Middle school principal credits 'Power Up' reading intervention for measurable gains

The district's middle school principal presented evidence that a targeted, technology‑based reading intervention helped move students out of lower skill bands and increase the percentage of advanced readers in multiple subskills. The presenter described 'Power Up' as a diagnostic-driven program students used on Chromebooks and said staff carved daily time in advisory for the intervention.

"We went to 41%" in advanced comprehension for the 8th‑grade group the presenter said, describing gains in word study, grammar and comprehension after a year of implementation. He said the school 'shrunk that lower group by .5' and 'we more than doubled our advanced people' in some measurable areas.

The principal also outlined cultural and operational changes intended to support learning: a morning commons routine that brings staff and students together, a pledge and gradual release to advisory, and use of advisory time for targeted instruction. Administrators noted they will add a reading interventionist and lit labs to sustain momentum and provide grade‑level targeted support.

Board members responded positively to the data and asked for further reading assessment results when state MCA reading scores become available; the presenter said reading results were not yet published but expected to reflect program gains.