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Elkhorn schools outline high‑school and middle‑school improvement plans focused on assessment, engagement and a longer class period
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Summary
District leaders presented school improvement plans for the high school and middle school, highlighting assessment alignment (I‑Ready/Forward), ACT preparation, increased industry credentials, attention to gaps for Hispanic students, and adjustments to a 73‑minute class schedule at middle school to promote deeper learning.
Elkhorn Area School District administrators presented their high‑school and middle‑school School Improvement Plans (SIPs) at the Nov. 10 board meeting, outlining data trends and specific instructional steps the district expects to pursue this year.
At the high school, leaders pointed to mixed trends: co‑curricular participation and industry‑recognized credential completions have risen while enrollment in AP and dual‑credit courses dipped as students pursue alternative pathways. The high school reported an ACT composite near 21 (the consultant noted a state average of 19.4) and described nonnegotiables for instruction including weekly guaranteed recovery time (GRS), coordinated Elkhorn Learning Community meetings for teachers and an ongoing focus on Student Success Time.
“Providing targeted classroom time, embedding ACT skills into curriculum and offering a new Progress Learning study‑plan feature will give students more actionable practice,” a high‑school presenter told the board.
The middle school presentation noted strong behavior metrics (about 95% of students meeting behavior expectations) and a number of academic wins — social‑studies proficiency and growth on I‑Ready — while setting growth targets designed to reach national benchmarks (a roughly 57% target for average growth). Administrators also emphasized the transition supports for incoming sixth graders, the addition of emotional‑regulation and self‑advocacy goals, and instructional changes to adapt to the district’s new 73‑minute period schedule.
Presenters described concrete classroom actions: differentiated small‑group instruction by performance band (red/orange/yellow/green), weekly progress monitoring for students with IEPs, and more frequent professional development to support longer class blocks. Board members asked for follow‑up evaluation plans; one requested a review of how freshmen who experience the new schedule adjust when they arrive at high school.
What to watch
District staff said they will continue monitoring I‑Ready and Forward assessment alignment, report on progress after the first trimester and provide the board with recommendations for any midcourse adjustments.
