District highlights inclusive-classroom pilot, new math curriculum and reading gains at elementary schools

Principal Conway presented the board with a school-level update on inclusive practices, instructional materials and student supports, describing classroom-level strategies and a federal grant that will support training and inclusion work.

Inclusion pilot and supports
Principal Conway said the district will take part in a five-year pilot funded by a federal grant and a partnership with a university system to train teachers to include more students with disabilities in general education classrooms rather than in separate self-contained rooms. Staff described the district goal of having 80% of students with disabilities spend 80% or more of their school day in general education settings as the long-term aim of the work.

Conway emphasized that inclusion must be paired with in-class supports: ed techs co-teach or run small-group instruction after whole-group lessons; teachers use universal accommodations (for example, multiplication charts) documented in students’ IEPs; and staff plan for sensory or behavioral needs so students can remain in class when appropriate.

Curriculum and assessment
Conway and other staff described adopting Illustrative Math at elementary grades and HMH targeted reading interventions. Staff reported reading-growth figures they attribute in part to last year’s HMH rollout and targeted intervention work: the district’s reading-growth measure moved from 33.7% to 59.1% for the cohort cited. The principal said teachers are using pre- and mid-module assessments built into the new math curriculum and are noting instructional needs earlier.

Why it matters: The inclusion pilot and curricular changes touch many students — special-education populations, gifted-and-talented learners (Conway reported GT enrollment around 9% at one school) and general-education students who benefit when classrooms are intentionally differentiated.

Operational details and challenges
Conway acknowledged staffing pressures: ed tech absences or vacancies sometimes prompt split-class arrangements or reassignments, and staff aim to minimize instability. The superintendent and principals said they are monitoring coverage plans and will place students where they will be best supported rather than automatically keeping a child in a classroom when the necessary supports are not available.

Tapered ending: The board thanked staff for the report and asked for periodic updates on the inclusion pilot, progress on training from the grant and student outcome metrics tied to the new curriculum and intervention programs.