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Madison Middle outlines site plan: attendance, behavior goals and iPad pilot
Summary
Madison Middle School presented its site plan to the board, reporting improved attendance, behavior goals, MTSS work, reintegration successes and an iPad pilot for teachers and progress monitoring.
Madison Middle School staff presented their site plan to the North Platte Public Schools Committee of the Whole on April 24, describing attendance and behavior goals, Multi-Tiered System of Supports (MTSS) work, and a teacher iPad pilot the school says is improving instruction and progress monitoring.
The school’s attendance goal for the 2024–25 year was to increase the percentage of students with fewer than 10 absences from 73% to 78%; presenters reported they were at 79% of students having 10 or fewer absences at the time of the report and said they had filed six truancy cases this year to address chronic absenteeism. On behavior, Madison set a goal of a 10% reduction in major office referrals versus 2023–24; presenters reported that 24% of students had one major referral and 1% had three or more, and noted increased student reporting of incidents as a positive sign.
Madison leadership described MTSS practices — monthly meetings, teacher data tracking sheets, individual behavior plans, check-in/check-out procedures and peer mentoring — and said verified special education caseloads had declined by 24% and speech caseloads by 56%, with many students successfully reintegrated into general education.
A district-funded iPad pilot has provided every Madison teacher with an iPad and stylus plus sessions with an Apple learning coach. Presenters said the devices have helped with creativity, formative assessment and sped up progress monitoring and data collection, particularly for special education staff. Madison is also piloting a no-phone/check-in practice and plans expanded device check-in procedures for Chromebooks when appropriate. Presenters said the school will add “ICU” (intensive care) time in the schedule to provide targeted instruction and interventions for students who need catch-up time and enrichment for students who are up to date.
Board members asked whether Madison receives data from elementary buildings when students transition; presenters said they share data upward to ensure continuity. The board thanked Madison staff for the report and noted that building practices may inform districtwide policies (for example, on cell phones).
