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Middle-school report card: staff outline 'pride time', double‑dose intervention and attendance work
Summary
Middle‑school staff presented data showing emphasis on growth over achievement and described targeted supports — 'pride' time, double‑dose small‑group instruction, distributed leadership teams, and task forces on chronic absenteeism and multilingual learners.
Bridal, a district presenter on the record, introduced the middle‑school report card presentation and said growth — rather than raw achievement — is a key measurement in the report card. Middle‑school staff described several schoolwide strategies intended to increase student growth and address learning gaps.
What they presented: Staff explained 'pride' (sometimes transcribed as 'bridal') time, a scheduled block used for targeted instruction and small‑group supports in math and English language arts. The math interventionist described a 'double‑dose' model: a 45‑minute, small‑group block serving 3–5 students with entrance and exit criteria to accelerate learning for those behind grade level. Presenters also described vertical alignment work across grades, professional‑learning communities that use multiple data sources (classroom assessments, state testing), and distributed leadership teams that meet monthly to design supports.
Encore classes and use of time: Staff clarified that encore (music, art, STEM) classes are not eliminated to create intervention time; instead, encore teachers sometimes collaborate with grade‑level teachers to support targeted students during pride time. Examples included a music teacher who paired with a seventh‑grade team to address independent reading and choir practice in ways that allowed both academic and performing‑arts goals to proceed.
Attendance and multilingual learners: Presenters noted a chronic‑absenteeism task force formed to partner with families and identify barriers, and an MLL (multi‑language learner) task force to consolidate supports for multilingual students and their families.
Next steps and questions: Board members asked how science and social‑studies growth is measured; staff said those subjects are tested less frequently (fourth, eighth, tenth grades), so the district uses classroom pre‑/post‑assessments to track growth in those areas. Staff said they will continue to develop assessment tools and share targeted data with the board.
