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Board and superintendent identify potential shared priorities: literacy, early childhood and mental health
Summary
Trustees and the superintendent discussed adopting 2–3 shared priorities — evidence‑based reading instruction, early childhood access and student mental health — and agreed to develop a modest framework to focus resources and public messaging.
At the retreat trustees and the superintendent discussed concrete priorities to pursue collaboratively over the next 6–18 months: evidence‑based reading (referred to as the 'science of reading'), expanding early childhood access and strengthening mental‑health supports for students.
One trustee described the choice of priorities as "leverage points"—areas where sustained attention could improve equity and outcomes. Trustees emphasized measuring impact and avoiding board micromanagement of instructional decisions. The superintendent said staff are already pursuing literacy training and that communication about successful programs should be stepped up; trustees agreed they can amplify program visibility.
Facilitators urged the board to pick a small number of shared priorities, pilot communications and reconvene to assess progress in six months. Trustees also discussed connecting those priorities to potential external funding opportunities, including an incoming county ballot measure on early childhood funding.
