South Washington County Schools board approves three‑year Achievement and Integration plan

The South Washington County Schools Board of Education on Feb. 19 approved a three‑year Achievement and Integration plan intended to reduce opportunity and achievement gaps, strengthen teacher equity and expand student integration opportunities.

Assistant Superintendent Kelly Jansen introduced the proposal and James McGee, the district’s director of diversity, equity and inclusion, detailed the plan’s three goal areas: (1) closing achievement and opportunity gaps, (2) staff empowerment and teacher equity, and (3) community engagement and integration. McGee said the plan is aligned to state law for districts participating in the Achievement and Integration program and noted the district was required to participate because at least one bordering district has “a 20 percentage point difference in students of color.”

McGee described key strategies the district will use, including strategic placement and training of academic success coaches in elementary schools, expanded AVID strategies at secondary levels, use of cultural liaisons in middle and high schools for social‑emotional support, and multi‑district summer integration programs with neighboring districts to provide low‑ or no‑cost cross‑district experiences. “This one is a three‑year plan,” McGee said, adding the district will set short‑term goals and provide an annual progress report to the board.

Board members asked for specifics about metrics and timelines. McGee said the district will monitor multiple key indicators of progress (KIPs) for each goal area and track expected growth for individual students receiving interventions: “What we are measuring is that every student that is working with an academic success coach will make their expected growth as a response to that intervention.” He explained that some measures (for example, broad subject proficiency) are districtwide efforts beyond the narrow strategies in this plan.

The board moved, seconded and approved the plan by voice vote.

Why it matters: The plan formalizes how the district will measure progress on equity and integration goals required by state program rules, and it ties specific short‑term strategies (coaching, AVID, cultural liaisons) to measurable indicators and annual reporting.

Provenance: The presentation and board discussion are recorded beginning with James McGee’s remarks and supporting presentation (topic introduced at SEG 212–SEG 225; detailed presentation SEG 229–SEG 405). The board’s motion, questions and final approval are in SEG 406–SEG 491.