The most significant item discussed was the resolution for the Minnesota School Boards Association (MSBA) delegate conference, which calls for a legislative study to assess the effectiveness and impact of charter schools on public school districts. The resolution, presented by a board member, sparked a discussion about the specific language used, particularly whether to specify “non-charter public school districts” to avoid ambiguity. The board members debated the implications of the wording and decided to maintain a broader focus on the impact of charter schools. After various comments and clarifications, the resolution was approved unanimously.

The meeting also featured a review of the district’s summer programs. Nikki Hansen and Christa Potter provided an overview of several initiatives, including the extended school year (ESY) services, targeted services for K-5 students, and newcomer programs. The ESY program, which supports students with Individualized Education Programs (IEPs), boasted a 98% attendance rate. The K-5 newcomer program, serving 40 students from diverse linguistic backgrounds, had a 72% attendance rate.

One highlight was the Lincoln summer camp, a new initiative offering classes in science, robotics, art, dance, and Jiu-Jitsu, which received positive feedback for its hands-on activities. A partnership with the Boys and Girls Club and Tahi Kid Stop integrated reading instruction into existing summer programs, resulting in 603 students enrolling in credit recovery and 590 credits earned. Hansen emphasized the importance of community partnerships, such as those with the United Way, which provided grants and support for the programs. Feedback from families and staff will inform future improvements.

Joel Hamp presented the summer projects status report, detailing the completion of various projects across school sites, including a new pre-k playground at Lincoln. Despite initial challenges, favorable weather conditions allowed for successful grass growth and site enhancements. Hamp’s report underscored the collaboration and effort involved in these projects, with further discussions addressing any outstanding concerns.

This initiative aims to shift teaching methodologies to better meet diverse student needs through blended instruction, self-paced structures, and mastery-based learning. Blended instruction combines teacher-created videos with small group interactions, reducing the reliance on whole-class lectures and enabling one-on-one instruction. Self-paced structures allow students to progress at their own speed, with lessons categorized into “must do,” “should do,” and “aspire to do” sections. Mastery-based learning focuses on smaller assessments, or mastery checks, to ensure students understand specific content before moving on.

Board members raised questions about accommodating students who progress at different rates and aligning mastery checks with standardized testing outcomes. Teachers involved in the modern classrooms model explained that mastery checks encourage deep comprehension and allow for differentiated learning experiences.

The integration of generative AI in education was another key topic. The board discussed the necessity for students to gain equitable access to emerging technologies, noting the projected growth in machine learning jobs. The conversation emphasized AI’s role in everyday tasks and its potential benefits in personalized learning, such as supporting students needing assistance with text-to-speech and language translation. Concerns about AI included accountability, privacy, and the digital divide, prompting discussions about professional development for educators to effectively utilize AI tools in their teaching practices.

The board also addressed student surveys, with a presentation from the Executive Director of Research, Enrollment, and Assessments. The importance of these surveys, particularly the Minnesota Student Survey, was emphasized as they provide valuable data on student experiences. The board discussed the consent process, confidentiality, and the methodology of the surveys.