Hopkins staff updated the board on a district‑wide “schoolwide enrichment” program intended to broaden talent development across tiered supports, and also reviewed a middle‑school compacted math pilot run this year as part of that model.

Schoolwide enrichment overview: District leaders described a research‑based, inclusive model (based on Renzulli/Franzulli schoolwide enrichment) that embeds tier‑1 enrichment for all students while offering tier‑2/3 cluster and individualized opportunities for students with higher aptitude or interest. Elementary pilots this year focused on defining structures and training administrators and staff; some elementary sites offered schoolwide enrichment classes for all students while others used existing programming (outdoor immersion, project‑based learning, “Glenlake Go”) as the vehicle.

Middle‑school compacted math pilot: To create acceleration options for middle‑grade math, district staff developed two asynchronous, self‑paced digital compacted courses (pre‑algebra and intermediate algebra). Students enrolled and progressed through modules with low‑stakes off ramps if a course proved a poor fit. Year‑one outcomes and lessons:
- Enrollment differences: West had 78 students enrolled in pre‑algebra versus 188 at North (district leaders said enrollment processes differed: West required parent+student enrollment materials, North used a QR code for self‑enrollment).
- Completion rates: Module‑2 completion rates were higher than module‑1 across sites; West showed higher completion and lower attrition than North.
- Implementation lessons: Staff flagged the importance of clear caregiver communication, enrollment processes that ensure informed consent, smaller teacher caseloads for a successful roll‑out, and stronger onboarding/expectations for students.

Staffing and training: The district ran training through university‑linked professional development and district instructional leadership. Elementary and enrichment teachers reported moderate confidence in year‑one implementation, and student surveys indicated increased engagement when enrichment activities included choice and hands‑on work.

Next steps: District leaders said they will refine enrollment practices, formalize enrichment teams at schools, expand professional development and pilot tier‑2 programs in a more coordinated way for year two.