District instructional leaders presented a multi-phase plan to refresh CAS (the district accelerated math pathway) and build a coherent districtwide enrichment system.

Staff said CAS currently provides accelerated math (seventh-grade math taught in sixth) but instruction and enrichment vary by site and teacher. The proposal frames three phases: phase 1—stabilize system capacity (maintain CAS acceleration while aligning expectations, resources and professional development and pilot school-based enrichment); phase 2—evaluate and refine using implementation and student-learning evidence; and phase 3—determine the long-term structure (maintain a single CAS site, expand acceleration to additional schools, or transition to school-based enrichment only).

The district is shifting identification measures from CogAT to NWEA and Acadience, and staff proposed starting small with two to three pilot schools or a single grade level to co-design enrichment structures, grouping routines and assessments. Leaders also said a move to a single CAS site could help maintain rigor by narrowing admission thresholds but would raise transportation and equity issues that would need specific planning.

Board members pressed details on teacher qualifications and supports; staff said they aim for GT-endorsed teacher leaders and would provide professional development and instructional coach support rather than requiring immediate endorsements in all cases. The presentation also raised budget questions: phase 1 focuses on capacity-building (specialist/teacher-leader positions, PD, possible curriculum purchases) and phase 2/3 costs would scale based on readiness.

Next steps: staff will return with recommendations for pilot sites, transportation cost estimates and a timeline that aligns decisions with FTE/budget deadlines in February and March.