During a recent government meeting, significant concerns were raised regarding the allocation of Response to Intervention (RTI) resources in local schools, particularly at Laurel. A member of the board expressed frustration over the lack of a full-time RTI teacher, emphasizing that students are falling behind due to insufficient support. The discussion highlighted disparities in staffing, with some schools having multiple RTI teachers while others, like Laurel, struggle with part-time personnel.

The board member insisted on the necessity of a full-time RTI teacher, arguing that if other schools can provide adequate support, Laurel should be entitled to the same. The conversation revealed a broader issue of transparency and accountability within the school system, with calls for honesty in addressing staffing needs and resource allocation.

Additionally, the meeting touched on ongoing construction projects and the need for improvements in school facilities. Concerns were raised about delays in architectural plans and the bidding process for renovations, with members questioning whether the current architect was effectively managing the timeline. The urgency for upgrades was underscored by the assertion that Laurel deserves equal attention and resources as other schools in the district.

The discussion also included a critique of outdated educational materials, with board members noting that textbooks in use were published as far back as 2010. This raised alarms about the quality of education being provided and the need for updated resources to ensure students are learning at competitive levels.

Overall, the meeting underscored a collective demand for equitable educational resources, improved transparency in decision-making, and a commitment to enhancing the learning environment for all students. The board members expressed a unified vision for change, emphasizing that every child and teacher should feel proud of their school and the resources available to them.