During the public comment segment, concerns were raised about the notification process for HIB incidents. Parents emphasized the need for timely and documented notices to ensure they can adequately prepare for hearings and safeguard their children’s rights. The law requires that parents receive written notifications within five school days of the board being informed of an incident, and hearings should be conducted within ten days if requested. Several commenters proposed measures to streamline this process, such as sending notifications via certified and electronic mail on the same day and requiring anti-bullying specialists to sign and date all reports. These suggestions aimed to create a transparent and efficient system that builds trust with families and shields the district from potential legal challenges.

Christopher Rosa, a speaker at the meeting, highlighted the importance of involving case managers or child study team members in HIV investigations concerning students with IEPs. Rosa argued that while the anti-bullying bill of rights should not diminish students’ rights under special education laws, the current policy is ineffective unless case managers are included in the investigative process. He urged the board to mandate documented participation of case managers in every HIV investigation involving classified students and proposed a verification checklist to ensure board members receive the same materials as parents. These suggestions aimed to ensure fairness and transparency in the HIV process while protecting students and the district.

The meeting also focused on curriculum alignment and instructional improvements within the district. Superintendent Richard R. Corbett reported on the district’s performance in the QAC (Quality Single Accountability Continuum) evaluations, noting high scores in fiscal management, governance, operations, and personnel. However, the score for instruction and programming did not meet expectations, attributed to outdated curricula and misalignments with state learning standards at the time of assessment. Dr. Corbett acknowledged these challenges and emphasized ongoing efforts to update curricula and align resources across all grades and programs.

In response to these curriculum challenges, the district has implemented several new educational programs aimed at enhancing instructional practices. Dr. Corbett highlighted the introduction of the Super Kids and Magnetic Reading programs for K-3 students, which align with the science of reading initiatives. These programs focus on text complexity, writing with evidence, and structured reading routines. The district has also adopted the I-Ready program, with plans to make it more student-centered and less teacher-directed in the upcoming year.

To further improve instructional outcomes, the district has embraced data-driven interventions and rebooted common assessments in math and English Language Arts (ELA). The implementation of Linkit Intervention Manager for RTI (Response to Intervention) aims to document tier-one interventions and maintain organized records of tier-two and tier-three interventions. This system is intended to facilitate communication among teachers, RTI teams, principals, and administration, particularly when referrals to the child study team are necessary.

Dr. Corbett reported notable increases in academic performance, with an 11% rise in math scores and an 8% increase in ELA scores. Specific grade-level improvements included a 56% increase in eighth-grade math and a 28.3% increase in eighth-grade ELA. These results were attributed to strategic drivers such as the reboot of the I-Ready professional development program and the implementation of instructional rounds led by champion teachers.

The meeting also addressed concerns about the I-Ready program’s impact on students with ADHD, with assurances that considerations for IEPs and 504 plans would be taken into account. The district plans to administer an I-Ready literacy task three times a year to provide immediate feedback to parents and identify dyslexia in students up to grade five.

In addition to these educational topics, the board discussed a range of administrative actions and committee reports. These included updates on policy revisions, the completion of summer maintenance and technology projects, and the district’s financial position regarding federal grant funding.