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Student advisory council urges clearer communication, goal-setting in Farmington schools
Summary
Madeline Washington, senior student representative to the superintendent student advisory council, presented a year-in-review calling for clearer grading, goal-setting and improved student-staff communication to help students feel heard and improve outcomes.
Madeline Washington, the senior student representative to the superintendent's student advisory council, told the Farmington R-VII School District Board of Education that the newly formed council has opened channels between students and district leadership and identified communication as the top area for improvement.
Washington said the council's purpose is to ensure student perspectives shape administrative decisions. She told the board students want clearer expectations and pacing, more goal-setting in upper grades, better email etiquette instruction, and increased access to tutoring and individualized support. "Students describe feeling uneasy about asking questions," Washington said, adding that the council seeks "to make sure student perspectives are part of real district and administrative decisions."
The presentation credited district administrators including Dr. Kyle Gibbs and Dr. Ashley Kraus for supporting the council and welcomed Vanessa Pegram as a new member of the Farmington R-7 Board of Education on behalf of the council. Washington said the council represents students from elementary through high school and emphasized that student feedback has already produced actionable ideas.
Board members did not debate the council's recommendations at length during the meeting. The item was presented as part of communications and school updates; the board then proceeded to approve consent items and hear other presentations. The board is continuing transition planning for the 2026-27 school year with incoming superintendent Dr. Hardy, according to later remarks by Dr. Ashley Cross.
The board did not take formal action on specific SSAC recommendations at the meeting. Next steps implied by the presentation included continued collaboration between students and administrators on clearer grading structures, goal-setting practices, and regular student surveys or check-ins to track progress.
