The most notable topic of the meeting was the comprehensive presentation on the early childhood special education program. Amy Petroski and her team highlighted the foundational role of this program in supporting children from birth to age five. They emphasized the importance of early intervention, citing research that underscores the critical period of brain development during these formative years. Currently, the program supports 303 active students. The program is grounded in the Individuals with Disabilities Education Act, which mandates services for young learners.

The early childhood special education team articulated their commitment to empowering families and fostering strong neurological pathways for children. They detailed outreach strategies, including a “child find” initiative to identify children who are not yet in formal educational settings. The “Help Me Grow” initiative was discussed in detail, focusing on the referral process for early childhood intervention services. Referrals can originate from various sources, such as medical professionals, parents, and public health nurses. The program has shifted towards a family-centered coaching model, where interventions occur in natural settings like homes and daycare facilities, integrating services into the family’s daily routines. Each child identified as needing support receives an Individualized Family Service Plan (IFSP), prioritizing family needs and concerns.

Enrollment trends show a steady increase in both birth to three and three to five programs over the years. In the 2024-2025 school year, enrollment increased from 93 to 126 students. Staff members expressed feeling overwhelmed due to the rising number of students, which led to the hiring of additional staff to support the growing needs. Many children receiving early intervention may not require further services after turning three, with 18 students in the current year not needing further assistance.

The presentation outlined various delivery models for early childhood special education services, including integrated preschool classrooms and itinerant services. The district’s Voluntary Pre-Kindergarten (VPK) program operates in all eight elementary schools, providing both morning and afternoon classes. The staff composition includes a range of professionals, such as speech-language pathologists, occupational therapists, and educational assistants, totaling 52 individuals dedicated to early childhood special education services.

Another focal point of the meeting was the academic progress at Ron Elementary School. Principal Brad Rob and Learning Specialist Lorie Cooler presented the school’s recent achievements, including its recognition as a Minnesota School of Excellence. The school set ambitious academic goals, aiming to increase the percentage of students not at benchmark from 48% to 60% achieving typical or aggressive growth, a target they surpassed by reaching 66%. For students who started the year at benchmark, the school achieved a 90.54% retention rate at or above benchmark levels.

Specific achievements within different grades were highlighted, particularly in the first and fifth grades. In first grade, 90% of students who started below benchmark made typical or aggressive growth, exceeding the school’s original goal of 60%. Furthermore, 100% of first graders who started at benchmark maintained their status. The fifth-grade MCA scores also reflected notable improvements, with proficiency rates in both math and reading rising to 60%, surpassing state averages by 11 points in reading.

The board members expressed their appreciation for the progress at Ron Elementary. They acknowledged the dedication of the staff and the positive impact on multilingual learners. Principal Rob underscored the collaborative environment at Ron, noting that all staff members work together to provide support, emphasizing a collective responsibility for all students’ success.

The evolving role of school psychologists within the district was also discussed. The need for psychologists to transition from predominantly administrative roles to active participants in the school community was highlighted. The current practice involves psychologists engaging in initial evaluations and re-evaluations for students, particularly in the age range of three to five. They are integral in collaborative meetings, known as “stat” processes, which include various staff members, such as Board Certified Behavior Analysts (BCBAs) and social workers.

The Burnsville-Eagan-Savage Transition Program, referred to as the BEST program, was also on the agenda. This program serves students aged 18 to 22 with disabilities, assisting them in transitioning into adult life, employment, and community engagement. The staff focuses on providing work-based learning experiences and developing independent living skills. The program’s structure includes seminar courses designed to develop specific skills and prepare students for employment. In-house job sites, such as the Core Lab and Production Lab, offer students practical work experience, fostering creativity and entrepreneurial skills.

In addition to job sites, the meeting introduced Project Search, a collaboration with M Health Fairview Ridges Hospital, which provides work-based internships for young adults with disabilities. This program integrates interns into typical workplace environments, offering hands-on training in various hospital departments.