Board hears detailed report on Chickasha Quality Academy’s attendance, academics and state evaluation

Elizabeth "Liz" Fechtner, a staff member at Chickasha Quality Academy, told the Chickasha Board of Education that the district—s alternative program serves students the state classifies as "at-risk" and aims to boost attendance and course proficiency through individualized plans, internships and intensive supports.

Fechtner said the academy—s attendance SMART goal is to increase daily attendance by 10 percent from the previous year and that staff use calls, texts, home visits and two school vehicles to transport students to class. "We go to the student first because they need to be accountable for themselves," Fechtner said, describing required 45-minute intake meetings that give staff permission to perform home visits and collect contact information for follow-up.

The program, Fechtner said, had served about 43 students so far in the 2024-25 school year and provides individualized education plans for each student, weekly counseling, life-skills classes and internship opportunities. "We have weekly life skills classes. We have seven students in the internship or the work study program," she said. Fechtner described the program—s approach to chronic absenteeism with monthly and nine-week progress checks and gave examples of four students whose absences fell sharply after enrolling in the academy.

Fechtner outlined academic targets as well. The academy—s ELA goal is that 90 percent of students earn an 80 percent or better (a B) by year—s end; she reported a first-semester figure of 89.6 percent. For math the program set the same 90/80 target; first-semester results showed 76 percent of students earning a B or better. To support those outcomes the academy provides 1-on-1 tutoring, oral response options, audio texts, and a math seminar focused on core standards for students behind in coursework.

Fechtner also reviewed the state—s formal evaluation of the alternative program. The program was rated 92 out of 100, and Fechtner said evaluators marked several criteria as "effective" rather than "highly effective." She told the board the program missed a full score on students— ability to articulate academic plans (criterion 8) and on a documented process to recruit new support partners (criterion 2). Evaluators also noted gaps in on-site library services and access to certified teachers for every core course (criterion 15); Fechtner said the team has created an on-site library area and that staff members had covered core subjects where needed, with one staff member learning Algebra 2 and Geometry to teach math.

Fechtner described dropout prevention steps including required weekly counseling, employer evaluations for work-study credit, monthly "Alt Ed Talks" (guest speakers and business visits), and family meetings. She said the program had three dropouts in the previous year and two dropouts so far this year. "We try to engage the parent as much as humanly possible," Fechtner said, describing required parent participation at intake and monthly communication through the Remind app.

Board members asked how student leaders would carry activities forward; Fechtner emphasized student-led work teams and a focus on re-engaging students rather than using only traditional leadership groups.

The board did not take formal action on the report; Fechtner asked to return to the boardroom for follow-up questions and noted an end-of-year celebration scheduled for May.

Fechtner closed her presentation by noting the program—s staffing changes and retirements and thanking the board for support of transportation and internship partnerships.