One notable issue raised during the meeting was the concern about bullying at Forest View Middle School. A public speaker, drawing on their experience in middle school education, emphasized that bullying has become a significant barrier to student safety and learning. They described the current anti-bullying policy as static, with inconsistent consequences for bullying behavior. The board was urged to adopt more effective strategies, including restorative practices that address the needs of both victims and perpetrators. This plea for action underscores the community’s demand for improved measures to ensure a safer school environment.

In a related discussion on academic goals, the board reviewed site continuous improvement goals and the Multi-Tiered System of Supports (MTSS) framework. The meeting focused on tracking student progress and implementing interventions for students with disabilities. The FastBridge system was noted for its role in monitoring student progress, helping educators tailor interventions effectively. Concerns were raised about the reliability of predictive growth benchmarks, highlighting the need for accurate assessment tools.

Additionally, the principal of Harrison Elementary presented data on literacy and math goals, revealing a decline in literacy performance from 44.9% to 35.9%. The decrease was attributed to resource allocation shifts, focusing on at-risk students. The principal acknowledged the need for balancing interventions to support both struggling students and those meeting expectations.

The board also examined behavioral goals, reporting progress in reducing minor behavior referrals. The implementation of morning meetings to promote social skills was credited for creating a more conducive learning environment.

Parallel to these discussions, the board considered the mathematics curriculum and its future direction. The introduction of the Reveal curriculum at Forest View Middle School aims to foster collaborative learning environments through the “building thinking classrooms” concept. The board expressed interest in expanding these strategies, though they are currently not prioritized as a major district goal.

Social-emotional learning initiatives were highlighted, with the adoption of the Top 20 program to deliver life skills education. The board introduced “Flex Fridays,” replacing “Fun Fridays,” to encourage interpersonal student interactions in a screen-free environment. This initiative is part of a broader strategy to enhance school climate and student well-being.

The meeting also covered the ongoing superintendent search process. The board discussed the need for a methodical approach, emphasizing the importance of stakeholder input and refining interview questions. There was consensus on scheduling a special meeting to focus on recruitment strategy.

In policy matters, the board approved the Read Act Memorandum of Understanding, facilitating teacher training in literacy instruction. Concerns were raised about the adequacy of teacher preparation programs, with the board emphasizing the need for comprehensive literacy training across all grade levels.

Lastly, the board touched on engagement efforts, reporting high family participation rates in school events. The introduction of “keeping in touch days” aims to strengthen home-school connections by providing families with classroom insights. This strategy aligns with the district’s goal of enhancing family engagement and supporting student success.