The most issue tackled was the new mandate requiring all teachers instructing Concurrent Enrollment courses (CIS) to hold a master’s degree with 18 credits in their specific fields by September. This requirement threatens to reduce the number of CIS courses available, as some teachers may not meet these qualifications in time. The board expressed concern over the potential decrease in CIS offerings, which could lead to students opting for Post-Secondary Options (PSO) instead. PSO presents a financial challenge, costing the district approximately $4,400 annually per student. The board recognized the importance of maintaining CIS courses to keep students enrolled within the district and preserve funding.

To mitigate the anticipated shortfall in CIS courses, the board explored the possibility of online offerings. This could involve partnering with neighboring schools, such as Pequot, where qualified teachers might provide online instruction to Pillager students, thus allowing them to earn college credits while remaining in the district. The conversation also touched on the need for potential staffing adjustments, especially if fewer elective courses with low enrollment are retained in favor of more popular CIS offerings.

In tandem with these discussions, the board reviewed special reports on curriculum performance. A curriculum committee meeting had produced a detailed packet evaluating the district’s performance on the Minnesota Comprehensive Assessments (MCAs) for the spring of 2024. Mathematics proficiency stood at 45.2%, with notable variations across grade levels. Reading proficiency was reported at nearly 50%, while science scores were around 40-41%. The conversation highlighted the upcoming changes to science standards and assessment alignments set for 2027, which may impact future results.

Specific attention was given to grade-level performances, where it was noted that third and fourth graders in mathematics exceeded state averages. However, a decline was observed in higher grades, particularly in sixth-grade math scores, prompting further scrutiny of the curriculum and instructional strategies. The board emphasized the importance of ambitious performance goals in mathematics and literacy across all grade levels.

The meeting also covered updates on the Letters program, focusing on English Language Arts teacher training. It was reported that 90% of teachers had completed significant portions of the required training, positioning Pillager as a model for other districts. Additionally, a change in the winter Benchmark assessment period will require students in grades two and three to complete a nonsense word test, designed to assess phonemic awareness and identify characteristics associated with dyslexia.

Further discussions revolved around literacy instruction and the shift to a new curriculum called UFLY for grades K-4. This curriculum emphasizes foundational skills, and students in third and fourth grades have been grouped according to their skill levels to tailor instruction. Concerns were raised about maintaining fidelity in the UFLY program’s implementation, stressing the importance of consistency in instruction. The board acknowledged scheduling conflicts that might arise for other education programs but reiterated the priority placed on reading instruction.

The meeting also addressed long-term educational policy, including future changes to the PCO PCEO requirements effective September 2025. The board opted not to participate in the optional Minnesota Department of Education (MDE) student survey, citing concerns about the relevance of the data collected.

Additional discussions covered regional salary comparisons and the financial implications of teachers pursuing advanced degrees, with lane changes exceeding budget estimates due to higher-than-expected participation. The board reviewed audit updates, preliminary levy details, and enrollment figures, noting a slight increase from the beginning of the year.