Tacoma School District 10

This document outlines the K-12 math course pathways for students, structured according to Common Core State Standards (CCSS). It details the recommended course progression from Kindergarten through 12th grade, including specific course titles, prerequisites, and alternative pathways for students needing support or pursuing advanced studies such as Algebra 1, Geometry, Algebra 2, Pre-Calculus, and Calculus. The plan aims to guide students, counselors, and teachers in appropriate math course selection and academic planning.

This 10-year Strategic Plan, developed in partnership with the community, aims to provide a comprehensive educational experience that is relevant, challenging, and individualized. It is based on the belief that all students can achieve their full potential. The plan focuses on three core goals: Academic Achievement, Partnership & Participation, and Safe & Supported environments. The ultimate vision is to be an outstanding school district where all students achieve high standards, develop critical thinking skills, and become socially responsible, contributing members of their community.

The meeting commenced with a roll call, which included the welcoming of a new Student Representative. Key agenda items involved the adoption of the evening's agenda. Significant recognition was given to staff member Gary Smith for his prompt and effective reaction during an emergency situation involving an armed suspect near Stanley Elementary School, which led to students being secured safely. Additionally, the Purchasing Department received the Achievement of Excellence in Procurement Award from the National Procurement Institute for the sixth consecutive year, recognized for developing best practices that save the district substantial funds. The City of Tacoma's Planning and Development Services department was honored with the Gold Star Community Partner Award for their exceptional support on large-scale construction projects, particularly those involving historic modernizations and additions during occupied periods. Finally, the Boys and Girls Club of South Puget Sound was recognized as the October recipient of the Gold Star Community Partner Award for their summer reading camp partnership, which significantly benefited struggling third and fourth graders.

The study session primarily focused on capital construction projects, the 'Building for Achievement' program, and a new vision document for the elementary learning environment. Key discussion points regarding construction projects included updates on Washington's completion, scheduling portables phasing, and developments at the zoo, noting increased scope and budget adjustments for several initial projects due to scope increases. Specific attention was given to McCarver and Stewart Middle School due to structural concerns related to high salt content in the 1924 concrete structure, requiring increased seismic and gravity bolstering. Budget increases were also noted for Wilson High School to accommodate expanded scope. The session introduced a new vision document developed over a two-day charrette, establishing guiding principles for future built environments, emphasizing values like critical thinking, flexibility, and community partnership. The presentation also covered plans for the 9th and Broadway site to become an urban collaboration center, and strategies for designing flexible learning spaces based on future programmatic needs and potential K-3 class size reductions.

The meeting began with a tribal land acknowledgment, representing a first step in building partnerships with the tribal community. Key discussions focused heavily on the COVID-19 response, including current metrics that kept the district in the high-risk category, necessitating continued remote learning for all students except those with the highest needs in small groups. A parent provided public comment expressing frustration over the perceived lack of an updated plan for returning to in-person classes, particularly for younger students, referencing scientific research and other successful district models. Updates were provided on technology distribution, with 5,185 laptops arriving to facilitate one-to-one device access for K-2 students before winter break. Financial updates detailed four COVID-19 funding streams (FEMA, CARES ESSER, CARES Pierce County Support, and a new CARES School Technology Program) totaling approximately $10 million, with over 54% spent. It was noted that the district was not included in initial COVID-19 testing pilots. Other topics included meal service statistics, updates on community partner grants awarded by OSPI, details regarding winter sports season amendments (practices starting February 1st), and recognition of a student winner in a national portrait competition.