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East Middle School reports significant test gains, outlines plan to reduce disciplinary disproportionality for students with IEPs
Summary
East Middle School told the board about gains on STAR and Forward assessments and described steps to address disproportionate disciplinary referrals of students with IEPs, including targeted professional learning and behavior intervention plan fidelity.
East Middle School leaders told the Oak Creek-Franklin Joint School District Board of Education on Oct. 13 that the school has made measurable gains on standardized assessments and will prioritize inclusion and targeted supports for students with individualized education programs.
Assistant principal Casey Milroy and colleagues reported that 61% of students are meeting or exceeding expectations in English language arts and 67% in math on the Wisconsin Forward assessment. The school described an 18% jump in STAR math scores and said 79.3% of students met growth goals in ELA and 81.2% met growth goals in math as measured by Forward.
In response to data showing a disproportionate share of disciplinary referrals involving students with IEPs, East Middle administrators said they will implement targeted professional learning in partnership with district staff, refine behavior intervention plans and ensure staff-wide fidelity in implementing those plans. The goal, the presenters said, is to reduce exclusionary disciplinary actions for students with identified needs and increase inclusion in general education classrooms where appropriate.
Administrators credited inclusive practices and increased teacher collaboration for recent achievement gains. They said growth—students making at least one year of learning in a year—is a central focus and that the school will use quadrant-based analysis of assessment data to shift instruction for students who are not yet proficient and not yet meeting growth goals.
Board members asked whether curriculum changes explained the math gains; administrators said there was no curriculum change driving the improvement and suggested seasonal testing dynamics can affect middle-school assessment results. The presentation also covered efforts to improve social-emotional supports, refine referral processes, and expand opportunities for students with significant needs to participate in general education settings.
Board members offered congratulations on the results and asked for follow-up on strategies to reduce disproportionate disciplinary referrals.
