Pacific Middle School is using clear routines, regular data review and student voice to help students get the support they need.
This work is part of Pacific’s schoolwide student support system. Staff use it to notice student needs early, respond quickly and adjust support when something is not working. Staff may know this as Multi‑Tiered System of Supports (MTSS).
Teaching Expectations and Tracking Progress
Pacific has focused on building strong, consistent systems.
Academics
Teachers meet in Professional Learning Communities, or PLCs, to plan instruction around learning standards and review student work. This helps students get consistent instruction across classrooms and gives teachers time to plan support for students who need something different. Staff also review i-Ready data to better understand students’ literacy and math needs and adjust instruction.
This work shows positive results. Pacific students are currently making more than expected progress in i-Ready, averaging 116% of annual typical growth.
Students also build portfolios to document their progress toward standards throughout the year. These portfolios help students reflect on their learning and give teachers a clear picture of growth over time.
Social-Emotional Learning (SEL) and Behavior
Pacific’s core values, known as The Pilot Way, guide expectations for how students learn and interact. These expectations are taught and reinforced across the school, helping students understand what success looks like.
Students earn Pilot Points, tracked in Synergy and ParentVUE, for meeting expectations. They can redeem points in the student store for items such as snacks, school supplies and small privileges.
Grade-level teams meet every two weeks to review behavior and SEL data. When a pattern emerges, such as a grade level struggling with entering class quietly, staff work together to reteach the expectation. They may model the behavior, use a “looks like/sounds like” chart, or reinforce the skill with Pilot Points.
This cycle keeps expectations relevant and consistent for students.
Using Student Voice and Data to Adjust Supports
Pacific’s student support systems are designed to respond quickly when students need more support. Staff know this as Tier 2 support.
Attendance and Behavior
To better understand why students are arriving late to class, the school launched a tardy survey through advisory. The results are helping staff adjust systems for schoolwide support and identify students who may need additional support getting to class on time.
Students who need extra behavioral support are asked to complete lunchtime reflection forms. These provide the school with valuable insight into what they are struggling with. Combined with data from observations in Synergy, staff can identify patterns and determine which students may benefit from targeted interventions such as check‑in/check‑out or small‑group SEL support.
Academics
Advisory plays an important role in targeted academic support. Students regularly review their grades, reflect on areas for improvement, and set goals.
On portfolio days, advisory time is used for reassessment and relearning in small groups, giving students a chance to revisit standards they haven’t yet mastered. This gives students a chance to get the support they need without missing classroom instruction.
A Schoolwide Commitment
Across all this work, there is a strong sense of collaboration. Teachers, counselors and administrators use data, student voice, and shared problem‑solving to guide decisions.’
The result is a school community where expectations are clear, support is timely, and students know that adults are invested in their success.
Pacific Middle School’s student support work continues to grow, but its impact is already visible: students are engaged, systems are consistent, and the school is building a culture where every student belongs and thrives.