A significant portion of the meeting was dedicated to the Read Act, with an emphasis on ensuring all students read at or above grade level by third grade. The district’s literacy plan includes curricular resources, dyslexia support, and family engagement strategies. FastBridge will be used as a universal screener, and personal learning plans will be developed for students not reading at grade level. These plans are designed to inform parents and provide at-home literacy development support. Additionally, the district plans to adopt the Benchmark Advance curriculum for reading instruction, aligning with evidence-based practices and state standards.

The multi-tiered systems of support (MTSS) framework was another focal point, aiming to support all students, including those meeting or exceeding grade-level expectations. This framework provides various tiers of support. The board highlighted the importance of using assessment data to identify student needs and tailoring interventions accordingly.

Infrastructure discussions focused on maintenance and renovation projects, particularly in school facilities. Plans to renovate the back cardio room and address flooring issues in the high school were outlined. The board is considering a transition from tile to sealed concrete flooring, which promises long-term savings and improved aesthetics. The maintenance of outdoor facilities, such as tennis courts, also remains a priority, with efforts to enhance their appearance and functionality.

Budget considerations were addressed, with a review of the 2024-2025 draft budget. The board discussed anticipated fund balances, revenue expectations, and the impact of increased funding formulas. The board is also exploring third-party billing opportunities for social workers and examining insurance options to manage rising costs.

Legislative updates included changes to the comment period for policy approvals, the adoption of a mandated school cell phone policy, and the renaming of the “World’s Best Workforce” initiative. New funding streams from the Read Act were discussed, providing resources for professional development and curriculum needs. The introduction of a pilot program to compensate student teachers was highlighted as a positive step toward encouraging teaching careers.

The meeting concluded with updates on the Q Comp plan, which focuses on professional development and leadership capacity among staff. A community initiative involving the West Central Ed District was also mentioned, emphasizing the importance of collaboration and resource sharing to support education for individuals aged 18-22.