Todd Piccone

The board discussed the removal of the Ferguson High School calendar variance agenda item, deferring it to a future meeting to align with potential district-wide master calendar adjustments. The Board also reviewed and adopted an amended agenda. Additionally, representatives from Sarah Milner Elementary presented on their 'Leader in Me' framework, highlighting how student leadership jobs—such as cafe crew, office assistants, and equipment engineers—are used to cultivate a sense of belonging, improve student peer interactions, and develop life skills.

The meetings covered various topics including the Thompson Reinvented initiative, school realignment plans, construction cost comparisons, budget updates, tax and reserve presentations, and community value discussions. Key administrative activities involved the review of administrator comparisons, election result analyses, and bylaw amendments. Additionally, the committee engaged in brainstorming sessions regarding repurposing options and conducted tours of district facilities.

This document outlines the Thompson School District's graduation competencies framework, designed to cultivate self-directed, lifelong learners who demonstrate social responsibility and citizenship. It details four key competencies: Collaboration, Communication, Creative Problem Solver, and Self-Agency. Each competency is further defined by specific performance indicators and corresponding scoring criteria to guide student development and assessment.

The Thompson School District Master Plan provides a comprehensive framework for guiding decisions to support students, staff, and community members. It addresses three core areas: existing utilization and projected demographics, capital maintenance forecasting, and learning space enhancements. The plan aims to manage growth and shifting student populations, fund critical infrastructure improvements, and enhance educational environments based on established facility principles and standards for the coming years.

This document outlines strategic recommendations for defining, tracking, and increasing student participation, attendance, and engagement in learning within the Thompson School District. It proposes an MTSS framework for addressing chronic absenteeism, suggesting qualitative and quantitative measures for monitoring student involvement. The plan emphasizes research- and evidence-based strategies to remove barriers, including motivation, family engagement, and data-based problem solving, to enhance student outcomes and engagement across all learning environments.