Board reviews SOAR strategic updates: MTSS staffing, discipline norms, co-teaching pilots and facilities focus-group findings

District leaders presented a midyear update on the SOAR strategic plan, reporting progress and next steps on curriculum, student supports, staffing, special-education practices and facilities planning.

Curriculum and assessment: Curriculum staff said year-one priorities for new elementary math implementation emphasized focused daily lessons and unit-level communications for parents; year-two priorities will shift toward assessment and grading practices. The presenters said they will continue a multi-year, phased approach for curriculum rollouts rather than a one-year substitution.

MTSS, discipline and staff supports: Administration described multiple, layered goals to normalize discipline responses using the state-mandated seven factors, expand restorative practices and provide additional staff training (CPI, de-escalation, restorative approaches). The district has added MTSS-aligned positions — student support specialists, additional PARAs, special-education facilitators and a director of coaching and learning — and created an assistant-director role focused in part on transportation discipline and staff training. Presenters said the changes aim to increase consistency of responses across buildings and provide better short-term support for staff wellness after difficult incidents.

Co-teaching and special education: District special-education staff outlined plans to strengthen inclusive co-teaching models so students with disabilities receive supports within the general-education classroom. The presentation described co-teaching as a planned, sustainable model in which two adults share planning and instruction, rather than a model where one adult only assists. Staff said the district will pilot expanded co-teaching next fall and take a staged approach to evaluate successes and challenges.

Diploma rates, personal curriculum and alternative pathways: Administrators reviewed personal-curriculum procedures (the state vehicle for modifying Michigan’s standard credit requirements in specific cases) and said the district has worked to increase diploma attainment for students with IEPs. The presenter said the state target is at least 70% of students with IEPs earning a diploma; the district met that target for the most recent cohort but noted results vary by year. The board heard that the district has also expanded alternative pathways, including successful results from the Eagle Heights program (administrators reported 22 seniors graduated through Eagle Heights this year).

Facilities and bond planning focus groups: District leaders summarized a series of six focus groups (four community, two staff) to gather priorities for future facilities work. The most frequent concerns raised were building air conditioning, accessible playgrounds, updated furniture and flexible instructional spaces, and potential re-use or repurposing of the Early Childhood Center (discussed as a possible Career and Technical Education facility or as split north/south early-childhood sites). Presenters said the list of desired projects exceeds available tax base to fund them all; the focus-group work is intended to produce a prioritized, feasible package for later public discussion and potential bond consideration.

Quotes and follow-up: Board members thanked staff for progress on staffing and MTSS alignment and for convening community focus groups; presenters said further enrollment, cost and feasibility analyses will follow before any bond proposal or major capital decision.