Excel Academy students to receive blended literacy and SEL supports after listening sessions; district apologizes for process issues
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Summary
After student presentations raised concerns about belonging and access to opportunities, district leaders said Excel Academy will keep life & career skills resources while adding co‑scheduled literacy intervention, staff continuity, Boys & Girls Club mentoring and other supports to increase connection without removing academic supports.
District leaders and West High School officials told the board on June 11 they will alter the Excel Academy schedule and supports after students raised concerns about belonging, access to rigorous courses and program visibility.
Dr. Coleman opened the update by thanking students and families who voiced concerns and offering an apology for ways the process had left students feeling unheard. Principal Montour described the district’s path forward: current Excel students will be scheduled into core grade‑level courses with their former Excel teachers whenever possible so students retain existing relationships; the school will add Boys & Girls Club mentoring caseload coverage for the freshman group; and the life and career skills resource will alternate days with applied literacy interventions and support from literacy coaches.
Montour said the alternating schedule will reduce the life and career skills resource from five days a week to every other day so students have targeted literacy support on intervening days. She said the change aims to balance social‑emotional learning (SEL) and belonging with measurable literacy gains. Montour also shared outcome data comparing students who accepted Excel placement with students who were identified for Excel but declined and stayed in traditional schedules. For the most recent cohort she reported that students who chose Excel had a slightly lower average composite ACT (14.33) but slightly higher GPA (2.25) than those who chose not to participate (composite ACT 16.46; GPA 2.05); attendance rates were similar.
Dr. Coleman said the district is using evidence from listening sessions and data to move toward a co‑plan/co‑serve model so that students with Individualized Education Programs (IEPs) and English‑learner students can access grade‑level coursework with supports. He and other administrators emphasized system‑wide work on belonging, coherence and consistency and said an “opportunity makers” approach will guide next steps.
Several board members urged clearer criteria for when principal‑level program changes need to come to the board or the education committee. Superintendent Davis said he will prioritize preventing “surprise” escalations by ensuring the board receives rationale early when program changes might prompt community response.
No formal vote was taken; staff provided a plan and asked for continued dialogue with families, the education committee and the board as implementation proceeds.
