said as he described the project-based research work. Two students who advanced to the state competition presented short summaries to the board: Alex White said, "I made a presentation about Tarana Burke," and described the research and documentary-format work the students created for judges.
Prince told the board History Day combines research, technology and public-speaking skills and noted both students went from district to state-level competition. "They went to districts and represented us so well and then advanced all the way to state," he said.
Beyond the competition, Prince detailed classroom and intervention work. He said the school asked teachers to identify a focused set of students (a "10%" cohort) and provide regular, targeted support. Prince reported math gains for those efforts: "sixth grade ... jumped from 58% up to that 71%," and he said eighth-grade results were "at the 76%" level compared with a state reference of about 48%.
Prince also described behavior-support and Tier 2 interventions, including a new center room, a wellness class, a football mentorship program and partnerships with high-school students to help middle-school learners. He said chronic absenteeism has declined, reporting the figure as "3 and a half percent" during his presentation.
The school plans to pursue the PBIS (Positive Behavioral Interventions & Supports) silver award this year and next year will emphasize Tier 3 targeted supports for students with the highest needs. Prince said the work is intended to preserve gains for students in the middle of the performance distribution while also supporting students who need more intensive help.
