St. Lucie Public Schools presented strategic-planning updates Sept. 23 that the district says show expanded access to accelerated coursework, rising enrollment in middle-school high‑credit math, and modest improvements on baseline progress-monitoring (PM1) assessments.

Chief of Schools Dr. Craig Summer told the board the district has increased elementary accelerated-math (AMP) enrollment by 1,511 students over four years — from 453 to 1,964 students in grades 3–5 — and said participation now is “equally proportional to our district enrollment.” He said subgroup AMP enrollment increases included 657 Hispanic students, 520 Black students and 586 White students.

“Last year, 95 percent of our students that were enrolled in AMP scored proficiency on the FAST PM3 exam,” Dr. Summer said, citing results for students taking grade-level assessments above their classroom grade. He also reported middle-school enrollment increases in high‑school credit courses: algebra enrollment rose from 1,232 to 1,746 and geometry from 206 to 300, and the district has seen pass rates of about 95 percent in geometry and roughly 80 percent proficiency in algebra in middle school.

Dr. Summer said high-school college-level course enrollments (ACE, AP, IB and dual-enrollment) grew from 5,918 course enrollments to 13,474 course enrollments — a 128 percent increase over four years. He described the gains as a product of coordinated scheduling, “master schedule audits,” and a concerted push to offer accelerated opportunities in every school.

On district assessment baselines, Dr. Summer told the board PM1 serves as an early-year baseline. He said the district’s PM1 results were modestly higher than last year’s baseline: “We’re a plus 3 overall,” he said, and noted math was up about a point compared with last year. The presentation emphasized that substantial gains are expected during the year and that PM1 is for diagnostic planning rather than final judgments.

The presentation reviewed the district’s performance‑meeting process, which pairs data from a Power BI dashboard with classroom walkthroughs and follow-up deliverables. Dr. Summer said the district holds fall and winter performance meetings aligned with PM1 and PM2 windows and uses executive directors of schools to coach principals and share best practices. The board and staff referenced a Wallace Foundation study to explain the principal‑supervisor model’s potential impact on student learning.

Board members asked clarifying questions about how the district increased access and whether testing volume contributes to family anxiety. Dr. Summer and the superintendent described regular unit assessments, daily checks such as exit tickets and state‑mandated PM1/PM2/EOC administration; they said the district monitors testing minutes and seeks to balance assessment and instruction.

No formal board action was taken during the workshop portion; the session focused on strategy, data and monitoring rather than votes.