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Anson Middle principal emphasizes proficiency over growth, outlines interventions and staffing gains
Summary
Anson Middle School reported filling vacancies (including international hires), implementing frequent diagnostics and interventions, and a schoolwide plan focused on increasing proficiency rather than only meeting growth expectations.
Anson Middle School principal Michael (first name not given in record) Jackson told the Board of Education the school has moved from many early vacancies to a fully staffed campus and is focusing intensive interventions on raising proficiency.
"I believe that every kid should be on grade level and that I believe we can do it," Jackson said, outlining his expectation that growth must translate into proficiency.
Nut graf: Jackson described a suite of interventions — early diagnostics, SuccessMaker sessions, data conferences, Flex Friday interventions and project-based learning — plus added instructional staffing that arrived midyear (including international hires) to stabilize classrooms. He said the school will prioritize proficiency on end-of-grade measures and Math I rather than relying solely on growth statistics.
Jackson reported the middle school began last year with 13 vacancies and subsequently recruited teachers, including international hires, reducing vacancies to 11 and then to a fully staffed status. He stressed the burden of midyear onboarding for teachers arriving from abroad and thanked HR and district supports for completing the process.
On interventions, Jackson described structured diagnostics (SchoolNet, check-ins) and recurring intervention blocks. Students receive 20–30 minutes of SuccessMaker twice weekly, biweekly data conferences and dedicated early-release days for small-group instruction. He also described "Flex Fridays" with schoolwide interventions in which non-core teachers support foundational skills and project-based learning.
Jackson said proficiency numbers remain low in several grades and subjects and that while growth metrics show improvement, they do not by themselves produce the level of proficiency he expects. He urged hands-on science instruction and more rigorous math instruction to move students from growth to proficiency.
Ending: Jackson closed by urging collective responsibility across staff and community to raise proficiency and return the middle school to stronger achievement levels.
