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Meadow Bridge staff cite 1.56 DOK score and outline I‑Ready, SAT‑prep and intervention blocks to address middle‑school math dip
Summary
School leaders reported a September Depth of Knowledge (DOK) average of 1.56 and described a package of responses — weekly classroom learning walks with I‑Ready, SAT‑prep tutoring, scheduled intervention blocks and teacher case studies — aimed at raising rigor and reversing declines in middle‑school math performance.
Miss White told the Local School Improvement Council that the school’s September average Depth of Knowledge score was 1.56 and that leaders expect the figure to rise as instruction and interventions deepen. "Our average for September was 1.56," she said, and described steps to increase lesson rigor and intervention time.
The presentation laid out several coordinated strategies intended to boost outcomes: weekly classroom learning walks with I‑Ready representatives, a SAT‑prep course that trains student tutors, an intervention period built into block scheduling for seventh and eighth grades, and teacher case studies used to calibrate instruction. "We’ve given them that time, and we’re hopeful that we’re gonna see it in campuses," Miss White said of the new intervention blocks.
Board members pressed staff on where students drop off in proficiency. A member asked whether the issue was curriculum alignment or test design; Miss White said the school is using both curricular and schedule changes and singled out I‑Ready for intervention work while middle‑ and high‑school teachers continue to use the previously adopted 'Big Ideas' sequence. "I feel stronger about I‑Ready," she said, describing it as the platform that delivers targeted practice and intervention lessons.
Staff also described professional development and pathways that support both college and career readiness: an SAT‑prep course led by a retired educator that prepares juniors to tutor peers during advisory periods, and CTE completion rates the presenters reported as a significant portion of graduates. School leaders said they have applied for a grant to extend SAT‑prep offerings after school but had not yet received results.
The school framed the approach as a combination of raising classroom rigor and providing structured, scheduled support. The school will continue to report benchmark data to the board and to monitor whether these steps change mid‑school proficiency trends.
