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Monroe administrators report evidence‑based teaching in half of high‑school courses, preview curriculum plans
Summary
District officials told the board that evidence‑based teaching and learning has been implemented across middle school and in about half of high‑school course offerings; administrators outlined next steps for Otis integration, assessment returns and summer planning.
Administrators gave the board an academic update May 11, reporting steady implementation of evidence‑based teaching and learning and previewing next steps for assessments and curriculum work.
The presenter told trustees the district has converted roughly 70 of 138 high‑school course offerings to evidence‑based teaching and learning — about 50% of the high school — and that middle schools had completed a wider conversion. "We have 138 offerings at the high school and around 70 that have been converted... roughly 50%," the presenter said.
Officials described three priority instructional areas this year — relational teaching, student engagement and assessments — and tied professional feedback to the district's educator effectiveness system. The board also heard that the district adopted Otis as a gradebook, data management and LMS tool; administrators said Otis has eased some operational questions and that a parent app rollout remains a priority to improve access.
The presenter shared preliminary ELL growth data and noted changes in the ELL test this year that complicate direct comparisons with state results; full ACT/preACT results were pending and expected later in summer. Trustees asked about which high‑school courses remain to be converted; administrators said remaining conversions are often electives and smaller offerings and that additional AP transitions will be phased in over 2026–28.
Administrators explained the district will use June workshop days and a planned early‑July retreat with an external consultant to analyze state data and finalize plans for the coming school year. They emphasized that instructional practices matter beyond grading changes and said the goal is to spread effective teacher actions across more courses.
The board did not take action on the update; administrators said they will return with assessment results and detailed staffing implications tied to broader budget decisions.
