The primary focus of the session was the new strategic plan, emphasized by Superintendent Kent Pekel and an educational consultant from Education First. The consultant, who recently relocated to Rochester, outlined the strategic planning process, emphasizing the need for board members to engage in discussions to identify key priorities. The superintendent introduced ten issues derived from prior conversations with school leaders. The criteria for selecting these issues included alignment with the district’s mission and values, transformative impact on students, feasibility, systemwide significance, and a three to four-year implementation timeframe. This session marked a departure from traditional meeting structures, employing group activities to facilitate discussion and gather diverse input.

Special education emerged as a concern, with board members expressing the need for effective interventions and accurate identification of students requiring services. One participant noted the challenge of distinguishing between students needing special education and those inadequately instructed, emphasizing the board’s responsibility to serve all students with disabilities. The conversation also touched on the need for state leadership in addressing funding and resource allocation for special education.

AI integration in the school curriculum was another focal point. One board member articulated uncertainty about AI’s role in education, debating whether its potential drawbacks outweighed its benefits. Concerns centered on AI’s impact on critical thinking development, with recognition that AI could alleviate rote tasks, enabling deeper learning. Discussions highlighted the necessity of a strategic framework for AI use, emphasizing the importance of thoughtful adoption to improve educational outcomes. This topic underlined the board’s broader commitment to embedding foundational concepts such as mindsets and behaviors into educational programs.

The meeting also addressed the SKIP 2.0 process, which aims to refine school improvement teams and empower schools to address student needs while adhering to district standards. Concerns were raised about the teams’ lack of authority over budget and staffing decisions, though they maintain visibility and provide insights through data-driven decision-making. The board expressed a collective interest in ensuring the SKIP 2.0 process receives adequate support, with emphasis on utilizing the five essentials survey to identify growth areas in schools.

Further discussions centered on the District-Wide Option Schools (DWOOS). Recent changes to transportation services due to new start times prompted a reevaluation of their purpose and focus. The board recognized the value of providing educational choices through DWOOS but acknowledged the need to reassess whether these schools should maintain their unique status or develop attendance boundaries. This topic sparked a related conversation about neighborhood schools, where staff expressed a desire for recognition of their unique programming. The initiative aims to ensure all schools, including neighborhood ones, offer compelling educational programs that meet family needs and foster stable enrollment.

Middle and high school curricular pathways also garnered attention. Board members debated the prioritization of curricular pathways, weighing their potential to generate interest and engagement against concerns about imposing rigid structures on students. The board emphasized the importance of exploration and flexibility, advocating for diverse opportunities that allow students to discover their skills and interests. Discussions also highlighted the need to expand curricular offerings, particularly in high-demand areas like digital animation, to prevent student attrition to other educational options.