Each year, the School Board sets goals for Minnetonka Public Schools. The Board’s goals for 2021-22 focus on maximizing opportunities for students academically, socially and emotionally. 

The goal for Excellence in Student Well-being and Belonging continues districtwide efforts to build a culture of positive self-regard, connection and inclusivity. The goal for Excellence in Student Learning and Support outlines efforts to enhance student learning at every level through Multi-Tiered Systems of Support (MTSS), the expansion of Tonka Online full e-learning program opportunities, the strategic use of District space and the ongoing monitoring and implementation of the District’s COVID-19 Safe Learning Plan.

“It is the mission of Minnetonka Schools to provide an exceptional, world-class, child-centered education for all students who enter our classrooms, and that means providing multiple pathways for students to achieve their personal aspirations,” said Chris Vitale, School Board Chair. “Each student brings their own unique perspective and strengths to our District. It is our ongoing work as a community to ensure they are supported so that they can thrive.” 

Here is a snapshot of the progress made by the District toward the School Board goals thus far this year.

 

Excellence in Student Well-being and Belonging
The well-being and belonging of students is a continuing priority for families and the District.    

At the January 20, 2022 School Board Study Session, Director of Health Services Annie Lumbar Bendson presented to the School Board about District initiatives to support student well-being and belonging. Lumbar Bendson shared the screening process the District uses at the elementary level to identify students in need of social and emotional support. The District is working with the Center for Applied Research and Educational Improvement (CAREI) around recommendations at the secondary level.

Lumbar Bendson also gave an overview of the next steps several committees will take to enhance support for student well-being: the Social Emotional Learning committee is working on resource mapping of supports being used and available throughout the District; the Health Curriculum Committee has begun the curriculum review process for this area; and the Mental Health Advisory Committee will continue to explore a partnership with Diall, a mental wellness platform (app) founded and developed by a Minnetonka alumnus. The Mental Health Advisory Committee hopes to work with the Parenting with Purpose to provide a speaker presentation this spring on mental health and well-being.

"The goal for student well-being and belonging in the District truly demonstrates the collaborative efforts of staff, students, parents and expert professionals," said Health Services Director Annie Lumbar Bendson. "It's been wonderful to see everyone come together to nurture and support this commitment."

As part of the District’s ongoing inclusion work, Belonging Committees composed of parents, staff and students have been established at all schools. These meetings have created space for administrators to listen to feedback and collect input for ways to increase students’ feelings of belonging within each school. “We are looking forward to more meetings between our Belonging Committee and Staff Climate Committee and to events to celebrate our community,” said Curt Carpenter, Clear Springs Elementary Principal.

Principals from Minnetonka High School, Minnetonka Middle School East (MME) and Minnetonka Middle School West (MMW) presented to the School Board recently about student well-being and belonging at the secondary school level. 

At MME, strategies for fostering student belonging include increasing opportunities for students to connect with each other and with staff, affirming norms of respect, kindness and responsibility within the school community and providing targeted support for students who may not be experiencing belonging or acceptance. The middle school launched 15 new clubs this fall to offer greater opportunities for students to connect, and its fundraising efforts also shifted to offering “teacher experience” prizes. Student-organized pick-up basketball events before and after school have also provided a new way to build friendships. Establishing school norms has taken place through student activities in advisory and staff training focused on facilitating difficult conversations. Principal Pete Dymit has also given schoolwide quarterly talks on topics related to respect, kindness and responsibility. Other opportunities for student support include the MME Student Belonging Committee, social/emotional learning groups, and other student support groups offered during MAST. 

MMW calls its Belonging Committee the VIBE Team. The team has shared insights about what is going well at MMW and how the school can improve students' feelings of connection and inclusion. It has also helped administrators shape the MMW Connections Survey that students completed last school year, which gathered responses about student perceptions of connection and belonging. Schoolwide approaches for well-being and belonging include advisory activities that foster friendships and facilitate conversations about anti-bullying, communication styles and empathy. Staff have also worked to communicate the school’s core values throughout the year using common language and expectations. Specialized groups and activities, such as the Best Buddies mentoring program, also foster belonging and well-being among students. 

MHS fosters belonging within its community through targeted communication and events for staff and students. This includes the ongoing video series “I am a Skipper”, “Skipper Showcase” and “Beyond 140” and the promotion of the TIPS276 Confidential Reporting Tool through a new poster campaign. During workshop week in August, high school staff discussed strategies to enhance classroom culture and climate and planned ways to build intentional relationships with all students. Students began the year with time set aside for grade-level meetings and retreats focused on different core values in the community.

The high school has also added a new Academic and Student Support Coach role to its team. Careino Gurley, who began in that role this school year, has launched the Tonka Prep program, an early college preparation program for students in need of additional academic support. It is designed to teach students skills for success after high school, focusing both on academics and on character development. Students in Tonka Prep have mentors with whom they meet regularly, as well as opportunities to hear from guest speakers and engage in service projects.

MHS has parent and student belonging committees that include students, teachers and administrators as facilitators. The student belonging committee’s focus has been to amplify and celebrate student voices. Committee members have educated others about cultural backgrounds through Schoology and morning announcement segments. A schoolwide, student-led cultural fair is being planned at MHS during the second semester.

“The cultural fair is a creative way for students at the Minnetonka High School to share their culture through food, games and music to ultimately portray the history of their heritage,” shared Meleck Eldahshoury, a junior who is helping to organize the student-led fair. “The purpose of the fair is to educate students about their peers' cultures and celebrate their diversity together.”

 

Excellence in Student Learning and Support
Minnetonka Schools focuses on learning models and efforts that support personalized learning to meet students’ unique needs, abilities and interests.

Dr. Amy LaDue, Assistant Superintendent for Instruction and Christine Breen, Executive Director of Special Education shared updates about the goal  for Excellence in Student Learning and Support at the January 20, 2022 School Board Study Session. Minnetonka Schools is implementing the Multi-Tiered System of Support (MTSS) Framework to deliver high-quality, targeted instruction for core academic subjects, as well as for social and emotional learning. MTSS maximizes student success by providing support for all students aligned with their specific needs. The District is planning professional development for staff implementing the MTSS framework.

Throughout the spring, Minnetonka’s Special Education program will review its processes related to the MTSS framework in collaboration with the Center for Applied Research and Educational Improvement (CAREI). Through focus groups and surveys of staff and teachers, as well as reviews of a sample of Individual Education Plans and Positive Behavior Support Plans, the department will work to identify areas of strength and opportunities for growth in ensuring special education programming is aligned to best practices in order to meet the needs of all learners. 

“Administrators, teachers and staff are working tirelessly to ensure our students have the rich, rigorous education they deserve as well as the supports they need to engage with and excel in all areas,” said Dr. Amy LaDue, assistant superintendent for instruction. “The District’s application of the MTSS framework is forward-thinking, truly allowing staff to leverage data to improve instruction on all levels.” 

Tonka Online’s expanded K-12 full e-learning program finished its first semester, serving more than 300 students within the District and from across the state. As we enter the second semester of this school, with additional enrollment growth in that program, Tonka Online leaders are now planning for next year’s opportunities, which will build upon insights gathered from the program’s first year.

The VANTAGE and MOMENTUM programs at Minnetonka High School are also growing, and the Board approved plans for a new three-story 36,300-square-foot building to support both programs’ unique opportunities for students. Plans are currently under review by various municipal and state committees, with construction slated to begin in May 2022 so that classes can begin in time for the 2023-24 school year.

Ongoing review of the District’s 2021-22 Safe Learning Plan has taken place since its adoption in August 2021. In December 2021, students, families and staff provided feedback about how the plan is serving the community through district-wide surveys. Monthly Board review of the plan will continue, and District administrators are also continuously working to keep students safe and in school.

Learn more about progress on the 2021-22 School Board Goals from School Board Meeting and Study Session reports, which may be found in the Archives of the School Board Meeting webpage.