One item discussed was the resolution to sell the football field in Marshall. The board recognized that the property, once used for high school football games, had become surplus following the relocation of school facilities to Cl city, Minnesota. The board underscored that selling the field would alleviate ongoing maintenance costs, a financial burden on the district. A motion was approved to proceed with the sale, and the administration is currently working with appraisers to determine the fair market value of the property. The sale process must adhere to legal stipulations that require transactions to occur at fair market value, a point of concern given past complications with a similar sale to a public entity at a nominal fee.

The board also deliberated on the potential sale of fixtures on the property, such as light poles, to generate additional revenue. However, it was clarified that proceeds from the sale of such fixtures cannot offset the land sale costs. A unanimous vote approved the resolution, moving the sale process forward.

In tandem with these financial deliberations, the board focused on enhancing academic performance through a multi-tiered system of support (MTSS). Discussions centered on leveraging data to inform educational programming and improve both academic and behavioral outcomes for students. The MTSS framework, divided into three tiers, provides varying levels of support to students based on their specific needs. Tier one involves direct instruction for all students, tier two offers targeted interventions for small groups, and tier three delivers intensive and specific interventions. The board emphasized the importance of data-driven decision-making, conducting surveys to assess student feelings about safety, friendships, and school connections to guide programming choices.

The board discussed the flexibility of the tier system, confirming that students can occupy different tiers across various subjects and assessments. Training for teachers on implementing MTSS strategies has been ongoing, with a focus on building knowledge over time. Resources from university-led programs have been instrumental in equipping teachers with materials and strategies for reading interventions. Questions about the effectiveness of the training led to discussions on the Student Assistance Team, which supports teachers dealing with students’ emotional or academic challenges.

Additionally, the board addressed the integration of the Academic Needs Initiative (ANI) and the World’s Best Workforce programs, with biannual presentations replacing the previous annual updates. The ANI report, due on October 13th, served as a public forum for discussing academic performance goals. Despite efforts, the board observed that the goals for elementary-level reading and math performance had not been met, with minimal growth in reading scores and a decline in math scores. Board members expressed concern over the ambitious 15% growth target. The discussion included potential collaboration with external experts to develop more tailored goals focused on individual student growth.

On the topic of community engagement, the board highlighted several initiatives, including a notable interaction with Bob Bricks, a World War II veteran. Students participated in writing letters to Bob as part of a mail call during his honor flight, fostering a strong community connection. Plans for Veterans Day include a speech by Bob and a student panel featuring a legislator reading a book to students, further encouraging community involvement.

The board also entertained a proposal for a donor recognition board established by the 2180 Foundation to acknowledge contributions and enhance the school’s aesthetic. Discussions ensued about the need for formal approval processes before proceeding with the project’s installation.