A major focus of the meeting was the presentation of the Teaching and Learning report on mathematics, led by Kelly Jansen, the assistant superintendent. The report outlined the district’s strategies to improve K-12 mathematics education, aligning with district goals for student experience and learning mastery. Arthur Williams and Mark Mcwell, directors of teaching and learning for elementary and secondary schools respectively, detailed the importance of data collection in student assessment and the accountability it provides. The district’s proficiency rate on the Minnesota Comprehensive Assessment (MCA) stood at 53.7%, with elementary schools outperforming secondary levels.

The district’s performance was compared with neighboring districts, revealing a proficiency rate lower than Elk River and Lakeville but higher than Oio and Rochester. Participation rates in the MCAs, particularly at the high school level, were a concern, with factors such as hybrid learning and increased opt-out awareness contributing to the decline. The report stressed the importance of maintaining growth in high-performing students, emphasizing that scoring high does not always meet growth targets.

The introduction of the Bridges mathematics curriculum in 2018-2019 for grades K-2, and later for grades 3-5, was discussed, with disruptions caused by the pandemic requiring adjustments to align with current standards. The Bridges program includes components like Number Corner for daily skill tracking and Workplaces for reinforcing concepts through games. The integration of DreamBox, a supplemental resource providing personalized learning paths, was noted as beneficial for both intervention and enrichment.

The implementation of the 2022 math standards was a key topic, with the Circ process aiding teachers in preparing for these changes. The new standards aim to promote mathematical rigor, focusing on real-world application, conceptual understanding, and procedural fluency. The restructuring of mathematical strands to include data and probability from kindergarten was emphasized as vital for equipping students with data literacy skills early on.

Efforts to involve teachers in the Cir process were highlighted, with meetings examining shifts in standards and their implications for instructional practices. The development of clear “I can” statements for students aims to make learning objectives transparent.

The board also discussed the selection and evaluation of core mathematics resources to align with new standards. An evaluation rubric for instructional resources was proposed to assist teachers in the transition. Concerns about the drop in participation rates for standardized testing at the high school level were raised, with further research needed to understand the demographics of students opting out.

In parallel with curriculum discussions, the meeting addressed the district’s financial status, with Chris Blackburn introducing Erin Neelsen from MMKR to present the annual audit. The audit concluded with a clean opinion on the financial statements, highlighting a rigorous process with new requirements for capital asset accounting. The district’s average daily membership increased by 1.3%.

The audit revealed a 17.2% fund balance in the general fund, surpassing the board’s 16.6% goal for 2026. Revenue sources were primarily state funding and property taxes, with total revenues reaching approximately $317.66 million. Expenditures also rose, influenced by tuition moves and capital expenditures.

Neelsen highlighted the importance of addressing fund deficits proactively, with discussions on financing these deficits through general fund adjustments or legislative support. The capital project fund is expected to see significant activity, with bond issues anticipated to enhance resources for upcoming projects. The closure of the internal service fund was noted, with its accounts integrated into the general fund and entity-wide financial statements.