A significant portion of the meeting focused on curriculum alignment and student engagement, particularly within the middle and high school education system. The high school principal outlined ambitious goals for ensuring that all teaching staff engage in aligning content standards with a culturally relevant curriculum. This initiative was driven by equity learning walks and data analysis that highlighted the need for a consistent curriculum template across grades 6 through 12. The absence of a written curriculum at the high school prompted this push, with the principal emphasizing that transparency in the curriculum is important for both students and families.

The board also addressed concerns regarding the retention rates of students of color in Advanced Placement (AP) and International Baccalaureate (IB) courses. It was noted that about 14% of these students were opting out mid-year, prompting the development of surveys to better understand their experiences and the causes behind this trend. The demographic discrepancies between students in AP/IB courses and those in concurrent enrollment programs were also explored, leading to plans for all ninth graders to enroll in AP Human Geography starting next fall. This initiative aims to familiarize students with advanced coursework, potentially encouraging them to pursue similar classes throughout their high school careers.

In tandem with curricular issues, the board discussed the high school’s efforts to reduce suspensions and dismissals among Black students, who reportedly account for a disproportionate percentage of disciplinary actions. The principal emphasized non-exclusionary practices and restorative approaches as essential strategies to build community and improve relationships among students and staff. Professional development opportunities are being provided to staff to deepen their understanding of restorative practices, with plans to engage both staff and students in community-building activities.

The conversation highlighted the complexities of implementing restorative practices effectively, acknowledging that discipline may at times be necessary. However, it is essential to ensure that students feel welcomed back into the school community afterward. The dialogue underscored the need for ongoing discussions about these practices and the challenges inherent in balancing accountability with a restorative approach to behavior management.

Another topic was the policy regarding employee-created instructional materials. The board discussed Policy 409, which clarifies that curriculum and any instructional content created by staff during their employment, using district resources, belong to the district. Concerns were raised by staff regarding the implications of this policy, particularly the ownership of creative work produced outside of designated school hours. There was apprehension that this policy could lead to dissatisfaction among teachers who invest personal time into developing educational resources.

One speaker highlighted the challenges of limited preparation time within the school schedule and the necessity of working outside of contracted hours to fulfill teaching responsibilities. This led to a broader discussion about how the policy could affect the morale and creative autonomy of educators, with a general acknowledgment of the hard work required in providing quality education while navigating bureaucratic policies. The debate underscored the need for balancing district policy with the rights of educators to retain ownership of their creative outputs.

The meeting also touched on the literacy initiative and the Read Act, which requires the submission of a local literacy plan by June 15. Concerns were raised regarding the expectations placed on teachers, especially with the simultaneous implementation of new curriculum in both math and reading. One member emphasized the overwhelming nature of the situation and the need for a reasonable timeline for teachers to adapt to these changes.

Further discussions highlighted the professional development opportunities available, with some teachers already receiving training prior to the Read Act’s enactment. However, concerns remained about the financial resources to support these initiatives. The board acknowledged the increasing requirements without adequate funding, expressing frustration over unfunded mandates and the pressure on the district to implement policies without proper support.