Seeing none and hearing none, public comment was closed.

Aisha Ford, Senior Managing Director of Teaching and Learning, briefed the committee on the latest updates on the Lodestar Charter Rewewal Petition items and sections.

Staff and committee members discussed some of the work that has been done in the past few weeks, areas of focus, areas to emphasize, and what needs additional details.

Aisha Ford, SMDoT&L, gave highlights from July, which included the LCPS leadership retreat, New Staff Orientation, and how all events were received by those who attended. Staff members commented on who participated as well as the positive takeaways and areas for growth. 

There were no questions from the board.

Aisha Ford, SMDoT&L, gave an overview of the lesson internalization rubrics and expectations that are being given to staff, tied to Strategic Priority #1. The deeper context is clear internalization expectations, alignment to EL Core Practices, and SPED/Gen Ed curriculum training.

Erin Wesseldine, Senior Managing Director of Special Education and Specialized Programming, gave deeper context on the collaborative work, intentionality, and initiatives across teams.

The board gave praise about the alignment and intentionality while giving feedback on how to mindfully train new staff to reach LCPS expectations.

Aisha Ford, SMDoT&L, gave an update on aligning instructional practices such as Teacher Development Evaluation Framework (TDEF) observational practices and an aligned prompt and writing strategy across the organization. Both of these initiatives align with Strategic Priority #1.

No questions from the committee.

Aisha Ford, SMDoT&L, gave an update on leadership initiatives related to Strategic Priority #3. These included aligned professional development on instruction for PDI week, the week that staff return to work. Additionally, aligned PDI survey questions and gathering feedback will strive towards better org-wide professional development in the future.

Aisha also explained the better development of the Teacher in Training role, where they will be trained to provide high-quality ELA intervention, after-school work with community partners, and a practice clinic pilot where specific skills needed to improve safety will be reviewed.

No questions from the committee.