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Superintendent lays out equity audit road map, proposes 3 objectives and a technology strand
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Summary
Dr. Chu presented a phased action plan to translate the AIR equity audit into district practice, emphasizing MTSS, consistent formative assessments, UDL expansion and a cross‑cutting technology strand; a thought exchange of 664 participants informed priorities such as academic growth, mental health and concerns about AI and screen time.
Superintendent Dr. Chu presented a synthesized road map that translates recommendations from an AIR equity audit into an actionable, phased district strategy focusing on assessment systems, data use, tiered supports and educator professional development.
Dr. Chu told the committee that staff turnover at AIR had changed the delivery of the final report and that district leaders shifted to convert AIR’s findings into a multi‑year implementation plan. The roadmap is organized around four areas: assessment systems (including summative and formative tools), data‑use practices (collaborative data meetings and dashboards), tiered supports (clear entrance/exit criteria for MTSS), and teacher professional development. "We look at... assessment systems, data use practices, tiered support for students, and then what do you need to do to support teachers," Dr. Chu said.
The administration proposed streamlining the strategic plan to three primary objectives with a technology strand woven across them rather than a standalone technology objective. The proposed priorities include increasing consistency in MTSS districtwide, expanding and implementing UDL frameworks (representation and later action/expression), and centering variability of learners as an asset while improving progress monitoring and family communication.
Dr. Chu highlighted implementation phases and monitoring cadence: an assessment and planning phase, implementation and monitoring (monthly check‑ins, quarterly reviews), and refinement and sustainability where lessons are documented and scaled. He emphasized the district’s goal to standardize formative screening in K‑2 and develop cross‑department dashboards for 6‑12.
A district thought exchange informed the draft. Dr. Chu said the thought exchange recorded 664 participants, 15,452 ratings and widespread input across parents (60%), staff (29%) and students (16%). "Student learning and academic growth came out number one," he said, but mental health and well‑being and life and career readiness also ranked highly. The community flagged several crosscutting themes: appropriate uses of AI, concern about class sizes and a desire for clearer communication about what changes mean for families.
Committee members raised questions about how the plan will be translated into building improvement plans, what benchmarks will be used at each grade band and whether guidance for screen use should be framed as guidelines rather than mandatory staff goals. Dr. Chu and curriculum leads said they plan to integrate the road map into school improvement plans, create one‑page summaries for families and convene smaller working groups with teacher voice to refine implementation details.
Next steps: the administration will circulate a refined draft for committee review and aim to bring a final strategy back for a vote at a future meeting after vacation. The action plan includes targeted pilot work and reporting milestones tied to FY27 and later cycles.
