During a recent school board meeting, Windsor High School math teachers Susanna Pfeffer and Emma Donahoe raised concerns regarding the effectiveness of the Renstar math diagnostics currently used in their integrated math pathway. They noted that the assessments are designed for a traditional math pathway and do not align with the curriculum being taught, leading to discrepancies in the data collected. Additionally, they highlighted technical issues, such as a persistent 503 error when attempting to access results, which hampers their ability to track student progress effectively.

In a related discussion, student Kylie shared insights from her experiences in the counseling office, where she observed a lack of participation in tutoring sessions. She pointed out that many students feel embarrassed to attend these sessions due to the stigma associated with seeking help. To address this, Kylie proposed implementing a peer tutoring model similar to the TRF (Tutorial Request Form) method used in AVID classes, where students with similar academic struggles collaborate to support one another. This approach could foster a more inclusive environment and enhance leadership skills among students.

Zoe, another student, inquired about the core system being implemented at the school, seeking clarification on its structure compared to the high school's existing system. The response indicated that the new core system focuses on grouping students based on various factors, including behavior and academic needs, rather than traditional subject-based classes. This initiative aims to create a sense of community among students and provide targeted support, particularly for English learners.

Overall, the meeting underscored the need for improved assessment tools and innovative tutoring strategies to enhance student learning experiences at Windsor High School.