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District reports PBIS gains and rolls out integrated science, model‑classroom training
Summary
Springfield R‑XII leaders told the board an external review found 56% of schools scored 80%+ on tier‑1 PBIS implementation and 60% of schools scored 80%+ on classroom implementation; the district previewed integrated K–9 science curriculum, spotlighted classroom practices and outlined summer professional learning.
Dr. Nicole Holt presented the district’s student success update and highlighted implementation results from an external PBIS review. “Fifty‑six percent of schools scored 80% or higher on that tier‑1 implementation school wide,” Holt said, adding that 60% of schools observed showed 80%+ implementation at the classroom level.
Holt described the two assessment tools used by external observers — the tiered fidelity inventory for schoolwide PBIS and a classroom management observation tool tied to effective teaching practices — and said observers found that most campuses have behavior matrices, are teaching expectations, and use active supervision and routines.
The presentation included multiple classroom spotlights. Kim Redinger, secondary science curriculum coordinator, and a team of secondary and middle‑school teachers described the district’s work developing an integrated science sequence for grades 6–9 and a new freshman integrated course. “We will continue to use the curriculum academy model to support teachers as they implement this new curriculum,” Redinger said. Teachers reported that quarterly model classrooms and curriculum academies improved teacher collaboration, lesson design and student engagement.
Elementary spotlights (York and Field elementaries) described inquiry‑based math PLTs, co‑teaching interventions, and data trackers used to identify students needing intervention. Field Elementary staff reported first‑grade Galileo proficiency “90 or higher percent” for their classes and fifth‑grade classes above 70% in certain measures.
Holt closed by outlining a professional‑learning calendar that includes model‑classroom live observations, Teach Forward days, job‑embedded coaching and optional summer trade‑out time for teachers, and targeted coaching for nine comprehensive/focus campuses.
Board members asked how external observers selected classrooms; Holt said most campuses had a site staff member with observers and that the district will use exemplar campuses to support lower‑performing ones. The board did not take formal action; staff said next steps include continued rollout of curriculum and targeted coaching.
