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Provo High principal reports test gains, lower chronic absenteeism and plans for expanded interventions
Summary
Provo High School Principal Cammy Alvarez told the school board the school posted gains on WIDA and other measures, reduced chronic absenteeism by 6 percent, and is planning expanded math and reading supports, PBIS work and an Elevate grant effort for multilingual and disabled students.
Principal Cammy Alvarez reported to the Provo City School Board that Provo High School made measurable academic gains last year and is planning targeted interventions to continue that progress.
Alvarez said the school grew by 9 percent on the WIDA language-access assessment and saw growth of 4 percent among the lowest-performing 25 percent of students. She reported chronic absenteeism was down 6 percent after targeted outreach by assistant principals, counselors, social workers and district staff. "We put forth these intentions, and it did breed the results," Alvarez said.
Alvarez outlined specific goals for the coming year: increase proficiency by 5 percent in English language arts, math and science and on WIDA assessments; increase the percentage of students who made growth by 5 percent; and reduce chronic absenteeism by 10 percent. She described a more data-driven approach that gives teachers and department leaders regular, actionable information â citing work with PowerSchool and NWEA data pulled by staff such as Nate Mitchell and instructional coach Bobby Daley.
The principal described school-level strategies: weekly classroom visits by administrators and instructional coaches, a PBIS (Positive Behavioral Interventions and Supports) committee, recognition programs for students (student of the month and quarterly growth recognition), and expanded interventions for math and reading. Alvarez said the school is exploring "every-day" math options and reading classes for students who enter ninth grade below expected levels. She also said the school applied for an Elevate grant focused on multilingual learners and students with disabilities and has a committee developing an implementation plan.
Board members praised the focus on small, actionable data changes that enable classroom-level improvements. When asked whether teacher leaders will be part of the data work, Alvarez said the building leadership team includes department representatives and that she plans to expand that representation next year.
Alvarez credited instructional coaches and staff for helping teachers access and use data, and she said the school will continue to refine formative assessment practices in PLCs (professional learning communities).
