Shelley Frey

This K-12 Highly Capable District Plan outlines the procedures for identifying and serving highly capable learners, emphasizing universal screening twice before sixth grade using at least two data points for both math and reading. The plan prioritizes equitable identification, especially for low-income and multilingual students, and details various identification measures including academic, cognitive, and creative assessments. It also describes a continuum of program services tailored to student strengths, such as general education classroom-based, unique, acceleration, and non-traditional service models.

The document serves as an advance notice regarding the Consent Agenda for the board.

The Board conducted a work study session to review operational expectations regarding policy OE-14, including updated interpretations and plans, as well as academic results.

The board reviewed and accepted the monitoring report for Operational Expectation 17 Sustainability. The session included a presentation by the administration, public commentary, and a report from the student representative.

The board held a work study and retreat session covering several key topics. These included an overview of the district's transition to coherent governance and its historical governance context. The board reviewed long-range planning regarding enrollment and budget projections. Discussions also focused on the program structure, design plans, and operational implications for a new high school campus, as well as an overview of special services and inclusionary practices aimed at addressing learner needs and opportunity gaps.