The meeting began with an exploration of the Spanish Immersion program, which has shown significant positive outcomes for students. This program not only enhances language acquisition but also fosters cognitive development and cultural understanding. Educators emphasized that students in dual language immersion programs often experience increased brain stimulation, aiding in emotion regulation and attention, which contributes to improved behavior management. A board member expressed admiration for the program’s success and inquired about its expansion to Westwood, where new staff have been recruited and have received training to adopt similar strategies.

The program’s emphasis on cultural learning extends beyond linguistic skills, promoting empathy and a broader cultural perspective. Research supports the program’s effectiveness, noting that a high percentage of Spanish phonetics correlate directly with English, aiding students in learning a second language. The board discussed academic innovations linked to the immersion program, such as transforming an old computer lab into a maker space for engineering activities, with support from local carpenters. Teachers have been trained in AI and have integrated age-appropriate technology programs to prepare students for future technological landscapes. Fifth-grade teachers have adopted modern classroom approaches, encouraging peer and teacher coaching and self-paced mastery in mathematics, utilizing tools like iPads and the Seesaw platform to enhance student engagement.

Another topic was the American Indian education programming, serving 275 Native American students within the district. The initiative aims to affirm the cultural identity and history of these students, focusing on community engagement through various activities. The district’s collaboration with the Native American Parent Advisory Committee (NAPAC) was highlighted as an aspect of the program. The committee, recently renamed from APAC, seeks to enhance educational opportunities for American Indian students and foster a sense of community among families.

Kip Perkins, the American Indian education programs coordinator, and Heather Broa, the cultural liaison, shared insights into their work. They facilitate cultural practices such as smudging and organize field trips to expose students to opportunities, including visits to the University of Minnesota and a Native American college fair. These activities aim to raise awareness and expand horizons for Native students. The presentation included anecdotes illustrating the positive impact of culturally relevant support, such as improved school attendance and strengthened cultural identity among students.

The importance of Indigenous Peoples’ Day was reiterated, with the district dedicating instructional time to educate students about Indigenous histories and cultures. This initiative is part of a broader effort to promote awareness and respect for Indigenous cultures among all students. Future plans include hosting financial aid assistance for American Indian students and collaborating with local institutions to promote graduation and college readiness.

In other discussions, the board addressed declining enrollment attributed to pandemic-related challenges, with anticipated boundary changes expected to stabilize numbers. Additionally, the board reviewed the district’s referendum efforts, focusing on safety and learning improvements at Apollo High School and a proposal for an indoor multi-purpose athletic center to benefit students and local youth organizations.

The meeting also included an update on the review and comment process for proposed construction projects, with feedback from the Department of Education indicating that the projects align with the district’s long-term interests. The American Indian education update continued with a focus on ensuring staff are equipped with the necessary resources and skills to support American Indian students.