The board dedicated significant time to examining the Multi-Tiered Systems of Support (MTSS) framework, which is used to tailor instruction based on individual student needs. This system employs various assessments to monitor student progress and determine necessary interventions. The board emphasized the importance of responding to student data to identify both strengths and areas requiring further assistance.

A central focus was the longitudinal data from the Minnesota Comprehensive Assessments (MCA) for reading and mathematics. The data, which track student performance over the years, revealed trends at both the district and state levels. Concerns were raised about the impact of the pandemic and the option for students to opt out of these assessments, as opting out results in a zero score. This factor, it was suggested, might skew the data, leading to potentially misleading interpretations of student performance. The administration acknowledged these concerns and noted that discussions with parents about the implications of opting out have been ongoing.

The board acknowledged that the MCA assessments have undergone changes, complicating comparisons with past performance. The administration proposed using 2021 as a new baseline due to the pandemic’s disruptions. Board members appreciated the district’s focus on student-centered data analysis, acknowledging prior efforts had been less concentrated on individual student needs.

The discussion extended to the Read Act’s mandate for student screening and intervention requirements. The administration outlined their alignment with new screening requirements, which include assessments three times a year. Students not meeting benchmarks are required to receive remedial interventions, with personal learning plans introduced to inform families of their child’s progress. The plans aim to strengthen the connection between home and school, providing transparency about the interventions students receive.

The effectiveness of local assessments, particularly the FastBridge program, was also examined. FastBridge data, which is compared to national benchmarks, guides interventions and allows educators to evaluate student performance against established benchmarks. Several trends emerged from the data, including fluctuations in student performance. For instance, a drop was noted in kindergarten students meeting benchmarks, from 78% in the spring to 58% in the fall. However, positive trends were observed in reading comprehension for grades two through five, with improvements noted over summer months.

The board also discussed fluency scores across grades two to eight, recognizing fluctuations that could be attributed to cohort sizes. In mathematics, similar trends were noted, with some declines attributed to small numbers of students. The board agreed on the necessity for ongoing analysis and patience in interpreting results, recognizing that fluctuations might represent broader patterns.

In administrative matters, the Assurance of Compliance document was approved. The board also approved the Stearns County Family Services collaborative joint powers agreement to support mental health services. Other approvals included the seniority lists, a grant application to the Minnesota State High School League Foundation, and a memorandum of agreement on e-learning.