01:02Central to the meeting was the presentation by Jamie Donaldson, MTSS coordinator, on the progress of the non-exclusionary discipline grant. This grant aims to reduce out-of-school suspensions, focusing on non-white students, and aligns with the district’s broader goal of employing non-exclusionary practices in discipline. The data revealed a reduction in suspensions from 567 to 388 over the past year. However, disparities remain, as the proportion of suspensions among special education students still exceeds their representation in the district demographics. The grant’s goal was to match the suspension rates to the 21.5% demographic proportion, emphasizing the need for continued efforts to address this imbalance.

18:31In conjunction with the MTSS grant, which strives to enhance academic, behavior, social, and emotional outcomes through a structured support system, the board discussed the importance of professional learning plans. These plans are important for implementing restorative practices and bolstering the district’s capacity to engage culturally diverse students. Notably, the meeting spotlighted successful interventions at the middle school, such as lunch circles, which have positively impacted student behavior. Despite these achievements, feedback from training sessions on implicit and cultural bias suggested a need for more tailored approaches to meet staff needs effectively.

05:41The board also scrutinized the MTSS grant’s objectives, particularly in academic performance. The district aimed to increase math proficiency from 58% to 61% and reading proficiency from 43% to 46% by spring 2025. While these targets were not fully met, some schools reported notable gains. For instance, one elementary school witnessed a dramatic increase in math proficiency from 53% to 76%, and a third-grade reading class saw an improvement from 42% to 59% using the UFly foundations curriculum. These results underscore the potential of targeted interventions and data-driven strategies in enhancing student outcomes.

26:29Further discussion on the MTSS grant illuminated the district’s plans to expand leadership training sessions from six to nine, preparing for a transition to school-level leadership. The introduction of structured literacy training for teachers, paraeducators, and intervention staff was also noted, with a focus on enhancing literacy instruction across all levels. This initiative aligns with a broader strategy to improve tier one core instruction, particularly in K-2, and to address challenges in reading interventions at the middle and high school levels.

20:11In addition to academic and disciplinary focuses, the meeting addressed Title I, II, and III funding, essential for professional development in crisis intervention and cultural bias training. While Title I funding has been secured, uncertainty remains over Title II and III funding, which could impact the district’s 2% set-aside funds. The district received an additional $3,500 designated for lifespace crisis intervention training, emphasizing the importance of equipping staff with the skills to manage crises effectively.

28:22The board’s conversation also tackled the need for better communication with families regarding literacy programs. Furthermore, concerns about behavioral expectations and the clarity of disciplinary practices were raised, with calls for a more transparent definition of suspensible behaviors.

44:52Superintendent Kren emphasized the significance of consistent discipline starting in the classroom, advocating for support from principals to ensure a unified approach. His remarks underscored the need for clear guidance and support for teachers, especially those new to the profession, in managing classroom behavior. The board acknowledged the reduction in suspensions and highlighted the importance of understanding the factors contributing to this decline to inform future strategies.

59:31In personnel matters, the board announced the resignation of High School Principal Chris Dibble, who is transitioning to Northfield High School. The interim superintendent outlined plans to fill the vacancy promptly.