Implement Individualized Learning Plans and Goal-Setting for African American Students: use ILPs, progress profiles, and focal student monitoring to tailor academic support, with collaborative goal-setting involving staff, students, and families.

Strengthen Math Instruction Through Professional Learning and Collaborative Practices: engage math teachers in curriculum-focused PD, support math PLTs, and build thinking classrooms that emphasize essential math standards and cross-disciplinary practices.

Promote Family Engagement and Data Conversations Around Math Achievement: Host Family Math Nights and facilitate regular data discussions with families and students to build awareness, foster collaboration, and celebrate growth.

An increased percentage of 7th-grade African American students at Edendale Middle School will meet or exceed standards on the 2024 CAASPP when compared to the results of the previous 4 reporting years.

More than 10% of African American 7th-grade students will meet or exceed standards on the local measurements of academic progress.

iReady data suggests that students are collectively regressing, particularly from the Diagnostic 1 held in August ‘24 (55 points from grade level) to Diagnostic 3 held in April ‘25 (112 points from grade level).  However, when digging deeper a different story emerges around student motivation, interest and engagement more than capacity.

The strengthening of math instruction through professional learning and collaborative best practices has been highly successful.  

 The promotion of family engagement and data conversations centered on Math achievement failed (didn’t happen), resulting in a significant loss of opportunity to broaden the conversation, engagement, capacity building, and achievement to include families in their child’s progress.

School wide patterns indicate considerable growth among students, including African-American students in math.  Students within this research group in some cases regressed in reading as well.  The sample size may not mirror larger patterns.

iReady sample data results suggests more need for street data to accompany the satellite and map data.

ILPs need to be modified for specific class/teacher with baseline, current, and typical and stretch growth goals for iReady, CAASPP, grades, and attendance, and share them with families for quarterly check in.

More rigorous, explicit, and strategic use of iReady individualized MyPath time in class for strategic tier 2 interventions and extensions with small groups.

Continued Math Professional Learning Team work around best practices, analyzing student work, and designing collaborative lessons.