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.


Gifted & Talented (Accelerated Learners) Program

MWMA enrolls a significant number of students who possess cognitive gifts in the areas of verbal, quantitative, and spatial reasoning. These students, if not adequately challenged, are susceptible to 1) poor work ethic due to boredom (and even behavioral problems), 2) anxiety in conjunction with perfectionism, and/or 3) an inability to take risks and embrace mistakes. Some students are "twice exceptional", possessing both cognitive gifts and learning disabilities. We have implemented a highly successful Accelerated Learners program to identify and better serve these students. Our program is founded upon a philosophy of "growth mindset", the belief that intelligence can be developed and that growth and achievement come through effort, not merely natural ability (Stanford University: We use the CogAT (a cognitive abilities test to assess verbal, quantitative, and nonverbal reasoning skills) along with teacher surveys and academic testing, to qualify students for our program. Students with high verbal reasoning skills participate in literacy enrichment groups that present complex, high-level thinking and writing opportunities. Students with high quantitative and spatial reasoning skills participate in engineering enrichment groups in which their thinking is challenged in STEM enrichment activities. Our program has challenged students, reduced behavioral issues, and increased student risk tolerance.


Elementary Literacy Proficiency Increase

MWMA has achieved a significant increase in student reading level proficiency. Through use of diagnostic assessment and targeted instruction and intervention, the school has increased the percentage of all elementary students with grade-level (“green”) and above-grade-level (“blue”) reading proficiency from mid-year 2017-18 to mid-year 2019-20, as evidenced by Acadience (formerly DIBELS) reading data. Further, MWMA has achieved a steady increase in above-grade-level proficiency, evidence of our concern with the progress of ALL readers, even those already considered proficient. Kinder proficiency rose from 65% to 75% Grade 1: proficiency rose from 69% to 78% Grade 2: proficiency fell from 76% to 71% Grade 3: proficiency rose from 72% to 79% Grade 4: proficiency rose from 60% to 77% Grade 5: proficiency rose from 71% to 84% Grade 6: proficiency rose from 76% to 88% Link to Data and Graphic: