One of the most discussions centered around the superintendent’s contract, which is set to expire on June 30, 2025. The board initiated negotiations for a new three-year contract following the superintendent’s annual review. The key points of the discussion included an adjustment to the superintendent’s salary to align with current market conditions. The proposed contract reflects a market review based on the total compensation of superintendents in similar-sized districts within the Twin Cities metropolitan area. The board emphasized the importance of maintaining stability in leadership for the district’s future and expressed gratitude for the hard work that went into securing this contract.

The meeting also featured a comprehensive back-to-school report focusing on enrollment, staffing, and transportation. The first day of school saw an enrollment exceeding 8,100 students, with detailed breakdowns across elementary, secondary, and early childhood special education levels. Although the official enrollment numbers will be reported on October 1st, the current figures align well with projections from Teamworks. The overall trend post-COVID revealed an increase of approximately 100 students over the pandemic years.

Staffing challenges were another significant topic, with the district hiring 42 teachers, 66 support staff, and 10 administrative hires since July 1st. However, several positions remain unfilled, including two teaching spots at the high school, a school nurse, and numerous support roles such as 18 para-professionals, eight nutrition service openings, and six custodians. A notable issue was the resignation of para-professionals who utilized new legislation allowing them to collect summer unemployment, leading to a sudden wave of resignations just before the school year commenced.

Transportation issues were also discussed extensively, with over 8,000 students being transported during the first week of school. Despite a decrease in communication from families, unresolved matters related to alternate addresses for students living in split families or those requiring daycare arrangements persist. These issues could take about two days to resolve due to the system’s nightly updates. The transportation policy for students living outside the district was also clarified, specifying that transportation would not be provided to their homes but to established stops within the district. The bus garage is currently auditing routes, emphasizing capacity and safety concerns, with drivers participating in half-hour meetings to relay their perspectives.

Further, the meeting addressed the challenges posed by software-related issues affecting bus routing. Specific mention was made of a “software glitch” resulting in buses bypassing certain stops. The district is working with two software vendors, Traverse and Power School, to resolve these issues. Traverse has been described as supportive and involved, while Power School has been criticized for its lack of adequate technical support, leading to frustrations regarding the effectiveness of the routing systems. The district has invested approximately $250,000 in systems from Power School, and parents were encouraged to regularly check the routing app for updates.

On the educational front, the board discussed professional development initiatives for staff, focusing on literacy, equity, and social-emotional learning. Specific emphasis was placed on literacy training as part of the district’s strategic focus, with various staff members, including teachers from pre-kindergarten to fifth grade and special education teachers, engaged in “letters training.” Middle schools are undergoing training related to social-emotional learning and Mental Health First Aid, while the high school is exploring block scheduling, with discussions expected to continue regarding potential changes and adaptations in the curriculum.

The introduction of the Fast Bridge assessment tool at the high school level was also discussed. This tool aims to identify students who may require additional support in literacy and math, addressing the misconception that all high school students possess strong reading skills. The use of Fast Bridge assessments is intended to enhance the district’s ability to allocate resources effectively, although budget constraints prevent the hiring of additional interventionists.

The data collected from Fast Bridge will inform decisions on prioritizing resources, such as interventionists, to better support students.

Equity and inclusion were also topics, with the district recently hiring a new Equity Coordinator tasked with developing district-wide systems focused on equity and inclusion. One of the initial initiatives involves identity harm protocols to address disciplinary situations where students may be harmed verbally or in writing. This framework aims to ensure that incidents are dealt with consistently across the district, providing protocols and timelines for addressing such issues.

The board also reviewed various policies, including Policy 509 concerning interviews of students by outside agencies, Policy 527 on the use and parking of motor vehicles by students, and Policy 615 related to test accommodations for students with Individualized Education Programs (IEPs), Section 504 plans, and English Learner (LEP) students. These policies aim to establish clear procedures to support the district’s educational mission and ensure a safe environment for all students.

In another segment, Executive Director Drummer provided an update on long-term facility maintenance and the projects completed over the summer. The goals included improvements to district buildings, replacing outdated equipment, ensuring facilities are accessible, and removing asbestos from school buildings. Various projects were undertaken at different schools, including renovations at Lily Lake and Stillwater Middle, with positive feedback from staff.