Elementary and middle-school principals present 100‑day instructional and behavior goals

Principals and building leadership teams from Monroe Elementary and Wilson Middle School presented 100‑day plans to the board, highlighting data-driven academic goals, professional learning-community (PLC) work and behavior expectations intended to produce measurable early-term gains.

At Monroe, Principal Angie Cardone said the building leadership team expanded to include teachers and specialists and identified a reading foundational goal: in the first 100 days of the 2025–26 school year, 80% of students will “know and apply grade-level phonics and word analysis skills in decoding words,” as measured by common formative assessments. The team reviewed kindergarten–third-grade literacy screening (FastBridge/LAB) results and found 86 K–3 students on reading plans; Cardone described weekly PLC meetings, monthly leadership meetings and coaching cycles as central supports.

Nut graf: Both buildings used spring Forward exam and FastBridge data to pick a single, high-priority standard for focused work, invested in PLC structures and assigned administrative coaching to improve tier‑1 instruction and targeted interventions for students with disabilities and English learners.

Wilson Middle School leaders (Principal Anna Beatty and Assistant Principal Amanda Pecala) presented middle-school goals tied to ELA reading standards and formative assessments. They showed that concentrated staff efforts last year on a single reading skill produced notable gains (examples: sixth-to-seventh and seventh-to-eighth cohort improvements in targeted standards). Wilson’s academic goal is that 95% of grades 6–8 students will demonstrate increased proficiency in making logical inferences and identifying implicit text-based information by the end of 100 days, measured with a building benchmark and a five-point FastBridge gain.

Both Monroe and Wilson outlined behavior goals tied to tiered supports and the district’s character curriculum. Monroe reported teaching and reteaching expectations all of September and using the CharacterStrong program (September theme: kindness). Monroe added that less than 5% of students are currently receiving additional behavioral supports. Wilson reported that disruptive and disorderly behaviors were the largest category in their behavior data; the school aims for 100% staff implementation of classroom expectations and response protocols to reduce office referrals.

Administrators described concrete supports: instructional coaching and co-teaching, administrator-assigned PLC partnerships, distributed leadership teams, weekly behavior check-ins, student-intervention teams, after-school homework help, and targeted professional development on classroom management and de-escalation.

Ending: Board members praised the PLC and leadership focus and said they look forward to seeing evidence of progress at the 100‑day mark. Administrators said they will continue to report back to the board with benchmark data and updates.