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Quincy Innovation Academy reports enrollment growth to 243, highlights programs and graduation challenges
Summary
Principal Colleen Frakes told the Quincy School District board that Quincy Innovation Academy’s enrollment has grown to about 243 students, with a large online program and rising numbers of older students; she said graduation rates remain an area for improvement and outlined supports the school uses to monitor seniors.
Colleen Frakes, whole child director and principal of Quincy Innovation Academy, told the Quincy School District board that QIA’s enrollment has climbed to about 243 students and that the school’s online high‑school program is the largest single program, serving roughly 144 students.
Frakes said the school serves grades 6–12 but skews older: about 103 students are seniors and roughly 73 students are age 18 or older. “We are up to about 243 students,” she said, adding that 29 students in the Big Picture Learning program attend in person and about 43 students are in the Open Doors reengagement program.
The update framed both celebrations and continuing challenges. Frakes noted state recognition for school improvement and a record number of graduates last year, but added that QIA remains identified by the Office for School System Improvement because its graduation rate needs continued work. “We are still identified by the office for school system improvement supports for our graduation rate,” she said, and explained the weekly senior‑progress meetings and MTSS checks the school uses to monitor and support students at risk of falling behind.
Frakes also described student composition and supports: the school reported about 82 multilingual students (a number she said has since risen toward 90), and about 13 percent of students receive special education services. The Big Picture Learning program emphasizes project‑based learning and internships; the Open Doors program partners with Big Bend Community College to reengage students who have fallen behind.
Board members asked for clarification on age thresholds and supports. Frakes explained that students without an IEP generally age out at 21 while students with IEPs may continue through age 22 in some cases; she said weekly and monthly progress reviews trigger intervention plans when online students do not make expected gains.
The presentation also included a description of a student‑led social‑emotional learning initiative in which students design and present SEL lessons to peers, a program Frakes and staff described as building leadership and engagement.
The board did not take formal action on the presentation. The district’s next steps include continuing the senior progress reviews and monitoring the graduation‑rate improvement plan.
