The most pressing topic at the meeting was the evaluation and potential replacement of the district’s current math program, “Ines,” which was deemed outdated and misaligned with current educational standards. A committee, consisting of teachers and other educational stakeholders, is reviewing reports from a reputable nonprofit research group to identify suitable alternatives that meet educational standards and usability requirements. The committee plans to engage in a discussion during an upcoming faculty meeting to select appropriate materials that will align with the district’s educational goals.

In conjunction with the math program review, the board also discussed changes to the scheduling of intervention programs aimed at supporting students who are struggling but do not qualify for intensive intervention. The district has introduced several tier two intervention strategies focusing on early literacy and ensuring that students are reading at grade level by third grade. This includes small group instruction and differentiated teaching methods, which are being monitored for effectiveness. Notable initiatives include “Fun in Focus” for early readers below benchmark levels and “Naturally,” a program designed to improve reading fluency and comprehension. Reports suggest that students are showing progress and enthusiasm for these learning methods.

The board emphasized the importance of evaluating student performance through teacher feedback and assessment data. Teachers are encouraged to assess their students’ strengths and weaknesses, particularly in math, to refine instructional methods and improve skill retention. An initiative called “Rich” involves grade-level meetings to review student performance post-unit assessments, categorizing students based on achievement levels to facilitate continuous improvement and adaptation of teaching strategies.

Another topic was the proposal to group students based on assessment performance into three distinct categories to enhance instructional effectiveness during designated “win periods.” This strategy aims to provide differentiated lessons tailored to students who excel, meet standards, or are nearing proficiency. This method had been previously implemented by second and third-grade teachers with positive outcomes, and additional feedback was solicited to refine the approach.

The incorporation of social-emotional learning resources was also highlighted, aiming to help students identify emotions and maintain a positive state of readiness, referred to as the “green zone.” The initiative includes lessons on gratitude and self-regulation, with the board underscoring the importance of building connections among students and recognizing their achievements through events like fall pep rallies and a monthly recognition initiative.

Technological advancements within the district were discussed, focusing on the use of a new curriculum platform that integrates a lesson planner for teachers. This tool is intended to align teaching practices more closely with state standards. However, concerns were raised about the extent of usage and understanding of these tools among staff, prompting calls for increased professional development. Additionally, the expansion of the Genesis student information system aims to streamline the parent reporting process for student assessments, reducing administrative burdens and improving communication.

Financial considerations were a topic of concern, particularly regarding the renewal of licenses for various educational tools and programs. The board expressed the need to evaluate how many licenses can be feasibly managed within budget constraints. The pacing of professional development and introduction of new programs was also discussed, with feedback from staff being important to avoid overwhelming educators.

The board briefly touched upon strategic planning initiatives for the high school’s five-year outlook, which include efforts to engage the community in gathering input on future priorities. The high school is also pioneering programs related to artificial intelligence, with a committee set to present findings and recommendations on AI integration in education by May of the following year.

Extracurricular activities were discussed, including events organized by the PTO and fundraising efforts. A unique lunch event where students were grouped by birth month to encourage social interaction was mentioned and received positively. However, the board stressed the importance of gathering feedback from staff and community members to ensure that proposed strategies align with the needs of students and educators.