Mineola High presents 'Power of 1' strategy; school reports gains in ELL support, AP participation and targeted interventions

Rory Parnell, principal of Mineola High School, presented to the Mineola Union Free School District Board on a data‑driven initiative the school calls the "Power of 1," which frames the high school’s work around individualized student pathways and relationship‑based supports. The presentation opened with an overview of instructional models, teacher leadership expansion and a rationale for centering each student’s pathway.

Parnell and the instructional team gave enrollment and demographic context. Parnell stated, “Our enrollment is 1,998 students,” and described the school’s responsibility to serve each learner through individualized pathways. Anne Marie Lopez, bilingual instructional lead, reported English‑language learner (ELL) trends: ELLs are concentrated in ninth and eleventh grades, Spanish is the largest language group (reported at 92 learners), and from June 2024 to the date of the presentation there were 40 new entrants, 60% of whom were identified as ELLs. Lopez summarized NYSLAT/NYS ELL proficiency trends and said the district is seeing steady progress in higher proficiency bands.

Instructional leaders described assessment and intervention strategies. Jen Machin explained the use of NWEA benchmarks in grades 8–9, MTSS tiered supports and targeted interventions for students in the bottom 30% of cohorts. Staff identified about 34 learners for concentrated tier‑2/3 supports; presenters reported that 74% of those targeted learners met or exceeded their growth targets after the interventions. The team said teachers used conferencing, Lexia interventions and regular progress monitoring to raise motivation and measurable growth.

Academic outcomes and course expansion were also highlighted. Presenters noted steady Regents passing rates overall, a notable rise in one cohort’s U.S. history pass rate, and the district’s increasing AP participation: AP Seminar enrollment increased from 54 to 96 students, and the high school now offers more AP sections (presenters cited 22–23 AP subjects). The school reported that last year 23 of 28 eligible students earned the AP Capstone Diploma (82% of eligible students).

The board was told the district is expanding career and pathway options (PAVE certifications, dual enrollment and manufacturing pathways) and is intentionally supporting students who plan to enter the workforce after graduation. The presentation also described the district’s growth in recognitions: Seal of Civic Readiness recipients rose from 81 (2023) to 119 this year and Seal of Biliteracy recipients grew from 24 to 30 with added languages listed.

Board members responded with praise and questions about scalability and outreach; several trustees recommended continuing community engagement and monthly student gatherings to capture learner voice. Parnell closed by thanking the leadership team and teachers and by noting next steps: continued focus on bottom‑30% interventions, monthly community gatherings for student voice, and continued data monitoring to guide instruction.

The presentation generated extensive positive feedback but no formal board action; the meeting proceeded to the consent agenda and later an executive session.