Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Academic Performance topic
No spam. Unsubscribe anytime.
High-school academic report emphasizes 'WIGs,' targeted interventions and P-TECH expansion
Summary
A district academic presenter reviewed unit-assessment data, departmental WIGs (wide important goals) to improve writing and extended-constructive responses, tiered interventions (E and I), and the P‑TECH dual-credit pathway with South Plains College.
District staff delivered a detailed academic update for the high school that emphasized data-driven, tiered interventions and department-level goals to raise student achievement.
The presenter described departmental WIGs aimed at doubling student performance on extended and short constructed responses in English courses, outlined tiered intervention strategies (Tier 1 for whole-class instruction, Tier 2 for small groups, Tier 3 for individualized supports) and showed longitudinal unit-assessment data comparing campus and state thresholds. The update included department-level targets (e.g., English, science and social studies), special education inclusion practices, and Career and Technical Education (CTE) certification targets. The presentation highlighted the P‑TECH partnership with South Plains College and the second cohort of students engaged in dual-credit pathways.
Staff framed data as formative and emphasized teacher-led data trackers, PLC work, and daily intervention scheduling. The presenter described specific assessment outcomes (for example, approach/meet/masters distributions on initial unit assessments) to justify targeted instructional shifts and progress monitoring.
