High school leaders report grade improvements, steady AP results and surging interest in apprenticeships

Principal Warzel and high school staff told the New Glarus School District board on April 13 that multiple indicators point to academic and career‑readiness improvement at the high school.

“We're very excited to ... share all the accomplishments and what the work that we're doing,” Principal Warzel said as she opened the presentation on the leadership and sustainability team guiding school improvement work. She said the district’s strategic plan — especially goals to raise college‑ and career‑ready outcomes and improve equity — frames the school's efforts.

Presenters described a stretch school‑improvement goal to reduce the percentage of D and F grades to zero each trimester and outlined tiered supports, expanded interventions and professional development intended to reach that goal. The team said the plan appears to be yielding results: “we cut our numbers almost in half across the board,” a presenter said when showing trimester‑by‑trimester comparisons. Staff added that second trimester included only three Fs, meaning nearly all students earned course credit that term.

Administrators walked the board through the metrics used to measure college readiness (a 2.88 cumulative GPA benchmark and related course/exam indicators) and shared cohort GPA breakdowns. They also reviewed AP participation and pass rates, noting the district has historically had a near‑80% AP pass rate. Staff cautioned that year‑to‑year AP numbers can move with enrollment changes and said they are currently finishing review units and offering practice exams in advance of May AP tests.

Career‑readiness indicators were another focus. The board heard state benchmarks including attendance, community service, workplace experience and industry credentials. Staff reported 13 students currently participating in the youth‑apprenticeship pathway and said 49 students have expressed interest for next fall. Administrators also described dual‑credit courses offered at the high school and through partner colleges; one local instructor reported that 16 students earned three Madison College credits in a recent term.

On supports for struggling students, presenters described tier‑2 and tier‑3 interventions and said teachers logged more than 1,500 teacher requests for student help in the second trimester. The district’s behavior goal — reducing the percent of students at moderate or high risk on the SAVERS assessment — was also discussed; the school counselor, Miss Montgomery, said she is leading weekly motivation sessions with selected students.

During board questions, members pressed whether better grades reflected grade inflation. School leaders said the improvement was driven by targeted interventions and collaborative assessment and grading practices, not by lowering standards. The presentation closed with board praise for the staff work and no formal action on the presentation itself.

The board will consider related budget and staffing implications during upcoming committee meetings and at the reorganizational board meeting scheduled for April 27.