The Minnesota School Boards Association (MSBA) provided a description of the retreat, emphasizing its utility for new or stressed boards. Consensus emerged around the idea that a self-evaluation should not be postponed indefinitely, and the board aimed to gather more information from MSBA to schedule both the retreat and evaluation in the near future. Concerns were raised about the frequency of past evaluation delays, with a call for Chelsea to review preliminary questions from previous assessments to quickly adapt to board expectations.

Another topic was the MSBA leadership conference, where members shared insights from various sessions. A standout was the session on student involvement, particularly concerning consistent cell phone usage policies across classrooms. Students expressed a desire for uniformity to reduce confusion and anxiety about college readiness, advocating for more preparatory opportunities, including guidance on financial aid and applications. The board considered involving students in policy discussions, particularly those affecting them, like cell phone and dress code policies. One idea was to have students participate in policy meetings.

The conversation also touched on the emotional well-being of students, with ideas from other schools such as using therapy dogs during finals to alleviate stress and implementing emergency supply bags for a sense of safety. The concept of a mental health resource series was introduced, potentially enhancing mental health awareness in the district. Members also discussed practices from other districts where student council representatives visited different school buildings to foster community spirit, proposing themed events that could involve students of all ages.

The board also reflected on a session about student free speech, referencing the Tinker v. Des Moines case, which highlighted the distinction between student and staff speech rights.

An AI workshop addressed the implications of AI incidents within the school district, stressing the need for a comprehensive response plan and increased education for stakeholders. The lack of effective tools to ensure accountability among students using AI creatively was noted as a challenge, presenting an oversight issue the board needs to address.

Sports and extracurricular activities also featured prominently, with updates from the Minnesota State High School League highlighting a referee shortage. A program called “ref reps” was introduced to train students as referees, particularly at the middle school level. Discussions included the introduction of boys’ volleyball as a new sport in Minnesota, not yet recognized by the league, and girls’ wrestling, emphasizing the encouragement of girls to participate in football.

The board also explored staff satisfaction surveys, with discussions on leveraging aggregated results to compare satisfaction levels across districts and improve performance. A session titled “The Board’s Role in Student Achievement” summarized a study identifying successful school board characteristics, such as shared vision development, system cohesion, and data usage for improvement efforts. The importance of investing in staff development, particularly in retaining quality teachers, and ensuring stable leadership was underscored.

Interactions with parents were generally positive, with a few instances of pushback noted. A student contributed to the cell phone discussion, questioning the necessity of personal phones when school devices are available. The board recognized students’ adaptability to restrictions.

A dynamic keynote speaker at a recent conference shared insights on reforming underperforming schools, emphasizing that “not everything counts but everything matters,” aiming to instill a mindset that minor tasks contribute to overall success. The phrase “you can’t serve someone you think you’re better than” was highlighted, encouraging humility in education.

The board considered engaging more directly with students by attending student council meetings and informal gatherings to foster relationships and support student voices. Previous interactions with students regarding policy changes were shared, noting they empowered students and reduced intimidation by board members.

Community engagement concerns were raised, with low attendance at public listening sessions. Suggestions for less formal engagement methods were made. There was support for conducting listening sessions to facilitate open dialogue and accessibility for community members.

The board also discussed providing staff with a platform for anonymous feedback, acknowledging that fear of repercussions could hinder open communication. Suggestions included blind surveys to ensure staff could express concerns without fear of consequences. The board recognized the challenge of fostering a culture that encourages feedback and sought to address past administrative impacts.