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Reams Elementary principal outlines engagement continuum, MTSS goals and early assessment targets
Summary
Reams Elementary principal presented the school's SIP goals for 2025‑26 focused on standards alignment (CKLA reading), a buildingwide engagement continuum with weekly guidance lessons, and targeted MTSS interventions; start‑of‑year FAST data and a 25% improvement target for some/high‑risk students were discussed.
Reams Elementary principal (identified in the meeting as Ms. Naijus) told the Rockford School Board on Oct. 20 that her school's improvement plan for 2025‑26 centers on three priorities: align curriculum and instruction (including K‑4 adoption of CKLA reading), introduce a buildingwide engagement continuum, and strengthen MTSS/data‑driven intervention processes.
Ms. Naijus described a schedule of common planning time for teachers, routine PLC work, and a digital student assistance framework the school uses to track interventions and outcomes. She said the school will document common planning meetings and use data to identify targeted interventions.
On the engagement initiative, she said staff are developing common visuals and lessons so students understand what active and passive engagement look like; the plan includes regular checks so teachers and students can monitor engagement.
For measurable targets, Ms. Naijus told the board that the school aims for 25 percent of students who began the year in "some risk" or "high risk" categories in math and reading to demonstrate growth by moving into a lower risk band or by increasing their score by at least five points on district assessments.
She provided start‑of‑year FAST testing counts by grade (for example, kindergarten had 95 reading tests and 96 math tests) and explained how the 25 percent target translates into a manageable number of students to reach for improvement strategies. Board members asked technical questions about whether the five‑point goal is additive to expected annual growth; Ms. Naijus and colleagues clarified it is a within‑category improvement target and that grade‑level expected growth remains part of planning.
The board did not take action on the SIP at the meeting; members praised the alignment work and the principal's presentation.
