The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Intensive Interagency Program
The Intensive Interagency Program is a specialized school serving students in grades seven through twelve who require special education services beyond what a mainstream school can provide. It operates under the Lake Agassiz Education Cooperative, a collaborative arrangement among multiple member districts, rather than as a standalone district. This means the program draws students from a broader region, not just the town of Hawley, where it is physically located.
Hawley is a small town in Clay County along US Highway 10 between Moorhead and Detroit Lakes. It has a downtown core, a country club with a golf course, and the Buffalo River running through it. The town has grown modestly in recent years, with new residential subdivisions such as Autumn View Addition and Prairie Hills Estates offering lots for development. For families whose students are placed here, the commute from neighboring communities is straightforward.
Enrollment is very small, with students spread thinly across each grade from seven through twelve. The student body is predominantly white, with a small share of American Indian students. A substantial share of students qualify for free or reduced-price lunch. The school is classified as a special education school, and while data on the specific share of students with individualized education programs was not available, the school’s designation makes clear that this is a program designed for students with significant disabilities.
State assessment results show that no students tested at the proficient level in math or reading for the grades assessed. Science results were suppressed due to the very small number of test-takers. Compared to other districts in Clay County, the school’s overall proficiency index places at the lower end. It is important to understand that these scores come from a student population that is not representative of a typical school. The Intensive Interagency Program is designed for students who often require alternate assessments and individualized goals. A parent considering this placement would want to discuss with the cooperative how student progress is measured beyond statewide tests, since proficiency rates alone do not capture the academic and functional growth these students may be achieving.
No graduation rate was reported, which likely reflects that students in intensive programs may have different timelines or pathways to completion. Chronic absenteeism data was also unavailable. The school does not offer the broad array of electives, Advanced Placement courses, or extracurricular activities found in a comprehensive high school; its mission is therapeutic and instructional support for students with intensive needs.
This is not a school a family chooses by address. It is a placement made through a cooperative process when a student’s home district determines that the level of support required exceeds what can be provided locally. For the right student, it offers a highly specialized setting with a very low student-to-staff ratio — staffing data was not available, but such programs typically have high staffing levels. Families considering this path would want to visit, meet the team, and understand the specific services offered for their child’s needs.
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