Alternative and virtual school reports: MVA reduces chronic absenteeism; MLA and MVA students earn industry credentials

Administrators presented annual reports for the district’s alternative and virtual programs (MVA and MLA), reviewing metrics, goals and local credentialing successes.

MVA (virtual) leaders said the program met its goal to reduce chronic absenteeism (a 10% target), reported better performance on the Iowa Statewide Assessment of Student Progress (ISASP) in English language arts compared with prior years and said roughly 30 students have graduated so far with additional graduates expected after summer coursework. MVA administrators noted growth in Accuplacer testing and dual-enrollment placements at Marshalltown Community College, and they flagged challenges in data reporting and in meeting updated state definitions for work-based-learning indicators.

MLA (alternative) leaders described growth in career-readiness indicators and hands-on learning experiences. Teachers described a blended elective that combined an industry course used by Southwest Airlines employees with project-based assignments (branding, public-relations scenarios, crisis-response writing and final industry-aligned exams). Nine students passed the course’s cumulative certification exam and will receive the industry credential; other students completed required English work tied to the elective for credit. Administrators said the credential counts toward the district’s Bobcat Ready career indicators and highlighted other partnerships—IJAG, MCC dual-credit classes and college-experience offerings at MLA—to help students see postsecondary options.

Both program leaders emphasized chronic absenteeism remains the primary referral reason for students entering alternative pathways. Administrators identified ongoing needs: mobile science kits for remote students, additional bilingual attendance specialists (difficult to hire), and mental-health providers who can serve general-education students in those settings. Board members praised staff for programming and for efforts to expand credential and career-ready opportunities.

The board took no separate action beyond receiving the reports and approving a related student handbook earlier in the meeting.