ISD622 high schools point to Trimester 1 gains; principals outline online and alternative pathways
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Summary
North and Tartan principals reported reductions in failing grades and suspensions and detailed alternative/online program enrollment and supports; student testimony described how ALC and online programs helped re‑engage learners.
Principals from North High, Tartan High and ISD622’s alternative and online programs presented trimester-one academic results and described program models aimed at increasing credit attainment and student well‑being.
At North High, Principal Kevin Wolf said the building reduced the number of students with one or more F grades by 26.5 percent — "103 fewer students that had 1 or more F's in our building," he told the board — and highlighted double-digit percentage reductions in F rates across student groups. Wolf also said removals and out‑of‑school suspensions declined sharply, with out‑of‑school suspensions for all students down about 80 percent and dismissals reduced by roughly half.
Assistant Superintendent Andy Beaton framed the work as tied to the district strategic plan, emphasizing early‑identification interventions such as an updated Student Support Team process, a 3‑by‑3 early-intervention push, PLC (professional learning community) grade-data reviews, and reconfigured support staffing.
The district’s alternative learning continuum — online high and the alternative high school (AHS) — was presented as a flexible set of options for students needing different supports. Staff said 6 2 2 online had served more than 80 students this year with about 67 currently enrolled; the alternative high (AHS) has served roughly 116 students with 91 currently enrolled, and both programs aim to meet students where they are through blended instruction, coaching and mastery learning approaches.
Student voices: Several students who attend alternative programs described why those options worked for them: one said online pacing and staff support provide safety and structure; another said AHS felt like "a family" that helped them get back on track.
Why it matters: Administrators linked these program models and early data to graduation progression and equity goals, noting that faster credit attainment and fewer suspensions can reduce summer‑school and credit‑recovery burdens and help more students graduate on time.
Board questions and next steps: Trustees asked for detail on sustaining reductions in suspensions for students with special education needs and on the OpenGate weapons-detection pilot implemented at Tartan; administrators described formalized early meetings among counselors, case managers and grade‑level admin and said the OpenGate pilot has attracted interest from other districts. Principals and central office staff said they would continue monitoring trimester-two data and explore staffing adjustments to support both in‑person and remote learners.