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Fayetteville PK–8 describes Empowerment Collaborative results; district seeks phased expansion and student leadership summit
Summary
Melissa Harrell told the board Fayetteville's Empowerment Collaborative improved seventh-grade cohort scores and reduced discipline referrals; the school plans to expand the model, create a student executive board, and host a leadership summit in September.
Melissa Harrell, leader of Fayetteville PK–8’s implementation of the Empowerment Collaborative framework, presented the school's multi-year approach to standards-focused instruction, planning loops and targeted professional development and said the work translated into measurable classroom gains.
Harrell said the school blended formative assessments and the I-Ready platform with a planning loop and regular walk-throughs. She told the board that seventh-grade cohort ELA proficiency rose from 31 to 50 (points/percent points represented in district reporting) and math growth was also notable; she added discipline referrals in the seventh grade fell from 123 to 85 after implementing the approach. "Kids who are cognitively and meaningfully engaged are not typically behavior problems," Harrell said.
Harrell described how Fayetteville built a simulated workplace and career-mindset component for seventh and eighth graders, partnered with local consultants, and used a leadership-on-ramp process to hire teachers who fit the model. She said the program will expand cautiously to grades 5–6 and that the district will prime the pump rather than push a full rollout immediately.
Harrell also outlined a new student executive board (15–20 students in grades 5–8 selected through application, video and interview) and a leadership summit planned for September; the project includes community partnerships and a $4,500 mini-grant applied for to support an outdoor learning eco garden. Harrell invited board members to attend student interviews on Sept. 11 and said the state assessment official had contacted the district to use Fayetteville as an example of promising practice.
Board members praised the results and asked about substitute coverage and long-term sustainability; Harrell said strong team structures, teacher supports and targeted follow-up reduce the risk introduced by short-term substitutes and that staff development and administrative planning meetings are core to sustaining the model.
