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At an Aug. 18 special retreat, the Liberty Elementary District board and new Superintendent Dr. Bridget Duzy pledged to prioritize academic outcomes, staff retention and a communication plan; the board approved the special meeting agenda 4–0.

Superintendent staff presented part two of the district improvement plan: K‑3 literacy and early math show strong results (DIBBLES and NWA benchmarks), targeted interventions planned for grade 6 and high‑school Algebra I, and Panorama survey results showed improved student belonging while family survey response rates remained low.

Stevens School enhances flex time support for special education and behavior intervention initiatives.

The Senate Education Committee advanced House Bill 3,151 to raise the statutory minimum K–12 days from 166 to 173, contingent on a $175 million appropriation; debate focused on evidence linking days-in-school to academic outcomes and district implementation questions.

Legislation creates intercollegiate athletic conference to improve competition and academic outcomes.

The board accepted the monitoring report on Goal 1 (third-grade literacy). District staff reported a rise in STAR Reading meets-or-above to 49% (up from 47%), correlation between MAP second-grade screening and STAR results, and next steps focused on fidelity to HQIM, PLCs, coaching and family engagement.

Teachers, students and parents from the Chicago High School for the Arts told the board compressing the school day would erode the conservatory model that gives students 15 hours per week of preprofessional training and an 8 a.m.–5 p.m. structure; they urged collaborative solutions with CPS and the teachers’ union.

CPS presented outcome data showing year‑over‑year increases in early‑grade benchmarks and state assessment proficiency since 2022, plus growth in early college and career credentials; officials said attendance improvements are uneven and the district will develop a coordinated attendance strategy.

Board members emphasize the importance of data analysis to drive funding and interventions.

After several years of enrollment shortfalls, the Casa Grande Union High School District reviewed five options for PACE — including expansion, relocation, reintegration or closure — and agreed to further community engagement before the board decides.

SUSD officials discuss barriers to attracting students and the need for community trust