Members of the district design team presented the board with the rationale and mechanics behind a planned report‑card redesign that uses a three‑point rubric: Beginning, Developing and Proficient. Michelle Dussells and other design‑team members said the team reviewed models using 3‑ and 4‑point systems and agreed on language intended to be student‑friendly, to reduce confusion about whether an activity is "graded," and to prompt specific feedback for families about areas of progress and growth.

The design team described a process of teachers selecting a small set of "essential standards" per grade and building units around them; at the elementary level those are often foundational items (e.g., reading foundations) while at the middle‑school level report cards will be organized by domains (e.g., life, physical and earth science). Team members said they have created a hub where teachers and design‑team members can view others' selected standards and a template to populate report‑card language. The next design‑team meeting on January 15 will refine language around work habits and citizenship indicators.

Trustees praised the collaborative approach and asked for continued site‑level feedback as the team pilots the changes. Staff indicated they will continue rollouts at site meetings and follow up in the second semester.