Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the School Improvement topic
No spam. Unsubscribe anytime.
Board approves Fort Chisel Middle School improvement plan aimed at boosting outcomes for students with disabilities
Summary
After a presentation by Dr. Reid, the board approved a three-year improvement plan for Fort Chisel Middle School setting measurable targets for students with disabilities (45% year one, 55% year two, 70% year three) and listing interventions such as HMH curriculum, Lexia, Spire and added lab time.
The Wick County School Board voted Feb. 12 to approve a multi-year improvement plan for Fort Chisel Middle School that targets improved outcomes for students with disabilities.
Dr. Reid (presenting the plan) said the plan documents interventions the school will use to increase performance on end-of-year testing. The plan identifies participants in the plan's development (school leaders, English and special-education teachers, a parent representative and a community representative) and lists measurable objectives: 45 percent of students with disabilities showing measurable growth by the end of year one, 55 percent by the end of year two and 70 percent by year three, which aligns with state expectations.
The document details curricular and intervention strategies including the HMH core instructional materials, Lexia, Spire and Writable for reading and writing interventions, and a schedule change that provides 55 minutes of additional lab/intervention time for middle school students. Dr. Reid told the board the school has three years to meet the stated targets and that the state will provide feedback once the plan is submitted.
The board moved and seconded approval of the plan. During roll call one board member voiced opposition, but the motion carried and the plan was approved; the plan will be posted on the division and school websites after formal submission. Board members who spoke during discussion raised concerns that the school had been caught by a state accountability trigger they viewed as unexpected and asked that the district monitor state feedback and needed corrections after submission.
Why this matters: The plan establishes measurable benchmarks and a formal, documented approach to raising outcomes for students with disabilities. The timeline and specified interventions will guide monitoring and any state-required revisions.
Next steps: The plan will be posted online and the district will monitor state review and provide updates to the board if the state requests changes.
