1. Burbio tracks district-level curriculum consideration and adoption nationwide through our Signals Tracker and Curriculum Tracker. We recently analyzed districts to identify early-stage consideration (pre-trial, pre-adoption) of adding or changing curriculum in math, ELA, science and social studies. The map below shows the twenty states with the highest percentage of districts in early-stage consideration since March:
2. We reviewed thousands of school district AI-related discussions from the past several weeks to see how district approaches are evolving as the 2026-27 school year begins. One development is the emergence of an AI stack. After several years of experimentation, districts are beginning to make more formal decisions about which AI tools they will approve, support, and make available to staff and students. Recent district activity shows some of the steps involved:
- AI platform selection is becoming more structured: Haverford Township, PA, cited “too many choices” among the reasons to select platforms, then used vendor demonstrations, multi-week licensed trials, and an evaluation rubric before selecting two tools. Webster Groves, MO, researched multiple platforms, conducted a 30-day head-to-head pilot of two finalists, reviewed security and pricing, and selected a platform for 2026-27.
- Approved toolsets are beginning to emerge: Camas, WA, is preparing to approve what it calls a “Core Tool Stack,” along with an approved-tool matrix for staff. Arlington, VA, has established a set of approved, data-protected AI tools and designated one as its primary instructional AI platform.
- The stack can look different for staff and students: Arlington provides staff access to a broader set of approved tools while limiting student AI use to teacher-monitored environments in secondary classrooms. Those distinctions come with staff training, student-use safeguards and a broader governance process.
What ultimately sits in the district AI stack remains fluid. Education-specific AI products are gaining district adoption as the companies behind the leading AI models move more directly into K-12, including technology providers already deeply embedded in district classrooms and operations.
3. Burbio's School Bond Tracker tracks key bond vote metrics nationwide. The largest bond voting periods occur in the fall and the spring, but some districts, particularly smaller ones, conduct summer bond votes. In Michigan, August bond votes include maintenance issues such as HVAC, roofing and lighting, and several include facility improvements and additions.
- The Public Schools of Calumet, Laurium and Keweenaw, MI, passed a $21,850,000 bond to fund school remodeling, including upgrading heating and ventilation systems, building infrastructure and windows, purchasing instructional technology and improving parking facilities.
- Essexville-Hampton Public Schools, MI, passed a $17.9 million bond to fund safety, infrastructure and facility upgrades across the district, including the construction of a new early childhood center.
- Owosso Public Schools, MI, passed a $36.7 million bond for facility upgrades such as secure entry vestibules, boiler and roof replacements, ADA accessibility upgrades and the construction of a new transportation and maintenance building.
In Minnesota, districts featured multiple bond votes:
- Blue Earth Area School District, MN, passed a two-part, $73.61 million bond referendum to build a new PreK-6 elementary school, construct a multi-purpose activity space, and upgrade the high school HVAC system.
- Minneota Public Schools, MN, passed a two-question referendum of just under $23 million to fund district-wide building maintenance upgrades and renovations, classroom additions, and improvements to arts and athletics spaces.
4. California districts produce Local Control and Accountability Plans (LCAPs) that provide some of the most specific and actionable district planning information in PreK-12. The 2026-27 LCAPs are posted in the summer and included in Burbio’s Signals Tracker and District Profile. LCAPs must address state priorities and several areas receive focus. Here are themes from this year’s plans:
- English Learner supports: Districts are adding more structure to English Learner instruction, combining designated ELD with language development. Plans describe dedicated ELD staff, small-group instruction, bilingual and primary-language support, and professional development for classroom teachers. Progress monitoring and targeted support for students struggling toward proficiency are also common.
- Chronic absenteeism and attendance: Districts increasingly treat chronic absenteeism as an individual student intervention issue rather than an attendance metric. Plans describe early identification followed by family outreach, counseling, case management and tiered interventions. Some districts also address barriers such as transportation, reflecting efforts to understand why students miss school and respond accordingly.
- Student supports and school climate: MTSS frequently provides the structure for a broader range of student supports. PBIS, SEL, behavioral interventions, mental health services and restorative practices often appear together, with different levels of support based on student need.
- Academic intervention and achievement: Districts describe using screeners, interim assessments and other data to identify students who are behind, followed by small-group instruction, literacy and math intervention, tutoring, and extended learning programs. Progress monitoring helps determine whether those interventions are working.