SPRINGTOWN — Despite facing challenges last year, Springtown Middle School is making substantial strides in academic improvement, creating a more vibrant school culture and focusing on the individual needs of students. Principal Brittany Chavez shared an update on the school’s progress at the Feb. 24 board meeting as it works through its comprehensive campus improvement plan.
“Last year was quite a challenge and it showed on paper,” Chavez said. “We definitely knew there were going to be challenges and it’s definitely been an adventure for us to see those challenges and find ways to address them.”
As part of the school’s improvement plan, Springtown Middle School has set ambitious goals focusing on four key categories: academic instruction, safety, teacher development and building a strong community. These areas have been addressed through specific strategies aligned with Education Service Framework, which emphasizes continuous improvement.
Chavez emphasized the school’s commitment to enhancing Tier one instruction. In line with these goals, the school adopted the Advancement Via Individual Determination framework this year. Seventeen middle school staff and teachers attended the AVID conference last summer. The conference provided resources for professional growth and many teachers are now leading professional development sessions for their peers throughout the year.
“Teachers and staff really dove deep into the conference,” Chavez said. “It gave them a ton of teacher leadership opportunities and they came back and have been doing training throughout the year. We’re doing tons of coaching sessions with AVID staff. Our instructional coach focuses on giving teachers feedback on how to make one quick change that’s going to make their instruction better.”
One of the things SMS has incorporated is project-based learning, moving away from the computer-based instruction that was prevalent during the COVID-19 pandemic. This hands-on approach allows students to engage more deeply with the material and promotes collaboration among classmates. As a result, students are spending more time working on tangible projects, some of which are now displayed throughout the school hallways.
Data is a central focus of SMS’ improvement plan. Teachers are actively engaged in professional learning communities and data analysis sessions to better understand how to meet the needs of individual students. The school implemented a data room where teachers collaborate to review their performance metrics and adjust instructional plans.
“We have done 17 data PLC’s where teachers have done deep dives into their data, looking at how to be the most effective in the classroom,” Chavez said.
Early results from reading assessments already show promising change. For example, the percentage of students who “did not meet” expectations decreased significantly from the previous year, while the number of students meeting or exceeding expectations has risen.
“We’re seeing a trend in the direction that we really like with our sixth and seventh graders,” Chavez said. “Our “did not meet” numbers have dropped. I think that’s very telling that our Tier one instruction has improved.”
Addressing student discipline has been a top priority, and Chavez announced the school’s referrals have lowered.
“Our discipline referrals have dropped dramatically,” Chavez said. “In the fall semester of last year, we had 869 referrals. In the fall semester this year, we had 535. I think that’s truly telling of the relationships that our teachers are building. They’re keeping students engaged.”
As the year progresses, Springfield Middle School is on track to meet its goals for student growth. For instance, the school is aiming for at least 80% of students to meet their individualized goals on Northwest Evaluation Association testing by the end of the year. Early data shows growth, especially in reading and science.
“We’re seeing the fruits of our labor,” Chavez said. “We’re seeing it in attendance rates, teacher satisfaction. We are showing growth at a very promising rate.”
