Central to the meeting was the detailed presentation on the MTSS model, which is a structured approach to providing support and interventions to students at varying levels of need. The presentation emphasized that between 80 to 90% of students receive tier one interventions, which consist of universal strategies implemented by classroom teachers. Tier two interventions are targeted at 5 to 10% of students to prevent academic failure and involve more intensive small group assessments and skill drills. The most intensive interventions, tier three, are received by 1 to 5% of students and may include support from special education staff and service providers.

The intervention structure was discussed, including the allocation of time for core subjects and designated time for tier two and tier three support. The board highlighted the importance of investing in foundational programs and ongoing professional development to ensure the efficacy of the interventions. Additionally, the changes in the delivery method for interventions were addressed, shifting from dedicated interventionist teachers to using other school staff for these roles.

Another topic was the policy revisions, particularly concerning sportsmanship. There was a debate about striking certain language from the policies and the implications of referencing statutes instead of providing specific policy language. The discussion raised concerns about the potential for ambiguity and the importance of distinguishing between constructive criticism and abuse in the context of sports. The need for clear definitions and guidelines was underscored to avoid confusion among students, parents, and staff.

Further discussions centered on the allocation of extra funds for educational programs, with a focus on the Foundations program, which had been reintroduced for teaching phonics-based reading skills. There were deliberations on the necessity of investing in other areas, teacher collaboration, and the level of support needed for successful implementation. The board also considered the restructuring of academic advisory and tutoring programs to ensure that students receive adequate support.

Financial matters were also on the agenda, including the review of payroll, insurance renewals, and the allocation of grant funds for technological upgrades and capital projects like roof replacements. The board evaluated the financial status of the district.

Public commentary brought forward concerns about the proposed changes in the sportsmanship policy, with individuals sharing personal experiences and the importance of feedback in coaching and player development. The board recognized the need to balance policy with the practical aspects of sports.

The meeting concluded with a motion to convene a closed session for discussing private, personnel, and legal matters. The superintendent’s report included an update on the MTSS framework, with a focus on interventions for elementary students and a tiered approach to program delivery. Plans for leadership development activities and professional development were also discussed, along with end-of-year celebrations.