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Norfork School leaders lay out student-growth plan, aim for tutoring grant
Summary
Superintendent and principals presented assessment results showing most grades at or above state averages, explained individualized growth targets and intervention plans, and said the district will apply for a High-Impact Tutoring grant (application due Sept. 9) to expand small-group tutoring.
The Norfork School District superintendent presented a detailed student-growth and intervention plan during the board's regular meeting, reporting that most grade-level scores are at or above state averages while flagging one cohort with notably low outcomes.
The superintendent told the board the presentation compared district scores to the co-op and highlighted strengths in science and several ELA and math grades. "We were above state average," the superintendent said, and added that one eighth-grade cohort shows persistent deficits that the district attributes in part to high numbers of students with IEPs or 504 plans in that group.
The presentation explained how the state's accountability system combines achievement (percent proficient) with growth measures. Using fourth grade as an example, the superintendent said a 52% proficiency baseline would require a target of roughly 57% to meet a "5% growth" goal for that cohort. Board members were shown how individual student growth targets are set using each student's summative score plus a standard-error measure, meaning many students can earn credit for expected growth even without moving to the next proficiency band.
Administrators described a three-tier intervention structure the district will use this year, including new strategic-reading courses for high school (grades 9–11), scheduled "win" groups for targeted instruction two days a week, dedicated silent-reading time to bolster foundational skills, and continued dyslexia-level (tier 3) services. "My responsibility as superintendent is to try to provide them with the things they need," the superintendent said when outlining who will be responsible for monitoring and follow-up.
To expand boots-on-the-ground tutoring capacity, district leaders said they will apply for the state's High-Impact Tutoring grant (application deadline Sept. 9; award notification expected about Sept. 23). If funded, the grant would support small-group tutoring targeted at the lowest quartile and other students identified by diagnostic data.
The board also heard planned incentives intended to raise college-readiness and ACT scores, including an "ACT 21+" recognition with silver (21–25), gold (26–30) and platinum (31–36) tiers, banners and medals at graduation. Administrators recommended aligning teacher professional-growth-plan goals with district growth targets so evaluation and merit-pay considerations support instructional priorities.
Board members generally praised the plan as thorough and iterative; administrators described the document as a live plan to be updated as data arrive and as interventions are refined. The district will return with implementation updates and monitoring data at future meetings.
