District staff outline school-improvement plans, data-driven interventions and targeted grants for struggling schools

District instructional staff presented school-improvement plans and early results from data-driven interventions at elementary, middle and high schools.

"We ran it today, and it's down to 101," said Speaker 11, describing a recent drop in the district's F list after expanded morning help, homeroom interventions and frequent common formative assessments.

What staff reported: Speaker 9 reviewed how she aligned school goals to district priorities such as teacher professional learning communities (PLCs), and shared performance metrics (achievement, growth, equity, English-learner progress). At West, staff reported achievement improved (speaker cited an increase from the mid-40s to the upper-50s percentile on state metrics) while growth and equity measures still required work.

Alternative school funding and focus: Speaker 7 said PEAK High School met a growth metric but that the alternative-school graduation rate remains below state targets; "the graduation target for alternative schools is 67 and we're currently at 31," he said. He also said the district will again receive 1003(a) school-improvement funds for FY25 and plans to use those funds for staffing (para support, possible behavior interventionist) and targeted professional development.

Methods and early outcomes: Staff described weekly or biweekly short common formative assessments (6'10 questions) used to regroup students and guide instruction, plus Friday PLC time and dedicated morning library help for math, ELA, science and social studies. Staff said these changes are intended to provide faster feedback and reduce student failure through timely intervention.

What comes next: Schools will continue to use CFA cycles and targeted interventions; staff recommended documenting improvement goals even for schools that do not have to submit formal plans. The district did not record any formal vote on these plans at this meeting.