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Winton Woods presents Project SUCCESS update showing higher graduation, expanded supports
Summary
District staff presented Project SUCCESS, the alternative high‑school programming serving credit‑deficient and special‑needs students. Officials reported attendance improvements, increased early‑career graduations and a mix of academic and transportation supports including a district van.
Winton Woods City School District leaders gave the board an update on Project SUCCESS, the district's alternative‑program suite for credit recovery and students with disabilities, saying the program has increased graduation outcomes and improved attendance.
Miss Roselle, the presenter, told the board Project SUCCESS (high school: Warrior Success; middle school: Project Success Plus) serves students who are credit deficient, have special education needs, face extenuating circumstances or are placed for disciplinary reasons. The program also offers an "early career focus" track: students who meet graduation requirements may apply, interview with the superintendent and be exempted from daily participation to pursue work or other experiences toward early graduation.
Roselle reported growth in measurable outcomes: early career focus participants rose from nine in 2023 to 15 in 2024; at the time of the report the program had added four more students qualifying for early graduation, and program graduations increased from 38 to 46 over three years, with the district estimating as many as 48 for the coming year. She said the program's attendance has improved about 60% year over year for participating students.
Officials described supports that aim to remove barriers to participation: the district provides a van to reduce transportation excuses, two daily sessions (AM and PM) typically serving about 70–80 students each, and smaller groups with individualized attention. Learning platforms include Edmentum and Plato for core courses, Lehi math support and supplemental services such as Exact Path and Varsity Tutors. Community partners named in the presentation included Cincinnati Works and local sponsors who funded success‑brunch incentives.
Board members asked operational questions: how many students attend at a time (about 70–80 per session), whether the van was new (the district has operated vans for two to three years) and how quickly students move from referral to placement (staff said intake and application steps can be completed in days when counselors and parents cooperate). Roselle said counselors identify candidates and that placement decisions are case‑by‑case, prioritizing upperclassmen when appropriate.
The board applauded staff and students for program outcomes and asked administration to consider whether promotional material (video testimonials shown to the board) could be posted on the district website to increase appropriate awareness while guarding program capacity.
