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After student complaints, district revises Excel Academy support: co‑teaching, literacy interventions and case management added
Summary
Following student presentations raising concerns about belonging and access, district leaders apologized, described listening sessions and outlined a new plan to integrate Excel students with core classes, add literacy interventions, and connect students to community mentors.
The district on June 11 told the board it has revised plans for Excel Academy after students and staff raised concerns about belonging and access to academic opportunities.
Dr. Coleman opened the discussion by acknowledging student presentations and apologizing for ways the process may have left students feeling unheard. Principal Montour described listening sessions with students and staff and outlined changes to Excel operations for the coming school year. Under the revised approach, Excel students will, when possible, be scheduled into core grade‑level courses with their Excel teachers to keep relationships intact; students will alternate days in a life-and-career skills resource so they receive literacy instruction and applied literacy interventions on non‑resource days; and a Boys & Girls Club mentor will be added to the caseload of 16 freshmen to provide additional case management support.
Montour also presented comparative data for students invited to Excel versus students who were invited and chose not to join. For the most recent graduating/junior cohort, students who opted not to participate had an average composite ACT of 16.46, GPA of 2.05 and attendance of 96.57%; students who participated in Excel averaged a composite ACT of 14.33, GPA of 2.25 and attendance of 95.94%. Montour said the data show Excel students can develop a sense of belonging but cautioned that placement decisions require balancing belonging with access to rigorous coursework across the building.
Administrators said the district will use a co‑plan/co‑serve model to integrate students into grade-level courses while providing intervention and supports, and that the administration and board will review the scope of similar programs across the district so reporting and approvals are consistent. The superintendent said the Excel situation was “a preventable surprise” and pledged to give the board rationale earlier for similar program changes in the future.
Ending: The district said the revised Excel plan will keep students connected to familiar Excel staff where possible, combine social‑emotional supports with targeted literacy instruction, and add external mentoring through Boys & Girls Club; administrators will return with more information and agreed to better notify the board about program changes before public reaction occurs.
