West Liberty High School looking into starting iJAG development program

Could help graduation rates

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On a mission to increase graduation rates, West Liberty High School Principal Brenda Arthur-Miller made a pitch Monday, April 5, to the school board of education to start an iJAG (Iowa Jobs for America’s Graduates) program.

The non-profit organization has a “laser focus” on implementing a nationally successful model recognized for increasing graduation rates, reducing drop out rates and providing one year of follow-up support after high school. The program started in 1999, creating a bridge between public education and the world of work.

At a cost of $1,700 per student, the work-related program has seen a 97 percent graduation rate and the administrator believes it will be a productive program to potentially create a platform for students that may be “at risk” at the high school level.

She said although the program does have three levels starting in the middle school, the West Liberty program would be implemented for juniors and seniors.

The relationship-rich organization understands the students need to feel connected and have real-life experiences in the classroom and workplace. Arthur-Miller said the program is set up based on the career and future desires of each student, noting some students could earn internships with businesses while others may simply earn credits by learning more about careers in the classroom.

The administrator told the board West Liberty’s portion of the total $85 cost of the program would be $22,500, with the state also behind the program in funding 21 percent. The remainder of the funding comes from private donations or special grants and contracts.

Several major Iowa corporations are behind the iJAG program including Hy-Vee, John Deere, AT&T, Google and Principal insurance.

Schools from all over the state are involved in the program (mainly larger districts) including Muscatine, Iowa City, Davenport, Clinton, Cedar Rapids and Eldridge locally.

According to their website, through iJAG programs, middle school through college age students discover their individual talents, develop skills, and seize opportunities to achieve their personal potential. Each iJAG program is operated as a "for-credit" elective course during the regular school day. The iJAG specialist serves as adjunct faculty within our partnering school districts. The specialist continues to work with students into the summer in areas of leadership, employment and, in some cases, academic support.

Critical to the success of the iJAG program is the relationship established between the student and the iJAG specialist. Each specialist works with a total of 35-45 students in a small learning environment and plays a unique role of teacher, advocate, guidance counselor and mentor. After finishing high school, students receive one year of follow-up supports from their education specialist.

School board members weren’t totally receptive to the idea, president Emily Geertz noting there are “similar programs out there.” She also questioned administration requirements in making the program work and was interested in talking to districts that have been involved in the program for many years about its success.

Board member Jake Burroughs questioned the program taking up another classroom (an instructor would be provided) and said although iJAG “sounds like a great opportunity,” he questioned whether the program was right for West Liberty.

Arthur-Miller said she liked the fact it was geared to get students to the diploma stage while aligning many students with the workforce and career opporunities.

The board wanted to investigate iJAG more by talking to other participating schools in tabling a decision on the program until a future meeting. The program would start with the new school year and become a permanent part of the curriculum.

The program gives students “hope” according to officials, by engaging the youths with opportunities in business, community and government.

Daryle Wright, the Director of the iJAG program, will speak to the board at their next meeting on Monday, April 19.

Earlier in the meeting, Arthur-Miller updated the board on the end of the trimester report on at risk students, pointing out particular interest in the lower grades falling behind in credits due to the COVID-19 pandemic and changes in school education models.

There were 29 freshman students behind on credits including four lacking 6-10 credits while 15 others were three to five credits failing to be “on track.” In the sophomore class, there were 31 students behind including a pair that are trailing by 10 or more credits, seven at 7-10 credits, and 15 at 3-5 credits. There are 11 juniors not on track including a pair at 10-plus credits, two at 6-10 and three at 3-5.

She said having that many students in the lower grades not in line to graduate “makes us a little more nervous.”

The principal said some of those credits will be made up in required summer school classes, especially in core areas. Arthur-Miller said administrators, including assistant principal Kyle Steffen, and counselors are meeting in April with individual students and their families to review transcript and educational plans for summer school and future years of education.

She said at least 90 percent of students attending summer school will earn at least one credit.

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