The meeting’s most issue revolved around Walton Academy, which recently transitioned from a D to an F grade. The principal presented the school’s improvement plan, highlighting three key areas: enhancing core instruction, providing targeted interventions, and fostering teacher development. Despite acknowledging the grade decline as a catalyst for action, the school faced scrutiny over its current practices. Walton Academy serves 118 students and is grappling with staff shortages and a reliance on long-term substitutes. The principal shared data indicating a decline in student performance across core subjects, notably a significant drop in third-grade English Language Arts (ELA) achievement. Plans to strengthen Tier One instruction, which focuses on high-quality, standards-based teaching, were discussed, alongside measures to improve student attendance and engagement.

Board members expressed concern about Walton Academy’s academic performance, particularly the low proficiency rates in core subjects. English language scores had decreased by 25% from the previous year, with only 21% of third graders scoring at level 3 or above in assessments. The board questioned the lack of ambitious instructional goals and the high percentage of substitute teachers, which raised alarms regarding instructional quality. Efforts to engage families and improve attendance through a Positive Behavioral Interventions and Supports (PBIS) framework were noted, but the board remained skeptical about the adequacy of the improvement strategies presented.

Financial management was another critical focus. A dramatic decrease in Walton Academy’s fund balance, from $1.6 million in 2021 to approximately $100,000, raised questions about the allocation and utilization of funds. Board members sought clarity on whether expenditures were influenced by ESSER funding or other factors. They requested a detailed breakdown of expenditures to ensure accountability, with one member emphasizing the importance of financial resources in manifesting educational goals.

The meeting also addressed the challenges faced by schools with high percentages of ELL students. One school reported a 30% ELL population and faced financial constraints partly due to recent expenditures on air-conditioning replacements. The board emphasized the need for adequate funding to support educational objectives, noting that limited financial resources could hinder program implementation. Concerns were raised about the low number of teachers with ESOL endorsements, which could impact instructional effectiveness for ELL students.

Facility improvements and code compliance emerged as issues. There was a looming deadline for addressing code violations, with a representative from one school reporting progress on facility renovations. The board stressed the importance of ensuring student safety and avoiding additional trauma, particularly for economically disadvantaged students. The representative assured the board that necessary improvements were underway, with an extension granted until early November to complete the work.

They called for regular updates on progress and underscored the importance of maintaining high teaching standards and providing quality instruction.