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Owen J. Roberts outlines 2024–25 goals emphasizing full‑day kindergarten readiness, UDL and student wellbeing
Summary
Superintendent and administrators presented draft district goals for 2024–25 covering Student Success, Universal Design for Learning, MTSS, a bystander training program for staff, building‑level mental‑health planning, restorative practices and a Department of Justice 'school spirit' advisory program. Board asked for measurable metrics and special‑ed representation in planning.
Superintendent Dr. Soder presented the district's draft goals for 2024–25 at the Aug. 12 working session, linking the Student Success work to the district's full‑day kindergarten rollout and ongoing curriculum revision cycles.
The Student Success goals prioritize stable, viable enrollment across a 10‑year horizon, curriculum revision, professional development and Universal Design for Learning (UDL). Dr. Soder said the district will rely on MTSS and interim assessments to guide instruction and will hold a board data workshop in October with follow‑ups in winter. "We are in our third year with Universal Design learning," Dr. Soder said, noting the district aims to move from professional‑development exposure to observable changes in classroom practice.
Administrators outlined a bystander (upstander) training timeline for staff: an administrative session in September or October, three faculty sessions and a remote winter session. The Intermediate Unit will provide the training at no additional cost to the district, staff said. The goal is to give faculty language and strategies to respond to discriminatory or inappropriate behavior observed in school settings.
Assistant superintendent Dr. Bman reviewed student‑wellbeing goals: building‑level mental‑health supports, PBIS practices tailored to each school, formal MTSS integration into a public Google Sites hub for staff and families, and a multi‑year plan for restorative practices. Dr. Bman said the district will contract for two full‑day restorative trainings and use a train‑the‑trainer model to scale coaching. "We're going to train a group of staff members in fundamentals of restorative practices...and there will be coaching involved," he said.
Board members asked for specific, reportable measures tied to the goals and requested that special‑education supervisors be included in planning committees. One board member asked for anecdotal vignettes to accompany data reports so the board can see how initiatives play out with individual students alongside aggregated metrics. Staff agreed to add special‑education representation and to provide clearer, actionable success criteria where possible.
The district emphasized phased implementation: initial professional development this year, expanded staff coverage in year two, and continued monitoring through MTSS and board workshops. No formal votes were taken; the goals were presented for discussion and refinement.
