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Jackson Avenue principal reports gains in reading and math, highlights AI and 'Genius Hour' projects
Summary
Jackson Avenue school leaders reported third‑ and fourth‑grade gains on NWEA and state assessments, described tiered interventions and new literacy and math curricula (Foundations Level 3, morphology, Magma Math), and outlined student projects, AI safety lessons and expanded writing journals.
School leaders from Jackson Avenue presented assessment data and program updates to the Board of Education, emphasizing growth in reading and math and describing instructional changes that staff say supported that progress.
"We started this year with a focus on 'engaging in excellence,'" one presenter said, describing a staff‑led effort to make school values concrete and actionable. The presentation cited NWEA MAP and state assessment results showing strong cohort growth: third‑grade reading and math showed growth aligned with or exceeding norms; fourth‑grade reading and math exceeded spring norms; and subgroup growth included movement of many students from Tier 2 to Tier 1 supports.
Presenters said about 86% of third‑grade students were at or above the 30th percentile in fluency by the end of the year and noted Spanish dual‑language reading growth from fall to spring. Jackson staff described implementing Foundations Level 3 as a Tier‑1 curriculum in third grade, a morphology‑focused curriculum in fourth grade, schoolwide writing journals, targeted small‑group instruction, and progress monitoring through NWEA and EZ‑CBM.
The school also described curricular innovation and student work: a Genius Hour program that spawned student‑led clubs, a fourth‑grade AI pilot teaching AI safety and purposeful use, and the use of Magma Math to make student thinking visible in mathematics instruction. Trustees asked about how the district triangulates data across assessments and how Tier‑3 supports are resourced; presenters said data‑driven goal setting determines the allocation of supports and described before‑school and in‑school interventions.
Board members praised the school for student agency and growth and noted opt‑out rates for state tests (about 10–11% in some grades) that can affect comparative statistics. The presentation concluded with examples of learner portfolios on Canva and invitations to share student work at community events.
