The board presented a detailed examination of the district’s math performance over the past three years, identifying strengths and weaknesses across grade levels. Multiplication and division proficiency in third grade and the need for increased student accountability and confidence in applying math strategies were discussed. The phonics instruction’s impact on data was also a focal point, with noted growth in oral reading fluency accuracy and proficiency levels. The board discussed the phonics program’s implementation, the use of Benchmark Workshop supplemented with OG techniques, and ongoing teacher training.

Another topic was the exploration of the I-Ready program’s implementation and its growing interest from other districts. The program is used for individualized instruction to address math weaknesses, yet a lack of international performance comparison and the role of professional development were questioned.

The School Climate and Leadership (SCL) committee’s update highlighted efforts to support staff and students, including professional development sessions and self-care promoting activities for staff, as well as the implementation of unifying school spirit weeks across the district. The impact of counseling services and behavior intervention programs provided by external organizations was also emphasized.

Operational items such as tuition contracts, capital reserve account reduction, and the approval of the ATT budget for 2024-2025 with a 4.35% tax increase were approved. The school calendar and the start date for the next school year were discussed, with stakeholders expressing concerns and the board emphasizing the importance of communication and collaboration.

The potential need for operational reductions due to possible decreased funding in the upcoming years was debated, alongside the discussion of district consolidation, timelines for study presentations, public meetings, and the formation of an interim board. Clarifications were made regarding the financial burden of consolidation, with assurance that Franklin’s taxpayers would not be responsible for implementation costs.

During the public comments, students voiced concerns about changes to the school’s enrichment period, with one student presenting a petition for reverting to the previous program. A teacher spoke on the importance of understanding students as individuals and not merely as data points, emphasizing the impact of school closures on student well-being.

The meeting also featured discussions on the perception of teachers and the importance of prioritizing student well-being over data-driven results. The need for developing relationships with students and the challenges posed by the current teacher shortage were highlighted. The enrichment program’s nature was debated, with the board expressing interest in evaluating its effectiveness and impact on student performance.