The discussion on competency determination took center stage, as the committee detailed graduation requirements for students, emphasizing the need for students to pass assessments or complete capstone projects in subjects like algebra, geometry, biology, chemistry, physics, and U.S. history. If a student fails these assessments, a portfolio review might be conducted to confirm they meet at least 60% of the frameworks. This process raised particular concerns for students with disabilities, who must fulfill all local graduation requirements, and for English language learners, whose competencies will be evaluated individually to ensure both language proficiency and adherence to district standards. The committee also outlined an appeals process for students who do not initially earn their competency determinations.

The policy underscores ethical boundaries and ensures school resources are appropriately used.

Attention turned to the Multi-Tiered System of Supports (MTSS), with presentations from school administrators emphasizing the use of data to enhance literacy and mathematics instruction. The committee reviewed attendance data, noting a decrease in chronic absenteeism from 22.6% in 2022 to 6.5% in the current school year. Efforts to improve attendance were evident, including the use of pilot programs for automated calls to parents and adjustments for external factors like weather.

The meeting also addressed the implementation of the I-Ready program, a tool assisting teachers in forming student groups and providing instructional strategies. The committee discussed training teachers to effectively utilize the data generated by I-Ready, highlighting its integration during WIN (What I Need) time and small group instruction. The use of technology in learning, such as the Clever platform, was noted as beneficial, especially for fifth-grade students who are permitted to take Chromebooks home.

Further discussions included updates on the Eureka Math Squared initiative, now in its second year. The committee acknowledged ongoing challenges but expressed optimism as teachers refine their approaches. The curriculum’s focus on algebraic thinking was noted, with goals set to ensure 80% of students meet or exceed grade-level expectations by the end of the academic year.

The committee also explored the social media policy, prompted by recent events involving inappropriate staff-student interactions. The policy emphasizes the need for all electronic communications with students to be conducted through district systems and prohibits sharing personal phone numbers without approval. The committee deliberated on emergency communication exceptions and the use of apps for efficient staff-student interaction, especially for coaches or educators needing real-time contact.

Personnel matters included the approval of a new stipend for a chorus advisor at Miller School, acknowledging the program’s growth alongside band programs. The stipend aligns with existing compensation for band instructors.

The superintendent search process was reviewed, with plans for community forums to gather public feedback. The committee emphasized the importance of confidentiality and diverse representation in the screening team. The timeline for interviews was considered, with flexibility for adjustments as required.

Finally, the meeting concluded with discussions on the school calendar, particularly holiday observance and its implications on staffing and operations. The need for thorough community engagement and feedback was reiterated, with a focus on maintaining transparency and inclusivity in decision-making.