Oak Grove R-VI reviews MTSS approach after spring math results; district to use pacing guides and interventions

Oak Grove R-VI district staff presented spring assessment results and a plan to use multi-tiered systems of support to raise student proficiency in mathematics.

The district presenter said the focus is to strengthen tier 1 instruction—grade-level teaching available to all students—so fewer students require tier 2 and tier 3 interventions. The presentation included district comparison data, an example standard where only 19% of students answered correctly, and sample pacing guides for middle-school math that the presenter said administrators and teachers will use to align instruction and identify gaps.

The presenter described MTSS as a “layered system” that pairs universal instruction with increasingly intensive supports for students who do not meet grade-level benchmarks. Staff said the district has expanded tier 3 supports, added behavior specialists and intervention rooms, and will use benchmark data and pacing guides to identify and respond to holes in instruction.

The presentation noted upcoming changes to state reporting categories: the state will move next year from four score categories to five (low basic, basic, grade level, advanced and proficient), a change staff said should increase the percentage of students reported as on grade level under the new categories.

For middle- and high-school courses that count toward end-of-course exams—Algebra I and Algebra II were cited—staff said course placement and alignment across teachers remain a focus. The district will use frequent common assessments aligned to the pacing guides, coach teacher teams and provide administrator supervision so common assessments can be given and data acted on before major breaks such as Thanksgiving.

Staff described interventions at different grade bands: elementary schools use small-group instruction and instructional coaches to keep teachers aligned; middle school students identified as below grade level will be scheduled into an academic strategies class in addition to ELA; high schools will use a dedicated intervention time (referred to as Panther Pride) and learning-path software (iReady) to target student deficits. Staff said they will avoid pulling students from core instruction for tier 2 and tier 3 supports whenever possible.

In response to questions, staff said some tracking will be manual and will include weekly meetings with middle-school teams, half-day professional development sessions at secondary schools, and administrator walkthroughs using the pacing guide as a checkpoint. Staff also said they will work to better align grading practices with assessment results so course grades reflect demonstrated mastery.

The district also noted it participates in an SRSN network pilot and cited a Department of Education waiver the state received to allow growth-based assessment approaches, which staff said aligns with the district’s interest in tracking student growth across the year rather than relying solely on single end-of-course tests.

Board members asked about cohort tracking, software support for learning-path data, and accountability for online diagnostics. Staff said they will meet weekly with teams, supervise diagnostics to ensure data quality, and use incentives and communication to increase student engagement with diagnostic tools.

The district said curriculum work this summer produced a pacing guide template for secondary math and that content teams will continue curriculum writing and professional development this year.