Eatonville Middle presenter reports midyear gains, outlines interventions and PBIS rebuild
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Summary
Presenter Andy told the school board midyear diagnostics show measurable growth after intervention and project-based learning adjustments, outlined PBIS and counseling supports, and urged renewed volunteer and tutoring recruitment to sustain progress.
Andy, who led the middle-school presentation, told the Eatonville School District board that midyear iReady diagnostics completed in mid-January have already driven instructional changes: some students have moved out of intervention into project-based-learning classes, and staff have reallocated supports by subject. "We went from 36% to 42%," Andy said when describing the share of students in the top 'green' band on the ELA measure, adding that the district remains measured against end-of-year standards.
The presentation described where students are strongest and weakest. Andy said phonics performance is high but comprehension and vocabulary lag, and that math remains the community's largest challenge: fall-to-winter gains were visible (an example increase from roughly 25% to 32% was cited), but math standards and curriculum breadth make rapid progress difficult. "Math is a struggle everywhere," the presenter said, while stressing that focused curriculum adoption and fidelity are needed to avoid fragmented instruction.
School leaders described the district's intervention model and incentives designed to increase effort and growth. Staff have adjusted intervention assignments; the district has begun ticket-based drawings to reward students who show growth on iReady (students earn one ticket for small gains and up to 10 tickets for larger growth, with weekly drawings). Counselors run social-emotional learning groups, monitor Panorama data, and operate a check-in/check-out system for about 12–15 students needing additional support.
PBIS (positive behavioral interventions and supports) was presented as a priority. The presenter said building-wide expectations for cafeteria and hallway behavior are being reinforced through morning announcements, recognition programs tied to the district's pride values, and staff nominations for teacher-of-the-month. The board and presenter discussed increasing family engagement in PBIS and tying volunteer roles to specific, nonthreatening tasks so adults feel comfortable supporting classrooms.
Several board members and the presenter discussed volunteer and tutoring strategies to address math weakness. Ideas included reaching to high-school running-start students to provide peer tutoring and offering adult math sessions so volunteers feel prepared to help with modern curricula. The presenter and board emphasized targeted placement of volunteers and mentors so adults work where they can be most effective.
Board members praised teacher-led clubs, the student communications group that is updating social media and the website, and the progress in building school culture. The presentation closed with an operational note that handbooks and emergency/safety plans are being revised to ensure readiness and consistency.
The board did not take a vote on any item during this presentation. The presenter invited board members to visit classrooms during second period and to follow up by e-mail with specific support requests.