The reconsideration of “All American Boys” was initiated due to concerns about its themes and use of language, leading to a formal review request. A committee composed of parents, students, teachers, and administrators deliberated over the book’s role in the curriculum. The discussion revealed diverse viewpoints, with the majority of the committee voting to retain the book, while a minority suggested its removal or retention with specific restrictions. The conversation highlighted parental concerns about the book’s portrayal of sensitive social issues, such as race and policing, and how these are presented to students.

The debate extended to the supplementary materials, particularly those addressing the concept of white privilege, which some members argued could be polarizing. Suggestions were made to ensure profanity in the book is managed appropriately during classroom discussions. Despite the differing opinions, the committee ultimately recommended keeping the book in the curriculum, subject to a review of associated materials.

The committee’s decision underscores the ongoing challenge of balancing educational content with community values, while fostering an environment where difficult conversations can take place constructively. The handling of the book and its themes was framed as an opportunity for students to engage with real-world issues, though careful instructional guidance was deemed essential.

In addition to the curriculum discussion, the meeting covered updates to district literacy programs. Christina Ryan, Director of Student Services, introduced changes to the reading intervention program, expanding reading screenings to sixth and seventh grades. This initiative follows a special education audit and aims to address literacy gaps exacerbated by the pandemic. The program emphasizes fluency and comprehension, with a focus on dyslexia and research-based interventions for struggling readers.

The committee expressed enthusiasm for the forthcoming progress monitoring and the implementation of professional development for teachers. These efforts are designed to ensure consistent data collection and timely interventions across all grade levels.

A comprehensive review of the math curriculum was also on the agenda, as the committee explored options for replacing the current program, Carnegie Math, which has been in place since 2020. Teachers are piloting two new programs, with a decision expected for full implementation in the next school year. The committee set ambitious goals for improving student achievement in math and other subjects, emphasizing the importance of reducing reliance on computers and enhancing teacher-led instruction.

Furthermore, the meeting addressed policy updates, with the committee reviewing several policy recommendations put forth by the superintendent. These included revisions to non-discrimination, civil rights, and bullying prevention policies to ensure compliance with Title IX regulations and other legal standards. Each policy was put forward for a first reading and passed without objection.

The meeting concluded with a focus on the “Portrait of a Graduate” initiative, which aims to define the skills and competencies students should possess upon graduation. This initiative seeks to foster compassionate citizens, resilient problem solvers, and effective communicators, among other attributes. The project involves collaboration between teachers and administrators to integrate these competencies into the curriculum, with plans to create specific “I can” statements for students.