Ridgefield High leaders lay out MTSS plan to narrow learning gaps and cut chronic absenteeism

Ridgefield High School principal Kristen Palmer and her administrative team told the Ridgefield School District board they have launched a year‑one school improvement plan focused on Multi‑Tiered Systems of Support (MTSS) and targeted interventions to close opportunity gaps.

Palmer said the mission — “all students learn at grade level or higher” — guides work across instruction, behavior and special education. The presentation, led by Palmer with assistant principals Lindsay McQuiston and Jeremy (last name not specified) and college‑and‑career specialist Tammy Hoodenpile, emphasized tier‑one behavioral expectations, professional learning teams and classroom‑level strategies to boost both attendance and achievement.

The team described changes to behavior systems: expectation posters across the campus, a schoolwide cell‑phone pocket policy and tighter bathroom controls. They reported 131 discipline referrals so far this year compared with 208 at the same point last year — a 37% decrease — and a 41% drop in bathroom‑related referrals. The presenters said October referrals fell by roughly 42% year over year, though referrals for 11th‑grade students have remained high and will be a focus going forward.

Attendance was a central thread. JT, who oversees interventions for students receiving special education services, said the district aligned its definition of excused absences with Washington Office of Superintendent of Public Instruction guidance, tightened communication on what counts as an excused absence, and began monthly tracking of chronic absenteeism. School staff reported month‑to‑month decreases of about 5%–15% in chronic absenteeism last year after those efforts. The district also described a case‑management approach led by graduation coach and advocate Stacy Barlo to identify students early, complete a brief intake about barriers and coordinate home visits, wraparound meetings or referrals to ESD 112 for counseling and family supports.

Special education staff outlined classroom strategies to build inclusive practice beyond co‑taught English and math. The school piloted push‑in coaching that pairs special education teachers with content teachers in science and social studies so general‑education teachers can better implement accommodations. They also described a small pilot reading intervention that produced substantial short‑term gains: three students reading at a first–third grade level advanced multiple grade levels after an intensive semester‑long intervention.

Professional learning teams (PLTs) were described as the operational engine: 24 certificated staff have PLC training and teacher teams are completing data cycles on essential standards to identify timely interventions. Palmer told the board that the work is intended to be sustainable and distributed — “teachers leading teachers” — and that the school remains in a foundational improvement status with more work ahead.

Board members praised the presentation and asked for a short talking point they could use when discussing attendance with the community. Palmer recommended emphasizing the district’s stepped approach: clear definitions of excused absences, targeted family outreach and a named staff advocate overseeing casework.

The presentation closed with board appreciation for the leadership team and the district moved next to its monthly financial update.