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District ‘exceeds expectations’ on state report card overall; TJ middle school flagged for growth interventions
Summary
The district reported state report‑card results showing districtwide gains and high third‑grade ELA performance, while Thomas Jefferson Middle School fell below growth expectations. Administration outlined action steps including an RTI scheduler, evidence‑based grading and SuccessMaker minutes to accelerate growth.
Port Washington‑Saukville administrators presented the district and school state report cards and linked those results to the district’s KPIs. Administration said the district overall "exceeds expectations," noting third‑grade ELA scored 84.1 (placed roughly in the top 12% of districts) and that Dunwoody and Lincoln elementaries "significantly exceed" expectations on growth measures. The high school also exceeds expectations on its priority score, administrators said.
At the same time, Thomas Jefferson Middle School (TJ) and Sockville were reported as not meeting value‑added growth expectations. Administrators described TJ’s downward trend on growth measures and outlined a package of interventions already in place intended to change trajectory before the next report card.
Interventions and tools presented: Nick DeBaker (presenter) described a redesigned "win" time (RTI/resource period), evidence‑based grading, priority standards and a new RTI scheduler that auto‑assigns students to small‑group reteach or extension sessions and tracks participation. Nick said RTI scheduler provides teacher dashboards and daily emails so students and staff know where students need to be for support; administrators said the system allows real‑time data to drive reteach decisions. SuccessMaker (a new platform) was described as individualized practice aligned to curriculum; administrators said students who meet SuccessMaker minutes show accelerated growth.
Board questions and context: Trustees asked whether the changes to win time began this school year (administration: yes, started at school year start) and whether students and teachers had initial feedback (administration: mostly positive; some teachers noted extra workload from new systems). Officials acknowledged implementation burdens and described a schedule of professional development, vertical teaming and learning walks to ensure fidelity. The presentation tied third‑grade reading gains to a three‑year rollout of a reading curriculum and to stronger phonics instruction.
What’s next: Administration said many of the actions already implemented will affect next year’s report card and committed to bringing KPI updates each month. Board members asked for participation counts and number‑of‑weeks data for activities and for continued tracking of attendance and chronic absenteeism (which the administration linked to the district’s graduation‑rate KPI).
