regroup kids, as they change schedules, they can see an almost immediate impact on how that performance is going to relate to the end of the year.” Dr. Moore sees this approach as capable of creating better student outcomes and teacher satisfaction. “We believe we will be the district that incorporates AI, which takes the ability to save time and create efficiency across the entire organization, and the district that figures out how to apply artificial intelligence into public education in a way that can effectively be used to change the game,” he asserts. GUIDING EDUCATORS Recognizing the complexity of teaching today, the SDIRC has developed a wealth of support. Each elementary school has dedicated reading and math coaches as well as interventionists, while secondary schools receive direct support from curriculum specialists. “Most districts are using coaches, and they’re wasting a significant amount of time asking them to disaggregate data and do administrative services,” Dr. Moore points out.“Our agreement with our instructional coaches is that 80% of your time must be in direct support of teachers, and if that’s not happening, I’m going to hold the administrator accountable.” This coaching model is backed by a strong partnership with The Learning Alliance, a local nonprofit focused on early literacy. The organization funds 25 instructional positions throughout the district. Their goal is to ensure that 90% of students are proficient readers by third grade. The collaboration has also enabled the creation of a district-operated lab school designed to develop and test innovative practices. “We call it our Moonshot School, where The Learning Alliance has provided a total of six additional instructional positions, all of which are either at the administrative level, instructional coach level, or direct support services for students,” Dr. Moore expands. Student supports include an arts integration 5 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 07 SCHOOL DISTRICT OF INDIAN RIVER COUNTY
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