Division‑head model, dual credit growth and testing changes highlighted in RB‑208 presentations

Division heads and administrators used the May 14 board meeting to summarize the first full year of a new divisional leadership model and to outline curricular and programmatic priorities for next year.

Humanities division head Mark Helgason described efforts to build trust across English, social studies and world‑language teams, provide classroom observations, and coordinate staffing decisions. CTE division head Kendra said dual‑credit offerings will expand from nine courses this year to 14 next year, with additional teachers approved and dual‑enrollment cohorts growing from eight to 18 for the fall; she said the district anticipates five College & Career Pathway endorsement seals next year and mentioned HB 3296 as a statutory milestone schools are preparing to meet.

Special‑education division head Mark Ory said his team studied the district’s co‑teaching percentages and worked to bring classroom ratios closer to a recommended 70/30 split for students with IEPs. Lindsay, STEM division head, described cross‑grade data use (STAR, PSAT) to identify skill gaps and previewed a pilot of a new algebra textbook in a subset of algebra classes to address math skill needs.

Board members also discussed reports that the state could change the statewide testing procurement, potentially returning to the ACT after several years using the SAT. Division heads warned that such a shift would require curriculum adjustments and professional development and asked the board to include time for planning in summer and early‑fall schedules.

Why it matters: Growth in dual‑credit and pathway endorsements affects students’ ability to earn college credit and career credentials in high school; co‑teaching and data initiatives shape equity and support for students with IEPs. A statewide change in the testing vendor could alter course sequencing and intervention priorities.

What’s next: Division heads and administration will provide more specific planning and professional‑development proposals over the summer and are preparing measurable goals to present to the board before the next school year.