During the meeting, the board presented data showing substantial growth in the ‘green area’ of student math proficiency. Notably, students in kindergarten, first grade, and sixth grade exhibited higher performance levels than state and national benchmarks. This encouraging development was the result of ongoing efforts to enhance the math curriculum and teaching strategies. The board discussed the use of various assessment tools, such as the math reasoning inventory and math interviews, to gauge student progress and identify specific areas in need of improvement. Furthermore, the board emphasized the importance of fostering student accountability and independence in applying math strategies.

In addition to math, the board examined reading proficiency, drawing attention to the impact of phonics instruction on improvement in key areas such as oral reading fluency accuracy. The board reviewed the effectiveness of the phonics program, discussing the Benchmark Workshop and supplemental Orton-Gillingham (OG) techniques. The dialogue centered around how the Benchmark program complements OG instruction and the necessity of balancing literature with non-fiction in the reading curriculum.

The board also reflected on the use of the I-Ready program, noting interest from other districts in its implementation. While there were questions raised regarding the program’s effectiveness and alignment with state assessments, the board recognized the need for tailored instruction to meet individual student needs. This included intervention rooms and tutoring as support mechanisms.

Student transfer data was another area of focus. The board shared that 91 students transferred into the district, with 48 transferring out. Parent surveys conducted during the transfer process aimed to shed light on the reasons behind these decisions. The board pointed out the importance of continuous monitoring of student performance data, particularly Dibells and I-Ready assessments, to guide efforts in addressing areas of improvement.

The committee also presented baseline data for tracking discipline, which showed a decrease in discipline referrals compared to the previous year. This was a notable improvement. The Strategic Plan update provided insight into the committee’s work to support staff self-care, professional development, and to unify the school districts.

The board discussed next steps, which included considering the purchase of a new program, applying for grants, and investigating mentoring programs. Despite some questions about the necessity of new purchases given the current positive trends, there was general support for the committee’s efforts and recognition of the improvements in discipline numbers.

Additionally, the board touched on the topic of comparing student performance to that of other countries. However, there was some uncertainty expressed about how to approach this comparison. The meeting concluded without reaching a consensus on this issue.