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Elma teachers present classroom strategies they say reduced below-grade students in math and reading
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Summary
Middle-school teachers for Elma School District presented classroom routines, tiered interventions and station work they say produced measurable gains on classroom diagnostics and I-Ready checks, while staff urged continued targeted supports for students still multiple grades behind.
Teachers from Elma Middle School told the school board they have shifted instruction to focus on student experience and intentional classroom routines, and said early assessment results show gains for many students.
Presenters described practices they said normalize mistakes, create consistent expectations and use frequent formative feedback. "Every child deserves a champion," one presenter told the board, using the phrase to explain the emphasis on adult connection and persistence in the classroom. Board members were invited to review handouts and visit classrooms to see the approaches in action.
The teachers described several practical strategies: community circles to build classroom routines and safety; pretests and data-guided tasks to set entry points for lessons; differentiated station work; and the use of programs such as Savvas, Khan Academy and SuccessMaker for individualized practice. Peter Green, who identified himself as an ELA/social studies teacher, said station work makes up "about 40% of my instructional time," and showed writing samples and diagnostics intended to demonstrate how station models support skill development.
Presenters summarized assessment changes they attributed to those practices. One teacher said their sixth-grade I-Ready results show fewer students below grade level and more at or above grade level between the first assessment and a January check. Peter Green reported that five students identified for extra support showed a "growth range of about 39 to 55 points." Another presenter cautioned that a substantial cohort remains behind: "42 students are still 2 plus grade levels behind," she said, and urged additional tiered interventions and smaller group supports for those students.
Board members asked about class sizes and the presenters provided specifics: one teacher said current classes are generally in the mid-20s (about 25–26 students) but noted an algebra class with 32 students and that in prior years some classes exceeded 36. Teachers said they use diagnostic folders, retests and individualized learning plans to monitor progress and set goals.
The presenters repeatedly invited board members and community representatives to review the detailed data handouts and observe classroom practice. The board thanked the teachers for their work and the meeting record shows no formal action was taken other than accepting the presentation and encouraging continued monitoring.
The board will receive follow-up materials if members opt to review handouts and the district indicated teachers will keep tracking diagnostics as the year continues.
