Grand Forks Central highlights student supports, AVID program and attendance strategies

Grand Forks Central High School administrators presented schoolwide data and programs to the Grand Forks School Board at its March 31 meeting, describing efforts to boost academic readiness and student engagement.

Administrators said the school serves 1,045 students and emphasized supports that they say help students feel known and safe. "Ninety-one percent of students say that teachers care about me," said Gabe Dahl, associate principal. The senior class of 2024 was identified as 130 students; administrators said 303 students — nearly a third of the school — are enrolled in advanced, dual-credit or enriched courses.

The presentation framed academic work around the district's "Portrait of a Graduate" and AVID (Advancement Via Individual Determination). "AVID empowers students with skills and the mindsets that they need to navigate their futures," said Becca Lohr, instructional coach and AVID elective teacher. Lohr described AVID elective classes, tutorials and college- and career-focused activities intended to close opportunity gaps.

Administrators reviewed academic-monitoring tools and stated specific targets. Katie Arthur, data steward, said the school's STAR reading monitoring goal is 49% proficient or advanced in spring 2025; winter STAR was 46.4%. For state assessment targets, staff said the North Dakota assessment (NDAplus) goal for math proficiency is to move from 33% to 34%, and the school’s STAR math target is to move from 56% to 57%.

Presenters described several challenges they are addressing: student mobility, self-reported data that affects some statewide measures, and student work schedules. "Fifty percent of recent graduates work at least 16 hours a week," Dahl said (he clarified that figure refers to 16 hours per week). Staff said mobility is about 32% and that nearly a third of students move in or out during their school careers.

Administrators described targeted supports for groups with lower outcomes. They said the Native American on-time graduation rate was 70% in 2024 and reported a multi-year goal to increase that rate from 65% (spring 2023 baseline referenced by presenters) to 74% by spring 2028. School leaders described cultural events, mentoring and periodic academic checks for Native American students to track progress.

The presentation also covered attendance interventions. Administrators summarized a tiered attendance response: tier 1 triggers after six missed class periods and prompts an automated text; tier 2 (10 missed periods) prompts social-worker outreach; tier 3 (12 missed periods) prompts administrator involvement and attendance contracts; tier 4 (18 missed periods) can lead to removal from the class and assignment to the district’s online curriculum for recovery.

Board members asked for clarity on assessment measures and comparisons between STAR and NDAplus. "NDAplus is the only one that counts as a summative assessment," a school official said, adding the district is reviewing how best to use STAR and NDAplus together. A board member asked for clearer public-facing language so community members understand interim versus summative tests.

Administrators also reviewed instructional strategies tied to the school's literacy plan (focus notes, nonfiction reading and vocabulary instruction) and a cross-curricular math goal emphasizing interpretation of graphs and data. They noted staff turnover trends (about 40% of staff with five years or less at Central) and schoolwide safety investments (cameras, vape detectors, push-to-talk buttons and a school resource officer).

School leaders concluded by asking the board to note ongoing work to close gaps for mobile students and build belonging. "We want to be intentional to have teachers check in with students who are not connecting," Katie Arthur said. The board thanked the team for the presentation and data.