Minnetonka Public Schools — Transcript
Thursday, December 18, 2025
Literacy Update and REAct Implementation
Professional Learning Overview and Priorities
Board Leadership and Committee Assignments for 2026
Votes (3)
Literacy Update
Dissent: None.
The session detailed the district's progress in implementing the state's REAct (2023) requirements, including phases of professional development for K-5 and secondary teachers, as well as specific training for paraprofessionals. New assessment tools like FastBridge and the CAPY Read Basic Screener were explained, emphasizing their role in providing diagnostic data for English and immersion students. The board learned about data-driven instructional responses, the expansion of Reading Corps, and the ongoing curriculum review for immersion programs. Board members inquired about the evolution of teacher data literacy, the integration of assessment systems, and the impact of new teaching methodologies on student learning.
Professional Learning Update
Dissent: None.
The report detailed the district's philosophy and structured approach to professional learning, emphasizing job-embedded adult learning aligned with district priorities and legislative mandates. It covered specific training areas such as literacy, social-emotional learning, culturally responsive practices, middle school programming, and specialized training for paraprofessionals and administrators. The planning process, including vetting external partners and structuring learning days for extensive collaboration, was presented. Board members raised questions about the intentional use of technology, the nature of student connection strategies, and how teachers are supported in addressing student anxiety.
Review of Board Meeting Study Session Dates, Board Leadership Positions, and Committee Assignments for 2026
Dissent: No formal dissent; consensus indicated by 'fist of five' feedback (all responses 3-5, no fists).
The board discussed and reached a consensus on the proposed leadership structure and committee assignments for the 2026 calendar year. Roles for Chair, Vice Chair, Treasurer, and Clerk were discussed, with members expressing their interest and willingness to serve. Committee assignments were also reviewed, with members volunteering for specific roles based on their expertise, interest, and schedule availability. The 'fist of five' method was used to gauge informal consensus for the proposed leadership slate.
Notable Quotes (9)
So, as you likely know, there's different phases to this professional learning um that's required under the read act. And um phase one uh in Mitaka, we included the required groups that MD and the legislation identified and then also an expanded group...
Um and so like that's one of the reasons why it's required for 4 through 12 and not for K3. Um the the read act specifies like that we need to continue screening students in grades 4 through 12 for characteristics of dyslexia and reading difficulties um if they're not yet on grade level. So that is so CAPI is the tool that MDE um approved for that purpose...
And it's been fascinating because he, my 10-year-old, has explained things to my eighth grader multiple times, like, oh, no, no, because there's a consonant before it, it means that it does this, and when it's a vowel, it does that. And I was like, wait a minute, for real? Like, I didn't ever learn that. And so, it's been really interesting.
Our goal is to really fully live into the beliefs that you see here on the screen that we have for professional learning. And when we create professional learning um among our teams and with our administrators, these practices or these beliefs really guide our offerings and our practice.
So in essence, we're running a conference for a thousand educators three times in a semester really without access to a conference center that has all the size spaces and and setup that you need.
Often times teachers have to go back and say, 'Oh, I I have to find it.' Because as we all know, just because you heard it once doesn't mean you've mastered it. So, we try to keep it in the forefront.
it it's it's really an opportunity to dive as deeply into the finances as you want to because it's my it's my personal belief that the the the budget is everything. Like the budget is what we have and it's how we implement all of our values and align ourselves and and take action to further our goals and everything like that.
I have an interest in being chair just because I was vice currently vice chair and it's for me, I've really enjoyed working more directly with superintendent law. it. I've learned a lot from him about how the board works and I've enjoyed working close closer with the chair.
I just want to make sure that everybody's aware that there's not like a sequence that has to be followed. Like just because Key is vice chair for right now, she could totally have said, 'I don't want to be chair. I was happy being vice chair. I'd like to shift somewhere else.'
Ordinances & Resolutions (16)
Legislation enacted in 2023 setting requirements for school districts regarding staff development, materials, intervention, and assessments to achieve grade-level literacy for all students.
District's strategic plan highlighting areas of focus for literacy improvement.
A new English Language Arts curriculum resource being implemented by K-5 English teachers.
A new ELA resource providing explicit instruction in word recognition, implemented by K-5 English and immersion teachers.
A system providing screening data, diagnostic tools, and intervention recommendations for literacy assessments.
A data system integrated with FastBridge for progress monitoring and graphing student data.
A diagnostic method from the Center for Applied Research and Educational Improvement used to determine student literacy needs based on fluency and accuracy.
A resource providing model lessons for literacy intervention and response.
A new diagnostic screener for grades 4-12, approved by MDE, used to identify specific literacy skill needs related to dyslexia and reading difficulties.
A list released by MDE and Carrie at the University of Minnesota, mandated by the ReadAct, to guide districts in implementing evidence-based reading interventions by 2026.
Updated social-emotional learning curriculum resources introduced to elementary educators, including 'We Thinkers' (K-1), 'Social Detective' (2nd), 'Superflex' (3rd), and 'Check-in. Check it out. Choose.' (4th-5th).
An acronym (Start Engage Respond Value Exit) introduced by Dr. Cook of Character Strong to secondary educators for setting conditions for student success.
A framework guiding district efforts to build strong student relationships, emphasizing elements like 'Express Care,' 'Challenge Growth,' and 'Share Power'.
A platform for self-directed asynchronous learning utilized by paraprofessionals not involved in literacy training.
A program introduced to administrators by Dr. Christine Breen, focusing on the seven principles of fierce conversations for effective communication.
An initiative related to mental health support that Mike is involved with, nearing its implementation phase.