Board hears strategic plan and literacy progress: tier‑1 tools, attendance goals, and middle‑school interventions
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Summary
District presented its strategic plan implementation status through 2029 and literacy program updates: tier‑1 PD tools, Pre‑K science‑of‑reading training, Lexia alignment, and plans to reduce chronic absenteeism by 5% per site.
District curriculum and instructional leaders summarized progress on the multi‑year strategic plan and literacy initiatives.
Tami (presenter identified as a member of Teaching & Learning) reviewed the district strategic plan through 2029, highlighting work on tier‑1 instruction, professional learning communities (PLCs), and use of data. She said a one‑page tier‑1 professional development tool was created for principals and teachers to align teacher actions and student actions during instruction. The Teaching & Learning team will continue monthly principal PD, refine late‑start PLC time and ask principals to limit assigning teachers to cover during PLCs so collaboration time is protected.
On attendance, the district has set an initial goal that each site reduce chronic absenteeism by 5% and ultimately align with the state average by 2029. The district plans targeted communications with parents and staff, monthly site attendance sharing and monitoring, and outreach for students with prior chronic patterns.
Literacy update: elementary instructional facilitator Melissa Dalton and secondary facilitator Tracy Henn reported primary and secondary progress. District highlights included training all Pre‑K teachers in a science‑of‑reading program and enrolling 48 district educators in a state‑offered multi‑year LETRS cohort. Elementary universal screening (STAR) showed third grade with the highest percentage of expected or better growth districtwide; Pleasant Hill and Barnes elementary schools were noted for strong growth (about 72% and 68% reaching expected growth, respectively). The district paused automated Lexia assignments, retrained sites on appropriate usage and aligned usage so program time and growth were consistent across elementary sites.
Secondary update: expanded participation in a writing project pedagogy was credited with narrowing the district‑state gap on ACT writing (district average increased toward state average to 5.6 for two consecutive years). Middle‑school students with foundational gaps showed measurable improvement in fluency through targeted interventions; the district plans a phased reduction in large‑scale middle‑school interventions as elementary prevention reduces future need.
No formal actions were required; staff said next steps include kindergarten and first‑grade science‑of‑reading training, greater support for new teachers, continued PLC protection, and district‑led college and career events.