Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the School Performance topic
No spam. Unsubscribe anytime.
Fairfield district cites gains on state school profile; middle school placed on targeted improvement track
Summary
Superintendent Zach told the board the district posted above‑average ELA proficiency and strong ELPA gains, the high school moved to a 'commendable' composite rating and the middle school will enter a state-supported improvement plan focused on students with IEPs.
At its Oct. 20, 2025, meeting, the Fairfield Community School Board heard district leaders describe measurable gains on the Iowa School Performance Profile and next steps to address remaining gaps.
Superintendent Zach said districtwide ELA proficiency is about 77.7%, ahead of the state average, and that the English‑language proficiency assessment (ELPA) result for the district was “just under 80%,” roughly 20 points higher than the state average cited in the presentation. He also said the high school’s composite rating improved to a ‘commendable’ designation. The district set a goal of reaching 85% ELA proficiency by 2030.
Zach noted the middle school’s rating was lowered because it was a targeted “year one” site specifically because of concentrations of students with individualized education plans; that designation triggers a formal school improvement process with the Area Education Agency (AEA). The board was told the district will hold a workshop in November to begin assembling a team and drafting a School Improvement (SAMI) plan with AEA support.
Administrators reviewed metrics and interventions at each building. The board was told the district currently reports 22 students in internships (healthcare, construction, architecture and other career fields), 71 students enrolled in concurrent‑enrollment courses this trimester, and 312 students participating in fine arts or athletics. Staff emphasized that the fall report is proficiency‑focused and that growth measures will be provided in later reports to distinguish students who grew versus those already proficient.
The meeting also detailed classroom‑level intervention work: a new seminar period in secondary schools used in part for targeted interventions, a 20‑minute math fluency routine added to elementary math blocks, and tiered intervention plans (tier 1–3) for students needing more supports. The board asked staff to include participation/belonging metrics and trimester attendance in future reports.
Next steps: the board will receive a November workshop report for the middle‑school SAMI process and a follow‑up focus‑on‑learning presentation from instructional coaches at the next board meeting.
