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Board hears update on Liftoffs collaborative; administration to prioritize network over costly coaching
Summary
An administrator updated the Mosinee School District board on Liftoffs, a multi-district effort to boost student engagement through personalized, project-based learning; the district said it will keep networking and system supports but will not continue purchasing twice‑monthly coaching under the current model.
An administrator presented an update on Liftoffs, a multi‑district collaborative that promotes personalized and inquiry‑based classroom experiences aimed at increasing student engagement.
The presenter described four core experiences promoted by Liftoffs — authentic inquiry, personalizing learning, development of durable skills, and reflective practice — and said 14 largely rural districts participate in the collaborative. The district has used coaching days, virtual webinars and professional development to try to scale the approach locally.
On local results, the presenter said Liftoffs produced useful networking opportunities, discounts on instructional resources and grant‑writing support, but that the current coaching model (coaches visiting twice monthly) has not produced sufficient instructional change at this district’s scale. “Continuing to pay for that branch of this service is not of value and something that we do not plan to continue,” the presenter told the board, while noting the district will retain network and systems supports.
Board members asked for examples and data showing learning gains; the presenter cited a fifth‑grade project that applied perimeter and area to designing a miniature‑golf hole as a model of project‑based application. Directors raised questions about evidence, the role of AI, how the approach aligns with state literacy requirements and whether the district should “go back to basics” for some students. Several trustees asked administration to place a follow‑up agenda item to review data and measures of effectiveness.
The board did not take formal action to end Liftoffs participation; the administration described an operational decision to shift resources away from purchased coaching and toward locally led networks and systems work. Trustees requested continued reporting on outcomes and recommended a future board discussion focused on data and instructional impact.
