Trewartha said as a math teacher, since the start of the pandemic she has seen struggles with gaps in math knowledge and larger variations in skill level. Trustee Brad Baltensperger asked why there would be such a difference in the impact on the math and English numbers. Trewartha and Principal Julie Filpus said the math number could be part of a “quarter 3 slump,” which has happened in past years with students. In math, sixth and seventh grades were both above 90%, while eighth was at 78%. Course-pass rate shows the percentage of students earning a D-plus or better in English ranged from 85% in sixth grade to 95% in eighth grade. The district is also planning end-of-the-year celebrations.Īs for data, the middle school is finishing testing through FastBridge, which the school uses to analyze students’ reading and math abilities. The middle school also held Cabin Fever events in February, where students get to choose from a series of activities, such as swimming, skating or baking. “The kids have been excited about the fact that they actually spend, versus just put in for a chance,” said sixth-grade math teacher Mollie Trewartha. This year, the tickets are being treated like cash, which allows students to exchange them for root beer, popcorn or other treats. As recognition for doing the right thing, students had been given tickets, which were entered into a raffle for prizes. “Those little SEL skills are what hopefully will catch them more at the Tier 1 level, that they’re not going to go into the Tier 2 or 3 level,” she said.Īt the middle school, teachers had revamped the positive behavior system. Welch said the social and emotional learning could provide that once it advances beyond the pilot stage. But there isn’t much of a building-wide strategy for how to catch problems before they snowball, Bradfish said. The provider also gives feedback to the family, which can include techniques for things the children can work on at home, or referrals to outside mental health services.Īt the moment, the building is acting more as a “triage center” to address the mental health needs of students in the top two tiers. Students who receive additional mental health services on a regular basis, staff are required to contact parents, Scullion said. Where about half of seniors were chronically absent in the third quarter of 2021-22, that percentage has dropped to 40% this year. “It’s very clear to us that if you’re not connected in some way to our Gremlin community in a really meaningful way, that you are more likely to have multiple flags,” Bradfish said.Īttendance was at 67% in the third quarter, up from 62% last year. Many of those students also lack connections through sports, clubs, activities or social ties. Thirty percent of those with multiple flags are currently receiving mental health services, Bradfish said. MTSS members are also seeing a correlation between students with multiple flags - attendance, behavior, course completion or other issues - and mental health supports. “If you just give somebody an idea and don’t do it with them, they’re not likely going to, so we just said ‘We’re going to do this with you so you can put this into practice and hopefully continue it on your own,'” Bradfish said. Classes went outside, did yoga, or in the case of Welch’s AP class, made Easter cards for Little Brothers Friends of the Elderly. Instead, the school spread out activities throughout March that could help students relieve stress. Many students were not going to it, which was affecting the school’s attendance numbers, history teacher Traci Welch said. The high school normally holds a Cabin Fever event similar to the middle school with activities. “You’re going to try to hide somewhere, and likely you’re going to try to hide in the bathroom.” “If you’re struggling with anxiety, and it’s lunchtime, where are you going to go?” Bradfish said. Staff have also put up posters in bathrooms with tips for de-escalation techniques showing students how to calm themselves if they’re having an anxiety attack, and providing QR codes for other resources. “Next year, we’re looking at piloting social and emotional learning in a special education class, because that’s where we see a higher percentage of students who need mental health supports, then as long as that goes well, integrating that into other classrooms,” Bradfish said. District staff underwent trauma training, and also tried to embed social and emotional learning in a couple of classrooms.
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