40:22A notable concern was the decline in student performance metrics, with a specific focus on accelerated learning. This prompted a call for proactive measures rather than passive data analysis. Supervisors were urged to present adjustments made in response to these challenges, emphasizing the need for intentional skills programs to foster growth. This discussion highlighted the necessity of immediate interventions to address these educational shortfalls.

41:26In kindergarten through second grade, there was recognition of lackluster growth in some areas, leading to the implementation of enhanced instructional practices through focused professional development. An awareness program was introduced to improve practice fidelity within K-2 buildings, and quarterly meetings with Basic Skills Instruction (BSI) teams were established to analyze data and identify students requiring support. These efforts aimed to target specific instructional needs through small group structures and individual conferences between students and teachers.

43:12At the third to fifth-grade level, a decline in student performance was noted, particularly among third graders who entered with lower skill levels post-pandemic. In response, the Orton-Gillingham approach was introduced to address reading deficits, with staff receiving training to align teaching with student needs. Universal screeners like STAR reading were discussed, although their effectiveness varied, especially for special education students.

52:23Further discussion extended to the implementation of the Lexia and Power Up programs, aimed at enhancing literacy instruction by integrating digital resources with traditional teaching methods. Teachers underwent evaluations of these digital programs to ensure their effectiveness in supporting systemic and progressive literacy instruction. In mathematics, the focus was on improving alignment with new state standards for grades six through eight. Over the summer, the curriculum was revised, and meetings were held with individual math teachers to discuss student data and identify those requiring extra support.

01:03:23The meeting also tackled special education initiatives, with discussions centered on reinforcing foundational math skills within lessons. Special education teachers began meeting with students once per marking period to set goals in conjunction with STAR focus skills. This approach aimed to make the goal-setting process more meaningful and targeted.

50:13The board acknowledged the ESL initiatives, with data collection and walkthroughs of sheltered classes conducted to gather anecdotal evidence on teaching efficacy. The incorporation of Lexia English into ESL classrooms was intended to improve students’ speaking and listening skills, while after-school programs supported language development for beginning and emerging students.

01:16:00A somber moment in the meeting occurred with the announcement of a tragic motor vehicle accident involving four high school graduates, resulting in the deaths of two individuals, Joshua Davis and Aaron Davis. The board expressed condolences and support for the families affected by this tragedy.

01:51:53Concerns regarding the 2025-2026 budget were addressed, with a formal public hearing scheduled for April 28th. There was apprehension about potential losses in state aid and Title I funding, though assurances were given that current funding appeared stable for the upcoming year. New funding opportunities for high-impact tutoring grants, literacy initiatives, and computer science programs were also discussed.

01:27:22Public comments included concerns about transparency and accessibility in the proposed budget presentation. A community member emphasized the need for more detailed information on specific programs, administrative spending, and personnel changes. The board was urged to consider providing a more comprehensive version of the budget before its final approval.