The meeting began with a discussion of the district’s continuous improvement plan, particularly the transition to the new MCA 4 reading assessment. This assessment will replace the MCA 3 and is set to establish baseline proficiency rates for grades 3 through 5 by the 2025-2026 school year. The data collected will identify strengths and weaknesses by grade level and subgroup, which will be used to set measurable proficiency targets for the 2026-2027 school year. Riverview Elementary’s reading goals were highlighted, with an aim to maintain high percentages of students in the low-risk category and to improve the performance of students in the moderate-risk category. Action steps include a focus on curriculum and training, with an emphasis on phonics and the science of reading.

In mathematics, the goals were similarly ambitious, with an MCA proficiency target set at 68% for grades 3 through 5. The approach mirrors that of reading, with universal screening and ongoing assessments to monitor student progress. Social-emotional learning goals were also discussed, with plans to reduce the number of high-risk students by 30% using the My Savers and Savers screeners. Questions were raised about the validity of self-evaluations from younger students, leading to a clarification that this data is intended to prompt further investigation rather than draw definitive conclusions.

The board also discussed the importance of social-emotional learning at the middle school level. The middle school will conduct benchmarking three times a year and provide tiered interventions as needed. Math proficiency targets for middle school were set based on historical MCA scores, with specific percentages established for each grade.

High school discussions revolved around reading assessments, highlighting that reading is tested only in grade 10. The board set a goal for 55% of students to meet college readiness benchmarks, reflecting continuous improvement over previous years. However, challenges were noted in ACT data collection, as not all students take the exam, and results from national tests are unavailable until after graduation. This reliance on school-day test data necessitates a strategic approach to improving college readiness across subjects.

Community engagement was a major focus of the meeting. The board discussed their strategy for strengthening communication and transparency with stakeholders through a “three takeaways” approach at board meetings. While there was agreement on the need for clear and accessible communication, concerns were raised regarding the current methods of disseminating information. Suggestions included incorporating takeaways into weekly emails and improving website navigation to increase community interaction.

A proposal to establish board liaisons for each school building was debated, with the intention of fostering better communication and relationships between board members, staff, and parents. While the idea was well-received, concerns were expressed about the logistics and expectations of such a role, including the need for clear guidelines and potential rotation systems to avoid biases in representation. The importance of transparency and avoiding the perception of board interference in school operations was emphasized.

In addition to these discussions, the board addressed future agenda items such as cell phone usage policies and high school athletic field projects. The board expressed interest in exploring cost-effective solutions for managing cell phone use, like lockable pouches and reporting systems for violations. Community feedback on potential renovations or enhancements to athletic fields was also considered crucial, with requests for detailed cost estimates and implementation options to inform decision-making.