The board focused on proposed facility upgrades across various schools, emphasizing the need for additional small group spaces and enhancements to existing facilities. Groveland Elementary School plans to add a small group room and a second music room, as it currently operates with only one music room. The addition of small group rooms will involve subdividing an existing classroom. Minowa Elementary School, which hosts over 900 students, has the smallest media center among the six elementary schools, at just over 2,000 square feet. An expansion is proposed to address this inadequacy by adding a new media center.

At Cits Elementary School, the proposal includes the addition of six small group rooms and staff restrooms. Minnetonka High School aims to reconfigure the counseling area to provide better access to counselors and psychologists, particularly given the increase in enrollment to nearly 3,600 students. This involves capturing and expanding space for counseling services and enhancing the cafeteria to accommodate the growing student body.

The board discussed future considerations for additional projects, emphasizing the importance of a long-range facility plan and various funding alternatives. Potential funding mechanisms include a future building bond referendum, particularly after an operating referendum revenue increase. Previous funding strategies, such as lease levy and operating capital lease purchase mechanisms, may become available again as existing bonds are retired and interest rates decrease. Self-generating funding from Community Education could also be redirected toward early childhood education room additions, similar to a successful initiative from 2018.

A board member highlighted that during a recent student forum, students expressed that well-maintained facilities foster their inspiration and motivation to attend school. This testimony reinforced the administration’s assertion regarding the importance of the environment in enhancing student learning. Another member raised a question about cost-effective bidding strategies, noting that past efforts have achieved reductions in project costs by as much as 50%. Questions arose regarding the allocation and potential reallocation of any surplus funds from the bond issue, emphasizing that funds must be utilized for the purposes outlined to the public.

In financial matters, the board discussed the approval of Self Insurance Fund premium rates and the selection of a third-party administrator for fiscal year 2026. Superintendent David Law introduced the topic, noting that an annual committee reviews the insurance rates against current costs and makes necessary adjustments. The district has been self-insured since July 1, 2001, with an average premium increase of 4.10%, lower than market rates, which can be as high as 7% to 9%. The current recommendation includes a 5.25% increase in health insurance rates and a 3.28% increase for dental insurance.

The board selected Blue Cross Blue Shield as the new third-party administrator, following a proposal process that included responses from Blue Cross Blue Shield and the current administrator, Health Partners. Health Partners proposed an increase in administrative costs, while Blue Cross Blue Shield offered a more competitive bid, about 39% lower, with the added advantage of passing through prescription rebates. The self-insurance advisory committee recommended this selection unanimously, and the board members supported the motion.

In addition to facility and insurance discussions, the board delved into literacy initiatives. Associate Superintendent Dr. Amy Leo, alongside Literacy Coordinator Alysa Rutherford, presented a report on the implementation of the updated literacy plan. The plan focuses on ensuring robust instruction across all buildings by providing teacher training, evaluating literacy materials, monitoring student growth, and addressing achievement gaps. This effort aligns with the Minnesota Read Act, which mandates that all students read at grade level starting from kindergarten, including multilingual learners and special education students.

The district has partnered with Core Learning to facilitate a five-day Reading Academy for teachers in phase one. Teachers participated in sessions covering phonological awareness, phonics, multi-syllabic word reading, fluency, vocabulary, syntax, and comprehension. The comprehensive training aims to prepare teachers to effectively implement evidence-based practices within their classrooms. Teachers are required to demonstrate mastery of the content through various assessments.

Efforts to enhance the multi-tiered system of support (MTSS) framework were also discussed, emphasizing the need for ongoing professional learning and collaboration among teachers. The district’s plans for the next academic year include the continued implementation of the MTSS framework, new English language arts curriculum training, and further professional learning opportunities to support literacy instruction.