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Board hears alternative education, gifted-and-talented and ES3 grant reports; staff cite measurable gains and sustainability questions
Summary
District staff reported on alternative education (ALEKS/ACCESS and GED option), gifted-and-talented services (79 students identified, GT coordinators in each building), and the final year of the ES3 SEL grant; staff cited credit-recovery results enabling seven students to graduate and emphasized sustaining grant-driven supports.
Denise (district program staff) presented grouped reports on alternative education, the gifted-and-talented (GT) program and the ES3 grant during the board meeting.
On alternative education, staff described a three-layer system of academic support (ALEKS math and ACCESS), credit recovery and a GED option; the presenters reported that in a referenced 2023 period students earned 26 credits and completed 35 semester classes through the programs, and credited credit-recovery work with enabling seven students to meet graduation requirements. Staff emphasized attendance and program accountability (90% attendance required for some pathways) and said they continuously evaluate instructional software and materials to improve outcomes.
For gifted-and-talented services, staff said about 79 students (approximately 3% of district enrollment as presented) are identified as GT, with coordinators at each school who spend part of their time supporting GT learners and staff. Programming includes differentiation, enrichment workshops and accelerated learning opportunities; staff said they will expand professional learning and family engagement and are participating in regional GT collaborations.
The ES3 (Enhancing Social and Emotional Skills in Students with IEPs) grant is in its third and final funded year; presenters described coaching for teachers, districtwide strategies for social-emotional instruction and family-engagement activities (sensory-friendly events and transition resources). Staff emphasized sustaining the practices after grant funds end and described partnerships with external providers to support families.
Board members asked logistical questions (where programs are located and how they operate); presenters confirmed programs run on-site at the high school and described staffing and program support. No formal board actions were taken that night related to these reports.
