KIRKWOOD, Mo. — Administrators from the Kirkwood R‑VII district’s two middle schools told the school board they are seeing the results of an intentional focus on relationships, equity and adult learning, citing high climate ratings and strong test outcomes while outlining steps to support student transitions to high school.

"We have the most challenging group of kids... we love what we do," a middle‑school presenter said as the team described staff recognition programs and student supports designed to boost belonging and engagement. The presenters invited the board to attend upcoming grade‑level character rallies on Jan. 14 and 15 to see that work in action.

Why it matters: District leaders told the board the combination of systems—teacher PLCs, targeted interventions and counselor/principal transition teaming—helps both high‑achieving students and those who need more support. Board members pressed presenters for details on how middle‑school work feeds into high‑school placement and how successes will be shared across the district.

Key facts and figures: Presenters reported last year’s highlights including a reported 100% of students scoring proficient or advanced on the algebra end‑of‑course (EOC) in one building, with 92.5% of those students classified as advanced; all three grade levels met last year’s reading goals and eighth‑grade spring reading was cited at 85.3% meeting the benchmark. A climate survey item asking whether students have an adult at school they can count on drew a reported 89% favorable response, which administrators said placed them in the 90th national percentile for several categories.

Work underway: Administrators described a multi‑pronged strategy. They have assigned "intentional connectors"—adults who check in regularly with students—expanded PLCs using six‑week learning cycles with EdPlus coach Jessica Viewald to trial evidence‑based strategies, and provided restorative‑practice training (29 staff reported trained) to embed equity into instruction and discipline. Administrators also detailed partnerships with Kirkwood High School and KCC to align coursework and offer real‑world learning experiences, and a service‑learning partnership between an eighth‑grade homeroom and the Ronald McDonald House.

On math placement: The district now uses an explicit progression approach. Seventh graders are offered a placement assessment based on eighth‑grade math standards (first administration in February, optional retake in April/May) and, if mastery is not shown, students may enroll in a summer Math 8 course before taking algebra. Presenters said that approach reduces guessing about readiness and provides more consistent pathways to high‑school coursework.

Equity and discipline: Administrators described a shift from "mitigative" to "transformative" equity work—aligning adult learning, instruction and discipline to change systems rather than only reacting to symptoms. They said the emphasis helped reduce discipline referrals among boys by redesigning instruction to include more movement and hands‑on learning and flagged rising numbers of students on the autism spectrum as a priority for additional professional development.

Board reaction and next steps: Board members asked for examples of practices the middle schools would share district‑wide; administrators said there is renewed focus on cross‑level observations and book studies among leaders. The presentation closed with reminders about the upcoming rallies and district calendar (district wellness committee Jan. 12; next board meeting Jan. 26; offices closed Jan. 19).

Direct quotes: "That collective efficacy—when teachers sit together and look at formative data—that's what drives success," an administrator said. "We want students to feel seen and valued," another presenter said.

What to watch: Administrators said they will continue rolling out PLC learning cycles, monitor equity and discipline metrics, and return to the board with clearer documentation of which practices are most strongly linked to observed gains.