A central focus of the meeting was evaluating the district’s progress in narrowing the achievement gap. Board members analyzed data showing that while there had been a slight reduction in this gap, from 29% to 28%, it remains a concern. Discussions delved into the complexities of measuring this gap, emphasizing the importance of improving proficiency rates for at-risk learners. There was a call for more detailed data to assess whether these proficiency rates have indeed improved, acknowledging previous changes in methodology that aim to close the gap more effectively.

Graduation rates were another prominent topic, with board members discussing various measures, including rates over four, five, and six years. The district has seen an increase in its four-year graduation rate from 86.3% in 2021 to 90.5% in 2023, reflecting efforts to support students who need additional time to graduate. The board recognized the dedication of staff in ensuring that students who struggle to meet the four-year target are provided with opportunities to graduate, highlighting a comprehensive approach to student success.

In addition to these discussions, the board reviewed the Minnesota Comprehensive Assessments (MCAs) results, noting incremental increases in math scores, which rose from 55.7% to 62.1% over four years, surpassing the state average. However, reading scores remained stable at around 60%, prompting dialogue on the need for new literacy resources and professional development for educators.

The meeting also featured updates on district initiatives aimed at enhancing learning and achievement. The multi-tiered system of supports (MTSS) was highlighted, designed to address individual student needs through core instruction and additional intervention services. Early childhood education was another area of focus, with the Teaching Strategies Gold (TS Gold) assessment tool used to monitor progress in young learners, revealing advancements in the social-emotional development domain.

As part of the district’s strategic action plan, the board discussed the ongoing development of a guaranteed and viable curriculum aligned across content areas. The introduction of new literacy research and increased professional learning time for elementary educators were noted as opportunities for improvement. The “portrait of a graduate” initiative was introduced, aiming to define the skills and competencies students should possess upon graduation, aligning educational outcomes with community and global needs.

The board also addressed operational aspects, particularly technology, unveiling a new plan aligned with the strategic action plan. This plan focuses on student learning and digital access equity, with resources provided for parents to manage their children’s technology use. Future newsletters are planned to further educate families on technology topics, including screen time management.

In response to community feedback, the board considered how data is presented. This led to a broader conversation about the metrics used to gauge academic success and growth, with a commitment to revisit these measures in future work sessions.