Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Elkins Middle Progress topic
No spam. Unsubscribe anytime.
Elkins Middle School reports reading and math gains, revised intervention plan and special-education progress
Summary
Principal Don KD told the board Elkins Middle School showed student growth this year — reading 'on and above' up 7%, math 'on and above' up 15% — reported 92.84% attendance and described intervention changes and special-education student progress; administrators are pursuing grants for after-school programming.
Don KD, principal at Elkins Middle School, presented the school's year-end report to the board, saying the school serves about 560 students and that recent interventions produced measurable gains.
On reading, the presentation reported that "on and above" placement increased by 7% from the beginning to the end of the year; on math, the school reported a 15% increase in students scoring on and above grade level. Principal Don KD credited a restructured intervention period that now includes two targeted blocks — one for reading and one for math — led by content teachers and supported by teacher leaders and I-Ready coaching.
The principal reported an attendance rate of 92.84 and described two special-education success stories: one student who entered sixth grade at a second-grade reading level and "is now on an 11th grade reading level," and another special-education student ready to exit services and move to consult-only support. The presentation noted about 168 students currently have Individualized Education Programs (IEPs) at Elkins Middle School.
Don KD also highlighted extracurricular and donor support: an anonymous donor provided $96,000 for a maker space, and the school had a $500 donation toward a GlowForge laser cutter that costs about $5,000. The principal said the school will reapply for a 21st Century Community Learning Centers grant to fund an after-school program.
Why this matters: The intervention restructuring and tutoring/coaching supports are linked to measurable gains in reading and math and to improved outcomes for students with disabilities; sustained funding and staffing will determine whether gains are maintained.
What’s next: The school will continue intervention planning, pursue the 21st Century grant, and provide continued professional development for staff in small-group instruction and inclusion co-teaching models.
