Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.


Opportunities for Prosocial Involvement

In the recent SHARP survey of 2018-19, collected data indicated that 86.5% of South Summit Middle School eighth grade students felt they had opportunities for prosocial involvement in school while the state average was 73.7%. We believe that one of the key reasons for this is directly in part to the leadership class offered to eighth grade students. The class curriculum engages these students in the study of leadership skills. This class also provides opportunities for the students to lead the school in planning and conducting school assemblies, community fundraisers, and service projects. In addition to the leadership they provide for our school, the leadership class members mentor the fifth grade students in our school and create a sense of community.


Growth through Personal Reading Interventions

At the beginning of the 2018-19 school year, 64% of all fifth and sixth grade students were reading below grade level as measured through Reading Plus comprehension measurement. At the end of the school year, this number was reduced to 25%. This growth is significant and in large measure to the fact that our teachers know and care about their students and personally provide interventions for struggling readers. While there are many effective computer software programs designed to help struggling readers, our teachers use the software as a tool to acquire data, a diagnostic, and of course practice. The reading interventions themselves are taught by qualified teachers and para-educators who reteach and monitor progress through small group and individual instruction.