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Halverson principal highlights SEL work and a wide gender gap in math proficiency
Summary
Principal Larson told the board that Halverson teachers are prioritizing social‑emotional learning and MTSS interventions; she flagged a math proficiency gap in one grade where males were about 59% proficient and females about 28%.
Principal Larson presented a school report for Halverson focusing on social‑emotional learning, intervention strategies and student achievement data.
Larson said Halverson begins instruction with morning meetings and MTSS interventions, and that the school’s MTSS coach and instructional coach are actively modeling and checking intervention fidelity. She described a fourth‑grade intervention in which teachers split students by gender during 'Tiger Time' small groups to target different needs: one group emphasized social‑emotional leadership and risk‑taking while the other focused on fraction work. Larson reported that in one data snapshot math proficiency for males was about 59% while females were about 28, and she said the school is studying classroom practices to close that gap.
Larson also reviewed literacy and FastBridge growth charts across grades and noted that reading proficiency for third grade exceeded an expected 28% target, landing at 41% in one comparison. She emphasized attendance efforts—16 students of 292 are on attendance contracts (about 5%)—and described celebrations and classroom incentives tied to presence and engagement.
Board members thanked the principal; the presentation was informational and no action was taken.
