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Elizabeth Middle School officials say StepLab coaching and daily iReady are improving student outcomes
Summary
District staff told the Elizabeth School District board that a new classroom feedback program (StepLab) and daily iReady practice have strengthened instruction, increased teacher confidence and produced measurable gains for some special‑education students, administrators and a teacher said.
Elizabeth Middle School leaders told the Elizabeth School District board on Dec. 16 that a districtwide coaching program called StepLab and a commitment to daily iReady practice are producing stronger classroom instruction and student gains.
Tam Smith, identified as the middle‑school principal, said the school underwent a summer “reconstitution” of facilities, classroom organization and professional development to shift toward direct, content‑driven instruction. Smith described StepLab as a tool that enables administrators to do short formative ‘‘drop‑ins’’—about five to ten minutes—then send teachers a short vignette describing effective practice and suggested next steps. "It is always very positive," Smith said, describing the approach as non‑evaluative and formative.
Erin Dilbeck, assistant principal, said StepLab provides immediate, video‑based feedback and has led to “improved use of research‑based instructional practices” aligned with school goals for direct, explicit instruction. ‘‘Teachers have demonstrated confidence in applying the strategies independently and showed readiness to continue refining their practice,’’ Dilbeck said.
Maddie Koalas, a special‑education teacher, presented redacted iReady reading and math reports for two seventh‑grade students and described measurable growth. Koalas said one student moved from below grade level last year to grade level this year in overall reading, and another moved from a reported grade‑2 level to near grade‑6 reading. Koalas noted that IEP goals and domain‑by‑domain interventions are being used to bridge gaps.
Administrators said the middle school committed to 15 minutes of iReady in English and math each school day and reported district‑level investment in the program to support closing the achievement gap. Board members and audience attendees responded with thanks and congratulations to teachers and staff for instructional improvements.
The presentation emphasized the combination of regular formative coaching (StepLab) and daily targeted practice (iReady) as the district’s strategy to raise mastery and close gaps. No formal policy or budget action was taken in the presentation portion of the meeting; the board moved on to other agenda items following the reports.
