A major focus of the meeting was the upcoming referendum on November 5th, which aims to address a projected $19.4 million deficit for the 2025-2026 school year. The proposal seeks a levy increase of $1,133 per student, raising the total to $2,076 per student. Homeowners with properties valued at $350,000 would see an estimated increase of $29 per month. The superintendent outlined how the funds would be allocated: $3.3 million for positions assisting students in need, $4.8 million for programs challenging advanced students, $5.9 million for mental health services, and $5.4 million for vocational and technical education.

The superintendent emphasized the need for community support, stating, “This is our best effort to provide the information that we think people need to consider how to vote on this opportunity.” The importance of passing the referendum was highlighted by the financial struggles the district has faced, including a previous $10.1 million technology referendum that failed by 318 votes, leading to severe budget cuts. An emergency $10 million investment from the Mayo Clinic temporarily stabilized the district, but the need for sustainable funding remains urgent.

Director Marvin raised a community concern about the necessity of the referendum, noting that other districts are also running referendums due to insufficient state funding. The superintendent explained that many districts in the state rely on referenda to secure essential resources, as public schools do not charge tuition. This systemic issue was underscored by comparisons to districts like Bloomington, where local voter-approved support exceeds $3,100 per student, in contrast to Rochester’s $943 per student.

The superintendent also warned that failing to secure additional funding would result in significant cuts, including potential school closures, increased class sizes, and staff reductions. The board planned a study session to discuss community engagement strategies and ensure clear communication about the ramifications of the referendum’s failure.

The board further discussed the recent improvements in academic performance, particularly in math and literacy. Despite a decade-long decline in math and science proficiency and an eight-year decline in reading achievement, the latest state test scores reveal notable gains. American Indian students saw an 11-point increase in math proficiency, while Black and African-American students experienced a 5.8% increase in literacy. These improvements were credited to the hard work of staff and students, alongside focused efforts on improving school climate, deeper learning, and instructional leadership among principals.

The analysis and interpretation of Minnesota Comprehensive Assessments (MCAs) scores were another major topic. Dr. Peter Ruck, the director of research and improvement, explained that while individual MCA scores might not reflect personal progress, aggregated data provides critical insights for system-wide decision-making.

Dr. Ruck emphasized that the MCA tests are designed to measure system improvement and compliance with standards, rather than individual student progress. The board discussed the complexities of interpreting these results, noting the importance of understanding different data sets and their implications. The introduction of the MCA 4, which focuses on application and reasoning over fact recall, was highlighted as a significant upcoming change. Concerns were raised about potential score drops due to the new assessment’s demands, and the need for community understanding of these changes was emphasized.

The board also addressed the financial challenges facing the district, including a structural deficit driven by insufficient state funding. The district’s previous efforts to achieve financial stability, including cutting $21 million and eliminating 156 positions, were noted. The superintendent reiterated the importance of passing the referendum to prevent further cuts and maintain essential educational programs and services.