The most pressing topic of discussion was the adoption process for new ELA materials. The materials are currently in the review phase, with a bulletin being prepared to inform schools about the materials that will be shipped for teacher reviews and feedback. The public will also have opportunities to participate in the review process. This process aligns with the state’s adoption cycle, which typically takes about a year to complete. The last significant adoption occurred around 2019 or 2020, and the upcoming actions are designed to meet state guidelines.

Board members inquired about the status of the ELA materials, emphasizing the importance of teacher and public feedback. The representative outlined that this year’s focus is solely on ELA, contrasting with the previous year’s focus on science materials. The review process is structured to incorporate feedback from teachers serving on the adoption committee.

The discussion also touched on book reviews and challenges, particularly in relation to actions taken by the superintendent regarding certain books in July. There was a suggestion to revisit policies 8.12, 8.125, and 8.122 in future meetings to clarify the committee’s responsibilities in vetting materials and addressing community concerns regarding book challenges.

The Deputy Superintendent reported an achievement: the district received an A rating. The benchmark for an A rating was raised from 62% to 64%, making this year’s achievement more commendable. The report highlighted that 74% of high schools, 58% of middle schools, and 68% of elementary schools received A or B ratings, with a 15% increase in elementary school ratings.

The district’s academic performance was further underscored by improvements in middle school algebra and overall student growth. The district reported a significant improvement in algebra, with a growth of plus 11, ranking first among the seven large urban districts in the state. In math, there was an increase of four, tying for second in performance. The Glades region was highlighted for its remarkable student achievement, with no schools receiving D or F grades; three schools attained B grades.

The review of instructional methods and programs revealed a commitment to enhancing phonics instruction in K-2 grades. Teachers could choose between two phonics-based programs—Uly and Fundations—with training opportunities provided to support this initiative. The district emphasized that it is not using the queuing system, which resembles approaches banned by Florida legislation.

Further discussions included the importance of a cohesive instructional pedagogy across all personnel, continuous learning to support teachers, and significant investments in refining phonics instruction. The meeting also addressed future agenda items, with suggestions to discuss the hybrid meeting model and revisit the academic advisory committee calendar.

A new member of the public introduced themselves and shared their recent move from New York and their daughter’s enrollment at Wellington Landing. They were welcomed warmly and invited to participate in future public comment opportunities.

Other agenda items included updates on absenteeism, third-grade performance, and the impact of legislative changes on curriculum and instructional methodologies. There was a request for quarterly updates on students at risk of scoring a level one on standardized tests and an overview of pilot projects planned for the current and next school year. The importance of addressing opportunity gaps in access to advanced coursework was emphasized, particularly in math and science.

A proposal was made to broaden the Advanced Math Program (AMP) initiative to include other subjects like English, science, and social studies, with advanced courses available from elementary level upward. The meeting concluded with a consensus to prioritize discussions around the K-2 Lassinger program for the September meeting due to ongoing work with teachers and students.