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District outlines "leveling up" plan emphasizing rigor and proficiency-based learning; committee flags 9th-10th grade needs
Summary
Administrators presented a "leveling up" instructional initiative centered on rigorous instruction, instructional rounds, mentor supports and proficiency-based approaches. Committee members urged focused support for ninth- and tenth-grade students and flagged potential resource and class-size needs.
District leaders presented a multi-year instructional strategy the administration called "leveling up," prioritizing rigorous instruction, aligned departmental work and measurable classroom observation practices.
The high school lead described plans for instructional planning time, 90‑minute weekly planning blocks for instructional leads, instructional rounds (peer observations with feedback) and a focus on high-quality common assessments. "Our goal is to focus on rigorous instruction," the presenter said, emphasizing that administration will be more visible in classrooms to support teachers.
Committee members pressed for targeted supports in ninth and tenth grades, saying those cohorts show the greatest need before students move into larger AP enrollment in later grades. A committee member warned that introducing proficiency-based systems requires careful communication and resources: "There are some kids that aren't going to reach this in four years," the member said, urging the district to plan supports and revisit graduation implications if proficiency thresholds change.
Administrators said they would seek curricular resources and consider AP access at earlier grades where appropriate, while avoiding technology-first substitutions for in-person instruction. The district committed to returning with more detailed implementation steps and a plan for mentoring and resource allocation.
