A significant portion of the meeting was dedicated to discussing the ALC’s graduation rates and the strategic interventions required to improve them. The ALC’s current graduation rate stands at 27%, with a seven-year rate approaching 64%. The board recognized the ALC’s efforts in creating an environment where previously reluctant learners have thrived, but acknowledged the need for early intervention strategies to prevent students from falling behind. Suggestions were made to introduce graduation interventions as early as ninth grade. There was also a proposal to rebrand the ALC to remove any associated stigma, thereby fostering a more positive perception among students and the community.

The board examined the comprehensive data collection efforts to better understand these graduation metrics, highlighting the absence of readily available five-year and six-year graduation rates. Although individual tracking is possible, the lack of summarized data for these cohorts poses a challenge for accountability. The board expressed interest in exploring these data points to gain deeper insights into graduation trends and identify effective strategies for improvement.

The meeting also addressed the administration of standardized tests, particularly the Minnesota Comprehensive Assessments (MCA). Concerns were raised about students not taking these tests, resulting in scores of zero that skew overall performance metrics. To counter this, the board discussed the adoption of the FastBridge assessment for K-12 students, which offers a more accurate measure of student progress in literacy and math. This nationally normed test is expected to replace the MCA for certain evaluations, providing valuable data to guide instruction and address individual student needs. However, there are concerns about students not taking the FastBridge assessment seriously, which could lead to misrepresentations of their abilities. Additionally, there is apprehension about the potential loss of elective classes for students needing remediation based on test performance.

The board members showed support for the FastBridge assessment, emphasizing the importance of engaging parents to help them understand the implications of these assessments for their children’s education.

Another focal point of the meeting was the board’s community engagement strategy. The introduction of a “community hub” concept was discussed, which would expand district facilities for community events. The board acknowledged the valuable data from previous strategic planning efforts and emphasized the need for adjustments to align with current priorities.

The board also explored the CEO program, designed to foster young entrepreneurs and strengthen connections between students and local businesses. Although there was enthusiasm for the initiative, concerns were raised about the program’s title, which could mislead people into thinking its aim is to produce corporate executives rather than support local entrepreneurs. The program intends to nurture small business development, with failure seen as a stepping stone to success.

Curriculum innovation was another key topic, particularly concerning literacy programs. The board discussed the potential implementation of a new phonics curriculum from the University of Florida, which has shown positive results in other schools. The idea is to pilot this curriculum with select staff and students to assess its effectiveness within the district. The discussion also touched on tailoring literacy instruction to suit various educational pathways, including further education, military enlistment, or immediate employment.

In addition, the board addressed the need for comprehensive support and continuous school improvement plans, focusing on boosting proficiency in math and reading and ensuring consistent student attendance. They explored the effectiveness of current metrics such as the Minnesota Comprehensive Assessments (MCAs) and considered expanding their focus to include other forms of data, such as ACT scores and common formative assessments.

Lastly, the meeting concluded with an overview of the Northstar accountability system, which aims to identify schools needing support, recognize achievements, and provide transparency in public reporting. The system evaluates schools based on several metrics, including academic achievement, graduation rates, English language progress, attendance, and academic progress. An upcoming report scheduled for October 6 promises a analysis of these metrics, focusing on the district’s performance and designations within the Northstar accountability framework.