Chief Operations Officer Greg Cole opened the meeting with an extensive presentation on the district’s ongoing efforts to bolster school safety. Currently, 33 out of 48 sites have these installations completed, with the remaining expected to conclude by November. The board emphasized the importance of these measures in creating a secure and connected school atmosphere where students feel safe and are encouraged to communicate any concerns.

Tim Fornier, the Manager of Security and Emergency Operations, detailed the district’s approach to various incidents, differentiating between physical safety threats and mental health concerns. The collaboration with local law enforcement and the student services team, including counselors and mental health professionals, was underscored as vital for ensuring appropriate incident management and student support. The district’s partnership with 12 school resource officers from nine agencies was highlighted as a critical element in maintaining a safe educational environment.

These drills engage students and are complemented by additional preparedness exercises, such as tabletop scenarios for staff. A new cardiac arrest response drill, involving defibrillators, is set to be introduced in the 2026-2027 school year. Despite changes in state legislation limiting certain types of drills, the board remains focused on maintaining effective crisis management practices, emphasizing that “you will do in reality what you rehearse.”

The meeting also delved into the district’s response to weather-related incidents, reflecting on a recent tornado warning that coincided with high school release time. This situation underscored the necessity of a coordinated response strategy, given the varied communication requirements across different schools and the potential for inconsistent tornado siren alerts. Superintendent Cory McIntyre highlighted the challenges posed by varying snow removal protocols across municipalities, impacting school operations during winter weather. The board acknowledged the need for proactive communication with neighboring districts to mitigate these challenges effectively.

Transitioning to curriculum discussions, the board focused on the implementation of Understanding by Design (UBD) frameworks, particularly regarding US History and AP Psychology courses. The board addressed the complexities of aligning curriculum with both the 2011 and 2021 standards, recognizing the challenges presented by the inclusion of ethnic studies and social justice topics within the new standards. Some board members expressed concerns that these standards embed activism into the curriculum, leading to debates about the implications for educational policy.

Superintendent McIntyre emphasized the need for clear instructional methodologies that integrate both direct instruction and inquiry-based learning. The board’s discussion on science curriculum updates, particularly biology, revealed concerns about the current balance of instructional methods. With only 44% of students passing the MCA science scores, the need for a more robust direct instruction approach was highlighted. The board acknowledged that while inquiry-based learning has merits, direct instruction should be a core component of teaching to ensure foundational knowledge is adequately conveyed.

Board members expressed a commitment to supporting teachers in adapting to these changes, emphasizing the importance of professional development and accountability in instructional practices. The meeting concluded with a consensus on the need for ongoing dialogue and evaluation of curriculum standards.