Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Curriculum topic
No spam. Unsubscribe anytime.
Lake Forest curriculum report emphasizes early literacy, data use and expanded CTE pathways
Summary
At the March 12 board meeting, district curriculum leadership described a four‑pillar strategy emphasizing high‑quality instructional materials and teacher training, data‑driven decisionmaking, expanded career/technical pathways, and systems supports (including Infinite Campus transition and planning for responsible AI use in PD).
Mr. James presented the Lake Forest School District’s curriculum, instruction and assessment priorities at the March 12 board meeting, outlining a four‑pillar strategy aimed at raising instructional consistency and student opportunity across the district.
The plan centers on: (1) coherent, grade‑level instructional materials and sustained teacher training; (2) data‑driven decisionmaking using district benchmarks and dashboards; (3) expanded student opportunities including career and technical education (CTE), AP and dual‑enrollment options and work‑based learning; and (4) systems and supports to make those efforts sustainable, including the recent transition to Infinite Campus.
Why it matters: District leaders said these elements are meant to ensure that students emerge from Lake Forest schools "enrollable, employable, enlistable"—language the presenter used to describe post‑graduation readiness—and to reduce variation in classroom instruction across teachers and sites.
Mr. James said the district is investing in foundational reading programs (the ELA program referenced as CKLA and the science‑of‑reading approach) and a coherent K‑12 mathematics sequence. "We're really working with those foundational skills," he said, describing targeted professional development and coaching to help teachers identify and address student misconceptions.
He described the district’s data systems—benchmarks, standardized tests and analytics dashboards—as tools to move the district away from "gut decisions" toward evidence for resource allocation and intervention. The report noted routine PLCs (professional learning communities), instructional support teams and monthly administrative reviews that analyze performance at school, grade and classroom levels.
On student opportunity, the district said it has increased industry‑certified credentials, expanded CTE pathways aligned to labor‑market data, added AP and dual‑enrollment offerings, and expanded high‑dosage tutoring and Saturday SAT prep. The presenter credited partnerships with outside vendors and universities for coaching support in math and instruction.
The report also identified systems work: the recent data‑system migration to Infinite Campus, greater online communications with parents (ParentSquare), and use of grant funds (Title I–III, Perkins) aligned to strategic priorities. The presenter said an administrative retreat next year will include plans for "responsible implementation of AI tools" to improve staff efficiency and instruction once details are finalized.
Board members asked about the Infinite Campus transition, parent communications, and how the district will sustain mentoring for new teachers. The presenter said committees and teacher representatives are involved in curriculum adoption and ongoing implementation.
The board did not take an immediate formal vote on curriculum priorities; the presentation will inform future implementation decisions and budget planning.
