The meeting’s most prominent topic was the presentation of a plan aimed at enhancing middle school education. A design team, consisting of educators and community stakeholders, developed a “portrait of a middle school learner.” This document outlines four essential skills that middle school students are encouraged to develop: being curious thinkers, resilient learners, solution seekers, and empathetic community members. These attributes aim to foster environments where students can thrive both academically and socially.

The portrait will be implemented at High View Middle School in the upcoming academic year, with Edgewood and Chippewa Middle Schools following in the 2026-2027 school year. Initial planning at High View will focus on sixth-grade students, with specific structures being developed to support these essential skills. The design team emphasized the importance of making the document’s language relatable to students, noting that feedback from students is being sought to ensure the language resonates with them. This effort underscores a commitment to student-centered learning and reflects the district’s goal of preparing students for future challenges.

The board also discussed the district’s operating goal related to the Read Act implementation. With a focus on enhancing literacy, the district highlighted three key areas: professional learning for teachers, the use of a reading screener, and the review of core literacy resources. Teachers in grades K-5 are engaged in professional development to improve their instructional strategies, and the FastBridge reading screener is being used to identify students requiring additional support. The district is also preparing for the implementation of assessments for grades 4 through 12, following recent state guidance.

Further updates on teacher training were provided, particularly regarding early childhood and English Language Arts literacy teachers. Early childhood teachers are completing their “early childhood letters training,” while future phases of training will extend to secondary ELA literacy teachers. The district is awaiting guidance from the Minnesota Department of Education on the next steps for this training.

In a discussion, the board examined the process of selecting new core resources for reading instruction. A dedicated group of approximately 40 teachers participated in this selection process, resulting in the recommendation to adopt the 95 phonics core for foundational skills and TKLA for knowledge building. These resources are expected to be delivered by July 2025, allowing time for teacher training ahead of the new school year.

The board expressed gratitude for the dedication of teachers who contributed to the resource selection and acknowledged the challenges posed by late state guidance on these matters. There was a consensus on the importance of robust support for teachers as they adapt to new instructional methods, with confidence expressed in the teachers’ capabilities.

Superintendent Lennox also highlighted notable achievements within the district, including Edgewood Middle School teacher Zoe Courage being named a finalist for the 2025 Minnesota Teacher of the Year Award. Additionally, two senior athletes, Lulu Samakula and Kate Robber, were recognized as Athena Award winners for Irondale High School and Mounds View High School, respectively.

The meeting concluded with updates on the Association of Metropolitan School Districts (AMSD) and legislative matters, particularly regarding education funding. The board was informed of ongoing state budget discussions and potential implications for district funding. Members also shared updates from their participation in local PTA meetings, emphasizing the importance of parental involvement in educational activities.