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Twin City Elementary reports gains in reading and targeted MTSS interventions
Summary
Principal Ryan Barcy told the school board Twin City Elementary reduced critical absences and saw notable gains in oral reading fluency and other skill areas after focused MTSS interventions and Delta Math use; the school will continue flexible grouping and targeted progress monitoring.
Principal Ryan Barcy presented a data update on Twin City Elementary’s academic interventions and outcomes, telling the board the school continued work on three primary goals: math fact fluency, writing instruction and MTSS-based flexible grouping.
Barcy described the school’s approach to math fluency and said the staff intentionally replaced “quickly” with “efficiently and flexibly” in instruction. He said Delta Math has been used for interventions and that the school provides targeted MTSS support to students scoring well below grade level for 30 minutes per day on Monday, Tuesday, Thursday and Friday, with weekly or biweekly progress monitoring. “We serve every student who is scoring well below four days per week, 30 minutes per day,” Barcy said.
Barcy reported oral reading fluency improvements across grades two through four and cited example declines in the percentage of students not at grade-level on specific skills (for example, some skill measures moved from the 80s to the teens or 20s on the school’s internal measures). He also said the school reduced its count of critically absent students from about 30 to under 20 this year and credited counselors and MTSS teams.
Board members asked about how skills progress from grade to grade and how the school plans cross-grade data meetings; Barcy said staff reconfigured class placement and will schedule additional cross-grade data work in the coming year.
