Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Instruction And Assessment topic
No spam. Unsubscribe anytime.
Board votes unanimously to accept progress on tiered‑instruction strategic initiative; staff outline curricular and summer‑school changes
Summary
The Board accepted district staff’s report that reasonable progress has been made on Strategic Initiative One (tiered instruction) for 2025–26; staff described alignment work between teacher‑reported ELOs and the new NDA Plus assessment, CKLA curriculum rollout and a redesign of summer school to target ELOs.
The Fargo Board of Education voted unanimously to accept staff’s assessment that reasonable progress has been made on Strategic Initiative One (tiered instruction) for the 2025–26 school year.
Robin Nelson, Committee member, moved the motion to accept the RSI 1 progress and Kristen, Committee member, seconded it; the vote was recorded 9–0 after board discussion.
Dr. Hansen, Presenter, told the board the district is analyzing discrepancies between teacher‑reported ELO (evidence of learning objectives) data and results from the new NDA Plus summative assessment. "We looked at that lightly because it is two different tests, but the hope is it should be the same standards," Dr. Hansen said, adding staff are digging into rigor and instructional alignment and examining competencies in Navi to close gaps.
Dr. Gross, Presenter, described the district’s approach to the gap between graduation rates and the state ‘choice ready’ metric. She said the district has created a student‑facing tool used by counselors and advisers so students can see where they stand across postsecondary, workforce and military readiness criteria, and staff have moved the ASVAB assessment earlier (to junior year) to increase students’ opportunity to meet military‑readiness criteria.
Board members also heard district efforts to strengthen instructional systems: a PLC (professional learning community) pilot expanded districtwide, side‑by‑side coaching for principals, evidence‑based grading/reporting work in secondary schools, and a CKLA (Core Knowledge Language Arts) curriculum pilot that informed professional development for full implementation.
On summer school, staff said they are redesigning programming to focus on ELOs and targeted remediation rather than wholesale course repeats so students can address specific deficits and improve outcomes linked to choice‑ready measures. The board did not direct immediate changes beyond accepting the progress report; staff said they will return with implementation details, including metrics and timelines.
