A significant portion of the meeting was dedicated to discussing the challenges faced by Anderson Elementary School. The principal presented a candid assessment of the school’s current academic standing, highlighting a misalignment in the educational model used to support students needing additional help. The principal emphasized the necessity of shifting focus towards robust tier one instruction to ensure all students have access to grade-level content. She drew a comparison between remediation and acceleration models, advocating for the latter as it introduces grade-level content while providing necessary scaffolding for students struggling with foundational concepts. “The best of intentions” for student success must include access to grade-level standards, she stated.

To facilitate this transition, the principal discussed the role of Collaborative Action Teams (CATs) and the importance of teacher collaboration to refine instructional practices. Surveys among teachers have been conducted to gather insights and identify areas for improvement, and a partnership with an educational advocate has provided additional support. The principal expressed optimism that these strategies would not only benefit Anderson Elementary but could serve as a model for the entire district.

Social emotional learning was another key topic, with discussions on integrating it alongside academic goals. The Green Room initiative was introduced as a data-driven approach to support student needs. The district is also implementing a social emotional learning screening process called Sabers, which helps teachers assess and address student needs to create a supportive learning environment.

A focus on the upcoming new school building sparked discussions about its potential to address staffing challenges and enhance learning environments. The larger facility size is expected to offer more collaborative teaching and flexible learning spaces, potentially resolving some of the current staffing model issues. However, concerns about high turnover rates among specialist teachers and their impact on student engagement were raised. The board acknowledged the critical role of these teachers and the need for consistent staffing to maintain strong student relationships.

The meeting also delved into professional development for teachers, particularly the literacy training program known as “letters.” While the program aims to improve literacy outcomes, its intensity and demands on first-grade teachers were noted as burdensome. The board recognized the need for regular updates on the program’s implementation and its alignment with district goals.

Data on student achievement and efforts to close racial and economic gaps were reviewed, revealing that the district had not met its goal of maintaining no more than a 5% gap between white and non-white students. This prompted discussions about the need for systemic improvements and realistic goal-setting to foster effective progress.

Further, the board touched on the Achievement and Integration plan, focusing on budgetary and goal-related challenges. The current plan, set to conclude in 2026, cannot have its goals altered, but strategies can be adjusted to improve outcomes. The importance of knowledge sharing among districts was highlighted, and the board expressed anticipation for writing the next AI plan based on current experiences and data.

The Adventure Club enrollment update highlighted a waitlist issue, with staffing turnover complicating efforts to accommodate more students. The board discussed potential strategies, such as a work release program for high school students interested in early childhood education, to address staffing needs.

Finally, the proposed school calendar for the 2025-2026 academic year was introduced. The calendar includes specific dates for professional development and instructional days, with considerations for testing windows and breaks. Concerns about the calendar’s structure, particularly in relation to late Labor Day, were voiced, reflecting broader discussions on legislative constraints affecting school start dates.