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 both continuing priorities for families and for the District.
Student 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 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 will ensure 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 will be the foundation for these efforts.
For the 2022-23 school year, this goal will include the following action steps:
- Deepen implementation of the Multi-Tiered Systems of Support (MTSS) framework in the area of social and emotional learning with the target of consistency across all District schools in the MTSS referral process and student support. This will include expanding efforts to address needs identified in the 2020 Student and Family Well-being Report and recommendations from the Mental Health Advisory Council.
- The District will present reports at least twice to the School Board on measures of success and progress of MTSS.
- Reports will be based on year one of the MTSS three-year plan focused on social and emotional learning, including progress in addressing needs identified in the 2020 Student and Family Well-being Report.
- Reports will include a summary of the efforts on the Mental Health Advisory Council at mid-year and year-end.
- The District will survey stakeholders at least annually on their experience and share results with the School Board.
- Deepen implementation of belonging efforts to ensure a welcoming, inclusive and safe school environment for all. This will include improving systems and processes to identify, analyze, monitor and respond to student trends and data with attention to identifying and addressing barriers affecting different student demographic groups. Reduce bullying through revisiting and raising awareness of existing bullying prevention efforts and opportunities across all learning levels as measured by student discipline data, student reports and survey data. Empower and encourage staff to support belonging efforts, including through staff development.
- 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 outcomes, including professional development opportunities for staff.
- Increase communication and engagement work that reflects the District’s commitment to excellence in well-being, connection and belonging.
- The District will present a report at mid-year and year end summarizing communications, outreach and engagement work in this area.