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Easterbrook Discovery School highlights EL growth, K–8 complexity in SPSA; board approves plan
Summary
Easterbrook Discovery School (EDS) presented its 2025‑26 SPSA at the Moreland Board meeting; the school emphasized large EL gains, 39 languages at the site, expanded intervention electives for middle school, and a focus on writing and character education. Trustees approved the plan.
Easterbrook Discovery School (EDS) leadership presented the site’s 2025‑26 School Plan for Student Achievement and described interventions aimed at English learners, expanded middle school intervention electives and a broader emphasis on writing, character education and school‑wide consistency. The board approved the SPSA by motion.
EDS staff said the campus now serves students who speak roughly 39 languages and that the school has a large, changing subgroup composition as students are reclassified from English learner status. Presenters cited internal growth measures (I‑Ready typical‑growth analyses from previous cohorts) showing many EL students recorded between 150% and 200% of typical growth in prior years — data the site said supports ambitious targets for raising proficiency.
To support students the school reported: additional intervention electives in middle school (three blocks of math intervention, up from two), push‑in and pull‑out interventions tailored by grade, designated support time for Spanish speakers, and expanded online and in‑class resources for foundational skills. EDS also emphasized school‑climate work: the introduction of Character Strong curriculum (replacing Second Step in some advisory settings), student‑driven lunch clubs, care‑team case management for high‑need students, and attendance outreach including home visits and frequent monitoring.
Site staff described strong parent and PTO engagement, many volunteer‑funded field trips (the PTO funded buses for dozens of field trips last year), and school‑level programs for high‑achieving students such as Math Olympiad and AMC‑8 support run by parents.
The board asked several clarifying questions about subgroup composition, EL reclassification and intervention sequencing. EDS leaders described a multi‑year approach: monitor I‑Ready typical and stretch growth, continue layered interventions and update benchmarks. Trustees approved the EDS SPSA by motion during the meeting with no recorded dissent.
Why it matters: EDS is a large K–8 campus with wide linguistic diversity and a substantial EL population. The plan’s emphasis on multi‑tiered interventions and monitoring is intended to accelerate growth for students who enter with limited English exposure while maintaining supports for high achievers.
