The most significant topic of the meeting revolved around the disparities in special education, honors, and Advanced Placement (AP) programs. The disparities were particularly pronounced among black and Latinx students. It was noted that black and Latinx students were at a higher risk of ending up in special education and were underrepresented in AP courses, despite being more likely to be enrolled in honors courses. Furthermore, the board discussed the disproportionate disciplinary actions, with black students being disciplined five times more frequently than their counterparts.

The speaker at the meeting highlighted the importance of institutionalizing policies to support equity. Recommendations included adopting a more inclusive curriculum, providing intervention supports, and fostering professional development aimed at cultivating an equity lens among educators. The lack of diversity among the educator workforce was also a issue, with calls for the creation of affinity spaces for students of color.

There was a call to change the committee’s name from the Fergus Committee to better reflect the adoption of equity recommendations as part of the district’s core mission. The importance of safe spaces was highlighted for students, particularly the Max Scholars, who desired an environment where they could be themselves without explanation. The speaker underscored the need for progress monitoring around the implementation of strategic plans, focusing on system implementation, impact, and the cultural climate within the district, alongside feedback from affected students and parent communities.

The board showed keen interest in the progress made since the initial presentation and the start of the monitoring process. The response included an overview of the district’s 3 to 5-year plan and the significance of professional development for teachers. The speaker pointed out the necessity for a cohesive approach between middle school and elementary school math curricula and the professional development required for elementary school staff for effective implementation of the new math curriculum.

Evaluating the effectiveness of the new K-5 math curriculum was also a focal point, with the need to align cognitive skills practiced in elementary school with those required in middle school. The tiered intervention supports process was highlighted as a tool to address gaps in students’ math skills. A board member appreciated the speaker’s insights and the difference between reading a report and engaging with the district team for feedback.

The board expressed a strong desire to implement deeper progress monitoring to address disparities in special education and to make proactive moves to support students. The discussion touched on the misinterpretation of the In-Class Resource (INRS) program and the need for a culture change to better assist students. The evaluation process for students with disabilities was also scrutinized, with the board seeking to reexamine the discrepancy models used to determine disabilities.

Finally, the board acknowledged the racial and ethnic disparities in special education, including biases and the need for intentional integration. The importance of messaging and the messenger’s role in communicating to the community was underscored. The board also deliberated on the significance of adult relationships in equity work and the governance tools available to promote equity. Concerns were raised about data infrastructure and the need for adequate data systems to monitor student progress. The meeting concluded with an announcement of the next public session and a motion to adjourn.