Winchester presents inclusion assessment results; two schools receive targeted-support designations and staff seek improvement grants

Winchester Public Schools presented results of a statutorily required inclusion/self'assessment and discussed federal ESSA identifications for two schools during the Feb. 9 work session.

Dr. Mullins described the inclusion self'assessment, noting it uses 17 indicators and is completed by school leadership teams; the division'wide average remained in the "agree to strongly agree" range. She identified strengths — including strong grade'level access to materials, student'centered staffing and high'quality differentiation — and continuing needs, particularly for teaching assistant support and co'teaching instructional variety. Dr. Mullins said the division will pursue two action plans over the next two years focused on TA professional development and systematized co'teaching.

Miss Buckley and instructional staff then reviewed the school performance framework and federal ESSA designations. Staff highlighted that the division'wide graduation rate was 93.3% (above the state average) and explained that Daniel Morgan Intermediate was identified for students with disabilities and Virginia Avenue Charlotte DeHart for economically disadvantaged students and English learners. Buckley said the division has proactively conducted academic reviews and will submit school improvement grant applications (reading and math interventions) to support the identified schools; she requested board approval of the accompanying school improvement plans so grants can be filed.

Board action: the superintendent put the grant documents on the consent agenda for the board's approval (the consent motion earlier in the meeting covered related paperwork).