Trustees review school improvement plans and debate four‑day schedule districtwide

Several principals presented school improvement plans that center on professional learning communities (PLCs), data‑informed planning and targeted interventions for students who are off track for credit and graduation.

Presenters said Glendale (Glendo) and West focused on learning supports and data analysis, and described steps such as scheduled PLC time during the school day, using MTSS processes, and refining common formative assessments. Middle‑school presenters said the school will push back interim testing in the fall to allow uninterrupted instruction and will resume interim baselines in December.

Trustees discussed the district’s alternate four‑day schedule. Principals reported the alternate calendar has been in place two years in some schools, and staff will survey teachers and parents about continuing the plan or returning to a five‑day week, or exploring hybrid options. Trustees suggested that, if Fridays were made available districtwide, the extra time could be used for collaborative planning across the district.

Board members emphasized ninth‑grade credit recovery and transition supports as high‑impact areas; one trustee noted lagging graduation rates and tied credit accumulation to graduation likelihood. No formal policy change was adopted; trustees directed staff to continue developing school improvement plans, conduct surveys on the alternate schedule, and report back.

Next steps: principals will finalize improvement plans, staff will circulate surveys on the alternate schedule, and the board will consider results in future meetings.