The meeting opened with an important discussion on the expiration of SNAP benefits and its implications for local families, particularly concerning students. Although SNAP’s expiration does not affect the existing school breakfast and lunch programs, the board highlighted the need for creative solutions to assist families who might struggle with food security. Katherine Franetti, a key participant in the discussion, collaborated with school principals, nurses, and counselors to explore additional assistance options. The Reading Food Pantry was identified as a critical resource, with plans to communicate food pickup times and encourage community contributions through financial donations or gift cards to local supermarkets. The board emphasized that these forms of support are more effective than direct food donations, given the pantry’s current inventory situation.

Following the SNAP discussion, the board reviewed various school improvement plans. The conversation highlighted initiatives aimed at improving student outcomes and community engagement. At Birch Meadow Elementary, progress was reported in early literacy and reducing chronic absenteeism, with efforts to enhance collaboration among paraprofessionals and teachers. Similarly, Joshua Eaton Elementary focused on shifting attention to writing skills, implementing tiered interventions for math, and introducing a social-emotional learning block.

Kellum Elementary emphasized equitable outcomes for multilingual learners and students with individualized education programs (IEPs), with professional development for inclusion services being a priority. Wood End Elementary School reported on district-wide curriculum initiatives and social-emotional learning opportunities.

The board also discussed the introduction of the Writing Revolution program in middle schools, aimed at integrating writing skills into the curriculum to improve student engagement and address skills gaps. The program aligns with the Academic Review Committee’s broader framework, focusing on targeted support during intervention blocks. The board recognized the importance of data-driven analysis in shaping educational practices and emphasized the need for consistent curriculum alignment across schools to address performance disparities.

In terms of financial updates, the board reviewed the district’s financial standing for the first quarter. A financial officer provided insights into special education expenses, grants, and capital expenditures. The board acknowledged the need for more accurate revenue reporting and consistent fund management across schools to address financial disparities.

A key item discussed was the competency determination policy, particularly policy IKFE, which underwent revisions to align with state educational standards. The board debated the 60% threshold for competency determination, with some members expressing concern over maintaining this standard under current conditions. The policy allows students to demonstrate mastery by passing a final exam even if their overall course grade is below passing, prompting discussions on potential loopholes and the balance between maintaining high standards and providing student flexibility.