A significant portion of the meeting was dedicated to discussing the ongoing implementation of the Comprehensive Knowledge-Based Literacy Approach (CKLA) curriculum from kindergarten through seventh grade. Despite previous budget cuts, the district has continued to invest in necessary instructional materials and professional development to support this curriculum. The committee expressed concerns over the possibility of future budget cuts, emphasizing the need for continuity with existing investments. The discussion also touched on a new evidence-based intervention, UFli, and the importance of ensuring adequate support for related professional development and materials.

The committee addressed the need for a comprehensive district-wide literacy plan, emphasizing professional development for teachers and instructional assistants. Approximately 50% of the teachers are relatively inexperienced, underlining the necessity of equipping them with effective teaching strategies. The conversation also included the importance of evaluating and adjusting literacy practices to meet the diverse needs of students across schools with varying demographics.

Another topic was the debate over modifying the restorative justice programming timeline from two to five years. This adjustment aligns with the historical implementation of restorative practices, which began at the high school level roughly six years ago before expanding into other schools. The committee underscored the importance of professional development in this area to support both staff and students.

Discussions about maintaining and potentially expanding art and music programs emerged, acknowledging past losses in opportunities such as chorus and swimming partnerships. The committee aimed to ensure that all students have access to activities aligned with grade-level standards. The investment in high-quality instructional materials for K-5 science was also a concern, with questions about the district’s preparedness in this area and the support for English language learners through the Elevation platform.

The committee considered supporting full-year science and social studies instruction and restoring foreign language instruction at Greenfield Middle School. Budget constraints were a concern, particularly given an anticipated $2 million increase in contractual obligations with staff. While members recognized the importance of these initiatives, there was hesitance to commit to additional positions or expenses immediately due to financial limitations.

The meeting also highlighted the importance of consistent implementation of Individualized Education Programs (IEPs) across staff, with a focus on developing resources and professional development for staff working with neurodiverse students. The necessity for professional development was emphasized, especially for instructional assistants, to ensure consistent support for students.

Transportation and accessibility were discussed, with the committee recognizing the successes in improving parent engagement through transportation solutions for district events. A focus on accommodating out-of-district placements and addressing bullying through dedicated programs was also evident. The committee explored the idea of linking anti-bullying efforts to the district’s social-emotional learning curriculum and restorative practices.

Budget discussions were extensive, with members calling for clearer communication regarding per pupil spending and funding sources. Suggestions for visual aids and comparisons with similar districts were proposed to help the community better understand budget allocations and the relationship between student populations, classroom sizes, and staffing needs. The committee acknowledged historical funding efforts and the importance of securing grants, while also stressing the need for transparency in budget presentations.