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Bailey'sville Elementary showcases instructional coaching, student performances and rising attendance to Wyoming County board
Summary
Bailey'sville staff demonstrated classroom practices, coaching and student achievements; presenters credited instructional empowerment, PBIS and targeted interventions with raising daily attendance from about 89% to 91%.
Board members visited Bailey'sville Elementary for a school showcase in which staff and students demonstrated classroom strategies, highlighted intervention programs and described student achievement gains.
Principal and staff introduced student representatives and teachers, then shared videos and live demonstrations of instructional practices. Teachers described stations-based lessons, vertical whiteboard activities and peer coaching used to increase engagement. An instructional empowerment representative said the school's teachers are "open to coaching" and praised the principal for strong instructional leadership.
Tammy Toller, the Title I teacher, summarized targeted interventions: "I have provided tier 2 targeted instruction in ELA and math and have used growth monitoring assessments," she said, noting specific small-group numbers and that benchmark data have been used to move students in and out of intervention. Staff also described common planning (PLCs), coaching cycles and instructional supports provided by outside partners.
School staff reported progress on attendance goals: daily average attendance rose from about 89% to 91% during the year, helped by incentives such as monthly drawings and a rider store. The Communities In Schools facilitator described wraparound supports, outreach to families and a recent success story in which the program helped a family restore utility service.
Board members commended the school for its culture and results and left the meeting noting the value of classroom coaching and hands-on professional learning. The visit concluded with applause for student performers and a short break before returning to regular agenda business.
