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Teachers tell board behavior problems and morale are hampering student achievement; district outlines next steps
Summary
A teacher-nominated committee presented findings from an audit that prioritized student achievement and teacher morale; teachers urged clearer behavior protocols so instruction can continue when individual students disrupt classes, and district leaders outlined follow-up analyses and targeted assignments.
Dr. Reitzel convened a teacher-nominated committee to summarize early work after an audit by the Office of the Legislative Auditor General identified two priority areas: student achievement and teacher morale.
Dr. Reitzel said the committee’s role was to define the problems and offer teacher-driven, actionable ideas. He introduced three teachers who were asked to provide candid, practical insight to help the district prioritize interventions and adjust resource allocation.
One committee member described classroom behavior as a tiered problem (an “80/15/5” model) and asked for clearer interim protocols teachers can use while waiting for behavior-team responses. The teacher said educators want “if this, then this” timelines and a shared understanding of what data to gather so instruction does not stall when multiple students display disruptive behavior.
Board members and other teachers discussed CHAMPS (a classroom-management framework) and agreed it helps with the bulk of routine behavior, but they noted a small subset of severe cases still disrupt teaching and require clearer system supports. Several board members emphasized the need for consistency across campuses and for administrators to be accountable for growth outcomes, not only proficiency.
Dr. Reitzel described near-term steps: give teachers more input in instructional decision-making, conduct a behavior-system analysis, and reallocate finite district resources strategically to priorities teachers identified. He said some changes will require procedural development and staffing decisions before they can be fully implemented.
Board members thanked the committee and encouraged teacher participation; the superintendent and executive team said they will continue this work and return with academic actions and implementation proposals at future meetings.
Next steps: the district plans further analysis of the behavior system, a second presentation on academic actions at the next board meeting, and ongoing committee meetings to refine recommendations.
