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Granite Falls Middle School students showcase social‑emotional learning as SIP report notes modest gains
Summary
Students presented an SEL activity at the Feb. 12 board meeting; staff presented the middle school’s SIP progress, citing increases in math and ELA performance and renewed focus on attendance and student‑adult relationships.
Students from Granite Falls Middle School demonstrated a social‑emotional learning exercise at the Feb. 12 school board meeting and then reviewed the school improvement plan (SIP) progress for the year.
Teachers Michael Maynard and Candace Ward presented the SIP update and described several student-led activities and outreach events, including orientation, Kindness Week and assemblies aimed at celebrating student success. “These students… are an integral part of our school community,” Maynard said, noting the clubs and activities students run outside regular hours.
Maynard and Ward reported assessment gains taken from state and local measures. The presentation said math performance increased roughly 8 percentage points from 15% to 23% year over year, and English language arts rose from 27% to 33% with a projected target of 43% (figures were described as coming from last year’s state SBAC results and internal projections). Presenters emphasized that the district uses tools such as i‑Ready as an interim measure to prepare students for state testing.
Board members and the superintendent pressed staff on persistent attendance and engagement challenges. In the presentation, staff said improving first‑period attendance and strengthening adult‑student relationships were key strategies; presenters said teachers and outreach to families have been prioritized to address chronic absence. A trustee asked for the presenters’ “two or three” takeaways emphasizing community engagement and “fail fast” pilot approaches to find what works for families.
Teaching-and‑learning staff later noted growth from fall to winter in reading — described as a 12% increase in students at or above grade level in early reading — and highlighted targeted supports including math intervention, a dedicated middle‑school reading interventionist, EL teachers and a planned summer credit‑retrieval program for high school students.
The presentation concluded with an invitation to the community to attend upcoming student assemblies and athletics events. No formal board action was required on the SIP presentation; board members thanked students and staff for the report.
