A comprehensive presentation by the district’s director of curriculum instruction and assessment highlighted significant improvements in student literacy, particularly in grades 3 and 5. The director emphasized the varied results in middle school literacy scores, noting inconsistencies across grades, especially in ninth grade, which was newly included in screening efforts. The analysis categorized student growth into aggressive, typical, modest, or flat, revealing that kindergarten students showed little change while first-grade students exhibited considerable progress. In contrast, fifth-grade students demonstrated only modest growth despite the substantial increases observed in fourth grade.

The presentation underscored the progress made by Hispanic students in intermediate grades, a demographic that has historically encountered challenges. Among native and indigenous students, an increase in growth from 33% to 47% was reported, reflecting notable advancements for this small demographic group. The discussion extended to college and career readiness, focusing on ACT results and the shift from grade-level proficiency to readiness benchmarks. The district plans to continue prioritizing foundational literacy and providing targeted support for students with emerging English language skills.

Efforts to enhance vocabulary morphology in fourth and fifth grades were detailed, alongside ongoing training in the REAct program, aimed at screening, curriculum exploration, and professional development. The district anticipates an increase in screening costs by $102,000 due to new guidelines from the Minnesota Department of Education for grades 4 through 12. Furthermore, the district celebrated the high participation rate in read act training, with over 328 teachers and administrators achieving a 90% completion rate.

In response to the inconsistent middle school reading scores, the board discussed strategies to address the challenges faced by students who fall into the “yellow range.” The district aims to introduce vocabulary and morphology components in the fourth and fifth grades, with potential expansion into sixth and seventh grades. A proposal to enhance the flex win time was also considered, focusing on structured, evidence-based interventions for students who require additional support. Teacher training in English Language Arts for sixth and seventh grades is viewed as a critical step in implementing broader interventions targeting vocabulary and comprehension.

Dr. Brandy Lowe, the district’s assessment data and research coordinator, presented the comprehensive assessment plan for the upcoming school year. This plan, which must be approved at the next meeting, highlights the district’s achievement of having no irregularities reported during state assessments this year. The addition of the Cathy Basics diagnostic for students in grades four and above who are below benchmark aims to identify specific reading issues, including dyslexia.

Assistant Superintendent Dr. Chris Belmont introduced updates to the student handbook for the 2025-26 school year. Emphasizing collaborative efforts, the handbook revisions included the formation of a new student attendance team and updates to align with state laws regarding student data privacy. Changes to the dress code and clarification of minor and major behavioral infractions were also included. The board unanimously approved the handbook, which aims to guide students, families, and staff in maintaining safe and effective school experiences.

The meeting also addressed updates to policies regarding electronic devices. With the introduction of policy 524, concerns about personal electronic communication devices, including cell phones, were discussed. The board approved the policy, emphasizing the need for clarity on the roles and responsibilities of students and staff. Regulations developed to minimize disruptions and manage non-compliance were highlighted.

Another agenda item involved a joint powers agreement for inter-agency early intervention services between Dakota County and ISD 191. The agreement aims to provide essential services to families and children from birth to three years old who qualify for early childhood special education. This includes nursing consultation and resource coordination for families with medically fragile children, with the board granting the superintendent authorization to sign the agreement.

The board also discussed proposed changes to public participation in school board meetings. Concerns were raised about the timing and methods for submitting topics for discussion, with a proposal to allow information to be submitted by noon the day before the board meeting. This change aims to enable better preparation and communication regarding topics to be addressed.