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Elementary and high school principals outline hundred-day plans, emphasize reading standard R2 and PLCs
Summary
Principals from Franklin, Madison, Riverview and Lincoln High described district "hundred-day" plans centering on the R2 reading standard, common formative assessments and PLC coaching cycles; Lincoln High also reported early results tied to a new cell-phone policy.
Principals from multiple elementary schools and the high school presented their "hundred-day" instructional and behavior plans and told the Manitowoc School District board how they are using PLCs and common formative assessments to target the R2 reading standard.
Matt Heller, Franklin principal, said his school set a target of 85% proficiency on the R2 standard by the district spring assessment and is using professional learning communities and common formative assessments (CFAs) to identify student needs and adjust instruction. Stephanie Courty of Madison described similar goals and cited literacy gains for English-language learners: Madison reported a reduction in its ELL achievement gap in reading from 45.8% to 30.9% over the prior reporting period.
Courtney Malinowski of Riverview described teacher-created CFAs and an initial hundred-day target of 70% of students demonstrating the summarizing skills associated with R2. At Lincoln High, Principal Michael Hoffman said the high school is aligning preACT/ACT-focused standards across departments; associate administrators described a schoolwide set of micro-goals and common-assessment cycles.
Lincoln High administrators and a staff member identified as Ben discussed the building—s new cell-phone removal policy. They said baseline data showed an average of roughly 35 violations per day early in the year, a trend toward fewer daily incidents, a roughly 20% increase in students achieving A/B grades so far compared with the same point last year, a 4% drop in students not passing classes and increased library engagement (25% more checkouts in November; audiobooks/ebooks up 600%). Administration presented these as early, preliminary indicators the policy may be improving engagement. The board and principals noted that PLC time, coaching cycles and targeted interventions are central to sustaining reading and behavior gains.
Board members asked how the district ensures CFAs are comparable across grades and whether new curricula and electronic versus paper assessments are being used; principals said CFAs vary by grade but are aligned by PLCs and that lower grades may use interviews and higher grades will use paper or electronic formats.
What happens next: Administration said principals will continue PLC cycles, share CFAs across buildings and report on early results; the board asked for data updates tied to the calendar change and to monitor outcomes of instructional and behavior interventions.
