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McLoughlin Middle School lays out I‑Ready growth targets, new multilingual‑learner goal and tiered interventions
Summary
McLoughlin Middle School presented literacy and math stretch-growth goals tied to I‑Ready diagnostics, introduced a multilingual-learner goal aiming to double students ‘on track’ for ACCESS proficiency, and described tiered interventions (WIN, essentials classes) and data practices used to monitor progress.
Kelly Williams, principal of McLoughlin Middle School, and her instructional leadership team presented their 2024–25 curriculum goals and progress to the Manchester School District Teaching and Learning Committee on Feb. 11.
Williams said the school set stretch-growth targets using I‑Ready diagnostics: for reading, the goal is that by June 17, 2025 at least 31% of students who demonstrate reading skill gaps will meet their I‑Ready stretch growth goal (a 3 percentage-point increase over the prior year) and that the percentage of students on grade level in I‑Ready reading increase from 41% to 44%. For math, the stretch-growth target is that 21% of students with math skill gaps will meet the stretch growth goal, and the share of students on grade level in I‑Ready math should increase from 35% to 38% by June 17, 2025.
The team also introduced a new multilingual-learner (ML) equity goal: increase the percentage of multilingual learners on track to ACCESS proficiency from 12.82% in 2023–24 to 25.64% in 2024–25 (a stated goal of roughly doubling the proportion on track). Strategies include a research-based continuum of ELD services, integration of ELD standards across content areas, and coordination with the EL/ML team to minimize instructional time lost during ACCESS testing.
Williams described action steps used districtwide for I‑Ready: scheduling and proctoring the fall diagnostic, reviewing diagnostic results to target interventions, weekly student-teacher data chats, tracking weekly MyPath minutes and lessons, communicating progress with families, and celebrating growth. McLoughlin staff also use “WIN” blocks (a 40‑minute daily period) for targeted I‑Ready instruction (reading on Mondays, math on Wednesdays) and maintain language-arts and math “essentials” sections as Tier 2 supports. The school is considering how to expand Tier 3 supports for students with more intensive needs.
Committee members asked operational questions about when targeted instruction occurs and whether additional sections of essentials classes are needed; staff responded that essentials classes carry many Tier 2 students and that Tier 3 will require additional curriculum and resources. Williams and her instructional coaches described classroom data: as of early in the year, 24% of students were on or above grade level in reading (combined), while roughly 53% of students were two or more grade levels below in the district-supplied I‑Ready snapshot. Staff reported lesson-passing metrics (e.g., 65% of students passed 70–100% of reading lessons; 85% passed 70–100% of math lessons) and tracked minutes-on-task in January snapshots.
Ending: McLoughlin’s team framed their work as data-driven and iterative; they will continue weekly data chats, PLC work and to expand tiered intervention options while monitoring progress toward their June 2025 stretch goals.
