McKinley principal outlines math 'journey,' sets targets to boost achievement and reduce Level‑1 scores

Amanda Voorhees, principal of McKinley Elementary, told the Yakima School District Board on Feb. 2 that her school has launched an intensified math initiative built around regular data meetings, common end‑of‑unit assessments and targeted coaching.

Voorhees described a set of concrete targets for third through fifth graders: maintain the 26 students who passed the SBA last year and add 20 more, aiming for a total of 46 students meeting proficiency. She also said the school aims to cut the number of students scoring at a Level 1 from 112 last year to 92 or fewer.

"I decided I think we need to spend more focus on math," Voorhees told the board, explaining the school recently shifted its data meeting cadence to a 3:1 ratio (three math‑focused Tuesdays for every one reading monitoring meeting) beginning in January. She emphasized the distinction between growth and proficiency, saying the school is tracking median student growth percentiles by subgroup alongside proficiency measures.

Voorhees presented subgroup growth figures from recently released data: median growth percentiles were 46 for white students, 44 for Hispanic and low‑income students, and 41 for English language learners. She flagged students with disabilities as an area needing attention, reporting their median growth percentile at 34 — "just shy" of the typical growth threshold of 35.

To accelerate classroom practice, McKinley has engaged coach Buddy Smith to work with teacher teams on instructional minutes and entry tasks that start students thinking about math during transitions. Voorhees described an example where teachers hand entry tasks in the lunch line so students begin math thinking while walking to class.

The principal said these moves are intended to increase rigor and deepen feedback to teachers, while preserving the school's strong culture of belonging. "We are all Mavericks, bringing out the best in each other through love and learning," she noted, quoting the school mission that students recited for the board.

Board members questioned whether the new 3:1 focus is already producing improved outcomes in math without harming reading gains. Voorhees said it is too early to confirm results and that the district will monitor reading and math progress and could adjust the ratio if data suggest the need.