Central to the board’s discussion was the reintroduction of midterms and finals, a shift back to traditional assessment practices that had been phased out several years ago. This change was prompted by considerable feedback indicating that students struggled to adjust to college environments where cumulative assessments are standard. The board had previously moved away from these exams, opting instead for classroom-based evaluations aligned with state educational standards. However, the demand for enhanced academic rigor and consistency across classrooms, particularly in core subjects like math and English, led to this strategic pivot.

To facilitate the transition back to semester assessments, the district engaged professional consultants, including Elevate educators and a world language specialist from Loganos. These consultants worked with teachers to develop common assessments and interpret data effectively. Discussions emphasized the importance of assessments not just as a measure of student learning but as tools to inform and improve instructional practices. Concerns about assessment bias were also raised, with efforts directed at creating fair assessments that reflect the diversity of student backgrounds.

The newly structured assessments were scheduled for late January, with a format that includes two exams per day. This schedule allows for efficient grading and timely feedback, enabling students to identify areas for improvement. The assessments were designed to account for 6% of students’ overall grades, balancing the significance of the exams without overwhelming students. For students in Advanced Placement (AP) courses, this structure also provides valuable practice aligned with AP testing protocols. In contrast, related arts classes opted for project-based assessments.

A noteworthy aspect of the discussion was the district’s retake policy. While retakes for semester exams were ruled out to reflect real-world scenarios where retakes are rare, a modified policy now allows one retake per marking period. This change intends to encourage students to prepare thoroughly for assessments, countering the complacency observed under the previous, more lenient policy. The board also acknowledged concerns about the current grading practices, including a policy that sets a 50% failure floor to mitigate the impact of poor performance on assessments. Provisions for make-up exams were addressed to accommodate students unable to attend scheduled assessments due to valid reasons.

Beyond assessments, the meeting also explored potential changes in scheduling to better mirror college systems. While the idea of a college-style scheduling system, with classes meeting on specific days rather than daily, was considered, logistical challenges such as contractual obligations and teacher availability were noted as significant barriers. The current schedule, which includes extended blocks and a rotating drop system, attempts to simulate a collegiate environment while maintaining the necessary educational structure.

Further discussions delved into the district’s ongoing initiatives. The superintendent highlighted two upcoming presentations and acknowledged the stress associated with midterms, emphasizing the importance of stress management skills in high school as preparation for future academic challenges. Updates on district activities included a ribbon-cutting ceremony for a new playground at Gibbs Elementary, designed with accommodations for students with disabilities and funded through community efforts.

The meeting concluded with routine updates from various committees and a brief discussion on policy resolutions, including the abolition of outdated policies. Correspondence from the Eastern United States Archdiocese requesting consideration for an Easter Monday holiday was noted, and the meeting transitioned to an executive session to discuss personnel and legal matters.