33:42The most notable development was the board’s decision to approve a settlement agreement related to a legal dispute, Hernandez versus Albert Lea Schools. This matter, discussed in a closed session to protect the district’s position, concluded with the board reconvening to pass the settlement motion without opposition. The specifics of the settlement were not disclosed, maintaining confidentiality in legal matters.

17:39In addition to legal proceedings, the meeting focused heavily on educational improvements, particularly the adoption of the K5 literacy curriculum, “Wit and Wisdom.” This transition aims to align the district’s teaching methods with the Minnesota READ Act. The curriculum emphasizes building students’ knowledge through literature, history, social studies, science, and the arts, fostering a deeper understanding of reading, writing, and communication skills.

25:24During the discussion on the literacy adoption, it was highlighted that the curriculum is structured to build sequentially on students’ knowledge and skills. An example provided was the progression from responding to peers’ comments in first grade to engaging in respectful agreement and disagreement by third grade. The integration of authentic texts distinguishes Wit and Wisdom from traditional basal readers, and this approach has been positively received for involving students in discussions and writings.

07:02Professional development is central to the successful implementation of this new curriculum. Training for instructional leaders and literacy specialists is set to begin soon, with a major training day scheduled for June 12. This session will establish the vision for the curriculum’s implementation, followed by a leadership strategy session in late July. Teachers will receive targeted training from August 15, with ongoing professional development and coaching planned throughout the school year to support effective curriculum integration.

31:27The board addressed concerns regarding students lagging in reading, especially with the changes introduced by the READ Act and Wit and Wisdom. The initial step in tackling these issues is the re-establishment of a solid core instructional program. The importance of using data-driven approaches to identify and implement tier two interventions was emphasized, with each school building expected to maintain its intervention model for targeted support in reading and math. The district also stressed the need to communicate learning options to families, particularly for students identified as needing additional support.

00:47Another discussion point centered around the Alternative Teacher Performance System (ATPS), commonly known as the Q Comp system, which has been in place for two decades. Kathy Bowman, a sixth-grade science teacher and district coordinator for the ATPS, presented a detailed overview of the system. The ATPS aims to enhance professional growth for licensed staff while improving student achievement. It includes individual growth plans for teachers, with leadership roles such as district coordinator, instructional coaches, and instructional team leaders. These leaders focus on job-embedded training sessions covering curriculum alignment, instructional strategies, and assessment methods.

03:56Bowman discussed the performance pay incentive associated with the Q Comp system, which remains at $1,300 and is allocated based on building site goals and individual growth plans. She reported that 62% of teachers met their SMART goals based on student achievement, although this figure can vary depending on targets set by educators. The board engaged in discussions about the role of peer reviewers and their required professional development, which recently focused on Adult Learning and feedback strategies.

10:27The board also acknowledged Kathy Bowman’s contributions as ATPS coordinator, as she will be stepping down next year after five years of service. The Vice Chair and superintendent expressed gratitude for her impact on the district’s educational framework.

They recognized the necessity of adapting curriculum and instructional strategies based on real-time feedback and data analysis, central to the Q Comp philosophy.