Altamont School Board Gets Curriculum Update – 979 XFM

Altamont Community Unit School District 10 Board Meeting Report: Alignment with Sustainable Development Goals

Curriculum Development and Educational Quality (SDG 4)

A report from Superintendent Casey Adam detailed curriculum updates aimed at enhancing educational outcomes, directly supporting Sustainable Development Goal 4 (Quality Education). The focus areas contribute to a comprehensive educational framework:

• High School Biology: This curriculum is essential for fostering an understanding of environmental stewardship and biodiversity, aligning with SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 15 (Life on Land).
• Phonics: Foundational literacy skills are a primary target of SDG 4, ensuring all learners acquire the knowledge and skills needed for sustainable development.
• Weight Training: This component of physical education promotes healthy lifestyles and well-being, directly contributing to SDG 3 (Good Health and Well-being).

Student Engagement in Community Health and Sustainability (SDG 2, SDG 3)

National Honor Society representatives, Cecelia Pearcy and Emma Sphar, presented on recent student-led initiatives that address critical community needs and reflect the principles of the SDGs.

• Blood Drives: This activity provides direct support for local healthcare systems, aligning with SDG 3 (Good Health and Well-being) by helping to ensure a stable supply of life-saving resources.
• Food Drives: By collecting food for those in need, students are taking local action to combat food insecurity, a core objective of SDG 2 (Zero Hunger).

Fiscal Responsibility and Institutional Support (SDG 4, SDG 8)

The Board addressed several administrative and financial matters crucial for the sustainable operation of the district and its contribution to community well-being.

1. Tax Levy Discussion: The Board reviewed the estimated fiscal year tax levy, a critical mechanism for securing sustainable financing to uphold the delivery of Quality Education (SDG 4) for all students. Final action is scheduled for the December meeting.
2. Personnel and Compensation Actions: Decisions were made to strengthen the district’s human resources, supporting both educational access and economic stability.
   • The employment of Deb Evans as a substitute bus driver ensures reliable transportation, a key factor in equitable access to education (SDG 4).
   • The approval of an increase in substitute teacher pay to $150 per day supports SDG 8 (Decent Work and Economic Growth) by offering fair compensation and helps maintain educational continuity, which is vital for SDG 4.
   • An employee leave was approved, reflecting policies that support decent work conditions (SDG 8).

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article’s primary focus is on a school board meeting, which directly relates to the administration and quality of education. Specific mentions include curriculum updates in high school biology, phonics, and weight training, as well as an increase in substitute teacher pay.
2. SDG 2: Zero Hunger
   • The article mentions that the National Honor Society has been involved in “food drives.” This activity is a direct effort to combat hunger and food insecurity within the local community.
3. SDG 3: Good Health and Well-being
   • The National Honor Society’s activities also included “blood drives.” This initiative contributes to public health by ensuring a stable supply of blood for medical emergencies, aligning with the goal of promoting well-being.
4. SDG 8: Decent Work and Economic Growth
   • The school board’s actions to employ a substitute bus driver and approve an “increase in substitute teacher pay to $150 per day” relate to creating employment opportunities and ensuring fair compensation for work.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 4 (Quality Education):
   • Target 4.1: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education…” The discussion of curriculum updates in “high school biology, phonics, and weight training” is a core component of ensuring the quality of secondary education.
   • Target 4.c: “By 2030, substantially increase the supply of qualified teachers…” The board’s decision to “increase substitute teacher pay to $150 per day” is a direct strategy to attract and retain qualified teaching staff, which is essential for maintaining educational quality.
2. Under SDG 2 (Zero Hunger):
   • Target 2.1: “By 2030, end hunger and ensure access by all people… to safe, nutritious and sufficient food all year round.” The mention of “food drives” organized by students is a community-level action aimed at providing food to those in need, directly contributing to this target.
3. Under SDG 3 (Good Health and Well-being):
   • Target 3.d: “Strengthen the capacity of all countries… for early warning, risk reduction and management of national and global health risks.” The organization of “blood drives” helps strengthen the local health system’s capacity to respond to emergencies by maintaining an adequate blood supply, which is a form of health risk management.
4. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.5: “By 2030, achieve full and productive employment and decent work for all…” The article’s mention of employing a “substitute bus driver” and setting a specific pay rate for substitute teachers addresses local employment and compensation, which are elements of this target.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For SDG 4 / Target 4.c:
   • An implied indicator is the wage offered to substitute teachers. The specific figure, “$150 per day,” serves as a quantifiable measure of the school district’s effort to make teaching positions more attractive and financially viable, thereby helping to increase the supply of qualified teachers.
2. For SDG 2 / Target 2.1:
   • An implied indicator is the frequency or success of the “food drives.” While not quantified in the article, the number of drives conducted, the amount of food collected, or the number of families assisted would be direct indicators of progress in addressing local hunger.
3. For SDG 3 / Target 3.d:
   • An implied indicator is the activity of conducting “blood drives.” The number of drives held and the volume of blood collected are measurable outcomes that reflect the community’s contribution to strengthening local health infrastructure.

4. Summary Table of SDGs, Targets, and Indicators

Source: thexradio.com