Springfield Middle School principal credits data-driven supports and a new restorative program for improved discipline and early academic gains

Principal Galvan told the Battle Creek Public Schools Board of Education on Jan. 12 that Springfield Middle School is focusing on three pillars — academics, student experience and family engagement — and using data tools and targeted supports to raise achievement. "A culture that celebrates effort" has been paired with weekly advisory-based progress checks and a Google spreadsheet scorecard staff use to track standards and individual needs, Galvan said.

Galvan presented school-level results showing discipline and behavior improvements she attributed to layered supports. "Suspensions from October through December have decreased by 70% across the board," she said, and she reported offenses and overall referrals fell by about 49% over the same period. Galvan said behavioral tiers and targeted mentorship (including in-school groups and outside partners such as Big Brothers Big Sisters) are central to the change.

On academics, Galvan cited STAR assessment data showing a 31% math proficiency figure with a 10% gain on a fall–winter measure and singled out gains for African American boys. "For STAR, we saw a 10% gain," she said, noting that December testing in eighth grade used an adaptive form taken by only some students and that district analysts will adjust comparisons accordingly.

To reduce out-of-school suspension, Springfield piloted the CARES (Career and Restorative Education Space) program. Galvan described CARES as a high-intensity classroom where core teachers "push in" to continue instruction and students earn their way back to the general population. "They're still provided with opportunity to not be out of school suspended," she said, adding the model retains instruction rather than sending students home.

Galvan and board members discussed chronic absenteeism as an ongoing challenge; Galvan described attendance goal-setting with data folders, home visits and a newly hired family advocate to focus on truancy and outreach. The principal said staff are also trying to adapt routines and offerings (clubs, events) to increase students' sense of belonging.

The board did not take formal action on Springfield's presentation; next steps noted by presenters include continued monitoring of STAR and attendance metrics and consideration of whether CARES features should be replicated elsewhere in the district.