Elementary and middle school leaders told the board how they are using the district's PLC (professional learning community) structures, targeted assessments and SEL curriculum to drive early-year gains.

Jackson Elementary reported ELA proficiency measurements dropped from 47.9% to 44.7% for the 3 cohort, prompting the school to choose the standard R2 (summarizing key ideas and details) as its building-wide focus. Jackson's principal said teams created common formative assessments to be administered three times a year and set a 100-day goal that "100 percent of all students K-5 will show growth on grade-level common formative assessments with EL standard R2." The school also emphasized EduClimber for consistent minor-behavior documentation and Character Strong for SEL lessons.

Stengel and Lincoln staff described alternative programming, GED/O2 partnerships, trait-based curricula for at-risk students and early reading intervention tools such as Lexia and daily phonemic-awareness instruction. Lincoln
lternative presenters reported measurable early gains on fall FastBridge data and described wraparound services and community partnerships used to increase attendance and engagement.

Washington Middle School administrators listed four leadership goals (climate/culture, reduce distractions, increase collaboration and equity across the river) and set a target that 100% of students will show growth in citing textual evidence measured by a common formative assessment; they also reported a roughly 2.5% increase in attendance and expanded school-based mental-health services for 21 students.

Board members praised cross-building collaboration and the "steal and share" approach where teams adopt promising practices observed at other schools. Directors said the district will continue to monitor CFAs and provide coaching to grade-level teams.

Action: informational presentations; board asked for continued updates and invited principals to present second 100-day progress next semester.