Mike Neubeck

This Local Literacy Plan for Jackson County Central School District outlines strategies to achieve the Minnesota READ Act's goal of ensuring all students read at or above grade level. Key focus areas include implementing structured literacy training for staff, conducting K-12 reading curriculum reviews, and piloting new curricula. The plan details universal and dyslexia screening processes across K-12, emphasizes data-based decision-making, and integrates a Multi-tiered System of Supports (MTSS). It also addresses core curricular resources, reading interventions, professional development for educators, and the utilization of literacy aid funds, aiming to enhance student literacy outcomes and address current performance gaps.

The work session addressed several business action items, including the approval of the agenda and the sale of surplus wall padding from the main gym. A resolution was approved regarding the appointment of election judges and absentee ballot board members for the upcoming special election. The board held two closed sessions: one for the preliminary consideration of allegations against individuals subject to the Board's authority, and another to discuss negotiations strategies. Unfinished business involved the second reading and review of several policies, including Policy 512 (School Sponsored Student Publications and Activities), Policy 530 (Immunization Requirements), Policy 610 (Field Trips), Policy 620 (Credit For Learning), and Policy 704 (Fixed Assets Inventory and Accounting System). Informational items included a discussion on the Activities Director contract and an update on Referendum 2025, with scheduled public meetings.

The agenda for the regular board meeting covered several informational items, including reports from the Superintendent, Principals, Business Manager, Facilities/Grounds Director, Activities Director, Food Service Director, Community Education Coordinator, Positive Community Norms Coordinator, Preschool Director, and Director of Teaching and Learning/Curriculum, along with Committee Reports. Business action items included approving several donations, setting the date for the Organizational Meeting, approving the 2025 payable 2026 Levy Limitation and Certification, and a discussion and vote on the Superintendent Position. Unfinished business involved the final reading of several policies related to transportation, student safety, disposition of obsolete equipment, chemical use, and school resource officers. New business included the first reading of policies concerning student promotion, interviews of students by outside agencies, curriculum goals, parental involvement policies for Title I programs, and literacy/the Read Act.

The work session included an approval of the agenda. Informational items covered a discussion regarding the Organization Meeting scheduled for January 12th, a review of the Interim Superintendent's Mid-Year Review, and a directive to review the School Board Handbook before the 12th. The session moved to Truth in Taxation proceedings at 6:00 p.m. Unfinished business involved the second reading and review of several policies, including Transportation of Public School Students (707), Student Transportation Safety (709), Disposition of Obsolete Equipment (802), Chemical Use and Abuse (417), and School Resource Officers (507.5), with revisions noted for several of these policies.

This policy establishes a comprehensive, long-term strategic plan for school districts, aiming to create the 'world's best workforce' by aligning curriculum and instruction with Minnesota Academic Standards and federal law. The plan outlines clearly defined goals and benchmarks for instruction and student achievement, processes for assessing student progress, and systems for evaluating instruction and curriculum effectiveness. Key strategies include improving instruction for all students, including English learners, ensuring equitable teacher distribution, and implementing education effectiveness practices. The plan also focuses on developing essential student skills, knowledge, creativity, self-expression, positive self-image, personal responsibility, and human relations skills. A critical component is ensuring all students achieve reading proficiency by the end of grade 3, supported by screening for reading difficulties, targeted interventions, and parent engagement.