The Minnetonka School Board and District Administration believe a commitment to world-class, child-centered excellence strengthens Minnetonka Public Schools. The well-being and belonging of our students are continuing priorities for both families and for the District. Well-being is defined here as the positive sense of self and belonging that is felt when one’s cognitive, emotional, social and physical needs are being met. Belonging is defined here as a strong feeling of positive connection, acceptance and importance as a member of the Minnetonka Schools’ diverse community,
regardless of race, religion, gender identity, sexual orientation, country of origin, ability, and/or socioeconomic status. Integrating student well-being, connection and belonging efforts ensures all students have the support needed to achieve at their highest potential. The District will continue to foster and promote positive student well-being, connection and belonging efforts and will identify and remove barriers that have a detrimental effect on students’ well-being, connection and sense of belonging. The District will strive for the fair treatment, opportunity and advancement of all students to pursue their highest levels of academic and personal achievement. The Board’s vision for child-centered excellence is the foundation for this work. The District will provide a working environment for employees that is respectful, supportive and collaborative and will seek ways to increase the support for employees’ well-being, connection and belonging needs.
For the 2025-26 school year, the District will have the following goal action steps:
- Foster and Maintain a Welcoming, Inclusive and Safe Environment for All Students and Employees: Deepen the implementation of belonging efforts in order to promote a positive school climate and culture. Provide professional learning for staff on best practices to build connections with and among students and each other. Gather student data on an annual basis. Identify, analyze, monitor and respond to student trends and data with attention to identifying and addressing barriers to belonging affecting different student demographic groups. Parent communication regarding belonging efforts will be included as a strategy to support this work.
- Principals and their staff will present reports to the School Board throughout the academic year that include their school’s well-being, connection and belonging efforts and, as appropriate, outcomes.
- The District will present a report to the School Board on measures of success related to belonging efforts including available trend data.
- Cultivate Social and Emotional Well-being and Implement Best Practices in School-based Mental Health Support: Strengthen students’ social and emotional well-being through continued implementation of the MTSS processes and structures. Advance student awareness and support the diverse developmental, cultural and mental health needs of the student body. Screen students annually to ensure identification of students who may need additional support. Continue to partner on the Jed Foundation work focused on the mental health of high school students including suicide prevention. Continue to confer with the Mental Health Advisory Council and implement its recommendations, as appropriate.
- The District will present a report to the School Board on measures of success related to student social and emotional well-being and mental health including available trend data.
- Cultivate Implement and Communication Bullying Prevention Efforts: Maintain a high level of student and parent awareness of existing bullying prevention efforts. Monitor the impact of our bullying prevention efforts as measured by student discipline data, student reports and survey data.
- The District will update the Board annually on the trend data from student and parent surveys.