The most notable development during the meeting was the proposal of three new high school courses designed to align with student interests and industry needs. These courses are AP Business Management Principles, an honors band option for ninth-grade students, and Professional Communication for 12th graders. The AP Business Management Principles course addresses the needs of students interested in business, especially those who cannot participate in the Vantage program. This course is structured to provide a rigorous business curriculum without the commitment of a full business program. The honors band option allows musically ambitious ninth graders to audition and join a more advanced band class, catering to different skill levels and interests. The Professional Communication course focuses on essential communication skills relevant to the workforce, offering an alternative to traditional literature studies.

The board discussed the relevance of the new business class for students entering trade fields, noting that entrepreneurship and finance skills are increasingly crucial for independent contractors. The AP Business Management course is part of a pilot program, which could offer unique opportunities for students in the future.

Simultaneously, the School Board reviewed the district’s financial audit, which yielded positive outcomes. The audit revealed that Minnetonka School District received an unmodified opinion on its financial report. There were no issues, such as material weaknesses or deficiencies in internal controls, which is particularly noteworthy for a district of Minnetonka’s size.

The auditors confirmed that there were no findings related to the single audit, which examines compliance with laws and regulations. This favorable result extended to Yellow Book compliance, where no issues were found—a rarity that often arises in audits due to legal compliance lapses. The district’s financial practices were praised, with a focus on maintaining high standards in financial reporting and the overall health of the district’s finances.

The board also delved into the general fund balance activity, noting its importance in budget management. The unassigned fund balance at the end of 2024 was reported to be 27% of annual expenditures, with the total fund balance for the general fund at approximately 133%, equating to about six weeks of operations. While the district had budgeted for spending down these balances, auditors advised monitoring as it approaches the 10% range.

Enrollment figures from 2015 to 2024 showed a strong trend for a mature district, attributed to building improvements and increased capacity. General fund expenditures were reported to be 7% over budget, primarily due to increased costs in transportation, repairs, and maintenance. The free meals legislation impacted revenues and expenditures in the Food Service fund, though the district managed to operate its program effectively, avoiding the need for a transfer from the general fund.

The meeting also highlighted the implementation of the Multi-Tiered System of Supports (MTSS) initiative, a district goal since the 2018-2019 school year. This initiative focuses on infrastructure and support, assessment and decision-making, and multi-level instruction. District leadership teams oversee the implementation of evidence-based practices. Professional Learning Communities (PLCs) play a role in this initiative, particularly in literacy and social-emotional learning, with professional development sessions enhancing teaching practices.

The board expressed appreciation for the district’s efforts in financial management and educational practices, emphasizing the importance of maintaining high standards to ensure student success.

Another topic was the early warning system aimed at identifying students needing additional support. Counselors receive regular reports covering attendance, discipline referrals, failing grades, and Sabers testing. This system helps identify students who may require tier 2 interventions based on established decision-making rules. The board discussed the importance of considering individual circumstances and providing appropriate interventions.

Further, the board highlighted the various tier 2 interventions available, such as EmpowerU, which aligns with the Sabers framework. These interventions are age-appropriate and coordinated with academic reporting periods, reflecting the progress and implementation efforts of school counselors, social workers, and psychologists.