Board members spent substantial time on academics and programming, focusing on career and technical education (CTE), reducing achievement gaps and aligning curriculum from grade to grade.

CTE and industry certifications: Staff reported the district offers roughly 30–40 credential opportunities and estimated issuing about 600–700 industry credentials last year. Board members said the district shifted to counting certifications rather than credits to better measure program outcomes, and they urged continued engagement with industry partners to ensure credentials match local workforce needs.

Early graduation: Members expressed concern that the district is seeing an increase in early graduations, with staff estimating the cost to the district could be substantial (discussion described fiscal effects “in the high six figures to around a million” in recent data). The board asked for guardrails so early graduation is matched to meaningful post-graduation outcomes—such as apprenticeships, dual-credit completion or clear employment plans—rather than producing a gap year of disconnected students.

Vertical alignment and middle-grade transitions: The board called for stronger vertical alignment—ensuring skills taught in earlier grades match what is tested in later grades—and targeted transition supports at third-to-fourth, fifth-to-sixth and eighth-to-ninth grade. Members recommended a standards-mapping exercise and dedicated professional-development time to maintain vertical alignment.

Other academic priorities noted included expanding AP and dual-credit opportunities, improving elementary literacy interventions and adding explicit personal-finance instruction.

Staff will fold these academic priorities into the strategic-plan draft and propose measures and resource needs for the August agenda.