One notable issue addressed was the initiation of the boundary adjustment process. A representative presented a draft of the guiding change document, which will direct the boundary adjustment committee’s efforts. This undertaking is prompted by the construction of two new elementary schools in Bayport and Lake Elmo and demographic shifts in the district’s southern region. The document aims to maintain neighborhood cohesion and ensure equitable school assignments, with a target minimum enrollment of 400 students per elementary school. The board plans to engage the community in October to gather feedback on proposed boundary options, with a final vote expected by December.

The boundary adjustment discussion emphasized maintaining neighborhood integrity while accommodating growth. Lake Elmo Elementary students will remain at their current school, and previous adjustments saw some Lake Elmo students reassigned to Rutherford and Brookview. The committee responsible for boundary recommendations includes parent representatives, teachers, principals, district administration, and community members.

The meeting also addressed the renaming of Anderson Elementary back to Bayport Elementary by July 1, 2026. This decision marks a return to the school’s original name prior to its 1996 remodel.

Another topic was the presentation on the district’s MCA scores. These assessments evaluate reading and math proficiency based on Minnesota’s academic standards. Despite an overall positive trend in reading scores, challenges persist. For instance, while elementary grades outperformed the state average by about 10 percentage points, fifth-grade scores showed a decline, continuing a downward trend. Notably, sixth-grade performance improved significantly.

The presentation highlighted achievement gaps, particularly among racial and ethnic groups, with black students lagging behind other demographics, while Latino students exceeded pre-pandemic levels. School performance varied, with Afton Lakeland showing consistent growth, whereas Brookview experienced declines. The board also discussed the potential impact of a new science curriculum on future scores, acknowledging a possible temporary lag.

Math scores reflected similar patterns, with fourth-grade performance being strongest. However, the achievement gap is wider in math than in reading, with male students outperforming females. The performance of English Learners remained below expectations, despite mathematics assessments being less language-dependent. The board noted that removing gifted and talented students from the score pool resulted in a slight proficiency decrease, highlighting the need for inclusive strategies.

The board discussed the implications of these scores for school governance, curriculum investment, and professional development. Board members emphasized the importance of comprehensive assessments, like FastBridge, over one-time standardized tests, to gain a holistic view of student growth.