---

## author: Jesse Sierks

date: D:20171017085700-05'00'

---

## Business Meeting

Tuesday, June 9, 2026 5:30 PM

## Board Assembly Room, 1250 West Broadway Avenue, Minneapolis, Minnesota 55411

## 1) Call to Order and Roll Call

2) Adoption of the Agenda

3) Recognitions

4) Recess

## 5) Public Comments

6) Recess

7) Reports and Recommendations from the

## Superintendent of Schools

7)a. Presentations and Updates

## 8) Policy Committee Report

8)a. Resolution Amending Policy 6690 (Wellness

## Policy)

9) Action Items by the Board of Education

9)a. Approval of the Consent Agenda

9)a.1. Acceptance of Minutes

## 9)a.1.a. May 12, 2026 Regular Business Meeting

## 9)a.2. Human Resources Transactions

9)a.2.a. Approval of List A personnel matters

## (2026-06-ER-A)

9)a.2.b. Approval of List B personnel matters

## (2026-06-ER-B)

9)a.3. Acceptance of Gifts and Donations (2026-

0052)

9)a.4. Contracts

9)a.4.a. Contract 4400003819 with Absence Soft

9)a.4.b. Contract 4400003778 with Adam's Pest

## Control

9)a.4.c. Contract 4400003702 with Amergis

## Healthcare Staffing Services

9)a.4.d. Contract 4400003775 with Bille Bus

9)a.4.e. Contract 4400003785 with Bille Bus

9)a.4.f. Contract 4400003791 with Bix Produce

9)a.4.g. Amendment to contract 2025-4400002322

with Brown & Brown

9)a.4.h. Contract 4400003757 with Cadenza Music

9)a.4.i. Contract 440000TBD with CorVel

## Corporation

9)a.4.j. Contract 4400003769 with Cybersoft

9)a.4.k. Contract 4400003733 with Discovery

## Education

9)a.4.l. Contract 440000TBD with Dorsey & Whitney,

## LLP

9)a.4.m. Contract 4400003747 with English Learning

## Center

9)a.4.n. Contract 4400003792 with Ferndale Market

9)a.4.o. Contract 4400003781 with Frontier

## Transportation

9)a.4.p. Contract 4400003762 with Great Minds

9)a.4.q. Contract 4400003786 with Indianhead

## Foodservice Distributors

9)a.4.r. Contract 4400003726 with Insight Public

## Sector

9)a.4.s. Contract 4400003802 with Introdec

9)a.4.t. Contract 4400003783 with ITC

9)a.4.u. Contract 4400003800 with KFI Engineers

9)a.4.v. Contract 4400003701 with Language Line

9)a.4.w. Contract 4400003750 with Learning in

## Style/ACCOLA

9)a.4.x. Contract 4400003760 with Lexia Learning

## Systems LLC

9)a.4.y. Contract 4400003014 with Maertens Brenny

## Construction

9)a.4.z. Contract 4400003809 with Mackin

## Educational Resources

9)a.4.aa. Contract 4400003821 with Mille Dunwiddie

9)a.4.bb. Contract 4400003784 with MMA

9)a.4.cc. Contract 4400003777 with Monarch Bus

## Company

9)a.4.dd. Contract 4400003771 with MTN

9)a.4.ee. Contract 4400003773 with MTN

9)a.4.ff. Contract 4400003789 with Pan o Gold

## Baking

9)a.4.gg. Amendment to Contract 4400003329

## with Project For Pride In Living- MERC

9)a.4.hh. Contract 4400003710 with Project

## Wayfinder, Inc

9)a.4.ii. Contract 4400003751 with Public

## Consulting Group

9)a.4.jj. Contract 440000TBD with Raptor

## Technologies

9)a.4.kk. Contract 4400003780 with RIFT VALLEY

9)a.4.ll. Contract 4400003748 with Riverside Plaza

## Tenants Association

9)a.4.mm. Contract 440000TBD with Ratwik, Roszak &

## Maloney, PA

9)a.4.nn. Contract 4400003813 with Renaissance

Learning, Inc.

9)a.4.oo. Contract 4400003818 with Rochon

## Corporation

9)a.4.pp. Contract 4400003787 with Russ Davis

## Wholesale

9)a.4.qq. Contract 4400003815 with SAVVAS Learning

## Company

9)a.4.rr. Contract 4400002328 with School

## Specialty, LLC

9)a.4.ss. Contract 4400003765 with Seesaw Learning

Inc.

9)a.4.tt. Contract 4400003746 with Somali Success

## School

9)a.4.uu. Contract 4400003749 with Summit Academy

## OIC

9)a.4.vv. Amendment to Contract 4400003093 with

## TeamDynamix

9)a.4.ww. Contract 4400003810 with Mackin

## Educational Resources

9)a.4.xx. Contract 4400003758 with The Math

## Learning Center

9)a.4.yy. Contract 4400002981 with Trane US, Inc.

9)a.4.zz. Contract 4400003782 with Transit Team

Inc.

9)a.4.aaa. Contract 4400003788 with Trio Supply

9)a.4.bbb. Contract 440003729 with Twig Education

9)a.4.ccc. Contract 4400003801 with Veritiv

## Operating Company

9)a.4.ddd. Contract 4400003776 with Waste Management

## of Minnesota, LLC

9)a.4.eee. Contract 4400003812 with Witzel Electric

9)a.4.fff. Amendment to Contract 4400003102 with

## Young Dance

9)a.5. Resolutions

9)a.5.a. Resolution to Approve Recertification of

## the School District's Population Estimate (2026-

0055)

## 9)a.5.b. Authorizing 2025-2026 Minnesota State

High School League (MSHSL) membership (2026-0051)

9)a.6. Agreements

## 9)a.6.a. Memorandum of Agreement with Achieve Twin

## Cities for Funds Management (Foundation Services)

9)a.6.b. Authorization of Lease with University of

## Minnesota for Air Quality Monitoring Project

## 9)a.6.c. Approval of Lease Between Wellstone

## International High School & Minneapolis Community

& Technical College (2026-0053)

9)b. Resolution Approving the Next Steps for the

## Future Home of Anishinabe Academy (2026-0047)

9)c. Resolution approving the parameters and process

for the next phase of MPS School Transformation

(2026-0050)

## 9)d. Resolution Approving the District's Fiscal Year

## 2025-2026 Second Budget Amendment (2026-0046)

9)e. Resolution Approving the 2026-2027 Budget

(2026-0036)

## 9)f. Resolution Approving the Fiscal Year 2027

## Capital Plan, Budget and Bonding (2026-0039)

## 9)g. Resolution Relating to General Obligation Long-

## Term Facilities Maintenance Bonds; Declaring

## Intent to Issue Bonds To Finance A Facilities

Plan; Providing for Approval of the Plan and

## Bonds By The Board and The Commissioner of

## Education; And Authorizing the Publication of

Notice (2026-0038)

## 9)h. Adopting a Language Access Plan (2026-0048)

## 9)i. Resolution Updating Expectations and Guidelines

## for Public Comments During Board Meetings (2026-

0056)

## 10) New Business

## 11) Reports from Board of Education Directors

12) Adjournment

## Superintendent’s

## Report

## Regular Business

## Meeting

June 9, 2026

1

## Superintendent’s Update

## Superintendent Dr. Lisa Sayles-Adams

2

## Strategic Plan Update

Year 4: 2025-26

## Vision

All students — regardless of their background, zip code, and individual

needs — will receive an anti-racist, holistic education that builds

essential knowledge to prepare students for future success.

## Mission

Minneapolis Public Schools exists to provide a high quality, anti-racist,

culturally responsive education for every Minneapolis student.

## Commitment

To achieve our vision, we will intentionally focus and prioritize

resources and actions to significantly improve the experiences

and outcomes of Black students, Indigenous students, students

of color and their families.

## Vision, Mission, Commitment, & Values

## Values

Equity, representation,

& anti-racism

Physical and emotional

safety, and wellbeing

Relationships, trust and

communication

Shared decision making

and voice

Transparency and

accountability

Evidence-based strategies

4

## Concluding Year 4 of 5 of Our Strategic Plan

5

Year 1: 2022-23

Year 2: 2023-24

Year 4: 2025-26

Year 3: 2024-25

Year 5: 2026-27

## MPS Strategic Plan Prioritized Strategies 2025-26

Goal 1

## Academic

## Achievement

1.1 Provide standards-based

core instruction with a focus

on literacy and

mathematics.

1.2 Ensure all curriculum and

instructional practices are

anti-racist and sustain the

cultures, languages, and

experiences of our students.

Goal 2

## Student

## Well-being

2.1 Provide equitable student

access to culturally

responsive counseling and

mental health services.

Goal 3

## Effective

## Staff

3.1 Strengthen pathways and

reduce barriers for talented

and diverse MPS employees

and potential employees to

become teachers.

Goal 4

School &

## District Climate

4.1 Fully implement the

climate framework to ensure

all district staff, parents, and

students feel heard, valued

and respected.

6

## Full Year 4 Report Available

7

## Full Year 4 Report Includes:

●Progress update on all

strategies

●Longitudinal metrics for each

goal, detailed by

demographic and service

group where appropriate

## MPS Strategic Plan Alignment with Implementation Science

8

Progress Report on Prioritized Strategies 1.1 & 1.2

Goal 1

## Academic

## Achievement

1.1 Provide standards-based

core instruction with a

focus on literacy and

mathematics.

1.2 Ensure all curriculum and

instructional practices are

anti-racist and sustain the

cultures, languages, and

experiences of our students.

## Strategic Goal

## Prioritized StrategiesPlanned Initiatives/Work

## READ Act Literacy Training

## UFLI Curriculum Implementation

## K-5 Knowledge Building ELA Curriculum

## Adoption

## 8 Culturally Sustaining Math Practices

## 6-12 Math Curriculum Implementation

(iReady/Open Up)

## Anti-Racist Culturally Sustaining (ARCS) Review

## Process

## SOEI Task Force

9

## READ Act Literacy Training

## Current StatusInitial Implementation (Strengthening Practices)

## Progress Update

Almost 100% of required staff have been registered for LETRS or CORE. (1,310 total)

LETRS: 82% of participants are “on track” or “partially on track” to complete training.

CORE: Almost 100% of participants who started last year finished on time

## Action Steps:

●Data was compiled and shared with principals for teachers who are on track, partially, on track

and not on track to complete LETRS.

●Our K-5 Literacy Content Lead supports and consistently communicates with teachers in LETRS

and CORE.

●MPS is are offering each of the live LETRS session in June, providing additional opportunities for

teachers to complete the live LETRS training.

Opportunities for ImprovementClear communication and expectations for training in the Science of Reading for SY 26-27

Next Steps●We have two waves of staff who are scheduled to complete LETRS in 2027.

●Starting in the fall, training in the Science of Reading for elementary teachers will be CORE and

for secondary teachers will be Neuhaus.

●When staff begin, MPS will hold a professional development informational meeting to provide

clear direction, expectations, and support for teachers.

Success would be: 100% of staff have completed LETRS or CORE Learning Online Literacy and Language Academy (OL&LA) training by

June 30th, 2026 with at least 80 mastery.

10

## UFLI Literacy Curriculum Implementation

## Current StatusInitial Implementation (Strengthening Practices)

## Progress Update

100% of all 44 sites have initially implemented UFLI across

classrooms K-2

●Evidenced by: walkthrough, progress monitoring, and

observational data.

## Training

●August 22nd full day teacher PD sessions for Year 1 and Year 2

## UFLI Staff

●Professional Development for elementary principals during

monthly principal PD.

Opportunities for

## Improvement

Limited opportunities for professional development

## Next Steps●Project UFLI Implementation

●Continued focused professional development for

elementary school leaders and elementary staff will

continue.

Success would be: 80% of all UFLI Classrooms are successfully implementing all elements of the lesson.

11

## Literacy: LETRS/CORE & UFLI Update

12

“LETRS provides essential understandings

about why students need explicit instruction

for word recognition skills, and UFLI provides

teachers with an explicit and systematic

program for how to introduce, build, and

monitor students’ word recognition skills.

## 8 Culturally Sustaining Math Practices

13

## Current Status

## Initial Implementation (Strengthening Practices)

## Progress

## Summary

●Data collection for math practices was limited this year.

●Initial observations suggest emerging use of select practices

●implementation across classrooms is still developing.

## Opportunities

for

## Improvement

●Need for stronger systems to capture, store, and analyze implementation data.

●Continued need for professional development to support integration of culturally sustaining practices within

the Bridges curriculum and daily instruction.

●Limited time for teachers to assess, reflect on, and refine practice.

## Next Steps

●Unveil and unpack the MN 2022 Math Standards, with a focus on the Standards for Mathematical Practice as

Contexts for learning. Deepen intentional integration of Native American contexts and culturally sustaining

approaches within mathematics instruction.

●Expand professional learning to support consistent implementation of all 8 practices across classrooms.

●Develop stronger systems for collecting and analyzing implementation data to inform next steps.

Success would be: Teachers use ≥ 2/8 culturally sustaining mathematical practices. ≥ 80% of K-5 teachers use the Bridges

unit assessments.

## FastBridge Universal Screening Math Results for K-8

14

## Math K-8

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## FWSFWSFWSFWS

## Grades K-1 Overall------63%60%59%62%60%60%61%64%58%

## Grades 2-5 Overall43%43%40%44%43%41%43%42%40%42%45%42%

## Grades 6-8 Overall38%34%33%40%31%31%40%34%34%41%43%42%

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

FastBridge earlyMath and aMath are universal screening assessments for students in grades K-8. These assessments are

given three times a year: Fall (F), Winter (W), and Spring (S). Growth is calculated between Fall and Winter (F-W) and Fall and

Spring (F-S). Student groups with fewer than 10 students are not shown to protect student confidentiality. MPS began using

earlyMath in the 23-24 school year.

## 6-8 iReady Math Curriculum Implementation

15

## Current Status

## Initial Implementation (Strengthening Practices)

## Progress

## Summary

●Met with site leaders to go over data and talk about next

steps.

●Planned with teachers at each site to deepen their

understanding of the curriculum.

## Opportunities

for

## Improvement

●Balancing testing time and wanting sites to administer the

third diagnostic.

●Getting time for teachers to participate in the extra PD.

## Next Steps

Strengthening Tier 1 instruction via targeted site based PD and

continued support for sites.

Definition of success: ≥ 80% of 6-8 teachers use the unit assessments.

## 6-8 iReady Math Curriculum Implementation

16

## Alex Ehrich - Special Education

## Resource Teacher

“iReady is legit. I love it. The

amount of growth that students

are showing is insane.”

## Jodie Rose-Harkness -

## Grade 6 Math Teacher

“95% of my students made

growth this year!”

## Joanne Jongsma - Grade 7 Math

## Teacher

“Of my math 7 students 60% made

growth. Of my telescope students,

90% made growth this year. iReady

creates the opportunity for students

to narrow the academic gaps that

they are missing.”

## Open Up Math Curriculum Implementation

17

## Current Status

## Initial Implementation (Strengthening Practices)

## Progress

## Summary

●Quarterly survey feedback remains positive, with the exception

of a few voicing the desire to collaborate more across the

district.

●Teachers are continuing to dive deeper into the curriculum and

helping identify areas that need strengthening to better align to

MN Standards.

Opportunities for

## Improvement

●Requiring common site base summative assessments; many of

the representatives expressed some concern with the logistals

of this as they do not have any common planning time.

●Lack of common time with their colleagues across the district to

collaborate.

## Next Steps

Content Lead will continue to link the summatives sites have shared

onto the Course Guides to encourage collaboration and resource

sharing.

August PD will have structured collaborative time for teachers.

Definition of success: ≥ 80% of Intermediate Algebra, Geometry, Advanced Algebra teachers

link their common site based unit assessments.

## ARCS Curriculum Review Rubric

18

## Current Status

## Full Implementation (Integrated into Practice)

## Progress Summary

The ARCS Rubric has been or is currently being used in HS Science, K-5 Social Studies, K-5 Literacy & Pre-K

## Literacy

Opportunities for

## Improvement

●Time for educators and other staff to complete the ARCS rubric with fidelity

●Need to increase number of people reviewing each component of the curriculum → ensure

multiple perspectives

## Next Steps

Continue implementation in all curriculum adoption processes district-wide, including the Post-Pilot ARCS

Survey for educators and students

Use the data from the rubric to mitigate yellow and red flags encountered in the process to ensure we

have ARCS supplemental materials and modifications when needed

Definition of success: Curriculum review/adoption teams use the ARCS Rubric to review new and existing curriculum to

ensure instructional materials are anti-racist and culturally sustaining in nature.

## 9-12 Open Up Math Curriculum Implementation

19

## Abir Ismail

## MPS Online

“Open Up materials honor diverse strengths

and provide flexible structures that work in

person or online, making it easy to

implement while still centering student

thinking and equitable access to

meaningful mathematics.”

## Junior Webb

## FAIR School for Arts

One of the aspects I most appreciate about Open

Up is the intentionality with how previous

topics/skills are including in the curriculum...

I also appreciate the use of patterns as a basis

for lessons—it’s an easy access point for

students, even those who don’t feel strongly

about their math abilities, to describe how a

pattern changes and extend it

forward/backward.

## SOEI (Standards of Effective Instruction) Task Force

20

## Current Status

## Full Implementation (Integrated into Practice)

## Progress Summary

●2025-26 marks the first year of district-wide implementation of the revised Standards of

Effective Instruction (SOEI) rubric and observation process as part of MPS’ teacher

evaluation process.

Opportunities for

## Improvement

●Continue supporting awareness and professional development about the changes in

the SOEI for teachers, coaches and administrators

●Improve fidelity and increase implementation of best practices to support high quality

observations, feedback and coaching to increase teacher effectiveness

## Next Steps

The labor-management committee will gather and analyze end-of-year data from 2025-26

(implementation year 1) to determine goals and strategies to improve SOEI implementation in

year 2 (2026-27.)

Definition of success: Implement district-wide the revised Standards of Effective Instruction (SOEI) rubric and

classroom observation model as part of MPS’ teacher evaluation process

## Progress Report on Prioritized Strategy 2.1

Goal 2

## Student

## Well-Being

2.1 Provide equitable student

access to culturally responsive

counseling and mental

health services.

## Strategic Goal

## Prioritized StrategyPlanned Initiatives/Work

## Comprehensive School-Based

## Mental Health System (CSMHS)

## Tiers of Supports for Students

## Aligned Social-Emotional Learning

(SEL) Supports

21

## Development of a Comprehensive School-Based Mental Health System

## Current StatusInitial Implementation (Strengthening Practices)

## Progress Update

●Initiated planning for 25–26 professional development for all student support personnel (MHSS,

School Social Workers, Counselors, Nursing, and School Psychologists).

●Collaborative development with the School Social Work Department to create professional

learning modules for Related Service Professionals (RSPs) focused on therapeutic processes,

culturally affirming practices, and the integration of mental health tools

●Designed a systematic process to enhance access, efficacy, and efficiency of mental health

interventions across the district.

Opportunities for

## Improvement

●Continued alignment for school sites staff to work collaboratively with students and families on

mental health support. Focus on group and direct supports for students.

●Selecting intervention topics and resources.

## Next Steps

●Continued professional develop plans and obtaining resources.

●Continued work with social workers and counselors providing direct supports for student mental

health supports

Success would be: MPS provides a continuum of culturally responsive and healing-centered mental health services including

early identification and interventions for students at risk and indicated support for students with more intense needs.

22

## Aligned Social-Emotional Learning & Supports

## Current StatusInstallation (Building the Foundation)

## Progress Update

The multi-tiered system of supports (MTSS) team partnered with District Social Emotional Behavior

Student Support Team to establish a clear and cohesive understanding of Tier 1, Tier 2, and Tier 3

SEL/mental health supports across schools.

Opportunities for

## Improvement

Avoid duplication and fragmentation of SEL supports

## Next Steps

The districtwide MTSS team will continue to lead strategic partnerships to strengthen systems and

improve outcomes for students.

Success would be: An aligned and tiered approach to SEL supports.

23

## Tier 1: Social Emotional Learning & Supports for All

24

Increased number of active

users of Wayfinder:

2024-25: 3,664

2025-26: 5,156

## Tier 2: Social Emotional Learning & Supports for SOME

25

## Curricular Resources provided by School Social Workers:

1.Strong Curriculum

## a.General Social Skills Curriculum

## 2.Be Good People

a.Curriculum aligned to CASEL SEL competencies

and framework

3.Coping Cat

a.Anxiety based curriculum

## Models of Supports:

●Small-group interventions for students with a higher

level of social, emotional, or behavioral needs.

●Individual group interventions for students with

individual needs to support their SEL

## Tier 3: Social Emotional Learning & Supports for Few

26

Targeted supports for specific student backgrounds, ensuring

services are delivered:

1)MPS Social Worker: Provides direct, intensive supports

through targeted small‑group and individual interventions

led by the school social worker.

2)Outside Mental Health Providers: Serve approximately 8% of

students, offering clinical mental health, and therapeutic

services.

## Coherent Tiered System of Support

27

## Coherent Tiered System of Support

○Establish a clear, shared understanding of

SEL and mental health supports for all, some,

and few across all schools

○Reduce over‑reliance on intensive services by

strengthening Tier 1 and Tier 2 supports

Effective Targeted & Intensive Supports (Tiers 2 & 3)

○Align interventions across roles to reduce

duplication and fragmentation

○Ensure students receive the right support

at the right time

## Progress Report on Prioritized Strategy 3.1

Goal 3

## Effective Staff

3.1 Strengthen pathways and

reduce barriers for talented

and diverse MPS employees

and potential employees to

become teachers.

## Strategic GoalPrioritized StrategyPlanned Initiatives/Work

2025-26

Increase targeted recruitment

of underrepresented groups into

## Grow Your Own (GYO)

programming.

## Expand Grow Your Own (GYO)

programming.

28

## Our Mission to “Grow Our Own”

29

MPS is growing our own staff to:

Diversify licensed

staff to reflect the

diversity of the

students and

community we serve

Establish embedded

career pathways to

recruit, develop and

retain the most

effective educators

Proactively meet

nationwide teacher

shortages and declines

in traditional teacher

prep enrollment

123

## Three Grow Your Own (GYO) Opportunities for Staff

Who is this program for?

ESPs and other staff without a

Bachelor’s degree

## Degree Required

Associate's degree and/or

qualifying credits

## Licensure

## K-12 Academic & Behavioral

## Strategist (SPED) or Pre K-6

## Elementary

## Program Length

2-year undergraduate program

## Program Outcome

Bachelor’s degree & Tier 3 License

## Teacher Apprenticeships

Who is this program for?

ESPs and other staff with a

Bachelor’s degree but no a

teaching license

## Degree Required

Bachelor's degree

## Licensure

## K-12 Academic & Behavioral

Strategist (SPED) or K-6

## Elementary

## Program Length

15 Months

## Program Outcome

## Master's Degree & Tier 3 License

## MPS-St. Thomas Residency

Who is this program for?

MPS teachers with a Tier 1 or

Tier 2 teaching license

## Degree Required

Bachelor's degree

## Licensure

## K-12 Academic & Behavioral

## Program Length

15 Months

## Program Outcome

## Tier 3 License

## MPS Academy

30

## MPS’ GYO Pathways to Teaching

31

## GYO

## Recruitment

## GYO Program

## Selection

## Year 1 Teacher

15-Month and 2-Year GYO Programs

## MPS’ GYO Pathways to Teaching

32

## Spring

2028

(2029)

## Fall

2027

(2028)

## Spring

2027

(& 2028)

## Fall

2026

(& 2027)

## Summer

2026

## Summer

2027

(& 2028)

## Spring

2026

## Fall

2025

## GYO

## Recruitment

## GYO Program

## Selection

## Year 1 Teacher

15-Month and 2-Year GYO Programs

## 2025-26 Recruitment Efforts

## Summary: Grow Your Own Recruitment

## Current Status

●Recruitment in 2025-26: Full Implementation; completed for 2026-27 GYO Cohorts

●Future recruitment efforts: Installation (planning and resourcing)

Progress UpdateQ4: A total of 40 out of 42 offers were accepted by new GYO candidates to participate in GYO

cohorts beginning in 2026-27, including the following candidates from underrepresented

groups in teaching:

●53% (21/40) new GYO candidates of color

●35% (14/40) new male GYO candidates

● 8% (3/40) new non-binary GYO candidates

Opportunities for

## Improvement

Continued need to increase interest and GYO applications from underrepresented groups,

particularly MPS staff who identify as American Indian, Asian, Latine, male and non-binary.

Next Steps●Increase collaboration with American Indian Education (AIE) & Office of Latine Achievement

(OLA) departments

●Explore new collaborations, including with MPS Parent Advisory Committees (PACs)

●Pilot expansion through partnerships with externally-sponsored GYO programs, including the

## Education Minnesota (EdMN) Native Teacher Apprenticeship

33

Goal: Increase targeted recruitment of underrepresented groups into Grow Your Own (GYO) programming.

## Teacher

## Apprenticeship

## MPS-St. Thomas

## Residency

## MPS

## Academy

## TOTAL

## New GYO Candidates

19 applicants43 applicants25 applicants87 applicants

9/11 (82%)

offers accepted

## 9 Special Education

14/14 (100%)

offers accepted

## 11 Special Education

3 Elementary

17/17 (100%)

offers accepted

## 17 Special Education

40/42 (95%) extended

GYO offers accepted

## 37 Special Education

3 Elementary

44% (4/9)

Apprentices of color

22% (2/9) male

0% (0/9) non-binary

64% (9/14)

Residents of color

36% (5/14) male

14% (2/14) non-binary

47% (8/17)

Candidates of color

41% (7/17) male

6% (1/17) non-binary

53% (21/40)

candidates of color

35% (14/40) male

8% (3/40) non-binary

## Final Selection for 2026-27 GYO Cohorts

34

## Final Impact: Grow Your Own Recruitment for 2026-27

49 GYO Candidates in 2026-27

40 new GYO candidates

+ 9 PreK-6 Apprentices in Year 2

## Black

## White

## Latine

## American Indian or

## Alaskan Native

## Asian

## Two or More Races

43%

37%

12%

4%

4%

65%

29%

6%

35

## Non-Binary

## Male

## Female

## GYO Spring Graduation & Hiring Into Teaching Positions

36

## Summer

2025

## Spring

2025

## Fall

2024

## April-May:

## MFE Interview & Select

for next year’s

teaching positions

## Spring

2027

## Fall

2026

## Summer

2026

## Spring

2026

## Fall

2025

## 15-Month GYO Programs (MSTR, MPS-A)

## GYO

## Recruitment

## GYO Program

## Selection

## Year 1 Teacher

2-Year GYO Program (Apprenticeship)

## Year 1 Teacher

## Summary: 39 Graduating GYO Candidates

37

## Teacher

## Apprenticeship

Cohort 1

## Graduate May 2026

## MPS-St. Thomas

## Residency

Cohort 9

## Graduate May 2026

## MPS

## Academy

Cohort 2

## Graduate August 2026

Number of

graduating

candidates

participating in

## Interview & Select

## 1317N/A

9 MPS-A candidates

currently serve in a

teaching position with

a Tier 2 license

Number of

candidates who

secured an MPS

teaching position

as of May 27, 2026

13/13 (100%)

Secured teaching positions

after Rounds 1 and 2

of Interview & Select

14/17 (82.4%)

Secured teaching positions

after Rounds 1 and 2

of Interview & Select

3 remaining graduates will

apply for open teaching

positions after MFE Placement

9/9 (100%)

Will continue in current

teaching positions with

a Tier 3 license

## Progress Report on Prioritized Strategy 4.1

Goal 4

School and

## Building

## Climate

4.1 Fully implement the climate

framework to ensure all district

staff, parents, and students feel

heard, valued and respected.

## Strategic Goal

## Prioritized StrategiesPlanned Initiatives/Work

Continuing Implementation of the

## Climate Framework

## Refining the Equity & School

## Climate Teams

Implementation of a District-Wide

## Climate Survey

38

## Continuing Implementation of the Climate Framework

Success would be: All staff and students will have an understanding of the four climate values and their personal impact on

school and district climate.

## Current Status

## Full Implementation (Integrated into Practice)

## Progress Update

Climate Framework professional development is provided to all new staff during

New Employee Orientation (NEO) and during staff professional development.

Climate Framework professional development is also available via principal

request.

## Opportunities for Improvement

Continue to deepen conversations and incorporate student feedback from the

School Climate Student Survey and Citywide.

## Next Steps

Incorporate student feedback into Climate Framework professional development.

39

## Refining the Equity & School Climate Teams

Success would be: 95% of schools have formed an Equity & School Climate Team (ESCT) that meets at least once a month.

## Current Status

## Initial Implementation (Strengthening Practices)

## Progress Update

Equity and Climate Team guidance is finalized and has been shared with schools for

implementation. This work is led by the Equity and School Climate Coordinators.

Opportunities for

## Improvement

Better mechanisms of gathering updates from schools on their Equity and School Climate

Teams and the work that each team is doing.

## Next Steps

●Monitor monthly Equity and School Climate Team meetings

●Support guidance utilization and data based decision making

40

## Implementation of a District-Wide Climate Survey

Success would be: The School Climate Student Survey (SCSS) informs the work of the school-based Equity and

School Climate Team which improves building climate.

## Current Status

## Full Implementation (Integrated into Practice)

## Progress Update

## Mid-October:

●The SCSS is administered.

## April – May:

●The SCSS is administered for the second time.

Summer 2026:

●Principals and Equity and School Climate Coordinators review SCSS data.

## Opportunities for Improvement

Integrating the work of improving school climate into existing school structures.

## Next Steps

Schools will develop strategies and engage in a continuous improvement process

to improve climate at their sites.

41

## School Climate Student Survey Highlights

42

## Overall Participation

We met our target of at least 70% of students providing

their feedback.

## Positive Relationships

Adult to Student: Increased to 87.8% (from 87.4% last

spring)

Peer to Peer: Increased to 80.8% (from 79.4% last year)

## Underrepresented Group Response Rates Increased:

Special Education: 58% (up from from spring of 2025)

English Language Learners: 70% (up from spring of 2025)

Homeless or Highly Mobile: 60% (up from spring of 2025)

Educational Benefits (Free/Reduced Lunch): 67% (up from spring of 2025)

43

## Strategy 4.1: Implementation Highlights

Pictures highlighting the work around prioritized strategy 4.1

## Concluding Year 4 of 5 of Our Strategic Plan

44

Year 1: 2022-23

Year 2: 2023-24

Year 4: 2025-26

Year 3: 2024-25

Year 5: 2026-27

## Questions and Discussion

45

## MPS Reads

## K-5 English Language Arts

## (ELA) Knowledge Building

## Curriculum Update

46

47

## K-5 ELA Knowledge Building

## Curriculum Adoption Process

Knowledge-Building Curriculum?

What is a Knowledge-Building Curriculum?

●A Knowledge‑Building Curriculum helps students build strong

understanding in subjects like history, science, and the arts.

Instead of focusing mostly on abstract reading “skills,”

students learn meaningful content and use that knowledge to

read, talk, and write with confidence, as they are learning

reading and writing.

●Students in grades K-5 will engage in 60 minutes of daily

instruction

## Example:

●In 3rd grade, students learn about outer space. They read

texts, build background knowledge, and write about what

they’ve learned. This background knowledge helps students

make sense of what they read, which is a key part of

becoming strong, confident readers.

48

“The more knowledge a

child starts with, the more

likely she is to acquire yet

more knowledge. She’ll

read more and understand

and retain information

better. BECAUSE

## KNOWLEDGE, LIKE VELCRO,

## STICKS BEST TO OTHER

## KNOWLEDGE.”

## - Natalie Wexler

## Background & Context

49

In SY2023–24, MPS reviewed our K-5 literacy curriculum to ensure it aligned with our mission and

values.

The review found that our current literacy curriculum was not in alignment. UFLI was selected for

foundational skills; however, the committee did not reach consensus on a knowledge‑building

curriculum, despite Benchmark (the current K-5 literacy curriculum) not meeting our goals:

●Texts did not consistently reflect the diversity of MPS students.

●Units were excerpts rather than full texts and disconnected to build the background knowledge

needed for comprehension.

●Instruction focused heavily on isolated reading skills rather than building knowledge through

rich content.

●Materials lacked strong supports for students developing their English skills, especially in

vocabulary and background knowledge.

In SY2024–25, MPS conducted a second review of knowledge‑building ELA materials. Again, no

consensus was reached and as such, the process stalled.

## FastBridge Universal Screening Literacy Results for K-8

50

## Literacy K-8

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## FWSFWSFWSFWS

## Grades K-1 Overall53%45%50%52%45%49%48%44%47%48%46%45%

## Grades 2-5 Overall47%46%44%48%42%43%46%43%43%46%45%45%

## Grades 6-8 Overall50%49%47%51%48%51%48%47%42%50%57%55%

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

FastBridge earlyReading and aReading are universal screening assessments for students in grades K-8. These assessments are given three

times a year: Fall (F), Winter (W), and Spring (S). Growth is calculated between Fall and Winter (F-W) and Fall and Spring (F-S). Student groups

with fewer than 10 students are not shown to protect student confidentiality.

## ELA Steering Committee

The K-5 ELA Steering Committee consisted of approximately 60 members,

including:

●Caregivers

●Community Members

●Principals

●Teachers

○English Language

## ○Spanish Dual Language

○Special Education

●Central Office staff

They met throughout the school year and made their recommendation in April.

51

## Recommendation

As we look ahead to SY2026–27, MPS needs a Knowledge-Building Curriculum that aligns

with our mission and supports strong reading development.

52

97%

## Strong Consensus

## The K-5 ELA Curriculum Adoption Steering

Committee recommended Arts & Letters as the

Knowledge-Building Curriculum for MPS.

## Full K-5 ELA Rollout

## Target: SY26-27

Full rollout to ensure consistency

across all schools.

Requested Board Action: Authorize the contract with Arts & Letters on tonight’s consent agenda

## ELA Steering Committee Caregiver Testimony

53

“Arts and Letters aligns with what parents have been

asking for: Students reading authentic whole books that

represent our diverse community while taking a journey

through exciting topics that let them explore the world.”

## - K-5 ELA Steering Committee Member & MPS Caregiver

“I am so thrilled that students across our district will have the tools

they need to become voracious readers! I am grateful for the

thoughtful and intentional steps taken by MPS and the members of

the K-5 ELA Steering Committee to ensure we are putting high-quality

curriculum into our classrooms that is inclusive and engaging for our

developing K-5 readers.”

## - K-5 ELA Steering Committee Member & MPS Caregiver

## Reshaping Literacy Instruction: Research to Practice

54

The shift to Arts & Letters reflects our commitment to a literacy curriculum grounded in the Science of Reading,

ensuring instruction that is more explicit, systematic, and aligned with how students learn to read most effectively.

Where we have been (Benchmark)Where we are going (Arts & Letters)

Learning to read based on comprehension strategies.

## Building knowledge in Arts, Science, and History/Social

Studies.

Students reading excerpts of texts.Students reading full texts.

Teachers having to supplement outdated curriculum.Teachers provided with the curricula they need.

Fragmented support for non-classroom staff.Co-created vision to support MLL, Intervention, and SPED.

## MPS Reads (K-5) Literacy Framework

56

## Resource(s)Elements of Literacy FocusImplementation

## UFLIPhonics & Phonemic Awareness

Letters, sounds, decoding

●Early Adopters: July 1, 2024

●All of MPS: July 1, 2025

## UFLI & Arts & LettersWord Study (3–5)

Morphology and spelling patterns

●UFLI Early Adopters: July 1, 2024

●All of MPS: July 1, 2025

●Arts & Letters: July 1, 2026

## Arts & LettersKnowledge-Building Curriculum

Background knowledge & comprehension●All of MPS: July 1, 2026

## Arts & LettersComprehension

Using language, vocabulary, and world

knowledge to make sense of words

●All of MPS: July 1, 2026

## Arts & LettersVocabulary

Expanding word understanding●All of MPS: July 1, 2026

## UFLI & Arts & LettersFluency

Accuracy and expression for meaning-making●All of MPS: July 1, 2026

## Arts & LettersLanguage Development

Listening, speaking, viewing●All of MPS: July 1, 2026

## Arts & LettersWriting

Genres, grammar, inquiry, process●All of MPS: July 1, 2026

## Arts & LettersCulturally Responsive Curriculum

Reflecting students’ identities, languages, and

experiences through literacy

●All of MPS: July 1, 2026

## What Students and Teachers will Receive

57

Arts and Letters: A research-based ELA curriculum that builds knowledge, strengthens comprehension,

and supports all teachers and students with coherent design and teacher-ready materials.

Students will receive.....

●Science-of-Reading-aligned,

knowledge-based, more culturally responsive

curriculum.

●“Learn books” with graphic organizers and

activities to keep students engaged.

●Volume of Reading books and articles to

deepen understanding of core topics.

●Videos, pictures, and other media for

multi-modal learning.

●Family resources to support reading and

learning at home.

Teachers will receive....

## ●MPS-created Arts & Letters Landing Page with

grade-level links and resources.

●Physical and online “Teach book” with daily

lesson plans and instructional support.

●Prologue sections designed specifically for

multilingual learners.

●Ready-to-use, adjustable presentation slides

for each lesson.

●Classroom posters connecting routines to

knowledge building.

## Next Steps & Resources

58

Communication to Teachers: June 5: Announcement of Arts & Letters for K-5 ELA

(SY2026-27) and which also included:

## June 11: Optional Webinar

Early learning session for Arts & Letters. The session will be

recorded for later viewing.

## Professional Development Communication

Communication on high-level details on support for K–5

staff, including Associate Educators, with UFLI and Arts &

Letters in August and November.

## Materials Management

Clear directions for removing obsolete materials to ensure

classrooms stay updated.

## Early August Training

Additional optional 2-day training with extended time

compensation. Spend Aug 27 PD day in classrooms.

## Questions

59

## Minneapolis Public Schools

Strategic Plan for 2023-2027

“Minneapolis Public Schools exist to provide a

high quality, anti-racist, culturally responsive

education for every Minneapolis student.”

## Year 4 Progress Report

2025-26

## MPS Vision, Mission, Commitment and Values

## Vision

All students – regardless of their background, ZIP code and personal needs – will receive an

anti-racist, holistic education that builds essential knowledge to prepare students for future

success.

## Mission

Minneapolis Public Schools exist to provide a high quality, anti-racist, culturally responsive

education for every Minneapolis student.

## Commitment

To achieve our vision, we will intentionally focus and prioritize resources and actions to

significantly improve the experiences and outcomes of Black students, Indigenous students,

students of color and their families.

## Values

## ● Equity, Representation & Anti-Racism

## ● Physical and Emotional Safety & Well-being

## ● Relationships, Trust & Communication

## ● Shared Decisionmaking & Voice

● Transparency & Accountability

## ● Evidence-Based Strategies

## Strategic Plan Goals

## Goal 1: Academic Achievement Goal 2: Student Well-being

Every student achieves their full potential

through equal access to programming that

is academically rigorous and connects

learning with students' experiences.

Every student’s physical and mental

well-being is addressed as an integral part

of their education.

## Goal 3: Effective Staff Goal 4: School and District Climate

School and district staff approach all work

centered on students and equity.

MPS is seen by our community as

welcoming, responsive and connected.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 2 of 65

## Implementation Science

MPS reports strategic plan updates in alignment with the phases of implementation from

implementation science. In years 1-2 (Installation), the focus is on setting up the

infrastructure necessary to ensure success once implementation begins. Examples of

infrastructure considerations include creating staff training, designing data collection tools

and updating organizational policies. In years 2-4 (Initial Implementation), practices are

implemented with continuous monitoring to ensure fidelity and identify areas where

additional resources are necessary to overcome barriers and challenges. By years 4-5 (Full

Implementation), the strategy becomes an integrated part of district practice and we

should begin to see the intended outcomes in related data.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 3 of 65

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 4 of 65

## Structured Literacy Training Aligned with the READ Act

## Current Status: Initial Implementation (Strengthening Practices)

Progress: In MPS, all teachers complete either the Language Essentials for Teachers of

Reading and Spelling (LETRS) or Consortium on Reading Excellence (CORE) series of

professional development. These trainings provide teachers direct and comprehensive

training in evidence-based reading instruction, in alignment with the Minnesota READ Act.

At this time 82% of all MPS staff are on track to complete their training on-time within the

year.

Next Steps: For teachers who are not on track to complete LETRS or CORE professional

development within the allotted time, district-level staff and school leadership collaborate

to provide individualized support. Additional plans will be developed to support secondary

teachers and ensure access to required training for educators who join MPS in the future.

## Elementary Literacy Curriculum

## Current Status: Initial Implementation (Strengthening Practices)

Progress: During the 2024-25 school year, MPS adopted a new literacy curriculum, UFLI

(University of Florida Literacy Institute), which aligns with the Minnesota English Language

Arts standards and evidence-based best practices. UFLI provides a structured, systematic

approach to teaching phonics and foundational reading skills, and it is grounded in

research and the science of reading.

During the 2025-26 school year, all K-2 classroom teachers are either in their first or second

year of implementing the UFLI curriculum.

Next Steps: Focused professional development for elementary school leaders and

elementary staff will continue. In August 2026, there will be required professional

development for teachers in UFLI that will be differentiated for teachers who are novice,

developing and proficient in teaching UFLI. The various components of the curriculum will

be further explored, digging deeper into how this curriculum works to develop reading skills

in alignment with READ Act requirements and the Science of Reading.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 5 of 65

## Adoption of Elementary Literacy Knowledge Building Curriculum

## Current Status: Installation (Building the Foundation)

Progress: In the spring of the 2025-26 school year, MPS selected a knowledge building

curriculum to begin initial implementation during the 2026-27 school year. A

knowledge‑building curriculum helps students build strong understanding in subjects like

history, science and the arts. This will also provide a foundation that fits magnet themes,

giving schools the opportunity to expand theme-specific projects and experiences without

rewriting the core lessons or disrupting the intentional sequence of literacy skills.

Next Steps: The Literacy Department will begin implementing the curriculum for all K-5

teachers during the 2026-27 school year. A group of leaders and educators are co-creating

a vision and rollout plan to support programming for magnets, dual language immersion,

IB Primary Years, reading intervention, multilingual learners and special education.

## Secondary Literacy Anchor Texts

## Current Status: Full Implementation (Integrated into Practice)

Progress: All MPS secondary schools are using anchor texts reviewed through the

Anti-Racist Culturally Sustaining (ARCS) review process and common summative

assessments including an increased representation of authentic Minnesota American

Indian authors.

Next Steps: Any new anchor texts considered for secondary literacy will go through the

ARCS review process.

## Secondary Math Curriculum

## Current Status: Initial Implementation (Strengthening Practices)

Progress: MPS adopted the iReady math curriculum for grades 6-8 and the Open Up math

curriculum for Intermediate Algebra, Geometry and Advanced Algebra in grades 9-12. Both

of these curricular resources align with the most recently adopted Minnesota mathematics

standards. During the 2025-26 school year, middle school teachers received individualized

feedback on how to use the math diagnostic data and instructional reports that

accompany the iReady curriculum. High school teachers continued work on common

site-based summative assessments which will support alignment across all schools.

Next Steps: Targeted support for schools and teachers will be provided based on identified

needs, with content leads coordinating and delivering differentiated guidance, resources

and professional learning to support successful implementation.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 6 of 65

## 8 Culturally Sustaining Math Practices

## Current Status: Initial Implementation (Strengthening Practices)

Progress: MPS continues to strengthen implementation of culturally sustaining

mathematics practices by supporting educators in creating inclusive, relevant and

affirming learning experiences that build on students’ identities, experiences and strengths.

Ongoing professional learning, collaboration and instructional support will help ensure

equitable access to high-quality mathematics instruction for all learners.

Next Steps: Each year, two culturally sustaining mathematical practices will be focused on.

By the end of 2026-27, math educators have received professional development in four of

the eight practices.

## Anti-Racist Culturally Sustaining (ARCS) Review Process

## Current Status: Full Implementation (Integrated into Practice)

Progress: The ARCS process has been embedded within the curriculum adoption process to

ensure that all curricula and supplemental materials are evaluated prior to reaching

students so that any concerns can be addressed, mitigated or substituted.

Four curricular resources have been reviewed through ARCS this school year: (1) K-5 literacy

knowledge building curriculum; (2) Early Childhood and Pre-K foundational literacy

curriculum; (3) 10-12 science curriculum for physics, chemistry and biology; and (4)

components of the K-5 social studies curriculum developed by MPS staff in partnership with

the Minnesota Historical Society and Minnesota Department of Education. The ARCS review

process has also been used for books used in the MPS Reads program as well as the Genius

and Joy curriculum used in summer programming.

Next Steps: All curricula being considered and/or adopted by MPS will go through the ARCS

review process.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 7 of 65

## Standards of Effective Instruction (SOEI) Task Force

## Current Status: Full Implementation (Integrated into Practice)

Progress: School year 2025-26 marks the first year of districtwide implementation of the

revised Standards of Effective Instruction (SOEI) rubric and observation process as part of

MPS’ teacher evaluation process. A major change implemented this year is utilizing only two

out of four SOEI domains during formal classroom observations: Classroom Environment

(SOEI Domain 2) and Classroom Instruction (SOEI Domain 3). In an additional effort to

streamline and target observations, the number of individual elements in these domains

were reduced from 14 elements to 11 elements. The revised SOEI Classroom Environment and

Classroom Instruction provides the definition and focus for MPS’ Tier 1 core instructional

practices as described in the Minnesota Multi-tiered System of Supports (MnMTSS).

Next Steps: The labor-management committee is gathering end-of-year data from the

first year of implementation and will determine goals and strategies to improve SOEI

implementation in year 2 (2026-27).

## Academic Planning for High School

## Current Status: Installation (Building the Foundation)

Progress: MPS provided centralized support this year for course selection and academic

planning in Infinite Campus, our student information system. Counseling and IT teams

partnered with pilot schools to implement tools for the 2026–27 course selection process.

These tools improve access to real-time data on credit attainment, course options and

on-track status, helping students and caregivers plan more effectively while increasing

efficiency in scheduling. While funding limitations still affect course availability across sites,

this work supports more equitable planning, transparency and informed decision-making

about future programming and resource allocation.

Next Steps: All high schools will use the academic planning tools within Infinite Campus

next year with continued support from district-level counseling and IT staff. Implementation

of a districtwide course catalog to provide greater visibility of course offerings and identify

gaps in access and programming.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 8 of 65

## Ethnic Studies Coursework as MPS Graduation Requirement

## Current Status: Full Implementation (Integrated into Practice)

Progress: All high school students will take a semester-long (0.5 credit) Ethnic Studies

course as a requirement to graduate from Minneapolis Public Schools. This requirement

went into effect for the 2025 graduating class, and our current 2026 graduates will also

have completed this learning. Each high school decides which course(s) from the Ethnic

Studies course offerings would work best for their student population.

Next Steps: MPS will continue to require completion of an ethnic studies course for all

graduates in alignment with district policy and our commitment to ensuring students

engage in learning experiences that reflect diverse histories, perspectives and cultures.

## Professional Learning Communities (PLCs)

## Current Status: Initial Implementation (Strengthening Practices)

Progress: Under the READ Act Memorandum of Agreement (MOA) between MPS and the

## Minneapolis Federation of Teachers (now the Minneapolis Federation of Educators),

designated PLC time was largely discontinued to provide additional time for teachers to

complete the required READ Act training.

Dual‑language and secondary teachers were assigned a one‑year training, which the vast

majority – with the exception of new hires – completed during the 2024–25 school year. As

a result, PLCs largely resumed at those sites this school year. Elementary teachers, however,

were assigned a two‑year READ Act training. Because their training continued into the

2025–26 school year, elementary sites did not resume PLCs this school year.

Next Steps: With the majority of elementary teachers having completed their required READ

Act training, PLCs will restart at elementary schools during the 2026-27 school year with

dedicated support from the departments of Academics, Talent Development &

Management and Multi-tiered Systems of Support (MTSS).

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 9 of 65

## Marketing and Communication for Magnet School Programming

## Current Status: Full Implementation (Integrated into Practice)

Progress: MPS continues to implement robust outreach and marketing efforts to increase

awareness of magnet programs and school choice opportunities, including events such as

the School Finder Fair, family engagement opportunities and expanded communication

campaigns. These efforts are designed to help students and families better understand

available program options and access pathways aligned to their interests and goals.

Next Steps: Address gaps in magnet pathways where programs end early or require

reapplication, while continuing to explore opportunities to expand and strengthen offerings

based on student needs and community interest.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 10 of 65

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 11 of 65

## Comprehensive School-based Mental Health System

## Current Status: Initial Implementation (Strengthening Practices)

## Progress: The Comprehensive School-based Mental Health System (CSMHS) provides an

effective and broad multi-tiered approach to caring for the needs of all students when at

school. Schools provide supportive resources that promote student well-being and support

prevention, early identification and prevention. Culturally responsive practices are woven

into the CSHMS model by honoring a student’s background, language and tradition to build

trust.

Next Steps: Cross-departmental work will continue to meet the unique needs of students

through tailored interventions and support well-being. All efforts prioritize culturally

responsive care and seamless resource navigation.

## Aligned Social-Emotional Learning (SEL) Supports

## Current Status: Installation (Building the Foundation)

Progress: This year, the multi-tiered system of supports (MTSS) team partnered with special

education staff to establish a clear and cohesive understanding of Tier 1, Tier 2 and Tier 3

SEL/mental health supports across schools. This work will have several key benefits: (1)

strengthening Tier 1 and Tier 2 supports, thereby reducing reliance on intensive Tier 3

services; (2) aligning interventions and supports performed by various roles (counselors,

social workers, teachers, interventionists, associate educators, special education

assistants) to avoid duplication and fragmentation; and (3) ensuring students receive the

right support at the right time.

Next Steps: The districtwide MTSS team will continue to lead strategic partnerships to

strengthen systems and improve outcomes for students.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 12 of 65

## Counselor Time Study

## Current Status: Installation (Building the Foundation)

Progress: A time study for counselors was ongoing for the 2025-26 school year with the

goal of increasing time spent in direct service towards students. There was

cross-departmental collaboration to analyze the results.

Next Steps: The counseling team will continue to use the results of their time study to best

support students.

## Districtwide Restorative Practices

## Current Status: Initial Implementation (Strengthening Practices)

Progress: On-going professional development for restorative practices was provided

across schools throughout the school year, both with professional development sessions

and targeted reading resources. All principals and assistant principals were trained in the

Racial and Bias Harm Protocol which centers restorative practices at the school-level. All

equity and school climate staff were trained in restorative services. In addition, social

workers, counselors and equity and school climate coordinators had the opportunity to

participate in training for Healing Circles and Story Circles with the Minnesota Humanities

Center.

Next Steps: Restorative services will continue to be a focal point for equity and school

climate across the district. Additionally, MPS is working on a collaborative grant with the

non-profit Mediation and Restorative Services which will provide funding and training in

restorative services.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 13 of 65

## Wayfinder K-12 Social Emotional Learning (SEL) Curriculum

## Current Status: Initial Implementation (Strengthening Practices)

Progress: Wayfinder is a Tier 1 social emotional learning (SEL) curriculum that has been

implemented across the district for lessons and activities that build a sense of belonging

and purpose in the classroom. The core skills within Wayfinder (i.e., self-awareness,

adaptability, empathy, collaboration, agency and purpose) align to the SEL framework in

MPS which includes the focal areas of agency, belonging, collaborative problem solving,

curiosity and identity. During the 2025-26 school year, the number of active users nearly

doubled throughout the year, particularly in response to student needs during temporary

online learning this winter.

Next Steps: Continued expansion of Wayfinder is planned for next year, with an emphasis

on integration into student support services, special education, Minneapolis Kids (a

Community Education program) and athletics. Partnership with the American Indian

Education Department will also focus on how Wayfinder can partner with the Ways of Being

lessons. Learning walks throughout the 2026-27 school year will guide areas of need for

strengthening implementation practices.

## AmazeWorks Anti-bias Curriculum in PreK-5

## Current Status: Initial Implementation (Strengthening Practices)

Progress: AmazeWorks is an anti-bias, equity and belonging-focused curriculum that

builds inclusive classroom environments and social-emotional learning for grades PreK-5.

A select number of MPS schools were provided AmazeWorks materials in the 2024-25

school year. During the 2025-26 school year, district-level staff provided support as needed

to these schools.

Next Steps: Continued support of AmazeWorks implementation at select schools will be

provided based on each schools’ School Improvement Plan strategies.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 14 of 65

## Examining Walk Zone Reductions

## Current Status: Full Implementation (Integrated into Practice)

Progress: A comprehensive analysis of examining walk zones was concluded in 2024-25.

Walk distances by elementary, middle, high and magnet schools were considered. For

school year 2025-26, the mean and median walk zones for elementary and middle school

students was 0.12 and 0.10 of a mile, respectively. These are significantly below the

maximum walk distances allowed in policy of 0.25 of a mile for elementary students and

0.50 of a mile for middle school students.

Next Steps: Continued monitoring and assessment of walk zones on an ongoing basis,

responding to changing needs, site-specific feedback and safety considerations. Additional

focus will be brought on potential high school walk zone reductions based on the School

Transformation process.

## Safe Entrance Design and Construction

## Current Status: Full Implementation (Integrated into Practice)

Progress: Construction projects concluded at Las Estrellas and the Wilder Complex this

year, with work at South High School concluding later this summer. MPS has nine buildings

that do not yet have a safe and welcoming entrance, and plans for three of them are

incorporated in the MPS Capital Plan in the next 3 years. The others will be incorporated in

the Capital Plan as funding allows.

Next Steps: Maintain ongoing monitoring of entrance design effectiveness and building

conditions, making adjustments as needed to respond to safety considerations,

operational feedback and evolving best practices.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 15 of 65

## Providing Physically Safe School Environments

## Current Status: Full Implementation (Integrated into Practice)

Progress: Under the supervision of the Environmental Health and Safety Department, MPS

continues to meet all inspection and testing requirements for asbestos, radon, indoor air

quality, lead in water, hazardous materials, A Workplace Accident and Injury Reduction

Program (AWAIR), Career and Technical Education (CTE) programming, playgrounds,

science programs, fire & life safety systems, hoists, stage rigging, bleachers, athletic fields

and the State Fire Marshal.

Next Steps: Continue to monitor implementation across all sites.

## Providing Strong Emergency Management Practices

## Current Status: Full Implementation (Integrated into Practice)

Progress: All school evacuation plans have been reviewed, updated and made readily

accessible to staff to ensure clarity, consistency and preparedness across all school sites.

Next Steps: The Emergency Management, Safety & Security Department will continue to

review and update emergency management practices on an ongoing basis, incorporating

new technologies and tools to enhance safety, communication and responsiveness.

## Replacing Aging Equipment at Schools

## Current Status: Full Implementation (Integrated into Practice)

Progress: The Facilities Department manages replacement of aging equipment, including

mechanical, electrical, plumbing and other building systems equipment through the

district’s Long-term Facilities Maintenance Plan.

Next Steps: MPS will continue to replace aging equipment in order of priority based on the

condition and criticality of the assets as outlined in the Long-term Facilities Maintenance

Plan.

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## Wellness Policy 6690 per USDA Healthy, Hunger Free Kids Act

## Current Status: Initial Implementation (Strengthening Practices)

Progress: The District Wellness Policy is currently being updated, with recommended

revisions shared with the School Board in the spring of 2026. The Wellness Team

successfully completed the required triennial Wellness Policy Assessment and

strengthened policy language, particularly in areas related to mental health, health

education requirements and guidance on food as part of personal celebrations.

Implementation of wellness practices continues across the district, including the daily

provision of nutritious meals and snacks through breakfast, lunch, afterschool programs

and the Fresh Fruit and Vegetable Program at applicable sites. Physical activity

opportunities remain a priority, supported through Safe Routes to School initiatives and

successful annual Let’s Roll events.

Next Steps: The next triennial assessment is scheduled for the 2028–29 school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 17 of 65

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 18 of 65

## MPS Grow Your Own Staff Recruitment

## Current Status: Full Implementation (Integrated into Practice)

Progress: Grow Your Own (GYO) programs provide aspiring teachers with job-embedded

training, professional learning opportunities and aligned coursework. The 2025–26 school

year marked several key milestones for GYO programming in MPS. It represented the

second year of implementation for MPS’s three job-embedded GYO teacher preparation

programs and, notably, the first year in which graduates from all three programs became

eligible to transition into teaching positions within MPS. GYO recruitment efforts resulted in a

total of 40 MPS staff accepting offers to join new GYO cohorts in 2026-27.

Next Steps: With the continuation of nine teacher apprentices from cohort 2 into their

second and final year of the program, MPS will support a total of 49 GYO candidates in

2026-27, including the following proportions of GYO candidates from underrepresented

groups in the teaching profession: 33 candidates of color, 14 male candidates and 3

non-binary candidates. MPS will also increase efforts to further recruit candidates from

underrepresented groups, including Grow Your Own candidates who identify as American

Indian, Asian and Latine.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 19 of 65

## Strategic Recruitment of Diverse Staff

## Current Status: Full Implementation

Progress: Due to strong teacher retention across our schools, there was a decreased need

during this school year for external recruitment efforts.

Next Steps: Continue to explore and register for recruiting opportunities and market our

available vacancies as needed.

Due to evolving priorities and the conclusion of time-limited funding streams, the following

strategies are no longer active within the MPS Strategic Plan: Strategy 3.2, 3.4, 3.5.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 20 of 65

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 21 of 65

## Districtwide Climate Framework

## Current Status: Full Implementation (Integrated into Practice)

Progress: As of the 2025-26 school year, the Climate Framework is embedded into New

Employee Orientation (provided every two weeks). It is also embedded into all Equity and

School Climate Team meetings at schools. District-level equity and school climate staff

provide dedicated support to principals and school sites upon request.

Next Steps: Continue to refine professional development on the Climate Framework to

meet site-specific needs.

## Equity and School Climate Teams

## Current Status: Initial Implementation (Strengthening Practices)

Progress: The majority of all MPS schools have an Equity and School Climate team, and

within each team, there is an Equity Lead. Equity and School Climate guidance has been

shared with Equity Leads at all schools. Many schools are implementing the guidance with

fidelity, while others are still building capacity.

Next Steps: Continue implementation with dedicated training for Equity Leads.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 22 of 65

## Anti-Bias and Anti-Racist Framework

## Current Status: Initial Implementation (Strengthening Practices)

Progress: There have been four Anti-bias and Anti-racist (ABAR) Council meetings with a

focus on retention. ABAR provided “wellness bags” to staff that have been supported by

ABAR throughout the year. ABAR increased staff support at targeted school sites. As

planned from last year, the ABAR team provided a professional development session called

## “Start Here, Start Now: A Guide to ABAR Work.”

Next Steps: Develop a Retention Framework.

## School Climate Student Survey

## Current Status: Full Implementation (Integrated into Practice)

Progress: The School Climate Student Survey is our districtwide survey to gauge the

experiences of MPS students 3rd to 12th grade students in each of their schools, once at the

beginning of the year and once at the end of the year. The survey collects information

about students’ experiences in three areas: adult-student relationships, peer-peer

relationships, student self-development.

Next Steps: Longitudinal data analysis over the last four administrations of the School

Climate Student Survey will be conducted and used to provide specific support for schools.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 23 of 65

## Equity Considerations for Budgeting

## Current Status: Full Implementation (Integrated into Practice)

Progress: Equity Considerations for Budgeting documents were completed at the school

and district level as a part of the Budget Tie-out process for the upcoming 2026-27 school

year. The school and division level summaries are publicly available on the MPS website.

Next Steps: Continued exploration for streamlining processes and improving efficiency in

documenting and communicating equity considerations within the budgeting cycle.

## School Transformation Feedback

## Current Status: Full Implementation (Integrated into Practice)

Progress: Caregiver feedback from surveys as well as in-person area meetings conducted

across Minneapolis were compiled and presented to the School Board during School

Transformation updates.

Next Steps: MPS will continue to foster engagement in the School Transformation process

with students, caregivers, staff and community members.

## Increasing Enrollment and Equity by Moving Waitlists Sooner

## Current Status: Full Implementation (Integrated into Practice)

Progress: Waitlists across all community schools and magnet schools were monitored

sooner and more often, with waitlist movement occurring early in the spring. More families

have received their requested school and they have learned about their placement sooner

than in previous years.

Next Steps: The enrollment team will continue to receive and process school requests and

closely monitor openings with the goal of filling – but not over-filling – schools to their

enrollment targets. Enrollment staff will attend community events such as fairs, Open

Streets, cultural celebrations, etc. to meet families where they are to encourage new

enrollments.

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## Strengthening Relationships with External Stakeholders

## Current Status: Initial Implementation (Strengthening Practices)

Progress: The External Relations team has been working over the past school year to gather

information about how Community Partners are working in our schools and departments

and where there is room to improve practices. During the 2025-26 school year, we

launched a new process for Community Partners to apply to work with MPS. This new

process will create clearer partnership types, expectations, goals and evaluation plans;

highlight the impact partners are making; and help us to use partnerships more

strategically to support needs and advance the mission, vision, values and goals of MPS.

The new process also includes a more thoughtful review process and an annual renewal

requirement to ensure all partners are fully compliant with MPS policies.

Next Steps: By the end of 2026-27, this new process will be executed across all MPS

departments, schools and external partners. We will develop an evaluation process for

partnerships to be launched in the spring of 2027.

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Universal Screener Results: Universal screeners are assessments that measure a student’s

skills and abilities within a certain area. A universal screener is administered two to three

times per year to identify potential gaps in learning, measure student growth over time and

inform decisions such as intervention placement or gifted and talented identification.

For English literacy, MPS uses the FastBridge suite of assessments (earlyReading, aReading,

CBMR, AUTOreading). For Spanish literacy, MPS uses the Star and FastBridge suite of

## assessments (Star Alfabetización Temprana, Star Lectura, Fastbridge CBMR-Spanish). This

suite of literacy assessments for English and Spanish provide valuable information on each

student in their foundational skill, fluency and comprehension acquisition. For math, MPS

uses the FastBridge suite of assessments (earlyMath, aMath).

After a student takes any of these assessments they receive an overall score which

estimates how they performed relative to their same-grade peers at that point in time.

When a student takes the same assessment multiple times in a year (e.g., fall and winter, or

fall and spring) they receive a growth score which estimates how much progress they have

made in that timeframe. These scores are used to determine whether students are meeting

or exceeding grade-level benchmarks at any single time point and whether students are

making expected growth throughout the school year compared to their grade-level peers.

Using measures such as the percentage of students scoring at benchmark and making

expected growth help inform educators about the effectiveness of instruction and to target

supports for students.

## English Literacy Universal Screener Results Overview: FastBridge earlyReading measures

student skills in the foundational building blocks of English literacy, including letter names,

letter sounds, onset sounds, word segmenting, decodable/nonsense words, sight words

and sentence reading. FastBridge aReading is a more broad measure of a student’s English

reading skills and comprehension.

The K-8 literacy results, as measured by FastBridge earlyReading for grades K and 1 and

FastBridge aReading for grades 2-8, indicate relatively stable performance over the past

four years, with some fluctuations across grade bands and testing seasons. Persistent

outcome gaps continue to be observed between historically underserved student

populations and their white peers.

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Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades K-1 Overall 53% 45% 50% 52% 45% 49% 48% 44% 47% 48% 46% 44%

Grades 2-5 Overall 47% 46% 44% 48% 42% 43% 46% 43% 43% 46% 45% 45%

Grades 6-8 Overall 50% 49% 47% 51% 48% 51% 48% 47% 42% 50% 57% 54%

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

FastBridge earlyReading and aReading are universal screening assessments for students in grades

K-8. These assessments are given three times a year: Fall (F), Winter (W), and Spring (S). Growth is

calculated between Fall and Winter (F-W) and Fall and Spring (F-S). Student groups with fewer than

10 students are not shown to protect student confidentiality.

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## Literacy K-1: FastBridge earlyReading

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades K-1 Overall 53% 45% 50% 52% 45% 49% 48% 44% 47% 48% 46% 44%

American Indian 29% 20% 26% 31% 25% 26% 27% 25% 26% 35% 27% 21%

Asian 45% 33% 40% 45% 33% 41% 46% 37% 39% 40% 39% 39%

Black or African American 36% 28% 34% 40% 30% 33% 37% 31% 33% 39% 32% 32%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 25% 24% 26% 25% 18% 23% 16% 15% 19% 20% 20% 17%

Two or More Races 55% 49% 52% 54% 49% 52% 60% 56% 57% 62% 59% 56%

White 72% 62% 68% 70% 66% 71% 70% 65% 69% 68% 67% 68%

English Learner Services 26% 22% 27% 24% 19% 23% 16% 16% 18% 17% 18% 14%

Special Education Services 38% 27% 29% 34% 26% 30% 33% 26% 26% 33% 26% 24%

Free or Reduced Lunch 33% 27% 32% 35% 27% 31% 32% 27% 29% 32% 29% 27%

Homeless or Highly Mobile 19% 12% 20% 20% 13% 16% 21% 14% 18% 21% 18% 16%

FastBridge earlyReading is a universal screening assessment for students in grades K and 1. It is

given three times a year: Fall (F), Winter (W), and Spring (S). Student groups with fewer than 10

students are not shown to protect student confidentiality.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 28 of 65

## Literacy K-1: FastBridge earlyReading

## Students Making One Year or More of Expected Growth (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F-W F-S F-W F-S F-W F-S F-W F-S

Grades K-1 Overall 47% 55% 51% 53% 46% 49% 44% 45%

American Indian 30% 38% 36% 32% 32% 41% 30% 29%

Asian 41% 44% 47% 57% 34% 40% 36% 44%

Black or African American 38% 45% 41% 41% 39% 37% 34% 36%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 39% 47% 38% 39% 32% 36% 31% 28%

Two or More Races 54% 59% 51% 52% 47% 50% 48% 49%

White 55% 65% 63% 66% 57% 61% 57% 60%

English Learner Services 38% 47% 40% 40% 33% 35% 29% 27%

Special Education Services 36% 41% 38% 38% 35% 35% 32% 32%

Free or Reduced Lunch 38% 45% 41% 41% 37% 38% 34% 34%

Homeless or Highly Mobile 28% 39% 32% 29% 27% 27% 27% 30%

FastBridge earlyReading is a universal screening assessment for students in

grades K and 1. It is given three times a year: Fall (F), Winter (W), and Spring (S).

Growth is calculated between Fall and Winter (F-W) and Fall and Spring (F-S).

Student groups with fewer than 10 students are not shown to protect student

confidentiality.

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Literacy 2-5: FastBridge aReading

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades 2-5 Overall 47% 46% 44% 48% 42% 43% 46% 43% 43% 46% 45% 45%

American Indian 26% 21% 22% 26% 19% 20% 29% 22% 24% 30% 26% 26%

Asian 32% 30% 26% 31% 29% 27% 33% 25% 28% 32% 29% 30%

Black or African American 25% 22% 20% 26% 18% 20% 24% 19% 18% 24% 19% 20%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 23% 20% 17% 18% 14% 13% 16% 13% 15% 17% 17% 15%

Two or More Races 54% 54% 52% 57% 53% 54% 57% 53% 53% 56% 51% 52%

White 76% 76% 76% 78% 75% 78% 77% 76% 78% 77% 76% 79%

English Learner Services 11% 8% 7% 8% 5% 4% 6% 4% 5% 7% 6% 6%

Special Education Services 23% 21% 21% 24% 22% 24% 25% 24% 23% 26% 23% 23%

Free or Reduced Lunch 26% 23% 21% 25% 19% 20% 25% 19% 20% 25% 21% 20%

Homeless or Highly Mobile 14% 10% 8% 8% 7% 6% 13% 10% 9% 11% 10% 11%

FastBridge aReading is a universal screening assessment for students in grades 2-8. It is given three

times a year: Fall (F), Winter (W), and Spring (S). Student groups with fewer than 10 students are not

shown to protect student confidentiality.

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Literacy 2-5: FastBridge aReading

## Students Making One Year or More of Expected Growth (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F-W F-S F-W F-S F-W F-S F-W F-S

Grades 2-5 Overall 53% 44% 45% 40% 47% 42% 47% 43%

American Indian 40% 38% 38% 31% 38% 33% 38% 36%

Asian 44% 34% 36% 32% 40% 34% 43% 36%

Black or African American 44% 34% 38% 32% 40% 33% 39% 36%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 43% 38% 39% 36% 41% 40% 40% 39%

Two or More Races 55% 43% 46% 43% 46% 40% 45% 41%

White 64% 54% 52% 46% 56% 51% 55% 51%

English Learner Services 41% 38% 41% 36% 41% 41% 39% 39%

Special Education Services 45% 46% 41% 38% 45% 39% 41% 40%

Free or Reduced Lunch 44% 37% 40% 34% 41% 37% 40% 38%

Homeless or Highly Mobile 38% 36% 38% 35% 42% 39% 38% 37%

FastBridge aReading is a universal screening assessment for students in grades

2-8. It is given three times a year: Fall (F), Winter (W), and Spring (S). Growth is

calculated between Fall and Winter (F-W) and Fall and Spring (F-S). Student

groups with fewer than 10 students are not shown to protect student

confidentiality.

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Literacy 6-8: FastBridge aReading

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades 6-8 Overall 50% 49% 47% 51% 48% 51% 48% 47% 42% 50% 57% 54%

American Indian 27% 29% 31% 36% 28% 32% 30% 31% 28% 34% 33% 33%

Asian 45% 39% 37% 40% 39% 38% 38% 35% 28% 42% 44% 39%

Black or African American 24% 24% 22% 26% 22% 25% 25% 22% 22% 24% 27% 28%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 22% 21% 20% 20% 19% 18% 15% 15% 15% 19% 30% 24%

Two or More Races 58% 56% 55% 66% 63% 69% 62% 64% 60% 63% 66% 66%

White 81% 82% 79% 83% 82% 82% 82% 82% 79% 85% 86% 86%

English Learner Services 3% 3% 4% 3% 3% 3% 2% 2% 2% 2% 9% 7%

Special Education Services 18% 18% 17% 22% 20% 24% 23% 22% 17% 27% 31% 31%

Free or Reduced Lunch 25% 25% 25% 28% 24% 26% 24% 23% 21% 26% 30% 28%

Homeless or Highly Mobile 13% 11% 13% 14% 9% 13% 11% 10% 11% 10% 18% 11%

FastBridge aReading is a universal screening assessment for students in grades 2-8. It is given three

times a year: Fall (F), Winter (W), and Spring (S). Student groups with fewer than 10 students are not

shown to protect student confidentiality.

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Literacy 6-8: FastBridge aReading

## Students Making One Year or More of Expected Growth (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F-W F-S F-W F-S F-W F-S F-W F-S

Grades 6-8 Overall 55% 33% 38% 31% 42% 31% 42% 34%

American Indian 41% 34% 30% 25% 36% 24% 36% 25%

Asian 49% 30% 34% 32% 38% 40% 42% 35%

Black or African American 39% 27% 31% 25% 36% 25% 34% 30%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 40% 27% 32% 28% 37% 35% 43% 38%

Two or More Races 59% 30% 43% 31% 45% 27% 43% 30%

White 72% 40% 45% 34% 47% 32% 46% 36%

English Learner Services 33% 25% 28% 30% 37% 36% 40% 39%

Special Education Services 41% 34% 27% 25% 31% 27% 35% 29%

Free or Reduced Lunch 41% 29% 32% 26% 37% 29% 37% 31%

Homeless or Highly Mobile 35% 32% 29% 29% 33% 29% 35% 28%

FastBridge aReading is a universal screening assessment for students in grades

2-8. It is given three times a year: Fall (F), Winter (W), and Spring (S). Growth is

calculated between Fall and Winter (F-W) and Fall and Spring (F-S). Student

groups with fewer than 10 students are not shown to protect student

confidentiality.

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Spanish Literacy Universal Screener Results Overview: K-8 students in our Spanish dual

language program also take universal screeners in Spanish to assess their Spanish

foundational literacy skills, comprehension and fluency.

Star Alfabetización Temprana measures student skills in the foundational building blocks of

Spanish literacy, including letter names, letter sounds, onset sounds, word blending and

segmenting, vocabulary, sight words and sentence reading. Star Lectura is a more broad

measure of a student’s Spanish reading skills and comprehension.

The K-8 Spanish literacy results, as measured by Star Alfabetización Temprana for grades K

and 1 and Star Lectura for grades 2-8, indicate strong within-year improvements for our DL

students, especially across our 2-5 and 6-8 grade bands. While we do still continue to see

an outcome gap between white students and students who have been historically

marginalized, the outcome gap is lower in our Spanish assessments given to dual language

students than our English assessments given to all students.

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades K-1 Overall -- -- -- -- -- -- 49% 57% 57% 67% 72% 65%

Grades 2-5 Overall -- -- -- -- -- -- 47% 52% 54% 49% 55% 53%

Grades 6-8 Overall -- -- -- -- -- -- 60% 65% 61% 58% 69% 69%

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

Grades K-1 Overall -- -- -- -- 41% 45% 45% 43%

Grades 2-5 Overall -- -- -- -- 51% 56% 51% 48%

Grades 6-8 Overall -- -- -- -- 56% 56% 61% 63%

Star Alfabetización Temprana and Star Lectura are Spanish universal screening assessments for

students in grades K-8. These assessments are given three times a year: Fall (F), Winter (W), and

Spring (S). Growth is calculated between Fall and Winter (F-W) and Fall and Spring (F-S). Student

groups with fewer than 10 students are not shown to protect student confidentiality. MPS began

using Star Spanish assessments in the 24-25 school year.

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## Spanish Literacy K-1: Star Alfabetización Temprana

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades K-1 Overall -- -- -- -- -- -- 49% 57% 57% 67% 72% 63%

American Indian -- -- -- -- -- -- <10 <10 <10 <10 <10 <10

Asian -- -- -- -- -- -- <10 <10 <10 <10 <10 <10

Black or African American -- -- -- -- -- -- 35% 32% 44% 45% 35% 48%

Hawaiian/Pacific Islander -- -- -- -- -- -- <10 <10 <10 <10 <10 <10

Hispanic -- -- -- -- -- -- 43% 51% 49% 63% 70% 57%

Two or More Races -- -- -- -- -- -- 64% 79% 71% 86% 82% 78%

White -- -- -- -- -- -- 66% 75% 82% 81% 84% 84%

English Learner Services -- -- -- -- -- -- 38% 47% 44% 60% 67% 52%

Special Education Services -- -- -- -- -- -- 30% 40% 35% 52% 54% 38%

Free or Reduced Lunch -- -- -- -- -- -- 41% 50% 51% 62% 67% 56%

Homeless or Highly Mobile -- -- -- -- -- -- 17% 48% 45% 36% 65% 55%

Star Alfabetización Temprana is a universal screening assessment for students in grades K and 1. It is given

three times a year: Fall (F), Winter (W), and Spring (S). Student groups with fewer than 10 students are not shown

to protect student confidentiality. MPS began using Star Spanish assessments in the 24-25 school year.

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## Spanish Literacy K-1: Star Alfabetización Temprana

## Students Making One Year or More of Expected Growth (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F-W F-S F-W F-S F-W F-S F-W F-S

Grades K-1 Overall -- -- -- -- 41% 45% 45% 43%

American Indian -- -- -- -- <10 <10 <10 <10

Asian -- -- -- -- <10 <10 <10 <10

Black or African American -- -- -- -- 14% 39% 18% 25%

Hawaiian/Pacific Islander -- -- -- -- <10 <10 <10 <10

Hispanic -- -- -- -- 38% 40% 42% 38%

Two or More Races -- -- -- -- 57% 57% 50% 29%

White -- -- -- -- 50% 61% 56% 61%

English Learner Services -- -- -- -- 37% 37% 35% 32%

Special Education Services -- -- -- -- 28% 32% 32% 28%

Free or Reduced Lunch -- -- -- -- 38% 38% 39% 35%

Homeless or Highly Mobile -- -- -- -- 57% 41% 50% 32%

Star Alfabetización Temprana is a universal screening assessment for students in grades

K and 1. It is given three times a year: Fall (F), Winter (W), and Spring (S). Growth is

calculated between Fall and Winter (F-W) and Fall and Spring (F-S). Student groups with

fewer than 10 students are not shown to protect student confidentiality. MPS began using

Star Spanish assessments in the 24-25 school year.

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## Spanish Literacy 2-5: Star Lectura

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades 2-5 Overall -- -- -- -- -- -- 47% 52% 54% 49% 55% 53%

American Indian -- -- -- -- -- -- 31% 26% 43% 31% 36% 38%

Asian -- -- -- -- -- -- <10 <10 <10 <10 <10 <10

Black or African American -- -- -- -- -- -- 11% 30% 21% 25% 21% 25%

Hawaiian/Pacific Islander -- -- -- -- -- -- <10 <10 <10 <10 <10 <10

Hispanic -- -- -- -- -- -- 45% 50% 51% 48% 52% 51%

Two or More Races -- -- -- -- -- -- 39% 40% 48% 39% 39% 46%

White -- -- -- -- -- -- 59% 66% 66% 57% 68% 64%

English Learner Services -- -- -- -- -- -- 42% 46% 48% 43% 48% 48%

Special Education Services -- -- -- -- -- -- 19% 23% 21% 26% 32% 27%

Free or Reduced Lunch -- -- -- -- -- -- 39% 43% 45% 42% 48% 46%

Homeless or Highly Mobile -- -- -- -- -- -- 48% 34% 47% 42% 50% 55%

Star Lectura is a universal screening assessment for students in grades 2-8. It is given three times a year: Fall

(F), Winter (W), and Spring (S). Student groups with fewer than 10 students are not shown to protect student

confidentiality. MPS began using Star Spanish assessments in the 24-25 school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 37 of 65

## Spanish Literacy 2-5: Star Lectura

## Students Making One Year or More of Expected Growth (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F-W F-S F-W F-S F-W F-S F-W F-S

Grades 2-5 Overall -- -- -- -- 51% 56% 51% 48%

American Indian -- -- -- -- 31% 43% 31% 44%

Asian -- -- -- -- <10 <10 <10 <10

Black or African American -- -- -- -- 44% 32% 42% 33%

Hawaiian/Pacific Islander -- -- -- -- <10 <10 <10 <10

Hispanic -- -- -- -- 51% 56% 51% 48%

Two or More Races -- -- -- -- 44% 55% 40% 46%

White -- -- -- -- 57% 59% 57% 50%

English Learner Services -- -- -- -- 50% 56% 50% 50%

Special Education Services -- -- -- -- 42% 36% 45% 40%

Free or Reduced Lunch -- -- -- -- 48% 52% 52% 47%

Homeless or Highly Mobile -- -- -- -- 32% 49% 65% 49%

Star Lectura is a universal screening assessment for students in grades 2-8. It is given

three times a year: Fall (F), Winter (W), and Spring (S). Growth is calculated between Fall

and Winter (F-W) and Fall and Spring (F-S). Student groups with fewer than 10 students

are not shown to protect student confidentiality. MPS began using Star Spanish

assessments in the 24-25 school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 38 of 65

## Spanish Literacy 6-8: Star Lectura

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades 6-8 Overall -- -- -- -- -- -- 60% 65% 61% 58% 69% 69%

American Indian -- -- -- -- -- -- <10 <10 <10 <10 <10 <10

Asian -- -- -- -- -- -- <10 <10 <10 <10 <10 <10

Black or African American -- -- -- -- -- -- 18% <10 20% <10 <10 <10

Hawaiian/Pacific Islander -- -- -- -- -- -- <10 <10 <10 <10 <10 <10

Hispanic -- -- -- -- -- -- 58% 62% 61% 58% 67% 68%

Two or More Races -- -- -- -- -- -- <10 <10 <10 58% 58% 54%

White -- -- -- -- -- -- 76% 78% 71% 62% 79% 79%

English Learner Services -- -- -- -- -- -- 56% 58% 55% 55% 68% 68%

Special Education Services -- -- -- -- -- -- 29% 25% 18% 15% 36% 42%

Free or Reduced Lunch -- -- -- -- -- -- 57% 63% 60% 56% 62% 65%

Homeless or Highly Mobile -- -- -- -- -- -- 57% 46% 60% 67% 54% 64%

Star Lectura is a universal screening assessment for students in grades 2-8. It is given three times a year: Fall

(F), Winter (W), and Spring (S). Student groups with fewer than 10 students are not shown to protect student

confidentiality. MPS began using Star Spanish assessments in the 24-25 school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 39 of 65

## Spanish Literacy 6-8: Star Lectura

## Students Making One Year or More of Expected Growth (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F-W F-S F-W F-S F-W F-S F-W F-S

Grades 6-8 Overall -- -- -- -- 56% 56% 61% 63%

American Indian -- -- -- -- <10 <10 <10 <10

Asian -- -- -- -- <10 <10 <10 <10

Black or African American -- -- -- -- <10 <10 <10 <10

Hawaiian/Pacific Islander -- -- -- -- <10 <10 <10 <10

Hispanic -- -- -- -- 56% 58% 57% 63%

Two or More Races -- -- -- -- <10 <10 67% 54%

White -- -- -- -- 60% 47% 66% 62%

English Learner Services -- -- -- -- 53% 54% 58% 66%

Special Education Services -- -- -- -- 50% 41% 57% 61%

Free or Reduced Lunch -- -- -- -- 56% 56% 56% 62%

Homeless or Highly Mobile -- -- -- -- 42% 50% 45% 82%

Star Lectura is a universal screening assessment for students in grades 2-8. It is given

three times a year: Fall (F), Winter (W), and Spring (S). Growth is calculated between Fall

and Winter (F-W) and Fall and Spring (F-S). Student groups with fewer than 10 students

are not shown to protect student confidentiality. MPS began using Star Spanish

assessments in the 24-25 school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 40 of 65

## Mathematics Universal Screener Results Overview: Similar to literacy, foundational

mathematical skills can be measured through universal screeners. In MPS, we use the

FastBridge suite of assessments for elementary and middle schoolers to monitor student

math skill growth, identify instructional needs and inform targeted academic support and

intervention across grades K–8.

The K-8 math results, as measured by FastBridge earlyMath for grades K and 1 and

FastBridge a Math for grades 2-8, indicate relatively stable performance over the past

three/four years, with some fluctuations across grade bands and testing seasons.

Persistent outcome gaps continue to be observed between historically underserved

student populations and their white peers.

## Math K-8

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades K-1 Overall -- -- -- 63% 60% 59% 62% 60% 60% 61% 64% 58%

Grades 2-5 Overall 43% 43% 40% 44% 43% 41% 43% 42% 40% 42% 45% 42%

Grades 6-8 Overall 38% 34% 33% 40% 31% 31% 40% 34% 34% 41% 43% 42%

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

FastBridge earlyMath and aMath are universal screening assessments for students in grades K-8.

These assessments are given three times a year: Fall (F), Winter (W), and Spring (S). Growth is

calculated between Fall and Winter (F-W) and Fall and Spring (F-S). Student groups with fewer than

10 students are not shown to protect student confidentiality. MPS began using earlyMath in the 23-24

school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 41 of 65

## Math K-1: FastBridge earlyMath

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades K-1 Overall -- -- -- 63% 60% 59% 62% 60% 60% 61% 64% 58%

American Indian -- -- -- 51% 47% 42% 46% 44% 41% 46% 45% 36%

Asian -- -- -- 57% 49% 53% 55% 55% 53% 51% 55% 62%

Black or African American -- -- -- 52% 42% 41% 48% 43% 42% 48% 46% 39%

Hawaiian/Pacific Islander -- -- -- <10 <10 <10 <10 <10 <10 <10 <10 <10

Hispanic -- -- -- 33% 33% 37% 33% 38% 39% 37% 42% 39%

Two or More Races -- -- -- 69% 66% 66% 77% 72% 69% 72% 75% 69%

White -- -- -- 83% 85% 83% 83% 84% 83% 83% 85% 82%

English Learner Services -- -- -- 32% 29% 33% 29% 33% 35% 31% 37% 33%

Special Education Services -- -- -- 44% 35% 39% 43% 43% 42% 44% 41% 37%

Free or Reduced Lunch -- -- -- 46% 40% 41% 45% 43% 43% 45% 45% 41%

Homeless or Highly Mobile -- -- -- 31% 29% 28% 30% 33% 32% 35% 34% 32%

FastBridge earlyMath is a universal screening assessment for students in grades K and 1. It is given

three times a year: Fall (F), Winter (W), and Spring (S). Student groups with fewer than 10 students are

not shown to protect student confidentiality. MPS began using earlyMath in the 23-24 school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 42 of 65

## Math K-1: FastBridge earlyMath

## Students Making One Year or More of Expected Growth (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F-W F-S F-W F-S F-W F-S F-W F-S

Grades K-1 Overall -- -- 57% 53% 52% 51% 54% 51%

American Indian -- -- 48% 44% 45% 41% 36% 27%

Asian -- -- 52% 53% 46% 45% 52% 63%

Black or African American -- -- 42% 37% 40% 40% 42% 37%

Hawaiian/Pacific Islander -- -- <10 <10 <10 <10 <10 <10

Hispanic -- -- 53% 53% 48% 47% 46% 45%

Two or More Races -- -- 58% 54% 54% 54% 57% 53%

White -- -- 66% 62% 62% 60% 66% 63%

English Learner Services -- -- 50% 50% 45% 46% 45% 41%

Special Education Services -- -- 41% 42% 42% 42% 45% 37%

Free or Reduced Lunch -- -- 47% 44% 44% 44% 43% 41%

Homeless or Highly Mobile -- -- 42% 38% 38% 38% 35% 35%

FastBridge earlyMath is a universal screening assessment for students in grades

K and 1. It is given three times a year: Fall (F), Winter (W), and Spring (S). Growth

is calculated between Fall and Winter (F-W) and Fall and Spring (F-S). MPS

began using earlyMath in the 23-24 school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 43 of 65

Math 2-5: FastBridge aMath

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades 2-5 Overall 43% 43% 40% 44% 43% 41% 43% 42% 40% 42% 45% 42%

American Indian 17% 18% 15% 19% 18% 17% 21% 19% 20% 19% 20% 18%

Asian 29% 31% 31% 30% 33% 34% 33% 33% 33% 33% 36% 39%

Black or African American 16% 16% 15% 17% 16% 16% 16% 16% 15% 15% 16% 16%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 19% 19% 17% 17% 16% 15% 16% 15% 15% 16% 20% 16%

Two or More Races 48% 50% 47% 52% 50% 49% 52% 50% 47% 48% 50% 49%

White 75% 75% 72% 76% 78% 76% 76% 76% 75% 76% 77% 76%

English Learner Services 9% 11% 11% 10% 10% 10% 8% 9% 9% 8% 11% 10%

Special Education Services 21% 22% 20% 24% 24% 25% 25% 26% 24% 25% 27% 25%

Free or Reduced Lunch 19% 19% 18% 20% 19% 19% 19% 19% 17% 19% 19% 19%

Homeless or Highly Mobile 8% 6% 5% 5% 4% 6% 10% 8% 7% 8% 7% 8%

FastBridge aMath is a universal screening assessment for students in grades 2-8. It is given three

times a year: Fall (F), Winter (W), and Spring (S). Student groups with fewer than 10 students are not

shown to protect student confidentiality.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 44 of 65

Math 2-5: FastBridge aMath

## Students Making One Year or More of Expected Growth (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F-W F-S F-W F-S F-W F-S F-W F-S

Grades 2-5 Overall 52% 47% 52% 47% 49% 43% 50% 45%

American Indian 39% 40% 40% 41% 36% 34% 38% 41%

Asian 44% 52% 48% 54% 46% 50% 56% 48%

Black or African American 41% 42% 44% 41% 40% 38% 41% 41%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 46% 49% 47% 48% 44% 43% 38% 41%

Two or More Races 52% 48% 53% 48% 47% 41% 50% 41%

White 63% 50% 61% 51% 60% 47% 60% 49%

English Learner Services 44% 53% 47% 48% 44% 45% 40% 44%

Special Education Services 46% 49% 46% 46% 46% 40% 45% 43%

Free or Reduced Lunch 43% 44% 46% 44% 42% 40% 41% 41%

Homeless or Highly Mobile 35% 40% 43% 45% 41% 43% 38% 40%

FastBridge aMath is a universal screening assessment for students in grades

2-8. It is given three times a year: Fall (F), Winter (W), and Spring (S). Growth is

calculated between Fall and Winter (F-W) and Fall and Spring (F-S). Student

groups with fewer than 10 students are not shown to protect student

confidentiality.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 45 of 65

Math 6-8: FastBridge aMath

## Students At or Above Benchmark (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F W S F W S F W S F W S

Grades 6-8 Overall 38% 34% 33% 40% 31% 31% 40% 34% 34% 41% 43% 42%

American Indian 12% 11% 11% 15% 11% 10% 15% 10% 14% 16% 15% 16%

Asian 36% 28% 32% 38% 30% 25% 39% 31% 30% 37% 31% 41%

Black or African American 11% 8% 9% 13% 7% 9% 14% 9% 11% 14% 11% 14%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 14% 12% 10% 14% 10% 10% 14% 10% 12% 16% 20% 18%

Two or More Races 43% 37% 37% 48% 39% 38% 52% 47% 48% 50% 49% 50%

White 68% 64% 63% 71% 61% 62% 73% 66% 69% 75% 71% 73%

English Learner Services 2% 2% 1% 4% 2% 3% 4% 2% 2% 4% 6% 8%

Special Education Services 12% 10% 9% 14% 10% 11% 18% 14% 13% 21% 20% 22%

Free or Reduced Lunch 14% 11% 11% 16% 10% 11% 16% 12% 13% 17% 16% 18%

Homeless or Highly Mobile 5% 4% 5% 8% 2% 3% 6% 4% 6% 4% 6% 8%

FastBridge aMath is a universal screening assessment for students in grades 2-8. It is given three

times a year: Fall (F), Winter (W), and Spring (S). Student groups with fewer than 10 students are not

shown to protect student confidentiality.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 46 of 65

Math 6-8: FastBridge aMath

## Students Making One Year or More of Expected Growth (%)

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## F-W F-S F-W F-S F-W F-S F-W F-S

Grades 6-8 Overall 38% 38% 32% 36% 34% 41% 38% 46%

American Indian 28% 26% 32% 30% 25% 27% 31% 33%

Asian 42% 38% 40% 37% 43% 41% 42% 43%

Black or African American 37% 30% 34% 29% 34% 32% 39% 35%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 34% 29% 37% 31% 36% 38% 43% 42%

Two or More Races 38% 47% 33% 38% 31% 39% 38% 45%

White 41% 46% 28% 42% 34% 50% 36% 54%

English Learner Services 35% 28% 41% 33% 40% 38% 48% 47%

Special Education Services 36% 32% 33% 29% 33% 36% 36% 39%

Free or Reduced Lunch 36% 30% 35% 30% 34% 34% 40% 38%

Homeless or Highly Mobile 32% 36% 40% 33% 38% 32% 41% 38%

FastBridge aMath is a universal screening assessment for students in grades

2-8. It is given three times a year: Fall (F), Winter (W), and Spring (S). Growth is

calculated between Fall and Winter (F-W) and Fall and Spring (F-S). Student

groups with fewer than 10 students are not shown to protect student

confidentiality.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 47 of 65

Kindergarten Readiness Results Overview: Kindergarten readiness is measured by the

percentage of students who attended PreK in MPS (also known as High 5) who scored in the

“at benchmark” range on FastBridge earlyReading and FastBridge earlyMath in the fall of

their kindergarten year. It is important to note that families who meet eligibility criteria for

PreK programming are prioritized for PreK placement; therefore, comparisons by student

service group are often more informative than overall comparisons. Additionally, we do not

have data on PreK attendance outside of MPS, so a lack of MPS PreK enrollment does not

necessarily indicate no prior PreK experience.

## Kindergarten Readiness - Literacy

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## MPS

## PreK

## No MPS

## PreK

## MPS

## PreK

## No MPS

## PreK

## MPS

## PreK

## No MPS

## PreK

## MPS

## PreK

## No MPS

## PreK

Overall 54% 63% 53% 65% 47% 58% 42% 60%

American Indian 46% 38% 36% 42% 50% 24% 54% 34%

Asian 51% 50% 58% 46% 58% 50% 44% 45%

Black or African American 54% 36% 55% 39% 52% 36% 55% 41%

Hawaiian/Pacific Islander <10 <10 <10 <10 <10 <10 <10 <10

Hispanic 32% 31% 24% 30% 12% 22% 17% 29%

Two or More Races 60% 58% 57% 71% 61% 76% 64% 72%

White 70% 81% 75% 83% 72% 77% 65% 77%

English Learner Services 41% 21% 36% 13% 21% 12% 22% 16%

Special Education Services 38% 42% 43% 43% 40% 42% 38% 42%

Free or Reduced Lunch 48% 38% 46% 39% 41% 33% 41% 35%

Homeless or Highly Mobile 38% 17% 32% 23% 40% 21% 37% 16%

FastBridge earlyReading is a universal screening assessment for students in kindergarten. Student

groups with fewer than 10 students are not shown to protect student confidentiality.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 48 of 65

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## MPS

## PreK

## No MPS

## PreK

## MPS

## PreK

## No MPS

## PreK

## MPS

## PreK

## No MPS

## PreK

## MPS

## PreK

## No MPS

## PreK

Overall -- -- 60% 69% 57% 66% 55% 67%

American Indian -- -- 53% 54% 61% 41% 70% 43%

Asian -- -- 68% 48% 79% 55% 54% 53%

Black or African American -- -- 66% 51% 63% 46% 66% 46%

Hawaiian/Pacific Islander -- -- <10 <10 <10 <10 <10 <10

Hispanic -- -- 39% 30% 34% 33% 37% 40%

Two or More Races -- -- 67% 76% 74% 85% 72% 78%

White -- -- 76% 87% 73% 82% 70% 83%

English Learner Services -- -- 45% 19% 36% 19% 38% 27%

Special Education Services -- -- 39% 52% 47% 44% 45% 49%

Free or Reduced Lunch -- -- 56% 46% 53% 42% 55% 46%

Homeless or Highly Mobile -- -- 45% 30% 45% 27% 54% 26%

FastBridge earlyMath is a universal screening assessment for students in kindergarten. Student

groups with fewer than 10 students are not shown to protect student confidentiality. MPS began

using earlyMath in the 23-24 school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 49 of 65

Graduation Rate Results Overview: The four-year graduation rate is a state and federal

accountability measure. It is based on when a student enters 9th grade, and the

expectation is that each student graduates within four years.

The overall four-year graduation rate in MPS has remained steady for the last three years,

and our American Indian graduation rate has increased by 8% since the beginning of this

strategic plan.

Year 1

Class of 2022

Year 2

Class of 2023

Year 3

Class of 2024

Year 4

Class of 2025

Overall 77% 74% 74% 73%

American Indian 50% 50% 46% 58%

Asian 87% 85% 85% 85%

Black or African American 72% 69% 67% 69%

Hawaiian/Pacific Islander <10 <10 <10 <10

Hispanic 61% 58% 59% 58%

Two or More Races 78% 72% 84% 78%

White 92% 89% 91% 89%

English Learner Services 64% 57% 59% 56%

Special Education Services 52% 50% 51% 49%

Free or Reduced Lunch 70% 66% 67% 67%

Homeless or Highly Mobile 51% 50% 53% 45%

Student groups with fewer than 10 students are not shown to protect student

confidentiality.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 50 of 65

## Advanced Coursework Overview: Advanced coursework includes Advanced Placement

(AP), International Baccalaureate (IB), College in the Schools (CIS), Career and Tech

Education (CTE) and Post-Secondary Enrollment Options (PSEO).

Overall, just over half of students earn credit in advanced coursework each year. The dip

between the 2022-23 school year and the 2023-24 school year reflects a temporary shift in

enrollment as new CTE centers opened. The table below shows a steady rebound as the

system adjusts to those changes.

## Students Earning Credit in Advanced Coursework

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

Overall 57% 50% 51% 53%

American Indian 40% 31% 31% 35%

Asian 63% 51% 56% 56%

Black or African American 45% 40% 41% 42%

Hawaiian/Pacific Islander <10 <10 <10 <10

Hispanic 46% 34% 36% 45%

Two or More Races 59% 47% 52% 56%

White 74% 68% 69% 67%

English Learner Services 36% 26% 27% 35%

Special Education Services 36% 24% 28% 35%

Free or Reduced Lunch 46% 38% 40% 44%

Homeless or Highly Mobile 32% 18% 23% 29%

## Advanced coursework includes Advanced Placement (AP), International Baccalaureate

(IB), College in the Schools (CIS), Career and Tech Education (CTE), and

Post-Secondary Enrollment Options (PSEO). Student groups with fewer than 10 students

are not shown to protect student confidentiality.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 51 of 65

Student Perceptions Overview: Student perception feedback was gathered through the

School Climate Student Survey (SCSS). The SCSS was first administered in the 2024-25

school year. It is given to students twice a year – once in the fall and once in the spring.

Student Feedback on their Well-being: Select questions were identified from the SCSS to

identify overall student well-being. The percentage of favorable responses from students

on the selected questions has either stayed consistent or increased from 2024-25 to

2025-26.

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

In school, I learn how to deal with my feelings in a

healthy way (for example, things I can do when I am

angry, sad, worried, or stressed).

-- -- 76% 78%

In school, I am able to deal with my feelings in a

healthy way (for example, calm myself when I am

angry or stressed).

-- -- 83% 84%

I can find words to describe how I am feeling. -- -- 81% 81%

When there is conflict, I know how to help solve it. -- -- 77% 79%

The School Climate Student Survey was first administered during the 24-25 school year. Results

shown are from the spring administration of the survey. Values are reported as the percentage of

favorable responses on a likert scale.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 52 of 65

Staff Retention: One way to measure the retention of MPS staff is by different groups, such

as teachers, school leaders and education support professionals.

Retention of principals and assistant principals as well as education support professionals

have increased since year 1 of the strategic plan.

## Staff Retention

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

Staff of Color 85% 80% 85% 85%

Teachers Overall 93% 83% 90% 91%

Staff of Color 92% 81% 87% 86%

## Principals/

## Assistant Principals

Overall 93% 88% 89% 97%

Staff of Color 96% 79% 91% 98%

## Education Support

## Professionals

Overall 79% 80% 85% 86%

Staff of Color 80% 80% 84% 85%

Staff of color is a broad descriptor for staff who identify with federally defined racial or ethnic

groups and who have been historically marginalized. We recognize that this term, as well as the

racial and ethnic categories contained within, are not fully inclusive and that no single term fully

captures the diversity of identities and experiences represented in MPS.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 53 of 65

Teacher Vacancies: The percentage of teacher vacancies at the beginning of each school

year provides another look at retention across a key staffing area.

The number of teacher vacancies at the start of each year has drastically reduced from

year 1 of the strategic plan through year 4.

## Teacher Vacancies

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

Staff Diversity: One way to measure the diversity of MPS staff is by different groups, such as

teachers, school leaders and education support professionals.

The percentage of staff of color has increased across all staffing groups identified below.

## Staff Diversity

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

## All Staff

White Staff 64% 62% 62% 60%

Staff of Color 36% 38% 39% 40%

## Teachers

White Staff 81% 79% 79% 78%

Staff of Color 19% 21% 22% 22%

## Principals/

## Assistant Principals

White Staff 62% 59% 59% 58%

Staff of Color 38% 41% 41% 42%

## Education Support

## Professionals

White Staff 46% 43% 40% 39%

Staff of Color 54% 56% 60% 61%

Staff of color is a broad category that encompasses staff who are members of a protected class

and/or who have been historically marginalized. We recognize that this term is not fully inclusive

and that no single term perfectly captures the diversity of identities and experiences

represented. It is used here for clarity and consistency in reporting.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 54 of 65

Diversity of New Hires: The effect of targeted recruitment efforts will show up strongly in the

diversity of new staff hires.

## Diversity of Newly Hired Staff

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

All Staff 48% 53% 55% 52%

Teachers 26% 32% 34% 32%

## Principals/

## Assistant Principals

67% 67% 42% 75%

Education Support 64% 66% 71% 62%

Grow Your Own Staff Recruitment: The effect of targeted recruitment efforts will show up

strongly in the diversity of new staff hires.

## Grow Your Own Staff Recruitment

## Teacher

## Apprenticeship

## MPS-St. Thomas

## Residency

## MPS Academy

Cohort 1 (2024-26)

## Graduate May 2026

Cohort 9 (2025-26)

## Graduate May 2026

Cohort 2 (2025-26)

## Graduate August 2026

Number of

graduating

candidates

participating in

## Interview & Select

13 17

9 MPS-A candidates

serve in a teaching

position with a Tier 2

license

Number of

candidates who

secured an MPS

teaching position as

of May 27, 2026

13/13 (100%) 14/17 (82%) 9/9 (100%)

Secured teaching

positions after Rounds 1

and 2 of Interview &

## Select

Secured teaching

positions after Rounds 1

and 2 of Interview &

Select (3 remaining

graduates will apply for

open teaching positions

after MFE Placement in

June 2026)

Will continue in current

teaching positions with

a Tier 3 license

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 55 of 65

Student Perceptions Overview: Student perception feedback was gathered through the

School Climate Student Survey (SCSS). The SCSS was first administered in the 2024-25

school year. It is given to students twice a year – once in the fall and once in the spring.

Adult-Student Relationships: Favorable responses across all student groups regarding the

quality of their relationships with adults at school remained consistent or increased from

2024-25 to 2025-26.

## Student Perceptions of Adult-Student Relationships

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

Overall -- -- 87% 88%

American Indian -- -- 84% 86%

Asian -- -- 88% 90%

Black or African American -- -- 87% 87%

Hawaiian/Pacific Islander -- -- <10 <10

Hispanic -- -- 86% 87%

Two or More Races -- -- 87% 88%

White -- -- 89% 89%

English Learner Services -- -- 86% 88%

Special Education Services -- -- 87% 87%

Free or Reduced Lunch -- -- 86% 87%

Homeless or Highly Mobile -- -- 85% 86%

The School Climate Student Survey was first administered during the 24-25 school year.

Results shown are from the spring administration of the survey. Values are reported as

the percentage of favorable responses on a likert scale, aggregated across all

questions within the topic.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 56 of 65

Peer-Peer Relationships: Favorable responses across all student groups regarding the

quality of their relationships with peers at school remained consistent or increased from

2024-25 to 2025-26.

## Student Perceptions of Peer-Peer Relationships

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

Overall -- -- 72% 74%

American Indian -- -- 65% 68%

Asian -- -- 70% 72%

Black or African American -- -- 71% 71%

Hawaiian/Pacific Islander -- -- <10 <10

Hispanic -- -- 68% 73%

Two or More Races -- -- 71% 74%

White -- -- 75% 78%

English Learner Services -- -- 68% 72%

Special Education Services -- -- 69% 70%

Free or Reduced Lunch -- -- 69% 71%

Homeless or Highly Mobile -- -- 66% 68%

The School Climate Student Survey was first administered during the 24-25 school year.

Results shown are from the spring administration of the survey. Values are reported as

the percentage of favorable responses on a likert scale, aggregated across all

questions within the topic.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 57 of 65

Student Self-Development: Favorable responses across all student groups regarding their

self-development at school remained increased from 2024-25 to 2025-26.

## Student Perceptions of their Self-Development

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

Overall -- -- 79% 81%

American Indian -- -- 74% 75%

Asian -- -- 82% 84%

Black or African American -- -- 80% 80%

Hawaiian/Pacific Islander -- -- <10 85%

Hispanic -- -- 79% 80%

Two or More Races -- -- 79% 80%

White -- -- 80% 82%

English Learner Services -- -- 81% 82%

Special Education Services -- -- 78% 78%

Free or Reduced Lunch -- -- 79% 79%

Homeless or Highly Mobile -- -- 77% 78%

The School Climate Student Survey was first administered during the 24-25 school year.

Results shown are from the spring administration of the survey. Values are reported as

the percentage of favorable responses on a likert scale, aggregated across all

questions within the topic.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 58 of 65

Site Council Demographic Representation: It is a priority that each school’s Site Council

reflects the demographic composition of its student population, which helps to ensure

representative and inclusive decision-making.

## Representation in Site Councils

Year 1

22-23

Year 2

23-24

Year 3

24-25

Year 4

25-26

Overall -- 30% 21% 27%

Representation of Site Councils was first collected during the 2023-24 school year.

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 59 of 65

## Discontinued Reporting and Reporting Formats (Included for Reference)

## Goal 1: Academic Achievement – Literacy

1.1: % of 2nd-8th grade students measured as proficient

by Fall FastBridge aReading

## Baseline

2021-22

Year 1:

2022-23

Year 2:

2023-24

Year 3:

2024-25

1.1.A. Overall 48% 48% 49% 47%

## 1.1.B. American Indian or Alaska Native

26%

n = 526

26%

n = 763

29%

n = 795

30%

n = 829

1.1.i Students receiving English Learner services 9% 9% 6% 5%

1.1.I.a

## American Indian students receiving EL

services

n/a

n = 5

12%

n = 17

11%

n = 19

7%

n = 30

1.1.J Students receiving SpEd services 18% 21% 23% 24%

1.1.J.a

## American Indian Students receiving SpEd

services

9%

n = 109

6%

n = 177

8%

n = 173

13%

n = 206

1.1.K. Students identified as HHM 10% 14% 9% 12%

1.1.K.a American Indian students identified as HHM

17%

n = 30

25%

n = 63

12%

n = 58

13%

n = 55

1.2: % of 2nd-8th grade students scoring in the

proficient range as measured by Fall FastBridge

aMath

## Baseline

2021-22

Year 1:

2022-23

Year 2:

2023-24

Year 3:

2024-25

1.2.A Overall 40% 41% 43% 42%

## 1.2.B American Indian or Alaska Native

14%

n = 520

15%

n = 754

18%

n = 796

19%

n = 809

1.2.i. Students receiving EL services 6% 7% 8% 7%

1.2.i.a.

## American Indian students receiving EL

services

n/a

n = 5

0%

n = 18

0%

n = 21

10%

n = 29

1.2.J. Students receiving SpEd services 15% 17% 20% 29%

1.2.J.a.

## American Indian Students receiving

SpEd services

2%

n = 110

6%

n = 180

5%

n = 174

8%

n = 199

1.2.K Students identified as HHM 6% 7% 6% 9%

1.2.K.a.

American Indian students identified as

## HHM

7%

n = 29

8%

n = 60

2%

n = 61

19%

n = 57

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 60 of 65

1.4: % of 2nd-8th grade students meeting or

exceeding expected growth targets in reading

as measured by Fall to Winter growth on

FastBridge aReading

## Baseline

2021-22

Year 1:

2022-23

Year 2:

2023-24

Year 3:

2024-25

1.4.A. Overall 60% 53% 42% 45%

## 1.4.B. American Indian or Alaska Native 54%

n = 411

40%

n = 637

36%

n = 698

37%

n = 729

1.4.i. Students receiving EL services 47% 39% 37% 40%

1.4.I.a American Indian students receiving

EL services

n/a

n = 1

63%

n = 16

42%

n = 19

33%

n = 21

1.4.J. Students receiving SpEd services 49% 44% 36% 40%

1.4.J.a American Indian students receiving

SpEd services

46%

n = 76

42%

n = 145

33%

n = 153

36%

n = 174

1.4.k. Students identified as HHM 48% 37% 36% 40%

1.4.K.a American Indian students identified

as HHM

67%

n = 18

27%

n = 79

32%

n = 79

36%

n = 76

1.5: % of 2nd-8th grade students meeting or

exceeding expected growth targets in math as

measured by Fall to Winter growth on

FastBridge aMath

## Baseline

2021-22

Year 1:

2022-23

Year 2:

2023-24

Year 3:

2024-25

1.5.A. Overall 54% 47% 45% 44%

## 1.5.B. American Indian or Alaska Native

49%

n = 389

36%

n = 627

37%

n = 707

32%

n = 715

1.5.i. Students receiving EL services 50% 42% 45% 43%

1.5.I.a

## American Indian students receiving EL

services

n/a

n = 2

59%

n = 17

41%

n = 22

41%

n = 22

1.5.J. Students receiving SpEd services 48% 42% 41% 42%

1.5.J.a.

## American Indian Students receiving

SpEd services

55%

n = 77

37%

n = 147

34%

n = 151

31%

n = 172

1.5.K. Students identified as HHM 43% 34% 42% 41%

1.5.K.a.

## American Indian Students identified

as HHM

53%

n = 19

29%

n = 83

31%

n = 80

39%

n = 75

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 61 of 65

1.6: % of Kindergarten students scoring in the

proficient range as measured by Fall FastBridge

earlyReading

## Baseline

2021-22

Year 1:

2022-23

Year 2:

2023-24

Year 3:

2024-25

1.6.A. Overall 59% 60% 61% 55%

## 1.6.C. American Indian or Alaska Native

29%

n = 80

41%

n = 100

39%

n = 99

31%

n = 93

1.6.Q. Students receiving EL services 26% 31% 25% 16%

1.6.Q.a.

## American Indian Students receiving

EL services

n/a

n = 2

n/a

n = 1

n/a

n = 1

n/a

n = 6

1.6.S. Students receiving SpEd services 44% 41% 43% 41%

1.6.S.a.

## American Indian Students receiving

SpEd services

40%

n = 174

31%

n = 207

20%

n = 167

n/a

n = 256

1.6.U. Students identified as HHM 24% 25% 27% 31%

1.6.U.a

## American Indian Students identified

as HHM

n/a

n = 9

25%

n = 12

n/a

n = 9

n/a

n = 8

1.7: % of Kindergarten students measured as

proficient by the Fall FAST earlyMath.

Baseline 2023-24 Year 1: 2024-25

1.7.A. Overall 66% 63%

## 1.7.C. American Indian or Alaska Native

53%

n = 101

46%

n = 84

1.7.Q. Students receiving EL services 34% 28%

1.7.Q.a.

## American Indian Students receiving EL

services

n/a

n = 0

n/a

n = 6

1.7.S. Students receiving SpEd services 44% 45%

1.7.S.a.

## American Indian Students receiving

SpEd services

33%

n = 15

n/a

n = 7

1.7.U. Students identified as HHM 37% 37%

1.7.U.a.

## American Indian Students identified as

## HHM

n/a

n = 9

n/a

n = 8

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 62 of 65

1.9. % of students who enroll in at

least one advanced course and

receive a ‘C’ or above (AP, IB, CIS,

## Advanced CTE, PSEO)

## Baseline

2021-22

Year 1:

2022-23

Year 2:

2023-24

Year 3:

2024-25

Year 4:

2025-26

Year 5:

2026-27

## Baseline

Target +/-

## Achievement Gap between BIPOC

## and White Students

-28% -30% -29 16% -16 pp

1.9.A. Overall 57%

n=8332

57%

n=8037

55%

n=7967

78% 15%

## 1.9.B. American Indian or Alaska

## Native

40%

n=275

35%

n=301

38%

n=325

1.9.C. Black or African American 42%

n=2720

42%

n=2459

43%

n=2250

1.9.D. Asian 61%

n=521

62%

n=485

52%

n=399

## 1.9.E. Native Hawaiian or Other

## Pacific Islander

n/a

n<10

n/a

n<10

n/a

n<10

1.9.F. White 76%

n=3252

75%

n=3144

73%

n=2967

88% 5%

1.9.G. Hispanic 47%

n=1464

44%

n=1539

44%

n=1608

1.9.H. Two or more 53%

n=252

53%

n=284

55%

n=263

1.9.i Students receiving EL

services

34%

n=1445

33%

n=1420

36%

n=1706

1.9.J. Students receiving SpEd

services

29%

n=1184

29%

n=1129

30%

n=1149

1.9.K. Students identified as HHM 28%

n=312

25%

n=315

24%

n=447

## BIPOC 46%

n=5080

45%

n=4893

44%

n=4998

72% 21%

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 63 of 65

3.5: % racial diversity of new hires in each fiscal

year (July 1 – June 30) not including rehires

[Note: Hiring of teachers, principals, APs and ESPs

for 2025-26 will begin late spring 2025]

## Baseline

2021-22

Year 1:

2022-23

Year 2:

2023-24

Year 3:

2024-25

% of all new hires were American Indian 1.25% 1.33% 1.85% 1.64%

## 3.5.A.

% of newly hired teachers were

## American Indian

0.48% 0.85% 0.65% 1.44%

## 3.5.B.

% of newly hired principals and

assistant principals were American

## Indian

0.00% 0.00% 0.00% 0.00%

## 3.5.C

% of newly hired Educational Support

## Professionals were American Indian

1.98% 2.71% 3.38% 0.50%

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 64 of 65

2.6 Risk ratio for BIPOC

students being suspended one

or more times compared to

white students (n=number of

students suspended at least

once)

## Baseline

2021-22

Year 1:

2022-23

Year 2:

2023-24

Year 3:

2024-25

Year 4:

2025-26

Year 5:

2025-26

## Baseline Target +/-

2.6.A. BIPOC Students 4.7

n=1451

5.3

n=1734

5.2

n=1665

2.8 -1.9

2.6.B.1 American Indian 5.8

n=92

5.9

n=120

6.4

n=116

2.6.C. Black or African

## American

6.9

n=1075

8.0

n=1253

7.9

n=1076

2.6.D. Asian 0.8

n=15

0.9

n=18

0.9

n=16

## 2.6.E. Native Hawaiian or Other

## Pacific Islander

0.0

n=0

3.0

n=1

0.0

n=0

2.6.F. Hispanic 1.8

n=152

1.7

n=161

2.6

n=295

2.6.G. Two or more races 3.6

n=117

4.9

n=181

4.6

n=162

2.6.H. Students receiving EL

services

2.0

n=170

2.1

n=198

2.8

n=306

2.6.I. Students receiving SpEd

services

6.1

n=540

6.5

n=620

5.7

n=564

2.6.J. Students identified as

## HHM

8.4

n=236

8.7

n=322

8.6

n=398

4.1. % of responses indicating a positive adult-student relationships

as measured in the School and District Climate Survey

## Baseline Dec:

2024-25

## 4.1.A. All MPS Students 87.5%

## 4.1.B. American Indian or Alaska Native 85.3%

4.1.C. Students receiving EL services 86.5%

4.1.D. American Indian Students receiving EL services 86.8%

4.1.E. Students receiving SpeEd services 87.5%

4.1.F. American Indian Students receiving SpeEd services 84.7%

4.1.G. Students identified as HHM 85.9%

4.1.H. American Indian Students identified as HHM 86.8%

4.2. % of responses indicating positive peer-peer relationships as

measured in the School and District Climate Survey

## Baseline Dec:

2024-25

## 4.2.A. All MPS Students 72.5%

## 4.2.B. American Indian or Alaska Native 66.0%

4.2.C. Students receiving EL services 69.7%

4.2.D. American Indian Students receiving EL services 62.1%

4.2.E. Students receiving SpeEd services 68.7%

4.2.F. American Indian Students receiving SpeEd services 65.7%

4.2.G. Students identified as HHM 66.7%

4.2.H. American Indian Students identified as HHM 66.4%

4.3. % of responses indicating positive self-development as measured

## in the School and District Climate Survey

## Baseline Dec:

2024-25

## 4.3.A. All MPS Students 80.4%

## 4.3.B. American Indian or Alaska Native 75.3%

4.3.C. Students receiving EL services 81.5%

4.3.D. American Indian Students receiving EL services 79.6%

4.3.E. Students receiving SpeEd services 79.0%

4.3.F. American Indian Students receiving SpeEd services 76.5%

4.3.G. Students identified as HHM 79.6%

4.3.H. American Indian Students identified as HHM 77.8%

Strategic Plan Year 4 (2025-26) Progress Monitoring May 2026 Page 65 of 65

Page 1

SECTION 1: AMENDMENT “Policy 6690: Wellness Policy” of the

Minneapolis Public Schools Policies & Regulations is hereby amended as follows:

## BEFO RE AMEN DMEN T

## Policy 6690: Wellness Policy

## 1.PURPOSE

Minneapolis Public Schools recognizes that the responsibility for the total health and

wellness of the student is the joint responsibility of the parents, staff, schools, the

community, and students themselves. An important part of the mission of the district is

to equip students to make healthy choices to prepare them to be skilled and confident

citizens capable of succeeding in their work, personal and family lives. Through

education in nutrition, physical activity, and other life choices we strive to empower

students to build healthy bodies and minds Overall wellness contributes to academic

readiness, attendance, and academic success. Ancillary services provided or available

to students must be aligned with the content standards and support the total health and

wellness of the student. The purpose of this policy is to develop health learners

through a school environment that promotes and protects students’ and staff’s health,

well-being, and ability to learn.

## 2.GENERAL STATEMENT OF POLICY

a.Health and Physical Education shall be based on content standards and shall

include educational experiences to promote good mental and physical health

for all students at all age levels served by Minneapolis Public schools.

b.The district shall provide or partner with external organizations to provide an

employee wellness program that supports the overall well-being of all

employees.

c.The school meal program is not only a service provided or available to

students, but shall serve as an integral part of the District's nutrition promotion

and education goals by:

i.encouraging good nutrition through ongoing and seasonal promotion

## opportunities such as Farm to School Month, National Nutrition

Month, Harvest of the Month, National School Lunch Week and other

opportunities;

ii.serving fresh and local food in school meals year-round;

iii.Offering experiential learning opportunities such as taste tests,

education farm field trips, and school gardens for students to explore,

taste, and grow food; and

iv.incorporating nutrition promotion into the classroom through stand-

alone lessons or combined with other core subjects to meet Health

Education Standards.

d.School environments shall promote and protect students’ health, well-being

and ability to learn by:

Page 2

i.providing opportunities, support and encouragement for all students to

be physically active on a regular basis through standards-based

physical education classes, extracurricular activities, and classroom

and other opportunities for physical activity;

ii.providing all elementary school children a minimum of thirty (30)

minutes of daily recess in all elementary schools.

iii.prohibiting the imposition of physical activity or exclusion from

physical activity as a response to behavior in violation of the district’s

behavior standards;

iv.prohibiting the unreasonable delay or denial of meals, or the

unreasonable limitation of daily menu options as a response to

behavior in violation of the district’s behavior standards;

v.supporting Safe Routes to Schools or other, similar programs and

curricula that promote walking, biking, and rolling to, from, and while

at school and work by students and staff.

vi.providing access to a variety of affordable, nutritious and appealing

foods that meet student health and nutrition needs by full participation

in the federal school meal programs to the maximum extent

practicable, and by thoughtful sourcing, preparation and presentation

of the school meal programs;

vii.respecting religious, ethnic and cultural diversity in healthy food

choices offered through the nutrition services program as well as

through the curriculum;

viii.respecting religious, ethnic and cultural diversity in offering

appropriate opportunities and accommodations for physical education

and physical activity;

ix.being aware of food allergies and sensitivities in the food choices

offered to students through the school meal programs and the

curriculum;

x.providing clean, safe and adequate settings and schedules to eat meals

at school;

xi.applying USDA standards for healthy choice in foods offered or made

available to students through non-school meal program opportunities

such as, but not limited to:

(1)school celebrations,

(2)snacks offered in the classroom, and

(3)food included in the curriculum;

xii.applying USDA standards for healthy choice in foods offered for sale

to students during the defined school day through non-school meal

program opportunities such as, but not limited to:

(1)Concessions

(2)School stores

(3)Vending machines available to students

(4)fundraising efforts by the school or school activities

xiii.planning for students and staff who bike and walk to, from or while at

Page 3

school or work.

e.Schools shall encourage parents to promote and support healthy eating and

physical activity by:

i.encouraging the provision and packing of healthy meals and snacks

for individual students who do not participate in the school meal

programs, and encouraging parents to refrain from providing

beverages and foods without nutritional value in meals or snacks

provided by the home;

ii.informing parents of extracurricular activities that promote healthy

lifestyles and physical activity;

iii.encouraging parents to choose safe and appropriate walking or biking

to, from or while at school;

iv.encouraging parents to apply for the reduced price or free school meal

program;

v.assuring parents the confidentiality of student status as qualifying for

free or reduced price school meal participation.

f.District student support services shall promote awareness of mental health

with students and parents, and coordinate services provided to students by

third parties with district services. Provision of direct mental health services to

students is the responsibility of student families, the medical community, and

governmental agencies.

g.Marketing of food and beverages, except as otherwise provided herein, is

limited to promotion of the school meal programs. Marketing of brands that

offer food and beverages that comply with the criteria for competitive food

under Federal law and district standards for such advertising, is permitted in

school gymnasiums, ice rinks and sports areas on large equipment, fences, and

score boards.

## 3.RESPONSIBILITY

a.The Superintendent is authorized to promulgate regulations for the

implementation of this policy.

b.The District shall complete the federally required assessment and make a

public report at least every three years on the compliance of each school with

this policy.

c.The Superintendent shall designate an appropriate district staff position which

has the responsibility and authority to ensure the implementation of this policy

and to lead the required assessment of compliance. The appropriate staff shall

prepare and execute a plan for assessing the implementation of and

compliance with the policy, and measuring progress toward district goals.

d.The Superintendent shall establish a committee including parents, students,

teachers of physical education, school health professionals, representatives of

the nutrition services program, school administrators and representation from

the school board to review and update this policy, which review shall occur no

less than every three years, or as required by law.

e.The District shall inform parents, student and staff of the terms of this policy

on an annual basis.

Page 4

f.Principals shall communicate with parents and the school community

regarding school wellness activities, goals, and plans. Input from parents shall

be sought in the creation of individual school wellness plans. Principals and

site administrators are responsible for the implementation of this policy at their

school.

## Original Adoption:

09/25/1973

## Revision Dates:

09/30/1975, 12/16/1975, 08/13/1985, 08/29/2006, 06/13/2017

## Legal References:

●7 U.S.C. § 5341 (Establishment of Dietary Guidelines)

●42 U.S.C. § 1751 et seq. (National School Lunch Act)

●42 U.S.C. § 1771 et seq. (Child Nutrition Act of 1966)

●42 U.S.C. §1758b (Local Wellness Policy)

●7 C.F.R. § 210.10 (School Lunch Program Regulations)

●7 C.F.R. § 220.8 (School Breakfast Program Regulations)

●Minn. Stat. §120A.22, Subd 9. (Compulsory Education, required curriculum)

## ●Minn. Stat. §121A.215 (Local School District Wellness Policy on Website)

## MPS Policy Cross References:

●Policy 4200 (Personnel Data)

●Policy 5690 (Student Data)

●Policy 1100 (Advertising in the Schools)

●Policy 1600 (Use of School Facilities)

●Policy 2305 (Superintendent Advisories)

●Policy 3261 (Vending Machines)

●Policy 3550 (Nutrition Services)

●Policy 5000 (Equal Education Opportunity)

●Policy 5220 (Tobacco Use, Student)

●Policy 5350 (Student Records)

●Policy 5540 (Fundraising)

## ●Policy 5630 (Health Examinations, Health Screening, Immunizations and Services)

●Policy 5631 (Drug Free Schools)

●Policy 5750 (Disability Non-Discrimination – Section 504)

●Policy 5800 (Family Engagement)

●Policy 6200 (Curriculum)

●Policy 6411 (Learning Materials and Resources)

●Policy 6680 (Safety, Security and Emergency Preparedness)

●Policy 6681 (Accident Prevention and Reporting)

●Policy 6682 (Emergency Health Care)

●Policy 6692 (Student Medication)

Page 5

●Policy 7010 (Environmental Health and Safety)

●Regulation 6690 A (School Meal Programs)

●Regulation 6690 B (Health Education and Staff Well-being)

●Regulation 6690 C (Non-Meal Program Food)

●Regulation 6690 D (School Health Services)

●Regulation 6690 E (Planning for Active Commuting)

## AFTER AMEN DMEN T

## Policy 6690: Wellness Policy

## 1.PURPOSE

Minneapolis Public Schools recognizes that the responsibility for the total health and

wellness of the student is the joint responsibility of the parentscaregivers, staff,

schools, the community, and students themselves. An important part of the mission of

the district is to equip students to make healthy choices to prepare them to be skilled

and confident citizens capable of succeeding in their work, personal, and family lives.

Through education in nutrition, physical activity, safe and supportive environments,

resources supporting whole child health,and other life choices we strive to empower

students to build healthy bodies and minds. The district recognizes mental and

behavioral health as a continuum ranging from wellness to illness and will provide an

environment that promotes the social, emotional, and psychological well-being of

students and staff. Overall wellness contributes to academic readiness, attendance, and

academic success. Ancillary services provided or available to students must be aligned

with the content standards and support the total health and wellness of the student. The

purpose of this policy is to develop healthy learners through a positive social-

emotional school environment that promotes and protects students’ and staff’s health,

well-being, and ability to learn.

## 2.GENERAL STATEMENT OF POLICY

a.Health and Physical Education shall be based on Minnesota K-12 content

standards and shall include educational experiences to supportpromote good

mental, emotional, social, and physical health for all students at all age levels

served by Minneapolis Public schools.

i.School districts must provide health education in grades K-8, with at

least one offering in high school.

(1)Instruction must include required content areas:

(A)Mental Health: Suicide/self-harm prevention for

grades 4–12.

(B)STI/HIV Prevention: Comprehensive prevention

education.

(C)CPR/AED: One-time training in grades 7–12.

(D)Vaping awareness and prevention in grades 6-12

(E)Cannabis use and substance use, including but not

limited to fentanyl or mixtures containing fentanyl for

students in middle school and high school

Page 6

ii.

All students K-8 must receive instruction in physical education every

year and instruction must include all of the Minnesota K–8 Academic

Standards and benchmarks in Physical Education. High school

students must receive instruction in physical education at least once.

All courses at the high school level through which students meet

physical education graduation requirements must include all the

## Minnesota Academic Standards and benchmarks in Physical

Education.

iii.Nutrition education and promotion should be incorporated into the

classroom through stand-alone lessons or combined with other core

subjects.

b.The district shall provide or partner with external organizations to provide an

employee wellness program that supports the overall well-being of all

employees.

c.The school meal program is not only a service provided or available to

students, but shall serve as an integral part of the District's nutrition promotion

and education goals by:

i.encouraging good nutrition through ongoing and seasonal promotion

## opportunities such as Farm to School Month, National Nutrition

Month, Harvest of the Month, National School Lunch Week and other

opportunities;

ii.serving fresh and local food in school meals year-round;

iii.Offering experiential learning opportunities such as taste tests,

education farm field trips, and school gardens for students to explore,

taste, and grow food; and

iv.incorporating nutrition promotion into the classroom through stand-

alone lessons or combined with other core subjects to meet Health

Education Standards.

d.The district's school meal program and school sites support nutrition

promotion and education by:

i.offering experiential learning opportunities such as taste tests and food

education in the classroom;

ii.promoting Farm to School and the Fresh Fruit & Vegetable Program

(where applicable) for students to taste and explore food; and

iii.serving fresh and local food in school meals year-round including

self-serve fruits and vegetables during meals.

e.School environments shall promote and protect students’ health, well-being

and ability to learn by:

i.providing opportunities, support and encouragement for all students to

be physically active on a regular basis through standards-based

physical education classes, extracurricular activities, and classroom

and other opportunities for physical activity;

ii.providing all elementary school children a minimum of thirty (30)

minutes of daily recess in all elementary schools.

iii.prohibiting the imposition of physical activity or exclusion from

Page 7

physical activity as a response to behavior in violation of the district’s

behavior standards;

iv.prohibiting the unreasonable delay or denial of meals, or the

unreasonable limitation of daily menu options as a response to

behavior in violation of the district’s behavior standards;

v.supporting Safe Routes to Schools or other, similar programs and

curricula that promote walking, biking, and rolling to, from, and while

at school and work by students and staff.

vi.providing access to a variety of affordable, nutritious and appealing

foods that meet student health and nutrition needs by full participation

in the federal school meal programs to the maximum extent

practicable, and by thoughtful sourcing, preparation and presentation

of the school meal programs;

vii.respecting religious, ethnic and cultural diversity in healthy food

choices offered through the nutrition services program as well as

through the curriculum;

viii.respecting religious, ethnic and cultural diversity in offering

appropriate opportunities and accommodations for physical education

and physical activity;

ix.being aware of food allergies and sensitivities in the food choices

offered to students through the school meal programs and the

curriculum;

x.providing clean, safe and adequate settings and schedules to eat meals

at school and tend to personal hygiene;

xi.Food shall not be served as a reward, incentive, or as part of a

personal celebration whether prepared by the teacher or by a student

or student’s family, unless the food served is part of a student’s IEP

## (Individual Education Plan) or IAP (Individual Accommodation

## Plan);

xii.applying USDA standards for healthy choice in all foods offered or

made available to students during the defined school day through non-

school meal program opportunities such as, but not limited to:

(1)school celebrations,

(2)snacks offered in the classroom, and

(3)food included in the curriculum;

xiii.applying USDA standards for healthy choice in all foods offered for

sale to students during the defined school day through non-school

meal program opportunities such as, but not limited to:

(1)Concessions

(2)School stores

(3)Vending machines available to students

(4)fundraising efforts by the school or school activities

xiv.planning for students and staff who bike and walk to, from or while at

school or work.

xv.offering counseling, psychological, and social services to support the

Page 8

social, emotional, and/or behavioral (SEB) needs of students and

promote success in the learning process

f.Schools shall encourage parentscaregivers to promote and support healthy

eating and physical activity by:

i.encouraging the provision and packing of healthy meals and snacks

for individual students who do not participate in the school meal

programs, and encouraging parents to refrain from providing

beverages and foods without nutritional value in meals or snacks

provided by the home;supporting access to nutritious, balanced meals

by encouraging families to participate in school meal programs, which

are designed to meet established nutrition standards and support

student learning and well-being.

ii.informing parentscaregivers of extracurricular activities that promote

healthy lifestyles and physical activity;

iii.encouraging parentscaregivers to choose safe and appropriate walking

or biking to, from or while at school;

iv.encouraging parentscaregivers to apply for the reduced price or free

school meal program;

v.assuring parentscaregivers the confidentiality of student status as

qualifying for free or reduced price school meal participation.

g.District student support services shall promote awareness of mental health

with students and parentscaregivers, and coordinate services provided to

students by third parties with district services. Provision of direct mental health

services to students is the responsibility of student families, the medical

community, and governmental agencies.

h.Marketing of food and beverages, except as otherwise provided herein, is

limited to promotion of the school meal programs. Marketing of brands that

offer food and beverages that comply with the criteria for competitive food

under Federal law and district standards for such advertising, is permitted in

school gymnasiums, ice rinks and sports areas on large equipment, fences, and

score boards.

## 3.RESPONSIBILITY

a.The Superintendent is authorized to promulgate regulations for the

implementation of this policy.

b.The District shall complete the federally required assessment and make a

public report at least every three years on the compliance of each school with

this policy.

c.The Superintendent shall designate an appropriate district staff position which

has the responsibility and authority to ensure the implementation of this policy

and to lead the required assessment of compliance.The Senior Operations

Officer is responsible for district-wide oversight and compliance. Principals

and site administrators, with support from the Deputy Superintendent, are

responsible for the implementation of this policy at their school. The

appropriate staff shall prepare and execute a plan for assessing the

implementation of and compliance with the policy, and measuring progress

Page 9

toward district goals.

d.The Superintendent shall establish a committee including parentscaregivers,

students, teachers of physical education, school health professionals,

representatives of the nutrition services program, school administrators and

representation from the school board to review and update this policy, which

review shall occur no less than every three years, or as required by law.

e.The District shall inform parentscaregivers, student and staff of the terms of

this policy on an annual basis.

f.Principals shall communicate with parentscaregivers and the school

community regarding school wellness activities, goals, and plans. Input from

parents shall be sought in the creation of individual school wellness plans.

Principals and site administrators are responsible for the implementation of this

policy at their school.

## Original Adoption:

09/25/1973

## Revision Dates:

09/30/1975, 12/16/1975, 08/13/1985, 08/29/2006, 06/13/2017

## Legal References:

●7 U.S.C. § 5341 (Establishment of Dietary Guidelines)

●42 U.S.C. § 1751 et seq. (National School Lunch Act)

●42 U.S.C. § 1771 et seq. (Child Nutrition Act of 1966)

●42 U.S.C. §1758b (Local Wellness Policy)

●7 C.F.R. § 210.10 (School Lunch Program Regulations)

●7 C.F.R. § 220.8 (School Breakfast Program Regulations)

●Minn. Stat. §120A.22, Subd 9. (Compulsory Education, required curriculum)

## ●Minn. Stat. §121A.215 (Local School District Wellness Policy on Website)

## MPS Policy Cross References:

●Policy 4200 (Personnel Data)

●Policy 5690 (Student Data)

●Policy 1100 (Advertising in the Schools)

●Policy 1600 (Use of School Facilities)

●Policy 2305 (Superintendent Advisories)

●Policy 3261 (Vending Machines)

●Policy 3550 (Nutrition Services)

●Policy 5000 (Equal Education Opportunity)

●Policy 5220 (Tobacco Use, Student)

●Policy 5350 (Student Records)

●Policy 5540 (Fundraising)

## ●Policy 5630 (Health Examinations, Health Screening, Immunizations and Services)

●Policy 5631 (Drug Free Schools)

Page 10

●Policy 5750 (Disability Non-Discrimination – Section 504)

●Policy 5800 (Family Engagement)

●Policy 6200 (Curriculum)

●Policy 6411 (Learning Materials and Resources)

●Policy 6680 (Safety, Security and Emergency Preparedness)

●Policy 6681 (Accident Prevention and Reporting)

●Policy 6682 (Emergency Health Care)

●Policy 6692 (Student Medication)

●Policy 7010 (Environmental Health and Safety)

●Regulation 6690 A (School Meal Programs)

●Regulation 6690 B (Health Education and Staff Well-being)

●Regulation 6690 C (Non-Meal Program Food)

●Regulation 6690 D (School Health Services)

●Regulation 6690 E (Planning for Active Commuting)

## Wellness

## Policy

(6690)

## Updates

1

## CWS Team

2

## Wellness Policy Updates

## History of the Wellness Policy

●Mandated by USDA in 2010 Healthy

## Hunger-Free Kids Act

●Must be evaluated and updated triennially

○Utilized a variation of the WellSAT 3.0 for

analysis

## ○2024-2025 Wellness Policy Assessment

## Survey Results

●Current Wellness team includes

administrators, teachers, caregivers, Culinary

& Wellness Services staff, and a student

●Prior administrative review mandated that the

policy be strengthened in certain areas

## Wellness Achievements

3

•Food Education

•Safe Routes to School

## Major Changes

4

•Addition of language surrounding mental and behavioral health as

goals and the resources offered

•Addition of new health education requirements

•Revision and strengthening of the nutrition promotion and education

plan

•Addition of language surrounding food as part of personal

celebrations

•Removing language that could be perceived as food shaming

•Addition of Senior Operations Officer as responsible for policy

adherence

## Minor Changes

5

•Editing throughout and reorganization to help with the document’s

flow

•Conversion of “parent” to caregiver throughout

•Reframing the purpose to encompass whole child rather than

solely focusing on nutrition and physical activity

## Next Steps

6

•Wellness committee will meet quarterly next year - Oct, Dec, Feb,

## April

•Committee is looking for new members particularly in the areas of

student leaders, caregivers, teachers, school administrators, mental

health professionals, physical education and health teachers,

anyone interested in the wellness of our students and staff!

•Regulations will be updated as needed

•Invitation to participate will be sent in the Family Weekly Update in

## September

•Next assessment: 2028

Questions?

7

## OFFICIAL MINUTES

## MINNEAPOLIS BOARD OF EDUCATION (SPECIAL SCHOOL DISTRICT NO. 1)

## REGULAR BUSINESS MEETING

May 12, 2026

## CALL TO ORDER

In accordance with applicable requirements, notice was provided to each member of the Board

of Education and to the public not less than three days prior to the meeting. Board members

met in a regular meeting in the assembly room at the John B. Davis Educational Services Center

(1250 West Broadway Ave. Minneapolis, MN) on May 12, 2026.

The meeting was called to order at 5:30 p.m. by Chair Beachy, a quorum being present.

## ROLL CALL

Present: Abdul Abdi, Lori Norvell, Greta Callahan, Kim Ellison, Joyner Emerick, Collin Beachy (6);

## Ex Officio member Superintendent Dr. Lisa Sayles-Adams (1)

## Absent: Sharon El-Amin, Lucie Skjefte, Adriana Cerrillo (3)

Also Present: Student Representatives Boisey Corvah and Zion Webster.

## APPROVAL OF AGENDA

Ellison moved to approve the agenda. Abdi seconded the motion. On a roll call vote, the motion

to approve the agenda was adopted with the following result:

Aye: Abdi, Norvell, Callahan, Ellison, Emerick, Beachy (6)

Nay: (0)

Abstain: (0)

## Absent: El-Amin, Skjefte, Cerrillo (3)

## PUBLIC COMMENTS

Comments were heard from members of the public.

## RECESS

A recess was taken.

## May 12, 2026 Regular Business Meeting Minutes

Page 1 of 5

## REPORTS AND RECOMMENDATIONS FROM THE SUPERINTENDENT OF SCHOOLS

Superintendent Dr. Sayles-Adams and staff provided presentations on the following topics:

## ● Superintendent's Update

## ● Anishinabe Academy Facility Process Update

## ● School Transformation Process

No action was taken on these informational items.

## RECOMMENDATIONS AND FIRST READINGS

A first reading of the Proposed Fiscal Year 2026-2027 Budget (2026-0036) and the Proposed

Fiscal Year 2026-2027 Capital Plan and Budget (2026-0038 and 2026-0039) were conducted.

## POLICY COMMITTEE REPORT

## Discussion of Potential Updated Meeting Public Comment Guidelines

The board discussed Potential Updates to Meeting Public Comment Guidelines. The Policy

Committee may bring a recommendation to the board at a future meeting.

## ACTION ITEMS BY THE BOARD OF EDUCATION

## Approval of the Consent Agenda

Abdi moved to approve the consent agenda. Ellison seconded the motion. The consent agenda

included the following items:

## Acceptance of Minutes

## ● April 14, 2026 Regular Business Meeting

## Human Resources Transactions

● Approval of List A personnel matters (2026-05-ER-A)

● Approval of List B personnel matters (2026-05-ER-B)

## Acceptance of Gifts and Donations

● Acceptance of Gifts and Donations May 12, 2026 (2026-0042)

## Contracts

● Contract with Active Internet Technologies (Finalsite) 4400003618

● Contract 4400003694 with Cal Interpreting & Translations

## ● Contract 4400003723 with Innovative Office Solutions

## May 12, 2026 Regular Business Meeting Minutes

Page 2 of 5

## ● Contract 4400003722 with Innovative Office Solutions

## ● Contract 4400003721 with Innovative Office Solutions

● Amendment to Contract 4400003236 with Introdec

● Amendment to Contract 4400003239 with Introdec

● Amendment to Contract 4400003429 with Genesis Consulting

## ● Amendment to Contract 4400002214 with Kraus Anderson Construction

● Amendment to Contract 4400003062 with Lawson Scott Ericson Architects (LSE)

## ● Amendment to Contract 4400003440 with MN Urban Debate League

● Contract 440000TBD with Park Construction

● Contract 4400003648 with Propio

## ● Contract with Open Up Resources 4400003711

● Contract 4400003698 with SAP America, Inc.

● Contract 4400003725 with Versacon, Inc.

● Contract with Versacon Inc. 4400003696

● Amendment to Contract 4400003051 with Wold Architects and Engineers

## Resolutions

● Resolution to Approve Equal Treatment in Transporting Students Funding to Non-Public

Schools (2026-0040)

## Authorizations

## ● Yellow Bus Pupil Transportation Services Master Contract 2026-2029

## ● Type III Vehicle Pupil Transportation Services Master Contract 2026-2029

On a roll call vote, the motion to approve the consent agenda was adopted with the following

result:

Aye: Abdi, Norvell, Callahan, Ellison, Emerick, Beachy (6)

Nay: (0)

Abstain: (0)

## Absent: El-Amin, Skjefte, Cerrillo (3)

Resolution Amending Policy 5635 (Mandated Reporting Of Child Neglect Or Physical Or

## Sexual Abuse) (2026–0037)

Director Norvell moved to approve Resolution 2026-0037. Ellison seconded the motion.

On a roll call vote, the motion was approved with the following result:

Aye: Abdi, Norvell, Callahan, Ellison, Emerick, Beachy (6)

Nay: (0)

Abstain: (0)

## Absent: El-Amin, Skjefte, Cerrillo (3)

## May 12, 2026 Regular Business Meeting Minutes

Page 3 of 5

## Resolution Adopting Policy 4018 (Minnesota Paid Leave) (2026-0020)

Director Norvell moved to approve Resolution 2026-0020. Ellison seconded the motion.

On a roll call vote, the motion was approved with the following result:

Aye: Abdi, Norvell, Callahan, Ellison, Emerick, Beachy (6)

Nay: (0)

Abstain: (0)

## Absent: El-Amin, Skjefte, Cerrillo (3)

Approval of the 2025-2027 Bargaining Agreement between MPS and the Service Employees

International Union (SEIU) Local 284, for custodial and certain physical plant and facilities

employees (2026-0043)

Director Ellison moved to approve Resolution 2026-0043. Abdi seconded the motion.

On a roll call vote, the motion was approved with the following result:

Aye: Abdi, Norvell, Callahan, Ellison, Emerick, Beachy (6)

Nay: (0)

Abstain: (0)

## Absent: El-Amin, Skjefte, Cerrillo (3)

## REPORTS FROM BOARD OF EDUCATION DIRECTORS

The following directors and student representatives provided reports:

● Emerick

● Ellison

● Norvell

● Beachy

● Abdi

## ADJOURNMENT

Without objection, Chair Beachy adjourned the meeting at 8:49 p.m.

## May 12, 2026 Regular Business Meeting Minutes

Page 4 of 5

## Secretary Notations:

## ● Minutes submitted by Nandi Solórzano O'Brien, Assistant Clerk

● Meeting materials:

https://meetings.boardbook.org/Public/Agenda/1807?meeting=743607

● Minutes approved: June 9, 2026.

## May 12, 2026 Regular Business Meeting Minutes

Page 5 of 5

## Request for Board Action (RBA)

## Memo

## Item Overview

## Name: Human Resources Transactions

## Type:

## HR Transaction Items

## Meeting Date: 05/12/2026

File Number: 2026-05-ER-A, 2026-05-ER-B

## Requesting Staff:

## Background and Pertinent Facts

1. List A includes all hiring actions by the district since the previous board meeting.

Effective upon board approval, per dates listed.

2. List B includes all employment separations that require board action since the

previous board meeting. Effective upon board approval, per dates listed.

## Recommendation

1. Authorize the appropriate board officer(s) or school district administrator(s) to

sign all documents necessary to effectuate these agreements.

## Attachments and Relevant Links

## 1. 2026-05-ER-A, 2026-05-ER-B.

## RBA: 2026-0041

Page 1 of 1

## Minneapolis Public Schools

## List A: All Employees: Tuesday, June 9, 2026

## Hiring - Licensed

No licensed hires

## Hiring - Non Licensed

## Robert Peterson Engineers, Zone 1 Custodian 5/18/2026

Minneapolis Public Schools Personnel List B – Involuntary Separation Actions Tuesday, June 9, 2026

## Non-Licensed

## Special Education Assistant 05-04-2026 2026-06-ER-8417

Associate Educator 05-22-2026 2026-06-ER-8542

## Food Service Coordinator 05-18-2026 2028-06-ER-8505

Custodian 05-05-2026 2026-06-ER-8039

Associate Educator 05-26-2026 2025-06-ER-8450

Custodian 05-04-2026 2026-06-ER-8447

## Special Education Assistant 05-08-2026 2026-06-ER-8513

## Special Education Assistant 05-12-2026 2026-06-ER-8499

## School Secretary, Senior 05-26-2026 2026-06-ER-8556

## Food Service Assistant 05-27-2026 2026-06-ER-8606

## School Bus Driver 05-29-2026 2026-06-ER-8444

Security Monitor 05-28-2026 2026-06-ER-8590

## Special Education Assistant 05-21-2026 2026-06-ER-8597

## Acceptance of Gifts and Donations

June 9, 2026

## Description Value Terms/Restrictions Donor ID

## Cash gift to KBEM $515.30 For KBEM

## First Avenue

## KBEM-308

## Cash gift to KBEM $500.00 For KBEM

## Linnehan Foy Advertising

## KBEM-309

## Cash gift to KBEM $1,500.00 For KBEM

## Anonymous

## KBEM-310

## Cash gift to KBEM $500.00 For KBEM

## Dean Armstrong

## KBEM-311

## Cash gift to KBEM $1,254.95 For KBEM

## Emmett Carpel

## KBEM-312

## Cash gift to KBEM $1,000.00 For KBEM

## Matthew Hanzlik

## KBEM-313

## Cash gift to KBEM $515.00 For KBEM

## Eric Hubbard

## KBEM-314

## Cash gift to KBEM $2,000.00 For KBEM

## Carrie Macleod

## KBEM-315

## Cash gift to KBEM $515.30 For KBEM

## Denise Novak

## KBEM-316

## Cash gift to KBEM $550.00 For KBEM

## Charles Underbrink

## KBEM-317

## Cash gift to KBEM $500.00 For KBEM

## Bruce Bruemmer

## KBEM-318

## Cash gift to KBEM $500.00 For KBEM

## Larry Hill and Linda Mohr

## KBEM-319

## Cash gift to KBEM $500.00 For KBEM

## Robert and Stacy Boucher

## KBEM-320

## Cash gift to MPS $8,867.00 For Anthony Middle

School budget

## Anthony PTA MPS-79

2026-0052

## Acceptance of Gifts and Donations

June 9, 2026

## Cash gift to MPS $6,000.00 For Anthony Middle

School printing

## Anthony PTA MPS-80

## Cash Gift to MPS $1,000.00 For Camden Girls Flag

## Football Program

## Minnesota Vikings MPS-83

2026-0052

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Absence Soft

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003819

## Requesting Staff:

## Alicia Miller, Senior Human Resources Officer

Term: 7/1/2026 to 6/30/2029

## Total Fiscal Obligation:

$293,134.00

## FY27 - $91,784.00

## FY28 - $97,268.00

## FY29 - $104,082.00

## Amendment Amount: n/a

## Funding Sources:

● Tech Levy FY27 $91,784.00 (31.31% of total contract)

## Contract Template:

## Vendor

## Summary of Services, Purpose, and Terms

1. MPS last entered into a contract with Absence Soft FY24 for a term of three years.

This contract is expiring June 30, 2026. Absence Soft provides MPS leave

management software. The continuation of this software is essential to MPS’

Human Resources operations, especially in light of the MN Paid Leave Program.

2. Therefore, the parties have agreed to enter into a new contract for another

three-year term.

3. The Board last authorized the Senior Human Resources Officer to contract with

AbsenceSoft at the June 13, 2023 Business Meeting.

## RBA: 2026-4400003819

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Recommendation

Authorize the Senior Human Resources Officer to execute a contract with Absence

Soft for Absence Management Software, for a term of 7/1/2026 to 6/30/2029, for an

amount not to exceed $293,134.00.

## RBA: 2026-4400003819

Page 2 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Adam’s Pest Control

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003778

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 07/01/2026 - 06/30/2027

## Total Fiscal Obligation: $103,330

## Amendment Amount: N/A

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides district-wide pest control services as part of our Integrated

Pest Management program.

2. These services are procured via RFP 24-31, with FY27 representing year 3 of 4

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Adam’s Pest

Control for pest control services , for a term of 07/01/2026 to 06/30/2027, for an

amount not to exceed $103,330.

## RBA: 2026-4400003778

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Amergis Healthcare Staffing Services

## Type:

## New Master Contract

## Meeting Date: 6/9/2026

## Contract Number: 4400003702

## Requesting Staff:

## Ty Thompson, Deputy Superintendent

Term: 07/01/2026-06/30/2027

## Total Fiscal Obligation: $800,000.00

## Amendment Amount: NA

## Funding Sources:

● Funded by Special Ed and and fund 1

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Amergis provides school health services, related services, and /or special

education services and is responsible for recruiting, screening, and hiring its

personnel to provide temporary staffing services to MPS.

## Recommendation

Authorize the Deputy Superintendent to execute a contract with Amergis Healthcare

Staffing Services for school health services, related services, and /or special

education services , for a term of one year, for an amount not to exceed $800,000.00.

## RBA: 2026-4400003702

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Bille Bus

## Type:

## New Master Contract

## Meeting Date: 6/9/2026

## Contract Number: 4400003775

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $3,055,895

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Type III Pupil Transportation Services for the term of

7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-12, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## RBA: 2026-4400003775

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Recommendation

Authorize the Senior Office Operations to execute a contract with Bille Bus for Type

III Pupil Transportation Services, for a term of 7/1/2026 - 6/30/2027, for an amount

not to exceed $3,055,895.

## RBA: 2026-4400003775

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Bille Bus

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003785

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 37/1/2026 - 6/30/2027

## Total Fiscal Obligation: $8,559,232

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Yellow Bus (both General and Special Education) Pupil

Transportation Services for the term of 7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-11, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## RBA: 2026-4400003785

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Recommendation

Authorize Senior Officer Operations to execute a contract with Bille Bus for Yellow

Bus Pupil Transportation Services for the term of 7/1/2026 - 6/30/2027, for an

amount not to exceed $8,559,232.

## RBA: 2026-4400003785

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Bix Produce

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003791

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $300,000.00

## Amendment Amount: N/A

## Funding Sources:

● Nutrition Services 2002 - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Bix Produce acts as a supplier for the Fresh Fruit and Vegetable Program (FFVP)

managed by CWS supplying a variety of produce items.

2. This contract covers the purchasing distribution and customer service of this

activity as awarded through RFP 26-17.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Bix Produce for

FFVP Goods, for a term of 7/1/2026 - 6/30/2027, for an amount not to exceed

$300,000.00.

## RBA: 2026-4400003791

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Brown & Brown

## Type:

## Amendment

## Meeting Date: 06/09/2026

## Contract Number: 2025-4400002322

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: July, 1, 2024 to June, 30, 2029

## Total Fiscal Obligation: $1,937,339.00

## Amendment Amount: N/A

## Funding Sources:

● General fund (100%)

## Contract Template:

## Vendor

## Summary of Services, Purpose, and Terms

1. Brown & Brown is the listed agent on record which assists the District in placing

insurance coverages for different lines of coverage. Brown & Brown also plays the

role of a liaison between the District and the insurance carriers for all lines of

coverage.

2. The lines of coverages covered include Property, Package Casualty, Cyber, Crime,

and Active Assailant insurance policies.

3. The original contract set a maximum total fiscal obligation of $1,050,000 per year.

This amendment would increase that amount to $1,937,339 per year.

## RBA: 2026-4400002322-1

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Recommendation

Authorize the Senior Officer of Operations to amend contract 2025-4400002322 with

Brown & Brown Insurance Services for placement of insurance carriers for a term of

July, 1, 2024 to June, 30, 2029, for an amount not to exceed $1,937,339.00per year.

## RBA: 2026-4400002322-1

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Cadenza Music

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003757

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: July 1, 2026 to June 30, 2029

## Total Fiscal Obligation: $300,000

## Amendment Amount: N/A

## Funding Sources: General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Comprehensive musical instrument repair support: including collecting

instruments, supplying detailed repair estimates, completing all necessary

repairs, and returning instruments to appropriate schools/sites.

## 2. RFP Award: MPS RFP 26-21 Title Musical Instrument Repair

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Cadenza Music for

music instrument repairs, for a term of 7/1/2026 - 6/30/2029, for an amount not to

exceed $300,000.

## RBA: 2026-4400003757

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: CorVel Corporation

## Type:

## Amendment

## Meeting Date: 06/09/2026

## Contract Number: 440000TBD

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: July 1, 2019 to June 30, 2027

## Total Fiscal Obligation: $5,000,000

## Amendment Amount: N/A

## Funding Sources:

● General fund (100%)

## Contract Template:

## Vendor

## Summary of Services, Purpose, and Terms

1. CorVel Corporation is the third party administrator (TPA) that assists MPS to

process and manage all claims resulting from incidents sustained by District

community members. As MPS is a self-insured entity, the TPA plays a vital role in

coordinating every aspect of the claims management process on behalf of the

District.

2. This contract was originally approved on June 11, 2019. This amendment extends

the term of service (1) additional year, to June 30, 2027.

3. The TPA provides services on a per claim or per service basis, so costs fluctuate

based on actual claims. Additionally, the TPA administers Workers Compensation

and Liability payments on MPS’ behalf.

RBA: 2026-440000TBD-1 (CorVel Corporation)

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

4. Based on historical claim information, staff estimate TPA fees will not exceed

$150,000 and the balance of the approved obligation will go directly towards

claims and reinsurance.

## Recommendation

Authorize the Senior Officer of Operations to execute a contract amendment with

CorVel Corporation for third party administration services on behalf of MPS, for a

term of one policy year for an amount not to exceed $5,000,000

RBA: 2026-440000TBD-1 (CorVel Corporation)

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Cybersoft

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003769

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: July 1, 2026 - June 30, 2027

## Total Fiscal Obligation: $128,290,00

## Amendment Amount: N/A

## Funding Sources:

● Nutrition Services - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Cybersoft is the provider of PrimeroEdge, the Child Nutrition compliant

operations software used by CWS to run daily operations including menu

planning, service, and the Nutrition Center.

2. This contract covers the software, service and customer service around these

activities as awarded in RFP 25-01

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Cybersoft for

operations software, for a term of 7/1/2026 - 6/30/27, for an amount not to exceed

$128,290.00.

## RBA: 2026-4400003769

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Discovery Education

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003733

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/12/2026 - 07/11/2027

## Total Fiscal Obligation: $256,288.00

## Amendment Amount: n/a

## Funding Sources: General Fund - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Discovery Education Dreambox App.

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Discovery

Education for Discovery Education Dreambox App, for a term of 07/12/2026 -

07/11/2027, for an amount not to exceed $256,288.

## RBA: 2026-4400003733

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Dorsey & Whitney, LLP

## Type:

## New Master Contract

## Meeting Date: 6/9/2026

## Contract Number: 440000TBD

## Requesting Staff:

## Ryan Strack, Senior Executive Officer

Term: July 1, 2026 to June 30, 2027

## Total Fiscal Obligation: Up to $195,000

## Amendment Amount: N/A

## Funding Sources:

● Bond proceeds for bond counsel services

● General Fund for tax-related and legal services

## Contract Template:

## TBD

## Summary of Services, Purpose, and Terms

1. The Dorsey & Whitney LLP law firm provides legal services in connection with IRS

and SEC audits, compliance, and investigations and public offerings; state tax

matters; legal services in connection with MDE applications and approvals, and

other state law financing matters; and legal services as bond and disclosure

counsel in connection with debt and lease financing obligations.

## Recommendation

Authorize the Senior Executive Officer to negotiate and execute a contract with

Dorsey & Whitney, LLP to provide bond and disclosure counsel and other legal

services, for a term of July 1, 2026 to June 30, 2027, for an amount not to exceed

$195,000.

## RBA: RBA Memo Contracts 2026-440000TBD (Dorsey & Whitney)

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: English Learning Center

## Type:

## New Master Contract

## Meeting Date: 6/09/2026

## Contract Number: 4400003747

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 7/1/2026, to 6/30/2027

## Total Fiscal Obligation: $450,000.00

## Amendment Amount: N/A

## Funding Sources:

● Community Education Fund 2004 (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. English Learning Center is one of the eight Adult Basic Education (ABE)

## Consortium Members that provides Adult Education and English Language

Services to the significant adult immigrant population, English Language Learners

(level 0-6), and native speakers without a secondary credential.

2. The Contract amount has been estimated based on the contact hours submitted

by the Consortium member from May 1 to April 30, 2026, and an estimated

contact hour rate of $8.50. The final funding amounts from the Minnesota

Department of Education (MDE) will be confirmed through an official award letter

by August 2026.

3. MPS, as the Fiscal Agent, is legally responsible for receiving state aid from MDE on

behalf of the entire consortium; it must establish formal contracts and purchase

## RBA: 2026-444400003747

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

orders to bridge the gap between state funding and community-based

instruction.

## Recommendation

Authorize the Senior Academic Officer to execute a contract with English Learning

Center for Adult Education and English Language Services, for a term of 7/1/2026, to

6/30/2027, for an amount not to exceed $450,000.00.

## RBA: 2026-444400003747

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Ferndale Market

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003792

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $150,000.00

## Amendment Amount: N/A

## Funding Sources:

● Nutrition Services 2002 - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Ferndale Market supplies fresh, locally grown turkey products to CWS operations.

2. This contract covers the purchase, delivery and customer service surrounding this

activity as awarded through RFP 26-19.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Ferndale Market

for turkey goods procurement, for a term of 7/1/2026 - 6/30/2027, for an amount

not to exceed $150.000.00.

## RBA: 2026-4400003792

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Frontier Transportation

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 400003781

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $3,918,877

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Type III Pupil Transportation Services for the term of

7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-12, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## RBA: 2026-4400003781

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Recommendation

Authorize Senior Officer Operations to execute a contract with Frontier

Transportation for Type III Pupil Transportation Services for the term of 7/1/2026 -

6/30/2027, for an amount not to exceed 3,918,877.

## RBA: 2026-4400003781

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Great Minds

## Type:

## New Master Contract

## Meeting Date: 06/01/2026

## Contract Number: 4400003762

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 7/ 1/20206 - 6/30/2027

## Total Fiscal Obligation: Up to $3,500,000.00

## Amendment Amount: n/a

## Funding Sources: Fund 01 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Term

1. Elementary reading curriculum and professional development

## 2. Awarded through RFP 26-08 K5 Literacy Curriculum

3. Contract value up to $3,500,000 to authorize Senior Academic Officer to purchase

curricular materials for SY26-27 and/or to include additional student materials as

needed.

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Great Minds for

Elementary reading curriculum and professional development, for a term of

07/01/2026 - 06/30/2027, for an amount not to exceed $3,500,000.00.

## RBA: 2026-4400003762

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Indianhead Foodservice Distributors

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003786

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $7,500,000.00

## Amendment Amount: N/A

## Funding Sources:

● Nutrition Services 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Indianhead Foodservice Distributors acts as the prime distributor for food

products to CWS encompassing the majority of materials for student meals.

2. The contract covers the purchase, distribution and customer service activities for

the 2026-27 school year as awarded through RFP 23-30.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Indianhead

Foodservice Distributors for CWS Prime Distributor functions, for a term of one year,

for an amount not to exceed $7,500,000.00.

## RBA: 2026-4400003786

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Insight Public Sector

## Type:

## Renewal of Expiring Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003726

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 07/01/2026 - 06/30/2027

## Total Fiscal Obligation: $781,172.14

## Amendment Amount: NA

## Funding Sources:

● Fund 1097 - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Annual renewal of Microsoft licenses for MPS.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Insight Public

Sector for Microsoft Licenses renewal, for a term of 07/01/2026 - 06/30/2027, for an

amount not to exceed $781,172.14.

## RBA: 2026-4400003726

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Indrotec

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003802

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $300,000.00

## Amendment Amount: N/A

## Funding Sources:

● Nutrition Services 2002 - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Indrotec is the primary supplier of skilled temporary and temporary-to-hire

staffing for CWS operations.

2. This contract covers the service, expectations, responsibilities and customer

service around this activity as awarded in RFP 24-26

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Indrotec for

contract labor, for a term of 7/1/2026 - 6/30/2027, for an amount not to exceed

$300,000.00.

## RBA: 2026-4400003802

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: ITC

## Type:

## New Master Contract

## Meeting Date: 6/9/2026

## Contract Number: 4400003783

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $1,114,772

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Type III Pupil Transportation Services for the term of

7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-12, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## RBA: 2026-4400003783

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Recommendation

Authorize Senior Office Operations to execute a contract with ITC for Type III Pupil

Transportation Services for the term of 7/1/2026 - 6/30/2027, for an amount not to

exceed $1,114,722.

## RBA: 2026-4400003783

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: KFI Engineers

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003800

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 06/09/2026 - 12/31/2027

## Total Fiscal Obligation: $168,000

## Amendment Amount: N/A

## Funding Sources:

● Fund 6

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract is for professional services related to the replacement of aging fuel

storage tanks and dispensing system and replacement with new equipment

serving the Transportation Center, procured via public bid RFP 25-06.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with KFI

Engineers for professional services for design of fuel dispensing system at

Transportation Center in the amount of $168,000.

## RBA: 2026-4400003800

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Language Line

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003701

## Requesting Staff:

## Ryan Strack, Senior Executive Officer

Term: 8/4/2026 to 6/30/2027

## Total Fiscal Obligation: $103,500.00

## Amendment Amount: NA

## Funding Sources:

● Funded by several sources across multiple

departments and schools based on usage

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Provide language interpretation services when requested by district or school

staff.

2. MPS is a diverse multilingual community (representing 93 different home

languages). MPS contracts with these translation and interpretation vendors to

ensure students and families can access information from their schools and the

district.

3. MPS went through an RFP process in order to gain an understanding of the

service capability to implement and operate translation and interpretation

services and costs as well as to find vendors that align with our mission, needs

## RBA: 2026- 4400003701

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

and values which include accuracy, impartiality, cultural competence,

confidentiality, reliability, timeliness and integrity.

## Recommendation

Authorize the Senior Executive Officer to execute a contract with Language Line to

provide language translation services for a term of 08/04/2026 to 06/30/2027, for an

amount not to exceed $103,500.00.

## RBA: 2026- 4400003701

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Learning in Style/ACCOLA

## Type:

## New Master Contract

## Meeting Date: 6/09/2026

## Contract Number: 4400003750

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 7/1/2026, to 6/30/2027

## Total Fiscal Obligation: $140,000.00

## Amendment Amount: N/A

## Funding Sources:

● Community Education Fund 2004 (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Learning in Style/Accola is an Adult Basic Education (ABE) Consortium Members

who provides Adult Education and English Language Services to the significant

adult immigrant population, English Language Learners (level 0-6), and native

speakers without a secondary credential.

2. The Contract amount has been estimated based on the contact hours submitted

by the Consortium member from May 1 to April 30, 2026, and an estimated

contact hour rate of $8.50. The final funding amounts from the Minnesota

Department of Education (MDE) will be confirmed through an official award letter

by August 2026.

3. MPS, as the Fiscal Agent, is legally responsible for receiving state aid from MDE on

behalf of the entire consortium; it must establish formal contracts and purchase

## RBA: 2026-4400003750

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

orders to bridge the gap between state funding and community-based

instruction.

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Learning in

Style/ACCOLA for Adult Education and English Language Services, for a term of

7/1/2026 to 6/30/2027 for an amount not to exceed $140,000.00.

## RBA: 2026-4400003750

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Lexia Learning Systems LLC

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003760

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2026 - 06/30/2027

## Total Fiscal Obligation: $513,800

## Amendment Amount: n/a

## Funding Sources: Tech Levy 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Lexia Core5 and PowerUp platforms

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Lexia Learning

Systems LLC for Lexia Core5 and PowerUp platforms, for a term of 07/01/2026 -

06/30/2027, for an amount not to exceed $513,800.

## RBA: 2026-4400003760

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Maertens Brenny Construction

## Type:

## Amendment

## Meeting Date: 6/9/2026

## Contract Number: 4400003014

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 3/8/2025 - 12/31/2026

## Total Fiscal Obligation: $3,691,845.35 (Original Contract Amount: $3,333,300.00)

## Amendment Amount: $358,545.35

## Funding Sources: Fund 6

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This Amendment is for General Construction for the New Safe & Welcoming

Entrance addition at Wilder Complex and includes Change Orders #1-#6 totalling

$358,545.35.

2. Original Contract of $3,333,300 ($3,666,630 including 10% contingency) approved

at MPS Board Meeting on 4/15/2025.

## Recommendation

Authorize the Senior Operations Officer to execute an amendment to contract

4400003014 with Maertens Brenny Construction to increase the contract

amount by $358,545.35, for a term of 3/8/2025 to 12/31/2026. The

cumulative contract amount with this amendment is $3,691,845.35.

## RBA: 2026-4400003014-1

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Mackin Educational Resources

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003809

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2026 - 06/30/2027

## Total Fiscal Obligation: $462,915

## Amendment Amount: n/a

## Funding Sources:

● 1097 - 79%

● 1001 - 21%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

## 1. Mackin Library Book Subscription Boxes

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Mackin Educational

Resources for Mackin Library Book Subscription Boxes, for a term of 7/1/2026 -

6/30/2027, for an amount not to exceed $462,915.

## RBA: 2026-4400003809

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Mille Dunwiddie

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003821

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 06/10/2026 to 10/31/2028

## Total Fiscal Obligation: $277,500

## Amendment Amount: N/A

## Funding Sources:

● Fund 6

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract is for consulting services to update the student dining area and

kitchen at Olson Middle School.

2. Procured via RFP25-05

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Miller Dunwiddie

for consulting services at Olson Middle School for a total fiscal obligation of $277,500

for a term of 06/10/2026 - 10/31/28.

## RBA: 2026-4400003821

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: MMA

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003784

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $1,199,478

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Yellow Bus (both General and Special Education) Pupil

Transportation Services for the term of 7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-11, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## Recommendation

Authorize the Senior Officer Operations to execute a contract with MMA for Yellow

Bus Pupil Transportation Services for the term of 7/1/2026 - 6/30/2027, for an

amount not to exceed $1,199,478.

## RBA: 2026-4400003784

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Monarch Bus Company

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003777

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $10,949,392

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Yellow Bus (both General and Special Education) Pupil

Transportation Services for the term of 7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-11, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## Recommendation

Authorize the Senior Office Operations to execute a contract with Monarch Bus

Company for Yellow Bus Pupil Transportation Services, for a term of 7/1/2026 -

6/30/2027, for an amount not to exceed $10,949,392.

## RBA: 2026-4400003777

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: MTN

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003771

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $6,248,359

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Yellow Bus (both General and Special Education) Pupil

Transportation Services for the term of 7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-11, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## Recommendation

Authorize Senior Officer Operations to execute a contract with MTN for Yellow Bus

Pupil Transportation Services for the term of 7/1/2026 - 6/30/2027, for an amount

not to exceed $6,248,359.

## RBA: 2026-4400003771

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: MTN

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003773

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $2,230,376.40

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Type III Pupil Transportation Services for the term of

7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-12, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## Recommendation

Authorize the Senior Office Operations to execute a contract with MTN for Type III

Pupil Transportation Services for the term of 7/1/2026 - 6/30/2027, for an amount

not to exceed $2,230,376.40.

## RBA: 2026-4400003771

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Pan o Gold Baking

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003789

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $250,000.00

## Amendment Amount: N/A

## Funding Sources:

● Nutrition Services 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Pan o Gold Baking acts as a prime producer and distributor of fresh bread

products for CWS operations.

2. This contract covers the purchase, distribution and customer service related to

these activities as awarded through RFP 26-17.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Pan o Gold Baking

for CWS fresh bread service, for a term of 7/1/2026 - 6/30/2027, for an amount not

to exceed $250,000.00.

## RBA: 2026-4400003789

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Project For Pride In Living- MERC

## Type:

## Amendment

## Meeting Date: 6/09/2026

## Contract Number:

4400003329

## Requesting Staff:

## Ty Thompson, Deputy Superintendent

Term: 7/1, 2025 to 6/30, 2026

## Total Fiscal Obligation: $952,660.02

Amendment Amount: Increase of $70,609.13 (or write N/A if not an amendment)

## Funding Sources:

● List and include percents

● General fund (100%)

## Contract Template:

## Vendor

## Summary of Services, Purpose, and Terms

1. Minneapolis Public Schools (MPS) has entered into multi-year contracts with

select non-profit organizations to provide alternative educational programs for

students who have experienced or are experiencing difficulty in meeting goals in

traditional schools. These programs are specifically designed for students who

qualify under Minnesota Statute 124D.68, the Graduation Incentives Program.

The current contract, which began in July 2023, is a three-year agreement that

requires annual amendments to Appendix A, which outlines the financial

obligations based on student enrollment for the year. The financial support is

determined using projected enrollment figures, which are used to set the budget

and determine the amount MPS will pay to the non-profit organizations. Once the

Minnesota Department of Education (MDE) posts the final Average Daily

Membership (ADM) data, MPS reconciles the total amount paid with the actual

## RBA: 4400003329-1

Page 1 of 3

## Request for Board Action (RBA)

## Contracts Memo

enrollment figures, and any necessary adjustments, either a payment or refund,

are made to the non-profit organization. These amendments ensure that the

financial support aligns with the actual ADM generated by eligible students, and

the final budget allocation is adjusted based on the actual enrollment and

compensatory education (Comp Ed) funding.

2. The purpose of the contract with non-profit organizations is to provide

high-quality alternative educational services to MPS students who may not thrive

in traditional school settings. These services are especially important for students

who qualify under the Graduation Incentives Program, helping them stay engaged

and succeed in their educational goals. Each year, MPS uses projected enrollment

figures to set the initial financial support for the non-profit organizations.

However, as the actual enrollment data (ADM) becomes available, MPS must

reconcile the payments to ensure that the amount paid aligns with the actual

number of students served. For the 2024-2025 school year (SY25), it was

determined that the ADM was higher than initially projected, which means that

the final adjustment will require MPS to make a payment to the non-profit

organization based on the increased enrollment. This process ensures that MPS's

financial commitments reflect the actual services provided and that the funding

remains aligned with student needs.

3. The board has previously approved the multi-year contract with non-profit

organizations to provide educational services for MPS students who require

alternative educational settings. These contracts have been in place for several

years, with annual amendments made to adjust the financial terms based on the

projected and actual student enrollment figures. In past board meetings, similar

amendments have been reviewed and approved to ensure that payments align

with the services provided, with final adjustments made once the ADM data is

finalized by the Minnesota Department of Education. The current amendment,

which addresses the higher-than-expected ADM for SY25, is part of the ongoing

process of reconciling payments to ensure MPS is meeting its contractual

obligations to the non-profit organizations while accurately reflecting the actual

enrollment and compensatory education needs of students.

## RBA: 4400003329-1

Page 2 of 3

## Request for Board Action (RBA)

## Contracts Memo

## Recommendation

Authorize the Deputy Superintendent to execute an amendment to contract

4400003329 with MERC High School to increase the contract amount by $70,609.13, for

the term of 7/1/2025 through 6/30/2026. The cumulative contract amount with the

amendment is $952,660.02.

## RBA: 4400003329-1

Page 3 of 3

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Project Wayfinder, Inc

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003710

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2026 - 07/31/2029

## Total Fiscal Obligation: $972,594.93

## Amendment Amount: n/a

## Funding Sources: General Fund - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Comprehensive curriculum district-wide

## Recommendation

Authorize the Senior Academic Officer] to execute a contract with Project Wayfinder,

Inc for Comprehensive curriculum district-wide, for a term of 7/1/2026 -

07/31/2029, for an amount not to exceed $972,594.93.

## RBA: 2026-4400003710

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Public Consulting Group

## Type:

## Renewal of Expiring Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003751

## Requesting Staff:

## Ty Thompson, Deputy Superintendent

Term: 07/01/2026 - 06/30/2028

Total Fiscal Obligation: $387,860.00 per year

## Amendment Amount: N/A

## Funding Sources:

## ● Third Party Billing (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

Public Consulting Group provides an automated web-based system, EasyIEP, to

facilitate the management of Special Education records including Individual

Education Plans (IEP), Individual Service Plans (ISP), and Individual Family Service

Plans (IFSP). This system assists the District in maintaining compliance with state

and federal special education due process requirements. Additionally, the vendor

provides third-party billing services for Medicaid cost recovery. The integrated

platform ensures accountability for audits while providing an efficient, multi-user

interface for staff documentation. For the initial term from 7/1/2026 through

6/30/2027 the District shall compensate the Contractor a base amount of

$156,425.00 annually for EasyIEP services. Specific service components include:

## ● Evaluation Process;

● PaperClip (60GB annual upload capacity);

## RBA: 2026-4400003751

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

## ● Student Behavior Module;

## ● Goal Builder;

● Single-Sign-On Integration; and

● EDPlan Connect Parent Engagement Portal.

The Section 504 module is invoiced at an annual rate of $7,000.00, with optional

additional programming not to exceed $188,500.00. The District retains the sole

option to extend the agreement for two additional one-year terms, with each

renewal priced at 103% of the previous year’s rate.

Furthermore, Medicaid billing services are compensated at a rate of $7.80 per

paid claim per student, with an estimated annual cost of $190,000.00. The

Contractor shall bill for only one service per month per student and remains

obligated to the terms set forth in the Standard Assurances.

## Recommendation

Authorize the Deputy Superintendent to execute a contract with Public Consulting

Group for an internet- based system for Special Education Services for all due process

documentation and third party billing, for a term of 07/01/2026 - 06/30/2028, for an

amount not to exceed $775,720.

## RBA: 2026-4400003751

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Raptor Technologies

## Type:

## New Master Contract

## Meeting Date: 6/9/2026

## Contract Number: TBD

## Requesting Staff:

## Ty Thompson, Deputy Superintendent

Term: 7/1/2026 to 6/ 30/2028

## Total Fiscal Obligation: Up to $301,000

## Amendment Amount: N/A

## Funding Sources:

● General Fund (100%)

## Contract Template:

## TBD

## Summary of Services, Purpose, and Terms

1. A fully integrated, district-wide tool is needed to provide standardized emergency

response, real-time communication and coordination, and secure visitor

management across all school sites.

2. Following a request for proposal (RFP) for an emergency management software

platform, Raptor Technologies’ system was selected.

## Recommendation

Authorize the Deputy Superintendent to negotiate and execute a contract with

Raptor Technologies to provide an emergency management software platform, for a

term of 7/1/2026 to 6/30/2028, for an amount not to exceed $301,000.

## RBA: 2026-440000TBD

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: RIFT VALLEY

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003780

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $3,881,531

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Type III Pupil Transportation Services for the term of

7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-12, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## Recommendation

Authorize Senior Officer Operations to execute a contract with Rift Valley for Type III

Pupil Transportation Services for the term of 7/1/2026 - 6/30/2027, for an amount

not to exceed $3,881,531.

## RBA: 2026-4400003780

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Riverside Plaza Tenants Association

## Type:

## New Master Contract

## Meeting Date: 6/09/2026

## Contract Number: 4400003748

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $460,000.00

## Amendment Amount: N/A

## Funding Sources:

● Community Education Fund 2004 (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Riverside Plaza Tenants Association is one of the eight Adult Basic Education (ABE)

## Consortium Members that provide Adult Education and English Language Services

to the significant adult immigrant population, English Language Learners (level

0-6), and native speakers without a secondary credential.

2. The Contract amount has been estimated based on the contact hours submitted

by the Consortium member from May 1 to April 30, 2026, and an estimated

contact hour rate of $8.50. The final funding amounts from the Minnesota

Department of Education (MDE) will be confirmed through an official award letter

by August 2026.

3. MPS, as the Fiscal Agent, is legally responsible for receiving state aid from MDE on

behalf of the entire consortium; it must establish formal contracts and purchase

## RBA: 2026-00003748

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

orders to bridge the gap between state funding and community-based

instruction.

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Riverside Plaza

Tenants Association for Adult Education and English Language Services, for a term of

7/1/2026 to 6/30/2027, for an amount not to exceed $460,000.00.

## RBA: 2026-00003748

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Ratwik, Roszak & Maloney, PA

## Type:

## New Master Contract

## Meeting Date: 6/9/2026

## Contract Number: TBD

## Requesting Staff:

## Jamie Jonassen, General Counsel

Term: July 1, 2026 to June 30, 2027

## Total Fiscal Obligation: Up to $180,000

## Amendment Amount: N/A

## Funding Sources:

● General fund (100%)

● Budgeted in the Office of the General Counsel and the

## Office for Civil Rights departments

## Contract Template:

## TBD

## Summary of Services, Purpose, and Terms

1. The Ratwik, Roszak & Maloney, PA law firm provides legal services and conducts

investigations as requested by authorized District officials.

## Recommendation

Authorize the General Counsel to negotiate and execute a contract with Ratwik,

Roszak & Maloney, PA to provide general legal services and conduct requested

investigations, for a term of 7/1/2026 to 6/30/2027, for an amount not to exceed

$180,000.

## RBA: 2026-440000TBD

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

Vendor Name: Renaissance Learning, Inc.

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003813

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2026 - 09/30/2027

## Total Fiscal Obligation: $443,589.35

## Amendment Amount: na

## Funding Sources: General Fund - 92%

## Community Service Fund - 1%

Integration Fund - 7%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

## 1. Renaissance Products: DnA, Fastbridge, Educator Academy, Inspect Premium,

## eduClimber, Advance Professional Learning, myIGDIs, Star Assessments, All

## Product Hosting

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Renaissance

Learning, Inc. for Renaissance products, for a term of 07/01/2026 - 09/30/2027, for

an amount not to exceed $443,589.35.

## RBA: 2026-4400003813

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Rochon Corporation

## Type:

## New Master Contract

## Meeting Date: 6/09/2026

## Contract Number: 4400003818

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: June 9, 2026,to August 2028

Total Fiscal Obligation: $10,155,000 ($11,170,500 with10% construction

contingency)

## Amendment Amount: N/A

## Funding Sources:

● Fund 6

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract is for the continuation (Phase 2) of improvements to selected areas

## at Roosevelt High School Career & Technical Education (CTE) including

renovations to the welding and small engines spaces, an expansion of the auto

shop, and an expansion to the building to accommodate a new safe and

welcoming entrance, commons area and classrooms.

2. This work is procured via public bid OP#26-2623.

3. Due to the potential impact to schedule and costs due to unforeseen conditions

or other changes to the work during construction, an amount of 10% of the

original contract is prudent to be established as a construction contingency fund.

## RBA: 2026-4400003818

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Rochon

Corporation for Phase 2 of the Roosevelt High School Career & Technical Education

(CTE) Improvements, for a term of June 9, 2026 to August 2028, for an amount not to

exceed $10,155,000. Furthermore, authorize the Senior Operations Officer to

administer a 10% construction contingency appropriation of $1,015,500 in the

performance of this contract, for a total fiscal obligation of $11,170,500.

## RBA: 2026-4400003818

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Russ Davis Wholesale

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003787

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/ 30/2027

## Total Fiscal Obligation: $2,000,000.00

## Amendment Amount: N/A

## Funding Sources:

● Nutrition Services 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Russ Davis acts as the prime produce distributor and Farm to School processing

partner for CWS operations.

2. This contract covers the purchase, distribution, customer service and other

related activity for these services as awarded through RFP 24-24.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Russ Davis

Wholesale for Prime Produce Distribution to CWS, for a term of one year, for an

amount not to exceed $2,000,000.00.

## RBA: 2026-4400003787

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: SAVVAS Learning Company

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003815

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2026 - 06/30/2031

## Total Fiscal Obligation: $496,727.60

## Amendment Amount: n/a

## Funding Sources: General Funds - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

## 1. Biology, Chemistry, and Physics Curriculum and Professional Learning

## Recommendation

Authorize the Senior Academic Officer to execute a contract with SAVVAS Learning

## Company for Biology, Chemistry, and Physics Curriculum and Professional Learning,

for a term of 07/01/2026 - 06/30/2031, for an amount not to exceed $496,727.60.

-

## RBA: 2026-4400003815

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: School Specialty, LLC

## Type:

## Amendment

## Meeting Date: 06/09/2026

## Contract Number: 4400002328

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2024 - 06/30/2029

## Total Fiscal Obligation: $863,189.10

## Amendment Amount: Increase of $275,074.10

## Funding Sources: General Fund 1001 - 68%

Private Grant Fund 5028 - 32%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

## 1. K-5 Science Curriculum and Materials - Foss Kits

## Recommendation

Authorize the Senior Academic Officer to execute an amendment to contract

4400002328 with School Specialty, LLC to increase the contract amount by

$275,074.10, for the term of 07/01/2024 - 06/30/2029. The cumulative contract

amount with the amendment is $863,189.10.

## RBA: 2026-4400002328-1

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

Vendor Name: Seesaw Learning, Inc.

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003765

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2026 - 06/30/2029

## Total Fiscal Obligation: $449,490

## Amendment Amount: n/a

## Funding Sources: General Fund - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Seesaw Instruction & Insights and Early Literacy products suites

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Seesaw Learning,

Inc. for Seesaw Instruction & Insights and Early Literacy products suites, for a term of

07/01/2026 - 06/30/2029, for an amount not to exceed $449,490.

## RBA: 2026-4400003765

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Somali Success School

## Type:

## New Master Contract

## Meeting Date: 6/09/2026

## Contract Number: 4400003746

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 7/1/2026 to 6/ 30/2027

## Total Fiscal Obligation: $1,100,000.00

## Amendment Amount: N/A

## Funding Sources:

● Community Education Fund 2004 (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Somali Success School is one of the eight Adult Basic Education (ABE) Consortium

Members that provides Adult Education and English Language Services to the

significant adult immigrant population, English Language Learners (level 0-6), and

native speakers without a secondary credential.

2. The Contract amount has been estimated based on the contact hours submitted

by the Consortium member from May 1 to April 30, 2026, and an estimated

contact hour rate of $8.50. The final funding amounts from the Minnesota

Department of Education (MDE) will be confirmed through an official award letter

by August 2026.

3. MPS, as the Fiscal Agent, is legally responsible for receiving state aid from MDE on

behalf of the entire consortium; it must establish formal contracts and purchase

## RBA: 2026-4400003746

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

orders to bridge the gap between state funding and community-based

instruction.

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Somali Success

School for Adult Education and English Language Services, for a term of 7/1/2026 to

6/ 30/2027, for an amount not to exceed $1,100,000.00.

## RBA: 2026-4400003746

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Summit Academy OIC

## Type:

## New Master Contract

## Meeting Date: 6/09/2026

## Contract Number: 4400003749

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $110,000.00

## Amendment Amount: N/A

## Funding Sources:

● Community Education Fund 2004 (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Summit Academy OIC is an Adult Basic Education (ABE) Consortium member that

provides contextualised instruction to individuals without a secondary credential.

Students will participate in classes as well as hands-on training to prepare them

for the GED and entry into a certified job training program.

2. The Contract amount has been estimated based on the contact hours submitted

by the Consortium member from May 1 to April 30, 2026, and an estimated

contact hour rate of $8.50. The final funding amounts from the Minnesota

Department of Education (MDE) will be confirmed through an official award letter

by August 2026.

3. MPS, as the Fiscal Agent, is legally responsible for receiving state aid from MDE on

behalf of the entire consortium; it must establish formal contracts and purchase

## RBA: 2026-4400003749

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

orders to bridge the gap between state funding and community-based

instruction.

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Summit Academy

OIC for Adult Education and English Language Services, for a term of 7/1/2026, to

6/30/2027, for an amount not to exceed $110,000.00.

## RBA: 2026-4400003749

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: TeamDynamix

## Type:

## Amendment

## Meeting Date: 06/09/2026

## Contract Number: 4400003093

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 05/30/2025 - 09/02/2030

Total Fiscal Obligation: $363,792.38 (original contract amount $217,365.43)

## Amendment Amount: Increase of $146,426.95

## Funding Sources:

● Fund 1097 - 100%

## Contract Template:

## Vendor

## Summary of Services, Purpose, and Terms

1. This amendment adds iPaaS (integration & licenses) to our current contract with

TeamDynamix, our IT Service Management platform.

2. iPaaS adds the ability to connect other systems (i.e. SAP) to TeamDynamix.

3. The original contract was approved by the Board on May 13, 2025.

## Recommendation

Authorize the Senior Operations Officer to execute an amendment to contract

4400003093 with TeamDynamix to increase the contract amount by $146,426.95,

for the term of 05/30/2025 - 09/02/2030. The cumulative contract amount with

the amendment is $363,792.38.

## RBA: 2026-4400003093-1

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Mackin Educational Resources

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003810

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2026 - 06/30/2031

## Total Fiscal Obligation: $480,792.00

## Amendment Amount: n/a

## Funding Sources: Tech Levy 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

## 1. Mackin Vision Library Manager License

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Mackin Educational

Resources for Mackin Vision Library Manager License, for a term of 7/1/2026 -

6/30/2031, for an amount not to exceed $480,792.00.

## RBA: 2026-4400003810

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: The Math Learning Center

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003758

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2026 - 06/30/2027

## Total Fiscal Obligation: $296,230

## Amendment Amount: na

## Funding Sources: General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Math workbooks for K-5 students

## Recommendation

Authorize the Senior Academic Officer to execute a contract with The Math Learning

Center for Math workbooks for K-5 students, for a term of 7/1/2026 - 06/30/2027,

for an amount not to exceed $296,230.00.

## RBA: 2026-4400003758

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Trane US, Inc. dba Trane

## Type:

## Amendment

## Meeting Date: 6/9/2026

## Contract Number: 4400002981

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2023-12/31/2027

Total Fiscal Obligation: $1,110,751.48 ($786,144.00 original contract)

## Amendment Amount: Increase of $324,607.48

## Funding Sources:

● 100% from Fund 4251

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract is for services related to start-up and shut-down, maintenance, and

inspections on chillers District wide. This multi-year contract was originally made

for $786,144.00.

2. This amendment extends the term of the contract (1) year and increases the total

fiscal obligation by $324,607.38 .

3. This contract was originally approved in 2023, with the work procured via OMNIA

contract #3341.

## RBA: 2026-4400002981

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

Authorize the Senior Operations Officer to execute an amendment to contract

4400002981 with Trane US, Inc. to increase the contract amount by $324,607.48,

for the term of July 1, 2023 through December 31, 2027. The cumulative contract

amount with the amendment is $1,110,751.48.

## RBA: 2026-4400002981

Page 2 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

Vendor Name: Transit Team Inc.

## Type:

## New Master Contract

## Meeting Date: 6/9/2026

## Contract Number: 4400003782

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $10,000,576

## Amendment Amount: NA

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides Yellow Bus (both General and Special Education) Pupil

Transportation Services for the term of 7/1/2026 - 6/30/2027

2. This fiscal year obligation is predicated on the three year master contract (FY27 -

FY29), based on RFP 26-11, approved by the School Board on 5/12/2026.

3. Final costs will be determined by the actual transportation routes assigned and

performed. As that is a dynamic process, the total fiscal obligation may be subject

to revisions at key points in the fiscal year.

## RBA: 2026-4400003782

Page 1 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Recommendation

Authorize the Senior Officer Operations to execute a contract with Transit Team Inc

for Yellow Bus Pupil Transportation Services for the term of 7/1/2026 - 6/30/2027,

for an amount not to exceed $10,000,576.

## RBA: 2026-4400003782

Page 2 of 2

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Trio Supply

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003788

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 7/1/2026 - 6/30/2027

## Total Fiscal Obligation: $600,000.00

## Amendment Amount: N/A

## Funding Sources:

● Nutrition Services 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Trio Supply is the primary distributor of consumable and disposable serviceware

and material for CWS.

2. This contract covers the purchase, delivery and customer service around this

activity and was awarded through RFP 24-25.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Trio Supply for

disposable serviceware and materials, for a term of 7/1/2026 - 6/30/2027, for an

amount not to exceed $600,000.00.

## RBA: 2026-4400003788

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Twig Education

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003729

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 07/01/2026 - 06/30/2031

## Total Fiscal Obligation: $786,587.40

## Amendment Amount: N/A

## Funding Sources: General Fund - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

## 1. 6-8 Grade Science Curriculum and Materials

## Recommendation

Authorize the Senior Academic Officer to execute a contract with Twig Education for

6-8 Grade Science Curriculum and Materials, for a term of 07/01/2026 - 06/30/2031,

for an amount not to exceed $786,587.40.

## RBA: 2026-4400003729

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Veritiv Operating Company

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003801

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 07/01/2026-06/30/2027

## Total Fiscal Obligation: $750,000.00

## Amendment Amount: N/A

## Funding Sources:

● Nutrition Services - 100%

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Veritiv is the prime distributor of packaging materials and chemicals for CWS

operations across the district.

2. This contract covers purchase, distribution and customer service related to this

activity as awarded in RFP 24-25

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Veritiv Operating

Company for Packaging and Chemical distribution to CWS, for a term of one year, for

an amount not to exceed $750,000.00.

## RBA: 2026-4400003801

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

Vendor Name: Waste Management of Minnesota, LLC.

## Type:

## New Master Contract

## Meeting Date: 06/09/2026

## Contract Number: 4400003776

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: 07/01/2026 to 06/30/2027

## Total Fiscal Obligation: $863,316

## Amendment Amount: N/A

## Funding Sources:

● General fund (100%)

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. This contract provides district-wide recycling and solid waste management

services.

2. These services are procured via RFP 24-21.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Waste

Management of Minnesota, LLC for recycling and solid waste management services,

for a term of 07/01/2026 to 06/30/2027, for an amount not to exceed $863,316.00.

## RBA: 2026-4400003776

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Witzel Electric, LLC

## Type:

## New Master Contract

## Meeting Date: 6/09/2026

## Contract Number: 4400003812

## Requesting Staff:

## Tom Parent, Senior Operations Officer

Term: July 1, 2026 to June 30, 2027

## Total Fiscal Obligation: $617,314.20

## Amendment Amount: N/A

## Funding Sources:

● Fund 06

● Fund 01

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Districtwide renewal of electrical devices and infrastructure, and electrical

repairs. Assets being renewed include motors, variable frequency drives, panels,

breakers, light fixtures, obsolete switches and receptacles, deficient wire/conduit,

etc.

## Recommendation

Authorize the Senior Operations Officer to execute a contract with Witzel Electric for

districtwide electrical maintenance and asset renewal, for a term of 7/1/2026 -

6/30/2027, for an amount not to exceed $617,314.20.

## RBA: 2026-4400003812

Page 1 of 1

## Request for Board Action (RBA)

## Contracts Memo

## Item Overview

## Vendor Name: Young Dance

## Type:

## Amendment

## Meeting Date: 06/09/2026

## Contract Number: 4400003102

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

Term: 05/11/2026 - 12/31/2025

## Total Fiscal Obligation: $1,050,000.00

## Amendment Amount: Increase of $700,000

## Funding Sources:

## ● Local Grant

## Contract Template:

## MPS

## Summary of Services, Purpose, and Terms

1. Amend contract 4400003102 to align with grant award. Grant award total is

$1,050,000; 5/11/2025 to 12/31/2027.

2. Contract is funded with a local grant between MPS and Minneapolis City of Lakes.

## Recommendation

Authorize the Senior Academic Officer to execute an amendment to contract

4400003102 with Young Dance to increase the contract amount by $700,000, for

the term of 5/11/2025 - 12/31/2027. The cumulative contract amount with the

amendment is $1,050,000.

## RBA:2026-4400003102

Page 1 of 1

## Request for Board Action (RBA)

## Memo

## Item Overview

## Name: 2026 Recertification of Census Resolution

## Type:

## Resolution

## Meeting Date: 06/09/2026

## File Number: 2026-0055

## Requesting Staff:

## Melissa Sonnek, Senior Academic Officer

## Background and Pertinent Facts

1. Provide Recertification of the School District Population: Pass a board resolution

to certify the updated population of Special School District No. 1 as determined

by the Minnesota State Demographer.

2. Population Growth: According to estimates from the state demographer, the

district population increased from 429,956 in 2020 to 435,369 in 2025. This

represents a net population increase of 5,413 residents. In 2025 we increased the

population to 435,236 based on the 2024 estimates from the state demographer.

Therefore, the year over year net increase in population is 163.

3. Statutory Authority: Minnesota Statutes § 275.14 dictates that a school district's

population must be certified by the Department of Education using the most

recent federal census. In years where no federal census is taken, a population

estimate may be made and submitted to the state demographer for approval. The

school board must pass a resolution certifying this updated population by June

30, 2026.

4. Financial Impact: This population increase of 163 will impact the revenue that

community education programs receive based on current state funding

## RBA: 2026-0055

Page 1 of 2

## Request for Board Action (RBA)

## Memo

calculations (below), which utilize the total district population. The total revenue

increase across programs is $1,152.11.

5. The funding adjustments based on the census increase are broken down as

follows:

## ● General Community Education: Census Increase x $6.35

## ● Youth Service: Census Increase x $1.00

## ● Adults With Disabilities: Census Increase x $0.34

## ● Youth After-School Enrichment:

○ (1) $1.85 x the greater of 1,335 or the district population up to

10,000 and

○ (2) $0.43 x the population of the district in excess of 10,000.

## Recommendation

The Board of Directors of Special School District No. 1 approves the resolution to

recertify the school district's population estimate to 435,369 as determined by the state

demographer, updating the district's community education funding allocations for the

upcoming fiscal cycle.

## Attachments and Relevant Links

1. Resolution to Approve Recertification of the School District Population Estimate

(2026-0041)

2.

## Minnesota State Demographer School District Data

## RBA: 2026-0055

Page 2 of 2

## Resolution to Approve Certification of Updated District Population Estimate

(2026-0055)

WHEREAS, the Special School District No. 1 has experienced an increase in population from

the 2020 census figure of 429,956, to the current census figure of 435,369 as determined by the

State Demographer.

BE IT RESOLVED, by the School Board of Special School District No. 1 that the census figure

of 435,369 be certified to the State Demographer for approval of use in the 2026 payable 2027

revenue calculations.

For the adoption of the foregoing resolution was duly seconded by Member ________ and upon

vote being taken thereon, the following voted in favor thereof: ______________________

And the following voted against:__________

Whereupon said resolution was declared duly passed and adopted.

Date: ________

________________________ (Clerk Signature)

________________________ (Clerk Name)

## School Board Clerk

________________________________

________________________________

Once the resolution is formally approved at a June 2026 school board meeting, please scan and

email the signed copy to.

## Eric.Guthrie@state.mn.us

and

susan.brower@state.mn.us

## Request for Board Action (RBA)

## Memo

## Item Overview

## Name: Authorizing 2026-2027 Minnesota State High School League

(MSHSL) membership

## Type:

## Resolution

## Meeting Date: 6/9/2026

## File Number: 2026-0051

## Requesting Staff:

## Ty Thompson, Deputy Superintendent

## Background and Pertinent Facts

1. The Resolution for Membership is an annual resolution adopted by MSHSL

member schools to renew their membership with the Minnesota State High

School League.

2. Each school’s governing board must agree to adopt the Constitution, Bylaws,

Policies and Regulations of the League and all amendments as the minimum

standards governing participation in said League-sponsored activities and

athletics.

3. Member schools are Camden, Edison, FAIR, Heritage, North, Roosevelt, South,

Southwest, Washburn, Wellstone.

4. Authorizing the respective board members and board clerk to execute the

resolutions, to be signed electronically.

5. The budget amendment may also propose, if necessary, a corresponding increase

## Recommendation

Authorize board members and staff to execute and submit the respective resolutions.

## RBA: 2026-0051

Page 1 of 2

## Request for Board Action (RBA)

## Memo

## Attachments and Relevant Links

## 1. Sample Resolution

## 2. Letter from the MSHSL Executive Director

## RBA: 2026-0051

Page 2 of 2

This form must be completed once for each school in the district.

Must be completed and submitted to MSHSL NOT LATER THAN JULY 31, 2026. Retain one copy for the school files.

RESOLVED, that the Governing Board or Entity of_____________________________________________ (Name of School)

located in the State of Minnesota delegates the control, supervision and regulation of interscholastic activities and

athletics (referred to in MN Statutes, Section 128C.01) to the Minnesota State High School League, and so hereby certifies

to the State Commissioner of Education as provided for by Minnesota Statutes.

FURTHER RESOLVED, that the school listed is authorized by this, the Governing Board of said school district or school to

renew its membership in the Minnesota State High School League; and to participate in the approved interscholastic

activities and athletics sponsored by said League and its various subdivisions.

FURTHER RESOLVED, that this Governing Board or Entity hereby adopts the Constitution, Bylaws, Policies, Rules and Regulations

of said League and all amendments thereto as the same as are published in the latest edition of the League's Official Handbook,

on file at the office of the school district or school, or as appears on the League’s website, as the minimum standards governing

participation in said League-sponsored activities and athletics. Further, the administration and responsibility for determining

student eligibility and for the supervision of such activities and athletics are assigned to the official representatives identified by

this Governing Board or Entity.

Signing this Resolution for Membership affirms that this Governing Board has reviewed all required membership

materials provided by the League which defines the purpose and value of education-based activity and athletic and

programs and defines each member school’s responsibilities.

Member schools must develop and publicize administrative procedures to address eligibility suspensions related to Student

Code of Responsibilities (Bylaw 206.2) violations for students participating in activity and athletic programs by member

schools.

The above Resolution was adopted by the Governing Board or Entity of this school or district and is recorded in the official

minutes of said Board and hereby is certified to the State Commissioner of Education as provided for by law.

The following is taken from the MSHSL Constitution:

## 208.00 LOCAL CONTROL

## 208.01 Designated School Representatives

At the beginning of the League’s fiscal year, the governing board of each member school shall designate two (2) representatives who

are authorized to vote for the member school at all district, region and section meetings and on mail ballots where member schools

are called upon to vote.

One of the designated representatives shall be a member of the school’s governing board and the other shall be an administrator

or full-time faculty member of the member school.

In school districts with multiple schools, the designated representative from the school district’s governing body may represent

more than one school and is entitled to one vote for each school they represent.

## 208.02 Designated Activity Representatives

At the beginning of the League’s fiscal year, the governing board of each member school shall select individuals to represent its

school in the following areas: (a) boys sports; (b) girls sports; (c) speech; and (d) music.

## 208.03 Local Advisory Committee

Each school is urged to form an advisory committee for League activities. Committee membership is not limited to but shall include a

school board member, a student, a parent, and a faculty member, to advise the designated school representatives on all matters

relating to the school’s membership in the MSHSL.

## 2026-2027 RESOLUTION FOR MEMBERSHIP

## IN THE MINNESOTA STATE HIGH SCHOOL LEAGUE

## Membership Renewal Form

_______________________________________________________________________________________

## Name of School (Please Print)

_____________________________________________ _____________________________________________

(Designated School Board Member – please print) (Designated School Representative – please print)

_____________________________________________ _____________________________________________

## Email Address Email Address

______________________________________________ _____________________________________________

(Boys Sports – please print) (Girls Sports – please print)

_____________________________________________ _____________________________________________

(Speech – please print) (Music – please print)

___________________________________________ ______________________________________________

(Board Member—please print) (Student—please print)

___________________________________________ ______________________________________________

(Parent—please print) (Faculty Member—please print)

___________________________________________

(Mailing Representative—please print)

The Mailing Representative is the person to whom mailings go. This is usually the Activity Director.

## Print Name: ___________________________________ Print Name: ______________________________________

(Clerk/Secretary - Local Governing Board) (Superintendent or Head of School)

Signed: _____________________________________ Signed: ________________________________________

(Clerk/Secretary - Local Governing Board) (Superintendent or Head of School)

Date: _____________________________________ Date: ________________________________________

The League is excited to invite you to continue your membership in the Minnesota State High School

League or join our League for the first time. The athletic programs and fine arts activities, along with the

presenting partnerships we offer, are incredibly important to so many, and we look forward to partnering

with your school in maintaining outstanding opportunities for students. Please read on to learn more about

what it means to approve your Resolution for Membership.

This past year, the League made one of the most monumental changes in its history in expanding

programming to all 9

th

grade students and programs. Throughout the year, our Member S chools did great

work in implementing this new requirement and expanding the reach of our programming. In confirming

your membership, your school leadership commits to full implementation and compliance with all

bylaws, policies and rules. You also commit to the primary principle that all activities are to be fully

education-based. This means that the purpose of the activities is to educate and develop students above all

else and to have all who participate in the programs be full-time students. As a result, your students,

coaches, directors and community members enjoy the opportunity to participate with over 600 other

Member Schools in as many as 51 different programs.

In preparation for approval and completion of your Resolution for Membership, please take a few minutes

to review the League’s founding purposes, mission and beliefs, as these are the glue that holds all

Member Schools together. Please see the attached document that has been a standard in the League for

many years. These important pillars are more than just words on a page; they drive the actions of all

members of the League and provide the foundation for the decisions and the leadership choices the

League makes every year.

The Minnesota State High School League is focused on support and leadership for our Member Schools.

Beyond our state tournaments and fine arts festivals and competitions, this past year the League provided

education to over 25,000 coaches and fine arts directors and certified eligibility for over 8,000 officials

and fine arts judges. At the same time, the League continues to provide leadership in establishing new and

updated bylaws, policies and rules with the support of its membership. Together, our membership remains

strong and is a supportive network to all Member Schools. The appetite in our communities for education-

based activities continues to be incredible and reinforces the fact that the ultimate goal of providing

opportunities for as many students as possible is the right path.

This past year has been filled with incredible excitement in all League programs. The spotlight on Debate

as it celebrated its 125

th

Annual Debate State Tournament highlights the lengthy traditions that are part of

the League. We also expanded the wrestling tournament by an additional half day to grow the number of

girls participants and provide full wrestlebacks for our qualifiers. Highlighting 50 years of girls basketball

is another marker in the growing traditions of many of our girls sports. With a robust and equitable

offering of programs, girls in our schools have more choices than they ever have.

As we prepare for the coming year, it’s important to know that the League has a strong foundational financial

base and yet, it should be no surprise to our schools that the rising costs in many areas create additional

challenges in meeting budgets. The League aggressively negotiates with our excellent venue partners to have

access to great facilities at the most affordable price. The cost of insurance is also growing significantly and

given that the League provides catastrophic accident, postseason medical and concussion insurance to all

participants, this is also significant in our budget.

Through the work of an excellent financial committee, the League established a clear model for identifying

the membership support required of our Member Schools. Within that plan, the League credits membership

dues when revenues exceed expenses. Through this plan the League has been able to reduce membership

dues, each of the last four years. With attendance at our state tournaments being slightly less than the recent

record-setting numbers, the increasing cost of venues, insurance and operations are having an impact. While

we again expect a membership credit, it is projected to be less than last few years’ amount. At the same time,

we see the majority of our administrative regions providing financial support back to schools at year end,

which is also helpful to Member Schools.

The League recognizes the changing landscape in education, as the number of educational models for students

across the state continues to grow. We actively study and establish governance for these education

approaches, regardless of the model. Recent work in this space indicates that a change is scheduled for the

2027-2028 school year with enrolled online students in public districts being eligible in their district of

enrollment.

The leadership that the League provides also extends to our students as we look forward to our fifth year of

statewide leadership and character events titled “Together We Make a Difference.” Thanks to the committed

partnership of our state associations; MSBA, MASA, MASSP, MNIAAA, and MSHSCA we have provided

behavioral expectations for students and schools and energized student and staff leaders in making these a

reality in our events. These highly engaging, student-energized conferences are designed to bring students

together and establish safe, respectful and inclusive contests and events for all participants. In addition, we

expect these current and future leaders to bring the concepts and approaches back to their school and

community and improve the culture in their school, also expect that these current and future leaders will bring

the concepts and approaches back to their school and community and improve the culture in their school, at

their contests and within their programs.

We truly appreciate all of our Member Schools and recognize that, even as some schools are consolidating or

encountering challenges, our membership now exceeds 600 Member Schools annually. This signals the strength

of our League and the quality of the experiences that our students have. We greatly appreciate all those in your

school who make these opportunities for your students a reality. We appreciate our longtime members and our

newest members equally and welcome all to the Minnesota State High School League, a statewide community

that shares the same beliefs, responsibilities and opportunities and also moves us forward.

As you prepare to declare your commitment to membership and provide access to over 50 available fine arts

and sports through the Minnesota State High School League, we ask each Member School and board to more

clearly understand the depth of the League and recognize your role in leading within your school, your

community, your conference and your section as we prepare for an outstanding 2026–2027 school year.

Should you have any questions related to participation in the Minnesota State High School League, please

reach out to our League Office or to me personally and we will do our best to serve our members. Thank you

for all you have done to make the 2025-2026 school year a great one and the League is looking forward to

beginning our new school year with the first day of practice on August 17.

Have an outstanding year!

## Erich Martens

## Executive Director

## FOUNDING PURPOSES

The Minnesota State High School League is organized for the following educational purposes:

1. To provide, promote, extend, manage and administer a program of activities for youth of the schools of the

state on subsection, section and state levels in the fields of athletics, speech, music and dramatics on a

competitive basis, as well as such other curricular and extracurricular activities as may from time to time be

sponsored

by the schools of Minnesota.

2. To establish uniform and equitable rules for youth in inter-school activities.

3. To elevate standards of sportsmanship and to encourage the growth of responsible citizenship among the

students, member schools and their personnel.

4. To protect youth, member schools and their personnel from exploitation by special interest groups.

5. To provide mutual benefit and relief plans for the assistance of school students injured in athletic

events or supervised school activities in meeting medical and hospital expenses incurred by reason of

such injuries.

6. To serve the best interests of member schools and their students by providing a medium of cooperation

and coordination in educational fields of endeavor and a series of related activities on a state-wide

basis, which they individually could not achieve or accomplish for their students and which aid and

assist the schools in maintaining a constantly improved program.

## MISSION STATEMENT

The Minnesota State High School League provides educational opportunities for students through interscholastic

athletic and fine arts programs and provides leadership and support for member schools.

Education and Leadership for a Lifetime

## BELIEFS

We believe that...

• Participation in school activity programs is a privilege and not a right.

• Sportsmanship needs to have a constant presence in all school-based activity programs.

• Students should have an equal opportunity to participate in all activities offered by their school.

• Ethical behavior, dignity and respect are non-negotiable.

• Student participants who choose to be chemically free must be supported.

• Collaborative relationships with parents enhance a school’s opportunity to positively impact student success.

• Academic priorities must come before participation in athletic or fine arts activities.

• Positive role models and an active involvement in a student’s life by parents and others are critical to student

success.

• High school activity programs are designed for student participants, and adults must serve in a supportive role.

• The success of the team is more important than individual honors.

• Compliance with school, community and League rules is essential for all activity participants.

• Participation in school-sponsored activities must be inclusive, not exclusive.

• Ethical behavior, fairness, and embracing diversity best serve students and school communities.

## Request for Board Action (RBA)

## Memo

## Item Overview

Name: Memorandum of Agreement with Achieve Twin Cities for Funds

## Management (Foundation Services)

## Type:

## Memorandum of Agreement/Understanding

## Meeting Date: 6/9/2026

## File Number: 2026-0049

## Requesting Staff:

## Background and Pertinent Facts

1. Achieve Twin Cities is a 501(c)3 non-profit that provides foundation and

fundraising services for MPS.

## 2. Minneapolis Public Schools (“MPS”) and Achieve Twin Cities (“Achieve”)

(collectively known as “Parties”) have had a Memorandum of Agreement

(“Agreement”) in place since at least 2009 to establish terms and conditions of

the partnership.

3. The Agreement is proposed for a one-year term (July 1, 2026 to June 30, 2027) as

the Parties have agreed to a comprehensive review of the partnership terms

during the 2026-2027 fiscal year.

4. Key services that Achieve provides to MPS includes management of school funds,

department/program funds, scholarships, and private donation development.

5. Terms of the Agreement are similar to the most recent iteration, with the

following agreed upon changes:

a. Achieve will begin charging a 5% fee to incoming donations to school and

department funds to offset credit card and other system processing fees.

## RBA: 2026-0049

Page 1 of 2

## Request for Board Action (RBA)

## Memo

b. The flat fee for services is increasing from $210,000 to $215,500.

## Recommendation

Authorize the Senior Executive Officer to execute and administer the Agreement as

presented.

## Attachments and Relevant Links

1. Memorandum of Agreement with Achieve Twin Cities for Funds Management

## (2026-0049A)

## RBA: 2026-0049

Page 2 of 2

## Memorandum of Agreement

## Achieve Twin Cities and Special School District No. 1

The Agreement defines the relationship between the School District and Achieve Twin Cities as it relates to

private grants and gifts management; support for school funds, scholarships, and department funds;

community engagement and partnership development and targeted program administration.

This Agreement will be in effect from July 1, 2026 until June 30, 2027. It continues the relationship between

the School District and Achieve Twin Cities that has been reflected in seven previous Memoranda of

Agreement which went into effect on June 9, 2009, July 1, 2012, July 1, 2015, July 1, 2018, July 1, 2020, July

1, 2021, and July 1, 2024

A. The School District Superintendent and Achieve Twin Cities President & CEO will meet monthly and

jointly determine how Achieve Twin Cities may align its funds management, partnership development,

and community engagement activities in support of district priorities.

B. Achieve Twin Cities and the School District shall establish and maintain close collaborative ties and

relationships. The Superintendent and Chair of the School District Board of Education shall serve as ex-

officio members of the Achieve Twin Cities Board of Directors with voting privileges. Designees may

attend on behalf of ex-officio members but do not have voting privileges.

C. Achieve Twin Cities shall be authorized and licensed to use the name, insignia, logo or other references,

including Minneapolis Public Schools, Special School District No. 1, Minneapolis School District or the

name of any individual school for the purpose of raising funds for the School District and presenting to

the public the joint, supportive and collaborative relationship between the School District and Achieve

Twin Cities. Achieve Twin Cities may not assign or sublicense this right without the prior written consent

of the Superintendent

D. Achieve Twin Cities will appear on the School District website as a strategic partner of the School

District. The School District will appear on the Achieve Twin Cities website as a partner and recipient of

resources raised on its behalf. Achieve Twin Cities is authorized to solicit contributions for the School

District using both the Achieve Twin Cities and the School District web site.

E. The Finance Divisions of the Minneapolis Public Schools and Achieve Twin Cities will meet on a

quarterly basis and work collaboratively to monitor compliance with all private District funds held at

Achieve Twin Cities. Achieve Twin Cities provides summary reports on all District private funds on a

quarterly basis to the School District Finance Division Representative(s).

F. The Communications Department of Minneapolis Public Schools and the Communications Department

at Achieve Twin Cities will coordinate media strategies, share media contacts and information, jointly

plan and produce Achieve Twin Cities segments for School District communications outlets, collaborate

on messaging and strive to have their communications aligned.

G. Nothing in this agreement shall limit Achieve Twin Cities’ ability to raise funds to support its activities

connected to other school districts.

A. The Board of Education has the ultimate authority to accept or deny acceptance of gifts to the

School District in accordance with board policy and state and federal law.

B. Achieve Twin Cities has the ultimate authority to accept or deny acceptance of gifts to

Achieve Twin Cities in accordance with its mission and state and federal law.

C. All requests for private grants for Minneapolis Public Schools which the grantor requires the

grantee to be a 501(c)3 organization shall be administered by Achieve Twin Cities. Otherwise,

unless approved by the School District grants team, all private grants should be received and held

by Minneapolis Public Schools in accordance with district policies.

D. Achieve Twin Cities is authorized to receive on behalf of the Minneapolis Public Schools gifts,

contributions, donations, grants and bequests made to the School District or to a particular school

or program operating in the School District per donor restriction in accordance with Achieve Twin

Cities gift policy. Achieve Twin Cities cannot accept the following: payments on behalf of MPS

schools or departments; funds designated for student activities and field trips.

E. The School District Superintendent (or designee) and Achieve Twin Cites President & CEO

will be responsible for coordinating grant prospecting and resolving issues of competition

for private grant funds that may arise between the School District and Achieve Twin Cities.

F. Each year Achieve Twin Cities shall make available to the Superintendent (or designee) a copy of

its Charitable Organization Annual Report and its most current audited Financial Statement.

G. Achieve Twin Cities hereby acknowledges that gifts and contributions that it receives that are

intended for a particular school or for other School District programs and activities shall not be

used for other purposes. All administration of funds by Achieve Twin Cities shall be consistent with

laws governing tax-exempt organizations.

H. If a school, departmental or scholarship fund closes for whatever reason, the

Superintendent (or designee) will determine disposition of the remaining funds, according

to legal requirements and donor intent.

I. Achieve Twin Cities agrees to abide by and separately execute agreements on the

School District’s standard assurances related to legal and policy compliance,

insurance, and data privacy.

## A. Definitions

1. For the purposes of this agreement, “private” will be defined as nongovernmental entities including

foundations, corporations and corporate giving programs, and family funds.

2. For the purposes of this agreement, a “grant” will be defined as external funding where there is an

agreement representing the gifting of funds from a grantor to support restricted or unrestricted

services and activities, and where an application has been made and reporting and/or deliverables

are required.

B. All private District grants that require a 501(c)3 sponsor, shall be processed by Achieve Twin Cities.

C. Private grant activity, from the point of prospect through receipt of funds, will be vetted by the School

District grants team and Achieve Twin Cities representative(s).

D. The President & CEO of Achieve Twin Cities will be the primary signer for grant proposals to private

entities for private District grants that require a 501(c)3 sponsor. The Superintendent of the School

District will co-sign private grant proposals if required by the grant.

## E. Standard Private Grant Administration Activities

1. Achieve Twin Cities shall be fiscally responsible for the stewardship of grant funds it receives, and

shall prepare quarterly reports on income and expenses, as well as current fund balances, for the

grants that it manages, and shall provide these reports to the School District grants team.

2. Achieve Twin Cities shall acknowledge donors per IRS regulations.

3. Achieve Twin Cities shall ensure proper recording of all grants and shall manage the funds in

accordance with generally accepted accounting standards. The funds shall be administered subject

to audit and in compliance with Minnesota State and Federal requirements.

4. Achieve Twin Cities and the School District grants team shall ensure that each receives reporting

guidelines and timelines for all grants

5. The School District shall ensure that all required reports are developed and submitted to Achieve

Twin Cities or directly to the funder in a timely manner. Achieve Twin Cities shall submit reports to

funders, when applicable, and maintain copies of these grant reports on file.

6. The School District will submit a timely status report to Achieve Twin Cities of current private

District grant financial activities as per the terms of the grant.

7. Achieve Twin Cities will submit a timely status report to the School District Finance Division

Representative of current private District grant financial activities as per the terms of the grant.

8. School District and Achieve Twin Cities shall receive upon request access to private District grant

files of the other party.

## F. Disbursement of Private Grant Funds

1. Achieve Twin Cities shall disburse grant funds in accordance with the restrictions set by donors.

Achieve Twin Cities shall make disbursements in a reasonable time after qualified written requests

are made by the School District.

2. Qualified written requests include the following elements: Achieve Twin Cities request form with

original or electronic signature of a School District authorized grant manager or designee; invoice

and W-9 as required (for vendor payment), itemized receipts (for staff reimbursement); or detail of

budget expense and account codes (for sending money to the District), as well as approval from the

School District Finance Division.

3. Achieve Twin Cities is authorized to retain and disburse private grant funds restricted for non-

educational purposes such as food, household items, clothing, extra-curricular activity fees, etc.

4. Grant fund disbursements are subject to additional policies set forth by Achieve Twin Cities.

5. The School District shall not invoice Achieve Twin Cities for amounts less than $250, unless for the

purpose of closing an account.

## G. Fee for Administrative Services for Private District Grants

1. Private District grants received directly by Achieve Twin Cities on behalf of the School District will be

assessed a one-time, ten percent (10%) fiscal management fee upon receipt of funds. Achieve Twin

Cities will assess the 10% fee on the total amount of funds received. The district will not assume any

responsibility for fiscal management fees for private grants.

2. Private District grants received directly by the School District will be assessed a one-time, ten

percent (10%) fee made payable to Achieve Twin Cities. The district will not assume any

responsibility for fees for private grants.

a. School District will pay collected fees on private grants quarterly to Achieve Twin Cities.

b. School District will review with Achieve Twin Cities all private grants collected on an annual

basis.

3. If revenue from fees on private District grants are raised in excess of the annual grants

administration and grants management budget, Achieve Twin Cities will reserve those excess funds

for the following fiscal year’s grants administration and grants management activities for District,

school and departmental funds.

4. Investment income generated on private District grant balances of $50,000 or greater will be

retained in the grant account and used for the original grant purposes, unless otherwise agreed

with the grantor. Investment earnings for the prior quarter will be reported to the District on a

quarterly basis.

## H. Funding Priority Areas for Achieve Twin Cities

1. Achieve Twin Cities shall focus its private District grant, individual District funds management, and

donor stewardship activities on priorities determined by the Superintendent and senior staff of the

School District, in coordination with Achieve Twin Cities leadership.

2. Achieve Twin Cities will provide administrative services for private District grants received on behalf

of the School District, including: communication with donor; management of solicitation and

proposal submission process; review of grant proposals and budgets; coordinating and leading site

visits; and press releases when appropriate.

A. Definition: Individual contributions include gifts of cash from personal bank accounts or personal credit

cards, gifts of publicly traded stock and matching gifts related to individual donations.

## B. Standard Individual Contribution Administrative Activities

1. Both the School District and Achieve Twin Cities shall continue to receive and acknowledge

contributions from individuals directed to it.

2. Achieve Twin Cities and the School District shall ensure proper recording of all gifts and

contributions from individuals and shall manage the funds in accordance with generally

accepted accounting standards. The funds shall be administered subject to audit and in

compliance with Minnesota and Federal requirements.

3. Individual contributions designated by a donor for a particular school or department fund will

be assessed a one-time, five percent (5%) fiscal management fee upon receipt of funds. Third

party credit card donation processing fees will be incurred by the same fund as the donation

was made.

4. Achieve Twin Cities will not share its banking information with individual donors for the

purpose of accepting private District gifts through electronic funds transfer. Donors may make a

secure online gift through the Achieve Twin Cities web site or by mailing a check with the listed

District fund designation.

5. Private District contributions received as checks must be promptly mailed directly to and list

Achieve Twin Cities as the payee. Checks must also include all documentation from the donor

including the fund designation(s) and gift terms if applicable. Achieve Twin Cities will return

checks at its discretion that do not include proper documentation.

6. The Achieve Twin Cities Development Department will work with donors to process gifts and

has the right to refuse any at its discretion.

A. Definition: School fund accounts are set up at Achieve Twin Cities for gifts restricted to specific School

District schools.

B. Achieve Twin Cities does not conduct fundraising activities for schools and departments.

## C. Administration of School Fund Accounts

1. The School District will encourage every school to use an account at Achieve Twin Cities, and

Achieve Twin Cities will provide one fund per school.

2. School District Finance Division representative(s) will provide updated contact lists of School Fund

managers by August 1st each year.

3. Achieve Twin Cities will provide quarterly income and balance statements for school funds with

balances greater than $500 to designated fund managers. Achieve Twin Cities will provide an

annual statement for all school funds with a balance.

4. Administration of contributions to school funds will follow the standard administrative guidelines

established above.

5. Achieve Twin Cities will make disbursements in a reasonable time after qualified written requests

are approved and received.

6. Qualified written requests include the following elements: Achieve Twin Cities request form with

original or electronic signature of a School District authorized principal or designee; invoice and W-9

as required (for vendor payment), itemized receipts (for staff reimbursement); or detail of budget

expense and account codes (for sending money to the District), as well as approval from the School

District Finance Division.

7. Achieve Twin Cities is authorized to retain and disburse school funds restricted for non-educational

purposes such as food, household items, clothing, extra-curricular activity fees, etc.

8. School fund disbursements are subject to additional policies set forth by Achieve Twin Cities.

9. School funds shall not invoice Achieve Twin Cities for amounts less than $250, unless for the

purpose of closing a school fund account.

10. Principals will notify Achieve Twin Cities and the School District grants team of their upcoming

fundraising campaigns when possible.

11. During fundraising campaigns/activities Achieve Twin Cities will provide a reasonable number of

additional reports to the fundraising coordinator for timely record keeping (not to exceed four

requests per year)

12. Public requests for information about school funds will be directed to the school principal or the

principal’s designee.

A. Definition: Department and program accounts are set up at Achieve Twin Cities to accept donations for

School District-approved programs, departments and activities.

B. Administration of Department and Program Accounts hosted by Achieve Twin Cities

1. Achieve Twin Cities will host one fund per School District department and program.

2. New department and program accounts are established at Achieve Twin Cities with the

authorization of the School District Superintendent (or designee).

3. Each department or program account will have a designated School District fund manager who

receives reports, requests payments and has oversight of the fund. The School District Finance

Division will provide updated contact lists for Department Fund Managers by August 1st each year.

4. Administration, reporting and disbursement for department and program accounts will follow the

standard administrative guidelines established above.

A. Definition: Achieve Twin Cities administers and manages private scholarship and award funds for

students, teachers and administrators of the School District.

B. Management of the scholarship and awards funds includes meeting with donors to match their interest

with needs of District students and staff, designing the scholarship and award documents and process,

monitoring deadlines, receiving recipient information from schools, acknowledging contributions,

providing notification to donors about the scholarship recipients, maintaining communication with

students about their college plans, facilitating the process of scholarship and award payments,

reporting and stewardship of donors. Achieve Twin Cities will provide scholarship and award balances

and availability annually to the School District.

C. Achieve Twin Cities will coordinate scholarship and award review committees to read and score

applications. They will disseminate scholarship and award balances, availability, and application

materials to committees, facilitate review meetings, and report committee decisions.

D. Achieve Twin Cities accepts, acknowledges and processes gifts made for scholarships and awards.

E. Achieve Twin Cities will assess a fiscal management fee of ten (10%) percent on total scholarships and

awards annually, unless there is a prior agreement with the donor.

F. Contributions by donors will be paid out over time until the principal is exhausted.

X. Funds Management: Fees for administration of Scholarship and Award Funds, School Funds,

## Departmental Funds and Program Funds

A. School District shall pay a flat fee of $215,500 to Achieve Twin Cities for management of school funds,

department/program funds, and scholarships and awards funds in FY27.

B. This flat fee is in addition to the fiscal management fees on qualifying grants and gifts as described

elsewhere in the agreement.

C. Achieve Twin Cities will invoice the School District on a quarterly basis, and School District shall submit

payment within 30 days of receipt of invoice.

A. Purpose: The School District may contract with Achieve Twin Cities for the provision of specific services

or program administration, for example for operation of the Career and College Centers in School

District high schools and contract alternative schools.

B. Program administration shall be established, defined and governed by individual contracts consistent

with the District’s annual budget process.

This Agreement may be terminated with or without cause, by either party upon sixty (60) days written notice to

the Superintendent of the School District or CEO of Achieve Twin Cities. Termination of this Agreement shall not

discharge any liability, responsibility or right of any party that arises from the performance of or failure to

adequately perform the terms of this Agreement prior to the effective date of termination. In the event either

party notifies the other of its intent to terminate the Agreement, the Parties shall meet to discuss in good faith

the expeditious and efficient separation of the Parties’ assets and ongoing obligations, consistent with

obligations imposed by applicable law, by donors, and by other interested parties.

Each party to this Agreement shall be liable for its own acts and the results thereof and shall not be responsible

for the acts of the other party, its officers, employees or agents. The School District is self-insured for General

Liability and Workers Compensation exposures. Achieve Twin Cities shall maintain comprehensive general

liability insurance, including coverage for death, bodily or personal injury, property damage, liability and

automobile coverages, with limits of not less than $1,500,000 each claim and $1,500,000 each occurrence

covering claims that arise out of its acts and operations in providing services to the District or at limits

established for a municipal corporation by Minnesota Statute Section 466.04. All such certificates evidencing

such insurance shall name District as additional insured. Achieve Twin Cities may meet the limits above

$1,000,000 per occurrence through umbrella or excess coverage.

Achieve Twin Cities represents that it has worker’s compensation insurance to the extent required by law and

agrees to furnish proof of such insurance for worker’s compensation and the liability insurance, upon request.

Achieve Twin Cities also represents that it has professional liability insurance with limits of not less than

$1,500,000 each claim and $1,500,000 each occurrence covering claims that arise out of its acts and operations

in providing services to the District, but shall not name the District as an additional insured to the coverage.

Modification of this Agreement by the parties shall not be effective except upon a written document evidencing

the modification and the mutual consent of the parties.

Agreed to by:

________________________________________________________ ______________________________________________________

For Special School District No. 1 Date For Achieve Twin Cities Date

## Request for Board Action (RBA)

## Memo

## Item Overview

Name: Lease with University of Minnesota for Air Quality Monitoring

## Project

## Type:

## New Lease

## Meeting Date: 06/09/2026

## File Number:

## Requesting Staff:

## Tom Parent, Senior Operations Officer

## Background and Pertinent Facts

1. As part of a collaborative research project between the University of Minnesota

and Liberty Church focused on air quality monitoring in North Minneapolis, the

University has identified the following five (5) MPS buildings where they’d like to

install rooftop air-monitoring sensors to record data:

## ● Cityview Elementary School

## ● Hmong International Academy

## ● Franklin STEAM Middle School

## ● Lucy Craft Laney Elementary School

## ● North High School

2. The University has worked with the MPS Environmental Health & Safety division

to determine appropriate roof-top locations for the air monitoring equipment as

per Exhibit A: Leased Premises.

3. Data will be collected for a one (1) year period corresponding with the lease term

July 1, 2026 to June 30, 2027.

4. Monthly rental rate of $10/month/site will be charged for a total annual rental

rate of $600 to cover utility costs and site access coordination.

## RBA: 2026-0054

Page 1 of 2

## Request for Board Action (RBA)

## Memo

## Recommendation

Authorize the Senior Operations Officer to sign the lease between Special School District

No. 1 (Landlord) and the University of Minnesota (Tenant) for a one (1) year term

commencing on July 1, 2026 and expiring on June 30, 2027.

## Attachments and Relevant Links

1. Draft Lease between UMN (tenant) and Special School District #1 (Landlord).

## RBA: 2026-0054

Page 2 of 2

## Request for Board Action (RBA)

## Memo

## Item Overview

## Name: Wellstone International High School Lease at Minneapolis

## Community and Technical College (MCTC)

## Type:

## Lease Renewal

## Meeting Date: 06/09/2026

## File Number: Entered by Board office staff

## Requesting Staff:

## Background and Pertinent Facts

1. Wellstone International High School wishes to continue to lease approximately

18,428 usable square feet (sq. ft.) of space in Kopp Hall located 1501 Hennepin

## Ave, Minneapolis, MN 55403 from Minneapolis Community and Technical College

## (MCTC).

2. Minneapolis Public Schools (MPS) has worked with MCTC to obtain a lease for a

one (1) year term for the FY26-27 school year starting on July 1, 2026 and expiring

on June 30, 2027.

3. The lease is not to exceed $261,708 annually including dedicated spaces

($11.00/sq.ft.), spaces for permitted use ($11.00/sq. ft.) and scheduled use

($11.00-$44.00/hour based on Tier), and parking services.

4. These costs are part of the proposed FY27 budget and are funded by lease levy

and fund 1001, as appropriate.

## RBA: 2026-0053

Page 1 of 2

## Request for Board Action (RBA)

## Memo

## Recommendation

Authorize the Senior Operations Officer to sign the lease between Minneapolis

Community & Technical College (Landlord) and Special School District No. 1 (Tenant) at

1501 Hennepin Ave., Minneapolis, MN 55403 for a one (1) year term commencing on

July 1, 2026 and expiring on June 30, 2027.

## Attachments and Relevant Links

## 1. Lease Agreement between Minneapolis Community & Technical College

(Landlord) and Special School District No. 1 (Tenant).

## RBA: 2026-0053

Page 2 of 2

## Special School District Number 1

## Board of Education Resolution

Resolution: 2026-0047

June 9, 2026

Resolution Approving the Next Steps for the Future Home of Anishinabe

## Academy

WHEREAS, via Resolution No. 2024-0028, the Board of Directors (“Board”) of

Minneapolis Public Schools (MPS) created an Advisory Committee responsible for

making a recommendation to the Board about a dedicated future home for the

Anishinabe Academy program; and

WHEREAS, via Resolution No. 2025-0030, the Board directed the Superintendent to

further explore and begin to implement the recommendation of the Anishinabe

Academy Facility Advisory Committee by developing a comprehensive project plan

including multiple phase gate approvals for the Board to consider before proceeding to

the next phase of the work, established as:

A. Project Charter Approval, with a description of project scope, schedule, and

rough order of magnitude cost;

B. Budget Approval, with a finalized budget and funding structure;

C. Construction Contract Award(s), with specific contracts bid in accordance with

District policy and regulations; and

D. Project Closeout, with the acceptance of a final summary report on the

delivery of the project.

## WHEREAS, the administration engaged Full Circle Indigenous Planning & Design,

## Cuningham Architects, Urban Ecosystems Landscape Architects and H+U Construction to

develop the pre-design report and through engagement with the Steering Committee,

the Anishinabe Academy community, the larger American Indian community and with

the broader Cooper neighborhood, delivered a written Project Charter to the Board on

March 26, 2026 and presented the information to the Board and public at the May 12,

2026 Regular Business representing the Gate Check A deliverable.

NOW THEREFORE BE IT RESOLVED, that the Board of Directors of Special School District

No. 1 (Minneapolis Public Schools) hereby authorizes the Superintendent to proceed to

Gate Check B for this project, developing the design of the Steering Committee’s

Page 1 of 2

## Special School District Number 1

## Board of Education Resolution

Resolution: 2026-0047

June 9, 2026

recommended option of the construction of a new PK-8 school on the site of the former

Cooper Elementary School - while also recognizing that potential alternate MPS sites

may arise for consideration through the Transformation process.

FURTHER BE IT RESOLVED, that the administration be authorized to access appropriate

restricted funding from the District's approved Capital Plan's category of "Strategic

Direction/Transformation" necessary to effectuate the work to Gate Check B, not to

exceed the amount appropriated for that category, until the Budget Approval phase gate

at which point a comprehensive project-specific financing plan will need to be

established.

ADOPTED this 9th day of June 2026.

Page 2 of 2

## RECORD OF BOARD VOTE

## DIRECTOR

## MOVE SECOND AYE NAY ABSTAIN ABSENT

## Abdi

## Special School District Number 1

## Board of Education Resolution

Resolution: 2026-0050

June 9, 2026

Resolution approving the parameters and process for the next phase of MPS

## School Transformation

WHEREAS, in December 2023 the Board adopted Resolution 2023-0072, initiating a

school transformation process; and

WHEREAS, in October 2025 the Board adopted Resolution 2025-0045, defining the

transformation process and outlining information and steps necessary for next steps in

the transformation process; and

WHEREAS, that approved definition continues to guide the work and reads:

MPS’ transformation is a district-wide effort to reimagine a district where

every student thrives – academically, socially, and emotionally – through a

holistic, culturally sustaining education that engages and prepares

contributing citizens.

WHEREAS, the directives provided in the two Resolutions have been completed and the

Superintendent and Senior Leadership Team are ready to develop proposals to

operationalize the aspirations and vision of the school transformation process.

NOW THEREFORE BE IT RESOLVED, that the Board of Directors of Special School District

No. 1 (Minneapolis Public Schools) hereby directs the Superintendent to create three (3)

options for program changes that would deliver the intended outcomes of the school

transformation process by no later than the end of September 2026; and

FURTHER BE IT RESOLVED, that in the creation of those options the Board direct the

Superintendent to use the following planning parameters to develop proposed options:

## 1. Parameter 1: Enrollment Strategy and Targets

a. The development of options shall prioritize strategies to increase student

enrollment and retention, including Pre-K and kindergarten, enrolling more

Page 1 of 3

## Special School District Number 1

## Board of Education Resolution

Resolution: 2026-0050

June 9, 2026

Minneapolis resident students, strengthening transitions from elementary

to middle school, and improving year-to-year retention.

## 2. Parameter 2: Program Size for a Guaranteed Student Experience

a. All options shall reflect the Board’s commitment to a guaranteed MPS

student experience that ensures a well-rounded, holistic education.

b. The Board recognizes that in order to provide that holistic education,

minimum enrollment sizes similar to those provided must be utilized to

ensure equitable access to the guaranteed MPS student experience for all

students districtwide.

## 3. Parameter 3: Cohesive and Reliable Pathways

a. Options shall ensure cohesive and reliable student pathways by repairing

currently interrupted pathways and expanding access to consistent

programmatic experiences across grade levels.

FURTHER BE IT RESOLVED, that in the development of options for the Board’s

consideration, the Superintendent and team shall develop and factor in to the options

greater flexibility into families’ school choice options, appropriate for the era of

educational choice the State of Minnesota is currently in; and

FURTHER BE IT RESOLVED, that the Board directs the Superintendent to develop a

recommended timeline to implement each of the options, inclusive of the supports that

will be brought to students, caregivers, and staff that may be most impacted by any

changes, with the initial expectation that the Board would finalize the direction in the

fall of 2026 with changes made in time for the 2027-2028 school year.

## Special School District Number 1

## Board of Education Resolution

Resolution: 2026-0050

June 9, 2026

ADOPTED this 9th day of June 2026.

## RECORD OF BOARD VOTE

## DIRECTOR

## MOVE SECOND AYE NAY ABSTAIN ABSENT

## Abdi

## Request for Board Action (RBA)

## Memo

## Item Overview

## Name: Resolution Approving the District's Fiscal Year 2025-2026 Second

## Budget Amendment

## Type:

## Resolution

## Meeting Date: 6/9/2026

## File Number: 2026-0046

## Requesting Staff:

## Ryan Strack, Senior Executive Officer

## Background and Pertinent Facts

1. A budget amendment is necessary when the expenditures for a particular fund

are expected to exceed the board-approved budget authority.

2. The budget amendment may also propose, if necessary, a corresponding increase

in revenue or a transfer to ensure balance is maintained.

3. The proposed second 2025-2026 fiscal year budget amendment (first budget

amendment was adopted by the Board in November 2025) is being requested to

make both revenue and expenditure adjustments in the General Fund, Food

Service Fund, and Community Service Fund.

4. The amendment is proposed to adjust for increased State Special Education

revenue, a corresponding expenditure for tuition billing, and a transfer from the

General Fund to the Food Service Fund, and to increase grants revenue in the

Community Service and Food Service funds.

## Recommendation

Approve the resolution and budget amendment as presented.

## RBA: 2026-0046

Page 1 of 2

## Request for Board Action (RBA)

## Memo

## Attachments and Relevant Links

1. Resolution 2026-0046 (Resolution Approving the District's Fiscal Year 2025-2026

## Second Budget Amendment)

2.

## Resolution 2025-0050 (Resolution Approving the District’s Fiscal Year 2025-2026

## Budget Amendment) (“First Amendment”)

3.

## Resolution 2025-0027 (Resolution Approving the Fiscal Year 2025-2026 Budget)

## (“Original Adopted Budget”)

## RBA: 2026-0046

Page 2 of 2

## Special School District Number 1

## Board of Education Resolution

Resolution: 2026-0046

June 9, 2026

## Resolution Approving the District's Fiscal Year 2025-2026 Second Budget

## Amendment

WHEREAS, the District received additional Food Service grant revenue of $9,245; and

WHEREAS, the District received additional Community Service grant revenue of $66,115;

and

WHEREAS, the District’s state Special Education revenue approximately is $17.8 million

higher than originally budgeted; and

WHEREAS, the District is using nearly $7 million in federal Special Education revenue to

pay Special Education-related tuition payments; and

WHEREAS, the District’s Food Service Fund served fewer meals than expected while

students were participating in optional online learning, which has resulted in reduced

reimbursement-based revenue and requires a transfer from the General Fund in the

amount of just under $3 million.

NOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of Special School District

No. 1 (Minneapolis Public Schools) hereby approves the abovementioned changes,

which result in the following updated budget.

## Amended 2026-2027 Budget:

## Special School District Number 1

## Board of Education Resolution

Resolution: 2026-0046

June 9, 2026

ADOPTED this 9th day of June 2026.

## RECORD OF BOARD VOTE

## DIRECTOR

## MOVE SECOND AYE NAY ABSTAIN ABSENT

## Abdi

## Request for Board Action (RBA)

## Memo

## Item Overview

## Name: Resolution Approving the 2026-2027 Budget

## Type:

## Resolution

## Meeting Date: 6/9/2026

## File Number: 2026-0036

## Requesting Staff:

## Ryan Strack, Senior Executive Officer

## Background and Pertinent Facts

1. Minnesota Statutes Sections 128D.06, Subd. 3 and 123B.77, Subd. 4, and MPS

Policy 3005 require that a balanced budget be approved for the following year no

later than June 15.

2. The recommended budget is available in detail, and itemized by operating and

capital fund types, at budget.mpschools.org.

3. In accordance with Minnesota Statutes Sections 126C.15, Subd. 2, no more than

20 percent of any building’s compensatory revenue allocation has been

reallocated for the plan adopted by the board as part of the recommended

budget to fund a portion of school social worker and school counselor positions

with compensatory education revenue.

4. Authorizes the Superintendent and delegated designees to obligate and expend

funds on behalf of the district within the approved budgeted amounts.

5. Authorizes the Superintendent and delegated designees to transfer funds

between schools and departments, and organize administratively within the

authorized levels by fund.

## RBA: 2026-0036

Page 1 of 2

## Request for Board Action (RBA)

## Memo

## Recommendation

Approve the resolution and budget as presented.

## Attachments and Relevant Links

1. Resolution 2026-0036 (Resolution Approving the 2026-2027 Budget)

2.

## Proposed Fiscal Year 2027 Budget Website (budget.mpschools.org)

## RBA: 2026-0036

Page 2 of 2

## Special School District Number 1

## Board of Education Resolution

Resolution: 2026-0036

June 9, 2026

## Resolution Approving the 2026-2027 Budget

WHEREAS, Minnesota Statutes Sections 128D.06, Subd. 3 and 123B.77, Subd. 4, and

MPS Policy 3005 require that a balanced budget be approved for the following year no

later than June 15; and

WHEREAS, the recommended budget is available in detail, and itemized by operating

and capital fund types, at budget.mpschools.org; and

WHEREAS, the proposed budget includes a planned transfer of $1,113,399 from the

General Fund (01) to the Community Service Fund (04); and

WHEREAS, in accordance with Minnesota Statutes Sections 126C.15, Subd. 2, no more

than 20 percent of any building’s compensatory revenue allocation has been reallocated

for the plan adopted by the board as part of the recommended budget to fund a portion

of school social worker and school counselor positions with compensatory education

revenue; and

WHEREAS, Superintendent recommends adoption of the proposed 2026-2027 budget.

NOW THEREFORE BE IT RESOLVED, that the Board of Directors of Special School District

No. 1 (Minneapolis Public Schools) hereby approves the 2026-2027 operating and capital

budgets in Table 1 below.

## Special School District Number 1

## Board of Education Resolution

Resolution: 2026-0036

June 9, 2026

Table 1:

## Fund Revenue Expenditures Transfers

## Fund Balance

## Use

General (01)

$737,250,678 $734,664,138 -$2,586,540 $0