Superintendent Dr. Michael Funk addressed the issue of budget cuts. The projected cuts add to over five million dollars in previous reductions, highlighting a challenging financial landscape for the district. Dr. Funk emphasized the importance of board input in navigating these fiscal challenges and suggested that follow-up communication would be crucial for developing effective strategies.

The meeting also delved into student assessments, with a comprehensive presentation on the FastBridge universal screening tool, which is used to gauge the effectiveness of tier one instruction and identify students requiring additional support. The assessments are administered thrice annually, with the results showing varied performance across grades and schools. Notably, second-grade reading scores demonstrated growth from fall to winter, although they were still lower than the previous year but higher than winter 2023. Meanwhile, fourth and fifth graders exhibited performance declines, continuing a concerning trend attributed to not having experienced the new curriculum in previous years. This curriculum shift is believed to have increased rigor, posing challenges for students lacking foundational skills.

The board discussed the implications of these assessment outcomes, particularly the need for differentiated instruction to support students transitioning from low to high-risk categories. A robust intervention process was highlighted, with screenings occurring three times a year to pinpoint students needing additional help. The board also considered how assessment data could guide instructional strategies and resource allocation.

Math assessments revealed similar trends, with kindergarten scores showing a drop from 87% to 72%, consistent with previous years. First-grade scores remained stable, and second-grade growth was noted, while third-grade scores stayed level. However, declines in fourth and fifth grades raised concerns, with fifth-grade scores decreasing from 78% to 70%. Encouragingly, more students moved into the advanced category. The discussion pointed to the need for professional development to align with curriculum materials in order to enhance instructional strategies.

Concerns were voiced about the lack of interventions in middle schools, which are currently in development. The board acknowledged efforts to tailor support based on data analytics and emphasized the need for collaboration among middle school principals to refine schedules and improve intervention strategies. Social studies teachers have been involved in leading some interventions.