--- ## author: Jesse Sierks date: D:20171017085700-05'00' --- ## Study Session Tuesday, April 7, 2026 5:30 PM Oak Park Learning Center, 6355 Osman Avenue North, Stillwater, MN 55082 ## I. Call to Order Speaker(s): Ms. ## Alison Sherman, ## School Board Chair ## II. Roll Call Speaker(s): Ms. ## Alison Sherman, ## School Board Chair ## III. Pledge of Allegiance Speaker(s): Ms. ## Alison Sherman, ## School Board Chair ## IV. Approval of Agenda Speaker(s): Ms. ## Alison Sherman, ## School Board Chair ## V. Consent Agenda V.A. Payment of Invoices, March 21 - April 3, 2026; Gifts and ## Donations and Treasurer's Report for February 2026 ## VI. Business Items ## VII. Workshop Topic VII.A. Minnesota Student Survey 2025 ResultsSpeaker(s): Ms. Elsa ## Mundt, Education Data ## Analyst & Assessment ## Supervisor ## VII.B.Educational Technology Update ## Speaker(s): Mr. Eric ## Simmons, Executive Director of ## Technology, Jessica ## Schmid, Technology ## Operations Manager ## VIII.Recess - Tour of the New Bayport Elementary ## School Speaker(s): Ms. ## Alison Sherman, ## School Board Chair ## IX. Adjournment Speaker(s): Ms. ## Alison Sherman, ## School Board Chair ## Minnesota Student ## Survey 2025 Results ## Presented to the School Board April 7, 2026 What is the Minnesota Student Survey? The Minnesota Student Survey (MSS) is one of the longest-running youth surveys in the nation. It is the primary source of comprehensive data on youth at the state, county, and district level in Minnesota. ## ●Administered by the Minnesota Departments of Education, Health, Human Services, and Public Safety since 1989 ●Administered every three years to students in grades 5, 8, 9 and 11 ●Online survey using branching logic What is the Minnesota Student Survey? Survey asks students about their activities, opinions, behaviors, and experiences Students respond to questions on school climate, bullying, out-of-school activities, health behaviors, emotional and mental health, substance use, and connections with school and family The survey covers sensitive topics, including domestic violence, self-harm and suicide, which are also covered in this presentation. Because of these sensitive topics: ●Some questions are modified or omitted based on grade level ●Survey participation is optional ●Each question is optional ●All responses are anonymous The Minnesota Student Survey data is provided in the form of PDF tables. It can be broken down by state, county, and district level. Within those levels, it can be broken down by grade and gender. ●School-level data is not available except by special request, and even then it is limited by size of the school and subgroups. All survey data is provided in percentages. Since all questions are optional, the number of students that responded to each question varies. ●All percentages are percentages of the students who responded ●Older grades (especially 11th) tend to have lower Ns ●More sensitive questions tend to have lower Ns Occasionally, new survey questions are added or questions are revised, so we cannot always compare historically. Limitations of the Data ●Across the state, 61% of districts chose to participate and approximately 45% of eligible students took the survey. The survey window was open from January to June of 2025. ●All Stillwater elementary, middle and high schools participated during the month of February 2025. ## 5th Grade8th Grade9th Grade11th Grade ## Male279263266246 ## Female265290271205 ## No Answer8410 ## Total552557538451 Who Took The Survey? ## Demographics Grade 5Grade 8Grade 9Grade 11 ## American Indian or Alaskan Native only2%0%1%1% ## Asian, South Asian, or Asian American only7%8%7%5% ## Black, African or African American only5%6%5%5% Hispanic or Latino/Latina only3%2%6%5% White only72%71%71%74% Multiple races (checked more than one)6%11%9%9% No answer6%1%1%1% ## Respondent Demographics How do you describe your sexual orientation? What is your gender identity? ## School What is the MAIN thing you plan to do RIGHT AFTER high school? ## Post- ## Secondary ## Plans ## Post- ## Secondary ## Guidance: ## College ## Post- ## Secondary ## Guidance: ## Career ## Transportation ## To and From ## School Grade 5Grade 8 ## MaleFemaleMaleFemale ## Walk12%5%6%5% ## Bike5%1%1%1% School bus73%70%71%67% Family vehicle (riding with others from your family) 36%44%45%54% Carpools (riding with children from other families) 7%11%9%6% Transit (city bus, light rail, etc.)0%1%0%0% Other (skateboard, scooter, inline skates, etc.) 0%0%0%0% ## Attendance ## Reasons for Absence Grade 5Grade 8Grade 9Grade 11 ## MaleFemaleMaleFemaleMaleFemaleMaleFemale Felt sick65%70%63%63%70%68%61%66% Medical, dental, or other appointment 36%39%38%46%35%53%40%50% Felt very sad, hopeless, anxious, stressed, or angry 2%4%2%14%4%12%3%19% Didn't get enough sleep7%10%11%17%11%22%19%28% Behind in schoolwork or not prepared for a test or class assignment 1%1%2%3%1%7%5%17% Was out of town17%17%9%11%14%9%16%28% Didn't feel safe at school1%1%0%0%0%1%0%2% Bored with or not interested in school2%2%3%6%3%8%5%10% Higher than state average (12%, 17%, 17%, 22% for (9 and 11) Comparable to state average Higher than state average for 11th grade girls in particular (12%) Higher than state average for 11th grade girls in particular (16%) ## Classroom ## Discipline ## Feelings ## About ## School ## Perceptions of Safety Bullying - ## Composite IF bullied in the last 30 days, for which of these reasons were you harassed or bullied? Mark all that apply. Grade 5Grade 8Grade 9Grade 11 ## MaleFemaleMaleFemaleMaleFemaleMaleFemale Your race, ethnicity or national origin7%4%17%17%10%7%20%10% Your religion or religious beliefs3%3%2%5%2%11%13%14% Your sex or gender3%9%0%14%10%20%0%19% Your gender expression5%24%18%29%17%19% Because you are bisexual, gay, lesbian, asexual, pansexual, queer, or because someone thought you were 2%12%8%16%3%19% A physical or mental disability5%3%9%5%8%18%17%10% Your size or weight35%23%38%29%34%29%23%19% Your physical appearance27%23%36%56%36%44%30%48% Reason not listed55%81%45%32%48%56%33%38% ## Bullying - Reasons ## Cyber- ## Bullying ## Risk Factors ## Adverse Childhood Experiences An adverse childhood experience (ACE) describes a traumatic experience in a person's life occurring before age 18. The ACEs Score is a measure of cumulative exposure to adverse childhood conditions, and combines the responses to questions about: ●Living with anyone who drinks too much alcohol, uses illegal drugs or abuses prescription drugs ●Living with anyone who is depressed or has another mental health issue ●Parental incarceration ●Verbal or physical abuse ●Domestic violence ●Sexual abuse ## Gun Violence Have you ever experienced people using guns to threaten or hurt others in person? Percent who responded yes to the following questions Grade 5Grade 8Grade 9Grade 11 ## MaleFemaleMaleFemaleMaleFemaleMaleFemale Have you been in a casual or serious relationship where your partner ever physically hurt you on purpose? 2%3%3%4%5%3% Have you been in a casual or serious relationship where your partner ever verbally hurt or controlled you? 7%8%8%11%7%14% Have you been in a casual or serious relationship where your partner ever pressured, tricked, or forced you to do something sexual, or did something sexual to you against your wishes? 3%10%4%18% Have YOU ever pressured, tricked, or forced someone to do something sexual, or have you done something sexual to someone against their wishes? 3%3%1%3% ## Relationship Violence ## Physical Health Percent with the following physical health conditions Grade 5Grade 8Grade 9Grade 11 ## MaleFemaleMaleFemaleMaleFemaleMaleFemale ## Diabetes2%1%1%0%2%0%2%2% ## Pre-diabetes2%0%1%2%2%1%5%2% ## Asthma11%12%9%11%13%16%16%16% Allergies that require an epi-pen7%4%6%5%4%8%7%6% ## Physical Health Conditions ## Weight ## Status ## Physical ## Activity ## Sleep ## Sleep ## Mental Health ## Emotional ## Well-Being and ## Distress ## Emotional ## Well-Being and ## Distress ## Emotional ## Well-Being and ## Distress ## Emotional ## Well-Being and ## Distress ## Mental ## Health ## Problem ## Mental ## Health ## Treatment ## Self-Inflicted ## Injury ## Suicidal ## Thoughts and Suicidal ## Behavior ## Health Behaviors ## Vehicle ## Safety ## Vehicle ## Safety ## Technology ## Use ## Social ## Media Use Percent of those who use social media who answered yes to the following: Grade 5Grade 8Grade 9Grade 11 ## MaleFemaleMaleFemaleMaleFemaleMaleFemale Do you feel that you might have a problem with spending too much time on social media? 28%42%30%39%39%51% Do you skip important social or recreational activities like sports or being with friends or relatives to be on social media? 6%6%7%7%5%6% Do you have trouble getting your homework, chores, or other major responsibilities done because you were spending time on social media? 26%40%26%35%38%42% ## Social Media Use Most common among males: ●Betting on informal games of personal skill ●Betting on formal sports/events ●Purchasing mystery or random paid items in online games without previewing the content first Most common among females: ●Betting on informal games of personal skill ●Buying lottery tickets or scratch offs ●Purchasing mystery or random paid items in online games without previewing the content first ## Gambling Behavior ## Sexual ## Behavior ## Prevention of Pregnancy and Infection ## Prevention of ## Pregnancy and ## Infection ## Substance ## Use ## Alcohol ## Use ## Tobacco ## Use ## Marijuana ## Use E-Cigarettes - ## Nicotine ## E-Cigarettes: ## Marijuana/ ## THC ## Perception of Others' Substance Use Percent who have "ever" used the following: Grade 11 - MaleGrade 11 - Female In your opinion, how often do you think most students in your school use each of the following? How often do you use each of the following? In your opinion, how often do you think most students in your school use each of the following? How often do you use each of the following? Tobacco (cigarettes, chew)52%7%65%4% Alcohol (beer, wine, liquor) 76%29%85%30% Marijuana (pot, hash, hash oil) 65%11%79%11% Vaping device or e-cigarette with nicotine 75%13%88%16% Vaping device or e-cigarette with marijuana/THC 65%10%81%8% ## Next Steps Share information with: ●School principals and BILT teams ●Counselors, social workers, and school psychologists ●Health teachers Request school-level data for the middle schools Review key indicators by race/ethnicity ## Questions ## Educational ## Technology: Screens in ## Balance April 7, 2026 ## Eric Simmons, Executive Director of Technology ## Jessica Schmid, Technology Operations Manager ## Overview ●Background ●What is screen time? ●Technology use in school ●Technology use at home ●Collaboration and Resources ## Screen Time Paradox Technology is essential for learning There are concerns about screen time ## What IS screen time? ## Three Types of “Screen Time” ## Cell ## Phones & Social ## Media •Designed to incentivize consistent user engagement. •Can serve as a significant distraction. •Subject of recent legislation in most U.S. states. ## EdTech •Used to support student learning. •Used in ADDITION to high quality teaching. •Designed to deepen content knowledge AND build 21st-century skills. ## Entertainment •Refers to platforms NOT accessed primarily on a cell phone. •Includes video games, television, and desktop computers. Screen use can be beneficial to children AND adults if it is structured and intentional. ## Structured and Intentional Use ## Structured and Intentional ●Used for a clear purpose. ●Used alongside in-person experiences ●Used to target specific skills Unstructured and ## Unintentional ●Mindless scrolling (Doom ## Scrolling!) ●Multiple hours without breaks ●Used as a replacement for in-person activities Screens in our schools Why we use EdTech Students are able to engage with activities and lessons that are engaging, personalized, and targets the concepts they are developing. EdTech allows students to build and maintain important 21st-century skills that they will need beyond their PreK–12 education. EdTech allows greater access to grade-level academics to ALL students, including those in special education and English-learner programs. ## Skill-Building Access and ## Inclusion ## Differentiation ## Student Technology Access ## ●Universal Access Device Program (One-To-One) ○Grades PreK-1: Shared device access in classrooms for specific programs or lessons (2:1 iPads) ○Grades 2-5: Devices available in the classroom for (1:1 Chromebooks in Carts) ○Grades 6-12+: Individual device for learning (1:1 Chromebook) ## EdTech in Stillwater 1:1 Devices ## PreK-1: Classroom iPads 2-5: Classroom Chromebook carts 6-12: 1:1 Chromebooks ## Reading Program (Benchmark) ## Google Drive ## Reading, ## Grades K-5 ## Creative Thinking, All ## Grades ## All Grades ## All Grades ## User-Centered ## Design Project Grade 8 ## Problem-Solving ## Feedback for Growth EdTech has been proven to be a great supplement to high-quality teaching ## Guardrails for Technology Use ●Safety: Internet filters, “walled gardens” and safeguards ●Teachers can support students and view screens in real time (Hapara) ●Technology is used for specific learning purposes ●Digital Citizenship and clear expectations for student use (and non-use) ●Teachers redirect students when needed ## Policy 524.5: Personal Electronic Communication Devices 1.All students (preK-12) are prohibited from using personal electronic communication devices - including phones, smart watches, earbuds, etc. - on school premises from the first bell of the school day to the last. This includes instructional time, lunch periods, recess, school-sponsored programs, events or activities, or any other time during the designated school day. 2.All personal electronic communication devices shall be kept in designated areas and turned off. Approved March 4, 2025 ## Cell Phone Policy ●Use allowed under an IEP, 504 Plan, or documented health care plan ●Use allowed to monitor or address a health concern or medical condition upon permission granted by school administration ●Families will work with Student Support Services to determine if there is a need ## Cell Phone Policy Exceptions Screens at ## Home Our teachers use technology with intention, and you can, too! ## Research-Backed Recommendations ●Model thoughtful technology and cell phone use around your child ●Create clear, consistent expectations for technology use (e.g. one television episode on weeknights) ●Monitor what your child is accessing on their devices ●Provide engaging in-person experiences for your child ●Remember that there is no one correct way to use technology. Do what works best for your family Collaborate with Us! ## Schools ## Share Resources: ●Common Sense Media .org ## ●Google Family Resources ●Internet provider tools to manage access and screen time ## Provide Meaningful Guidance: Teachers offer personalized recommendations on technology and education, leveraging their expertise in education and child development ## Families Ask Questions: Our staff is happy to help answer any questions you have related to our use of screens in classrooms. ## Share Personal Expectations: What are your family’s technology goals? How do you want to balance screen use and school expectations? ## Viewing ## Classroom ## Applications We believe in transparency with the tools used in classrooms Teaching students how to thoughtfully use screens NOW will affect their relationship with technology for the rest of their lives! ## Questions