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Timber Ridge reports improved attendance and behavior; pre‑teaching intervention highlighted
Summary
Timber Ridge presented a progress report showing a rise in students meeting the district's attendance threshold and a higher share of students in the green behavior zone; staff described pre‑teaching for students who need intervention.
Timber Ridge presented its school report to the board, emphasizing connectedness, attendance and targeted instructional strategies designed to keep students engaged and on track academically.
The school said it set a connectedness goal that includes attendance and behavior. Timber Ridge reported that roughly 69 percent of students meet the district threshold of 90 percent attendance or better (the school had targeted 70 percent). Administrators said the school had a substantial increase in students categorized in the green behavior zone and reported a current green‑zone figure of about 91 percent.
On academics, Timber Ridge set ELA targets (an increase from 52 percent to 57 percent on the school's measure) and described grade‑level core review meetings that include all teachers, frequent data review and intervention adjustments. The school described a pre‑teaching model in which intervention time is used to preview upcoming lessons so students enter core instruction with greater familiarity; staff said the approach requires extra teacher time but has shown promising results in student engagement.
Administrators described clubs (affinity groups, Lego robotics) and CTE offerings and asked the board to consider how schedule alignment and later release times can affect after‑school participation. The principal said late dismissal (the school ends later than other district middle schools) creates practical barriers to some after‑school participation and community program connections.
Trustees complimented the staff for steady progress and asked staff to continue reporting attendance and behavioral data as the year progresses.
