Maple Run Unified School District presenters reviewed the district's inclusion and community-education work and credited restorative practices, PBIS and a new Wayfinder social-emotional learning (SEL) curriculum with measurable gains.

"Our goal is for all students to have meaningful, equitably, structured and consistent education that embeds skill building regardless regarding diversity, equity and inclusion," said a presenter introducing the strategic-plan link to SEL and inclusion. The presenters said the district uses the Panorama platform to track incidents and student-reported measures over time.

Administrators told the board the district has seen high favorable SEL responses across grade bands: 97% in grades K'2, 91% among grades 3'5, 87% in grades 6'12 and 98% in pre-K/K in the home-run data set presented. A presenter added that this year's results represent the highest response rate in four years, with some schools reporting near 100% participation on the SEL survey.

The presentation tied those results to classroom- and school-level practices: schoolwide celebrations, mindfulness groups for middle school students, monthly value- and community-building meetings, and restorative circles. The presenters noted that K'8 schools are now PBIS schools and singled out SATEC's PAWS program ("personal best, act responsibly, work and play safely, and show kindness") as an example of a schoolwide framework.

District staff also described the Wayfinder curriculum rollout at a recent in-service and shared teacher feedback praising the curriculum as user-friendly and engaging. They said staff development and in-district coaching preceded implementation to reduce classroom burden.

Board members thanked teachers and staff for the work and asked follow-up questions about how the data are used at the school level to identify students in need and how survey responses are read to younger students to avoid barriers to participation. The presenters said teachers read questions aloud to students who cannot read independently and that flagged students prompt follow-up about attendance, academics or behavior.