High school midyear review shows mixed academic gains; board hears plans for targeted senior supports
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Summary
School leadership reported midyear gains on several end-of-course exams and outlined interventions — including interim assessments, targeted tutoring and a boot camp — to improve ELA, math and graduation outcomes; staff flagged high referral and chronic-absence rates and proposed PBIS and MTSS steps.
School leadership delivered a midyear review of high school academic performance, climate and attendance, outlining modest gains on some end‑of‑course exams and a set of targeted interventions for at‑risk students.
The presenter said ELA proficiency was 36% in the prior school year while interim FAST ELA snapshots showed 35% in spring, 21% in fall and 32% in winter at midyear. For end‑of‑course exams staff reported geometry improved from about 26% at the start of the year to 37.6% midyear and biology rose from 37.9% to 55.7%; U.S. history rose about 10 percentage points. The presenter said interim assessments and targeted coaching helped produce those gains and asked for continued use of interim measures in the EOC subjects.
Discipline and climate metrics were a central part of the review. Last school year the high school recorded 134 out‑of‑school suspensions and 2,305 teacher referrals; midyear figures reported 35 suspensions and 784 referrals. The presenter said 425 of the midyear referrals were for excessive tardiness, with disrespect/defiance accounting for 114 referrals, skipping 91 and cell‑phone related referrals 54.
On graduation and attendance, staff reported the 2026 cohort began with about 190 students; 97 seniors are currently active, with 11 seniors still needing passing test scores and 4 seniors with GPA issues. The school said it will provide targeted supports to about 15 seniors — including an academic boot camp and test‑prep — and that a success coach and MTSS specialist are developing individual graduation plans.
Action steps for quarters three and four include shifting instructional-coaching time to math and social studies, implementing tiered interventions (RTI/MTSS), maintaining PBIS initiatives, running an attendance campaign and expanding family engagement events. Staffing and resource needs flagged included an assistant principal, additional instructional coaches, tutoring funds and updated student devices.
Next steps: the board heard the midyear report and staff requested funding consideration for identified staffing and intervention needs as part of the district’s budget process.