Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education topic
No spam. Unsubscribe anytime.
Harper Creek leaders outline strategic priorities, new curriculum rollouts and supports in state-of-district update
Summary
District leaders presented a year‑one progress report on the updated strategic plan, highlighting year‑one ELA implementation (Amplify), continued math work (Bridges), rollout of MTSS and SEL efforts, attendance strategies, recruitment and early‑childhood expansion goals.
Superintendent Ridgeway told the Harper Creek Community Schools Board of Education that the district’s “driving student achievement is our first thing” as he introduced an informal, panel-style State of the District update that ran through the district’s updated strategic plan.
The presentation, delivered by Ridgeway and instructional coaches and specialists, summarized the district’s near-term priorities: curriculum implementation, educator training, multi-tiered systems of support (MTSS) for academics and behavior, social‑emotional learning (SEL), recruitment and retention strategies and increased alignment of communication and family-facing resources.
Why it matters: Board members heard how month-to-month implementation choices — which resources to use, how to schedule common planning time, and how to standardize assessments — are intended to translate into measurable student growth. Ridgeway and staff tied the work to both classroom practice and broader operational planning, including a potential 2026 bond discussion and a stated goal to expand early childhood offerings.
Key curriculum and instruction notes - ELA: The district is in year one of a new ELA curriculum (Amplify). Coaches said the adopted program is “rigorous” and grounded in research; the district has used on-site visits and vendor coaching sessions to support teacher implementation. Staff described follow-up coaching, instructional rounds, and common assessment planning to align grading and priority standards across grade bands. - Math: Staff said Bridges has been implemented at the elementary level for several years and middle‑school math for three years. Coaches discussed cross-grade alignment work and observed “growth” and stronger classroom math discussions as indicators of progress. - MTSS and PBIS: The district is working with the Intermediate School District and outside consultants to strengthen MTSS fidelity for academics and behavior. Staff described MTSS as a state-aligned framework for tiered supports and said the district’s focus is on documenting processes so progress is sustained through staff turnover. - SEL: Presenters described SEL work as a foundation for academic success and outlined tiered SEL supports (universal Tier 1 strategies, smaller Tier 2 interventions). Staff said buildings track referrals and that district materials included referral data for board review.
Attendance and outreach Administrators said district attendance has improved modestly year-over-year but chronic absenteeism remains a challenge. Strategies described included positive celebrations, PBIS incentives, targeted outreach through truancy officers, and individualized support plans for families.
Recruitment, retention and professional learning District leaders emphasized a “grow your own” approach to staffing and described recruitment partnerships (including a Handshake presence at universities), professional learning communities, and internal staff pursuing additional certifications (the presentation noted 47 staff engaged in certification work). Staff framed culture and recognition programs as central to retention.
Operations and next steps Ridgeway flagged the emergency operations plan as coming to the board in April and mentioned safety/mental‑health grant funds the district expects to receive (an estimate given during the meeting was about $150,000). He also said the district is preparing financial planning work ahead of the 2026 bond conversation and exploring how to expand preschool and community childcare options.
Direct quote: “Driving student achievement is our first thing,” Ridgeway said as he transitioned the panel through the district’s strategic pillars.
What’s next: Staff said more detailed data and perception-survey results will appear in the April board packet, and counselors will present on career pathways and grade‑level readiness work in a future report.
Ending: Board members asked clarifying questions about curriculum timelines and device/technology supports; administrators said they will return with implementation updates, attendance trend details, and the emergency operations plan at upcoming meetings.
