Seminole schools present secondary instructional priorities and AI tools; board asks about screen time, dyslexia training
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Summary
District leaders outlined secondary instructional priorities—benchmark-aligned instruction, student engagement, monitoring for learning and conditions for learning—and described AI resources (NotebookLM, Altermath) and new math coaches; board members pressed on dyslexia training and limits on classroom AI time.
Seminole County Public Schools on Nov. 18 updated the board on secondary instructional priorities and classroom supports intended to strengthen literacy and math instruction across middle and high schools.
Assistant Superintendent Demetria Faizon introduced a panel of content specialists who described the district's priorities: benchmark-aligned instruction, student engagement, monitoring for learning and conditions for learning. The presentation emphasized coaching, principal leadership support and the use of PLCs (professional learning communities) to align daily student tasks with benchmark rigor.
Presenters described teacher supports implemented this year, including partnerships with the Florida Center for Reading Research and Florida State University for literacy boot camps, and a pilot micro-credential program for math coaches with the UF Lassinger Center. The district said it has implemented 12 full-time math coaches in its middle schools for the first time.
Teachers and presenters also discussed new classroom technology and AI resources. The district described NotebookLM as a district-specific AI notebook that draws from curriculum documents and guidance so teachers can interact with lesson frameworks and materials. For math, the district highlighted a multi-year pilot called Altermath developed at the University of Florida, an AI teaching tool that has been associated in district presentation materials with higher learning-gain rates for participating students; presenters said students who participated in the Altermath study were "one and a half times more likely to earn a learning gain" on FAST or EOC measures than students who had not participated.
Board members asked detailed operational questions. Member Dellinger asked how many hours and whether PD credit is earned for the Lassinger Center micro-credential; presenters said UF coaches meet monthly for four hours with additional homework and coaching activities. Member Sanchez asked whether PLC clusters could be subject-specific across campuses (presenters said yes, virtual meetings and breakout rooms are used and January professional learning day will cluster schools by data/demographics). Sanchez also raised concerns about screen time and filtering for AI tools; presenters said Ultra Math (the district term used in the presentation) is designed to be used a maximum of 30 minutes per week in classroom or at home.
Board members also pressed about dyslexia training and how teachers identify students with literacy needs; district staff said the MTSS/child-study process and recently strengthened literacy-coach training help schools identify students and escalate supports when needed.
The district framed these initiatives as ongoing, not one-time trainings, and said the materials and PLC supports will continue through the year to monitor student progress and adjust instruction.