Pulse of the Shark Newsroom

“We work really hard to honor the student voice, get to know our students deeply, but what I would say the biggest thing we did is redefine what success looks like in math. Math just isn’t about right answers – math is about how you are thinking and what you know about numeracy that helps you solve problems.”            —Stephanie Cade, Director of Math and Science (PS-3G)

Over the course of SY24-25, Two Rivers elementary and middle school students made improvements in their math benchmark assessments. This growth, from the start to the end of the year, resulted from students’ taking ownership of their learning, teachers’ genuine commitment, and a school-wide data-driven strategy.  

Students’ proficiency rates increased significantly:

Two Rivers Network- Wide Math Growth – BOY to EOY

Network-wide growth increased by 20 percentage points, from 41% of students meeting growth goals in the Fall to 61% by Spring.  

•  Our population of students with disabilities grew from 40% to 52%, an increase of 12 percentage points.  
• Students who are considered economically disadvantaged met a growth goal of 49%.
• 51% of FARM students met growth goals.  
• Multi-Language Learners’ growth increased 7% from Fall (45%) to Spring (52%).  

At Young Elementary, overall math growth increased 19 percentage points from the beginning to the end of the year.    

At 4th Street, overall math growth increased 40 percentage points from the beginning to the end of the year.                                                                                        

In middle school, math growth increased 10 percentage points from the beginning to the end of the year.

The Strategy Behind the Growth

Data-Driven Planning: To identify learning gaps in math, Two Rivers educators examined student assessment data bi-weekly through a data analytics platform – Forefront. The data is applied to the Plan–Do–Study–Act (PDSA) cycle, through optimizing strategies based on results, and adjusting instruction.

Small Group Instruction: Students were strategically placed in small groups based on academic accommodations. The integration of academic and cognitively provoking games into classroom learning allowed students to practice and comprehend grade-level content. 

Anticipatory Framework: Professional learning sessions prioritized Tier-1 instruction, with an emphasis on identifying student strategies and misunderstandings.

Transformative Practices in Instruction: Teachers helped students stay engaged by establishing a growth mindset, applying differentiated learning, encouraging group problem-solving, and connecting lessons to practical situations.

Through these strategies, students developed not only a mathematician’s mindset but also built upon the TR Scholarly Habits, “I know myself,” and “I am independent and resilient.” Additionally, they developed a belief that addressing challenging tasks is always attainable, which is an even more significant takeaway.

Bridging the Gap – Supporting Our Teachers 

Directors of Math, Stephanie Cade and Tai Carson, internalized coaching lessons through the use of the anticipatory framework. They explored the various ways students could approach solving obstacles, as well as how teachers could evaluate and progress each student’s work in real time.

“I felt consistently supported by leadership, specifically our 4G-8G Math Content Director, Ms.Tai, through targeted coaching, meaningful feedback, and ongoing encouragement. Her resources modeled best practices and helped me think strategically about pacing and differentiation. They also celebrated wins alongside us, which reinforced that our work was valued. The combination of trust, collaboration, and practical guidance created an environment where I could focus on both student growth and my own professional growth.”                                                                                                                                                                                  — Osa Ogbebor, 5th Grade Math Teacher 

Creating a supportive environment and extending grace to teachers is always a top priority. “Learning better together” is key, as leadership and teachers explore the content together and discover new strategies that best support students. “We emphasize the value of multiple solution pathways rather than relying on a single “right” way, helping teachers feel more prepared, flexible, and confident in their instruction,” said Director of Math (4-8), Tai Carson. 

Looking Ahead                                                                                                                               

Two Rivers is committed to an ongoing journey of learning for both students and educators. As we sail towards success, TR will continue to focus on inclusive, strategic, and collaborative planning. Every child’s learning path will remain at the center of our efforts through differentiated learning and extensions through application, as we work to ensure meaningful growth for all.           

The use of data-driven planning will continue to be intentional to understand the overall performance of our population of students. Equally important, partnering with families by providing them with the necessary resources to help their scholars succeed beyond the classroom, will be essential in the process of supporting higher achievement.

“Together, as one Crew and learning community, we are creating a culture where every student sees themselves as a mathematician who is capable, confident, and resilient.”
— Mrs. Aqueelha James, Chief Academic Officer

~ Isa Walker, Communications Associate