William Adams Middle School reports enrollment gain, attendance initiatives and targets for higher assessment performance
Summary
WAMS principal Grace Stettis reported an enrollment increase to 964 students, attendance initiatives tied to a 94% target, and content-specific benchmark and EOC performance goals. The school described instructional supports including reading-focused coaching, benchmark testing and planned TSI access for eighth graders.
Principal Grace Stettis presented a detailed status report for William Adams Middle School to the Alice ISD board on Jan. 12, outlining enrollment, subgroup demographics, attendance work and academic targets for the year.
Stettis said WAMS enrollment increased from 931 to 964 students since last year and that the campus EcoDis (economically disadvantaged) percentage rose from about 86% to 90%. She reported the school’s current attendance at 93.51% and said the campus goal for the year is 94% (up from 93%). To support attendance, the school uses parent/student meetings, home visits, attendance check-ins, small cohorts (10–15 students) monitored every six weeks and incentives such as themed dress days and catered classroom lunches.
On academics, Stettis reviewed benchmark and end-of-course (EOC) data across grades and subjects. She set cohort goals for approaches/meets/masters in reading and math (examples: target for a cohort to reach 72% approaches, 45% meets and 20% masters in specific content areas) and noted ongoing work to lift the masters category. She described instructional strategies including academic discourse, high-quality instructional materials (HQIM), targeted PD for teachers and the district-provided support of a master teacher, Mrs. Salazar, to strengthen social studies content knowledge.
Stettis also said the district and school will open TSI testing to selected eighth graders to allow some students to earn CCMR credit earlier. The principal emphasized the emphasis on climate, culture and consistent classroom starts to improve engagement and instructional time.
No board action was required; the presentation provided information and directional context for school- and district-level targets.
