[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6639909,"mediaKeyId","2556570-6050f139351b3ba56b8403474029293d","parentId",2556570,"title","Board hears timeline, community input plan for November bond referendum","audioSeconds",895,"startMs",5254000,"endMs",6149000,"viewUrl","/Search/View?dp=1&key=2556570-6050f139351b3ba56b8403474029293d&start=5254&end=6149","thumbnailUrl","https://assets.pipeline.soar.com/2556570-6050f139351b3ba56b8403474029293d/thumbnail_5254000.jpg","articleUrl","/articles/6639909/Minnesota/Board-hears-timeline-community-input-plan-for-November-bond-referendum","mediaUrl","https://secure.pipeline.soar.com/6639909-f4a98ea6c67eda03d10bd008941aa7e0/orig.mp4?Expires=1770657439&Signature=YF~5WHCWqNkCHnJ2VdCdlGzl~mkqiypQuZ~obk705licmUbcWpgtSPRxPVBeE7MQGeCF247juENfzhR0HDDw610~GvgK87IwtWITz0bJVxgEp8e0FpUCzl6jkn6JTj~1s3dbBfOPc78AQYeAoVz8ck31XqnfTc9nVWctrFe3fzBR68m53SrwFvJpMBFrpD2Wzr9AAvr0IRo26vdyJ8T6~1Cx8UHJZAxvsEatO7iIws-Y7iDq-VVG-Hc43~WRQzzJHZy8exGrrAkk5Piz8VyEQmkyCQnzwoThlUU~3Dz8V9ZO9LWg8nppG9L3TSLVU0zFd3Cc3WvInsSdyYn7WI1F6Q__&Key-Pair-Id=KUT5TJCACFTXG","author","Hopkins Public School DIstrict","date","2025-03-12T02:23:32.48Z","article","Hopkins Public Schools staff and consultants briefed the board at a March 11 workshop on preparations for a possible capital bond referendum to appear on the Nov. 4, 2025 ballot.

Why it matters: If voters approve a bond referendum the district would secure funding for facility upgrades that, staff said, cannot be paid for through the long‑term facilities maintenance program. The board will likely need to finalize project scope and budgets by June to satisfy Minnesota Department of Education review and election filing deadlines.

Director Tarut Chapinduca and SiteLogic consultants told the board the outreach and planning process began in 2019 and has included a 2019 facilities report, the Fielding International “pathfinder” educator‑driven projects, updated demographic studies and community and staff surveys. SiteLogic consultant Jake said the planning framework divides needs into three categories: physical needs (keep buildings warm, safe and dry), educational needs (how spaces support current and future pedagogy) and functional needs (traffic flow, drop‑off and parking).

Key timeline and milestones

- By July 12, 2025: submit a review‑and‑comment packet to the Minnesota Department of Education (MDE). Chapinduca said the MDE review evaluates fiscal responsibility and project scope.

- Aug. 22, 2025: filing deadline for placing the question on the November ballot.

- Nov. 4, 2025: election date.

Consultants and staff emphasized that project scoping, cost estimates and phasing must be developed in time to meet the MDE deadline; the board needs to reach consensus on prioritized projects at a June meeting to keep the timeline on track.

Community input and next steps

SiteLogic said it will hold a set of building‑level and topic‑focused focus groups in March and April, with both in‑person and virtual options, and will reconvene principal‑level meetings begun in 2019 to confirm or update previously identified needs. Staff said two open sessions will be available to any community member and that the district will publicize dates and invitations through its usual communications channels.

Board members asked about stakeholder representation — Chapinduca and staff listed planned sessions with athletics, arts and CTE (career and technical education), special education, transportation and community education groups. Trustees also discussed whether to pair an operating referendum renewal (which can be handled administratively starting July 1, 2025) with capital questions; Chapinduca noted that including multiple measures in a single election is a strategic choice that affects timing and messaging.

Background and examples

Chapinduca and SiteLogic referenced projects the 2017 referendum funded — including flex learning spaces at West and North middle schools, a Meadowbrook addition and a Glen Lake greenhouse — as examples of prior capital investments. Consultants said this referendum cycle will build on the 2019 facilities report and Fielding International’s educator‑driven “pathfinder” concepts while aligning projects to demographic projections and educational goals.

Ending: Staff and consultants said they will keep the board updated and return with detailed scopes, cost estimates and a recommended project list for board review in late spring. No binding decision was made at the March 11 workshop.

","mediaType","Video","parentTitle","Hopkins School Board Meetings March 11th, 2025","oneSentenceSummary","SiteLogic consultants and district staff outlined a planning and outreach process on March 11 for a possible Nov. 4, 2025 capital bond referendum, noting state review and election filing deadlines that require project scopes and budgets to be ready by early summer.","taxTitle","HOPKINS PUBLIC SCHOOL DISTRICT, School Boards, Minnesota","taxId",38591,"location","Minnesota","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6639915,"Hopkins workshop explores sponsorships, EV chargers and naming rights to raise revenue",794,3331000,4125000,"/Search/View?dp=1&key=2556570-6050f139351b3ba56b8403474029293d&start=3331&end=4125","https://assets.pipeline.soar.com/2556570-6050f139351b3ba56b8403474029293d/thumbnail_3331000.jpg","/articles/6639915/Minnesota/Hopkins-workshop-explores-sponsorships-EV-chargers-and-naming-rights-to-raise-revenue","https://secure.pipeline.soar.com/6639915-1154ae9f7becbe06f6f21c74b559d2d8/orig.mp4?Expires=1770657439&Signature=VLSeSxaNPULFFSpO28TfuMSAWMjjnzRyme-FxsvNZ0XV3DmXiHdwoZRV6BACjhP8JnIvKnAUDAf1xFOzjWpQw-G328hTHxNLxJmwSjrjWwAK31K-2N-045G5n7scWLDJJ-bud2AKQln7DnLz4VtuzrvBln-LoZ3eyoAG2CVEj5sJCTLz7wDodhDF23qLgHLt5Ku7MP0BG-L810yBigmqgXRY9zlJm2YEuHYCiOkIsgNyJgTlo-DFEQCGw5szoA5FoZvcqWJ4r28c0WpCMB-1pqxJxbQ7D-hig-TGwfCNpO6BMhTsLG9phzN-1p8FhWKfigpph1rFTY5k2n9FvAqlzw__&Key-Pair-Id=KUT5TJCACFTXG","Dre Jefferson, Hopkins Public Schools facilities manager, pitched a package of revenue ideas at a March 11 workshop aimed at generating non‑traditional, locally controlled funding for programs and facilities.

Why it matters: With state funding described as increasingly insufficient, Jefferson urged the board to consider sponsorships, low‑cost site enhancements and strategic partnerships as ways to create recurring revenue without adding operating costs to the general fund.

Jefferson described sponsorship agreements and other low‑cost options as the “lowest hanging fruit.” He outlined three approaches: direct marketing (district staff building relationships with businesses), a shopping‑cart model that lets sponsors buy online placements, and hiring an outside consultant to scale outreach. He proposed a modest initial target of $50,000 and said industry norms suggest a baseline return on investment roughly 10 times the initial effort over time.

Site enhancements Jefferson raised several place‑based ideas that would use existing district infrastructure to generate revenue. He suggested installing Level‑2 electric‑vehicle chargers in school parking lots as an example of “passive income,” noting a rough cost estimate of about $5,000 per charging unit. He also mentioned possible solar and other clean‑energy projects and suggested using existing facility space for events and marketing placements.

Other proposals included a staff intranet that offers discounts from vendors (generating a small rebate or referral fee) and pursuing naming rights or sponsorships for facilities such as the Royals Athletic Center. Jefferson said the district could limit partners to those whose values align with district priorities.

Board reaction: values, scale, and conflict with existing donors

Board members welcomed creative ideas while flagging questions about policy, values alignment and coordination with local community groups. Chair Andresen said she appreciated the outside‑the‑box thinking but was concerned about long‑term alignment: “My concern would be navigating some of those complexities once we've cultivated a relationship with a business,” she said, asking how the district would handle a partner whose later actions conflicted with district values.

Treasurer Rachel Hartland and Director Jen Westmoreland questioned the commercializing effect of sponsorships and urged careful community communication. Board members also raised a practical concern raised by parent and booster groups: small local boosters and PTOs already cultivate local corporate sponsors and the district’s outreach should not undercut those relationships.

Implementation tradeoffs

Jefferson described three implementation models and the tradeoffs: direct sales by district staff would likely yield the highest returns but require staff capacity; an online “shopping cart” method would be low‑cost and passive but would reduce the district’s ability to pre‑vet partners; and a paid consultant could accelerate fundraising but would require upfront investment (Jefferson cited industry consultants at roughly $2,500 per month).

No board action was taken. Several members asked staff to draft policy guardrails and engagement plans before pursuing sponsorships at scale. Jefferson said staff had already reviewed relevant board policy and state statute and would work with the district’s communications and legal teams to refine a proposal.

Ending: The board directed staff to continue exploring options and to return with specific policy language and community engagement plans; no binding contracts were approved at the workshop.

","Dre Jefferson, Hopkins Public Schools facilities manager, pitched sponsorships, EV chargers and naming rights at the March 11 workshop as possible new revenue sources to offset state funding shortfalls.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6639919,"Hopkins reviews special education services, staffing and budget gap at March workshop",1826,460000,2286000,"/Search/View?dp=1&key=2556570-6050f139351b3ba56b8403474029293d&start=460&end=2286","https://assets.pipeline.soar.com/2556570-6050f139351b3ba56b8403474029293d/thumbnail_460000.jpg","/articles/6639919/Minnesota/Hopkins-reviews-special-education-services-staffing-and-budget-gap-at-March-workshop","https://secure.pipeline.soar.com/6639919-19884f67f91eab58a56cd66be7b91fe9/orig.mp4?Expires=1770657439&Signature=AHtiLBzzlIfa1TGWt2OQDxVzQBGDjY~wpPc2YH1HvPMx-t3y2LRkZUJ0975BdHfzQQnate6mafipyANKzS-Ql13fGrH1SpDKDd0WXZrcXR85XlTXugLDOjaPGoybyzU9UbtuvFKrgdCUumfEIJwMKmLwFfJcm2as8nSkMxN5PCwQ3gOHI6oAhJKOz2GWnVV3y878q7FTrYBgjel3ID~p3s~Ej3-Mjs2J1rDjXbRKEEylbSAbH787sUJFjpbj7Hgdk8x8GRRWerDJ3Lt~gCovmHt1xSsZuFlJ73erknJvfRDS0MpxJln5dmstjbcW7ZL2RdnBcDbwDPsQqMTEiegrSg__&Key-Pair-Id=KUT5TJCACFTXG","Fonda Contreras, Hopkins Public Schools director of special services, told the school board at a March 11 workshop that federal and state requirements shape how the district identifies and serves students with disabilities and that demand and costs have risen sharply in recent years.

Why it matters: The presentation detailed how students qualify for special education services, what services the district offers from early childhood through Transition Plus, and how much those services cost. Board members said they were especially concerned about staffing shortages, growing caseloads and the district’s reliance on general-fund cross-subsidy to cover special-education costs.

“Able does not mean enabled. Disabled does not mean less able,” Contreras said in opening remarks, urging the board to apply person-first language when discussing services. She described special education as a federally mandated program under IDEA that provides a free appropriate public education (FAPE) and, in Minnesota, serves students from birth through age 22 under Parts C and B of the federal framework.

Contreras explained how students are identified. Teachers and school teams often try interventions in general education first and use a student assistance team (SAT) to coordinate supports; if those supports are not adequate or if parents request an evaluation, a referral to special education can follow. For early childhood, referrals arrive from parents, medical providers and initiatives such as Help Me Grow; the district has received “well over 300 referrals this school year,” she said.

The presentation listed the 13 categorical disability areas Minnesota uses for eligibility. Contreras described the state’s “DD” (developmental delay) label for young children and said Minnesota requires reassessment before a child turns 7 to determine whether a categorical label applies.

Programs and placements

Contreras outlined Hopkins’ continuum of placements, using the common federal setting labels 1–5. Settings 1 and 2 are least‑restrictive/resource supports; setting 3 describes center‑based programs where students spend 60% or more of the day in special education. Setting 4 refers to highly specialized day treatment placements and setting 5 to separate private schools, residential placements or hospitalization settings that are outside typical district operations.

She described recent local program growth: elementary center‑based autism programs and emotional/behavioral disorder (EBD) classrooms, two new DCD (developmental cognitive delay) mild‑to‑moderate classrooms at Glen Lake, and five mod‑to‑severe DCD classrooms at Gatewood. Contreras said Alice Smith and Meadowbrook now host EBD programs, Tanglein hosts the autism program and Eisenhower is the only elementary site without a center‑based placement.

Referral, evaluation and IEPs

Contreras reminded the board that an evaluation drives an IEP and that parents must give consent for both the evaluation and for IEP services. “Parents and caregivers are part of the team,” she said when Board Member Sharon Dreesen asked whether families are involved before a student is placed on an IEP. Related services such as speech, occupational and physical therapy appear on IEPs and can be billed to third parties, she added.

Staffing, billing and budgets

Contreras described Hopkins’ staffing mix, including itinerant specialists (for example, deaf‑and‑hard‑of‑hearing teachers who may be contracted through District 287), speech‑language pathologists, paraprofessionals, school social workers, CPI trainers and home‑bound teachers who serve medically fragile students. She said third‑party billing (for example, Medicaid identified in the presentation as “M.A.”) is one of the few revenue sources available to special education and that the district uses the reimbursements to fund positions.

The presentation highlighted two major cost drivers: personnel and assessment materials. “About 95% of our budget is staff,” Contreras said, and assessment protocols (standardized tests and materials used for evaluations) are another substantial recurring expense. She also said the district purchased mobility equipment such as walkers and sometimes maintains other assistive devices; families often supply wheelchairs when they are transferable.

Contreras told the board the district “tapped into about $7,000,000 in 2023 of cross‑subsidy” from the general fund to cover special‑education costs that state funding did not fully reimburse. She warned that higher‑need placements are more expensive: certain center‑based programs require high staff‑to‑student ratios for medically fragile students — she described an example where a classroom staffing pattern amounted to “6 students, 1 teacher, 2 paraprofessionals.” The presentation said staffing ratios for some center‑based programs must follow statute, which increases costs when more students qualify for higher settings.

Program highlights: Transition Plus, autism day treatment and early childhood practices

Contreras and colleagues noted local program expansions. Transition Plus — the district’s post‑secondary, pre‑employment and independent‑living program for young adults — is in its third year of operating up to age 22 (the state and federal rules were extended recently to allow services through age 22). The district also described a third year of an autism day‑treatment program in early childhood, run with a partner (St. David’s in the presentation) and still carrying a wait list.

Contreras said the early‑childhood “primary care” model now focuses visits and services based on family priorities rather than sending a full team to every home. She also noted district pilots of targeted academic interventions such as SIPs and Barton reading curricula for students with severe learning disabilities.

Board questions and concerns

Board members pressed staff on two ongoing issues: workforce shortages and long‑term funding. Contreras said recruiting speech‑language pathologists and social workers can be difficult and that paraprofessional staffing had historically been a challenge. She said the district builds a modest “movement cushion” into staffing to allow for students who qualify mid‑year.

Several board members raised budget concerns and the possible impact of changes at higher levels of government. “If at the federal level the Department of Education is undone, that would include a loss of federal funding streams to support special education,” Board Member Sharon Dreesen said, noting that the district must plan for any shifts in federal or state funding that could widen the existing gap.

Program spotlight: students and employment

As part of the evening’s programming, the board also heard from Transition Plus students and staff. The district described job‑site partnerships including Dunn Brothers coffee, where an employer used a state program to purchase an automated espresso machine to accommodate student workers. Student Ellie Swanson described working there two afternoons a week and interacting with customers while the machine handled drink preparation. Another Transition Plus student, Sam Broyles, described internships that included basic technology‑support tasks such as replacing keyboards and other hands‑on work.

What the district will do next

Contreras said the district is tracking data on students who attend early‑childhood autism day treatment to see how needs evolve at kindergarten and beyond. Staff asked for continued board support for recruitment and funding strategies and said they will continue to present data about caseload increases, placements and budget impacts.

Ending: The board did not take a formal action on special education at the workshop, but members asked administrators to continue reporting enrollment, staffing and budget details and to alert the board to any material changes in federal or state funding prospects.

","Fonda Contreras, Hopkins Public Schools director of special services, told the school board at a March 11 workshop that federal and state requirements shape how the district identifies and serves students with disabilities and that demand and costs have risen sharply in recent years.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6639906,"Votes at a glance: Hopkins board approves agenda, consent calendar, two policies in second read and Indian Education concurrence",771,13293000,14064000,"/Search/View?dp=1&key=2556570-6050f139351b3ba56b8403474029293d&start=13293&end=14064","https://assets.pipeline.soar.com/2556570-6050f139351b3ba56b8403474029293d/thumbnail_13293000.jpg","/articles/6639906/Minnesota/Votes-at-a-glance-Hopkins-board-approves-agenda-consent-calendar-two-policies-in-second-read-and-Indian-Education-concurrence","https://secure.pipeline.soar.com/6639906-f044a6ecf94965a1c6b7988cee9e01ec/orig.mp4?Expires=1770657439&Signature=T44sjC7xRVx1x86oUj7ZvG7qBBYMmyIg4BbeY3Rwah9fIKDv4DfRLim~CbwqPM9wlj79sUy3DTdI2zSqMF0MB6DH6UaHxdKXF0w1POU9WgFJZeBPl27L0oVaYLXxzq-gfUDYaTzjf6ul5h6NXJByJmbAlhGGSKbIIhobcJRG6vuxvJ8n16lSpamtssVkRptty8P3JX81740cF6n9ChdPKMnDBDlrK-avvMKx8NIMGeIJD~TYwGqTWPG~P1Zr2-nnTpLG3K2fzbxYTb5rVaLkpu2AjTyfPbosGF06QUx-yKNjTRwczrgyd3-4GcDn8RhuNXP4rLxoc1TifAtgVpXXhA__&Key-Pair-Id=KUT5TJCACFTXG","The Hopkins Public Schools board took several formal actions at its March 11 workshop. Most measures were routine or procedural, but the votes put policies and a committee concurrence on the record.

What the board approved

- Agenda approval: The board approved the March 11 workshop agenda by voice vote after a motion to adopt the agenda. (Motion and second recorded during the meeting.)

- Consent calendar: The board approved the consent calendar (routine items) by voice vote after motions and a second; the chair cast the tie‑breaking/affirming vote by voice when requested.

- Policies adopted on second reading: The board approved Policy 502 (search of student lockers, desks and personal possessions) and Policy 524.1 (cell phone policy) on second and final reading. Both policies were the subject of prior monitoring committee review and changes discussed at the workshop. The board adopted the policies by motion, second and voice vote.

- Policies in first read (advanced for second reading): The board voted to approve two additional policies (Policy 501, weapons prohibition, and Policy 515, protection and privacy of student records) on first read and directed administration to prepare them for second reading at the next board meeting. Those motions passed by voice vote.

- American Indian Parent Advisory Committee (AIPAC) concurrence: The board accepted the AIPAC’s vote of concurrence for the 2024–25 year and recorded the committee’s approval. The board then signed the required documentation acknowledging the committee vote.

- Executive session call: The board approved a resolution calling an executive session to conduct the superintendent’s mid‑year review. The motion carried and the clerk recorded a roll‑call vote for the executive session resolution; all board members present voted aye in the roll call.

Votes and procedure notes

Most of the workshop’s votes were voice votes with a motion, second and an affirmation of “aye.” The executive session resolution was decided by a formal roll‑call and recorded as unanimous: Chair Sharon Andresen (aye); Treasurer Rachel Hartland (aye); Director Brooke Roper (aye); Vice Chair Jason Ross (aye); Clerk Kai Thompson (aye); Director Jen Westmoreland (aye); Director Jiming Zhou (aye).

No controversial policy amendments were adopted at the workshop. The policies approved on second reading will be incorporated into the district policy manual; those adopted on first read will return for second reading and final adoption per the board’s standard process.

Ending: The board concluded the workshop and entered the scheduled executive session on the superintendent mid‑year review; the meeting will reconvene only after the closed session concludes.

","At its March 11 workshop the Hopkins Public Schools board handled routine business and several formal actions: the meeting agenda and consent calendar were approved by voice vote, Policy 502 and Policy 524.1 were adopted on second reading, two other policies were approved in first read, and the American Indian Parent Advisory Committee voted to","actionData","errors"]

Article not found

Board hears timeline, community input plan for November bond referendum

Hopkins workshop explores sponsorships, EV chargers and naming rights to raise revenue

Hopkins reviews special education services, staffing and budget gap at March workshop

Votes at a glance: Hopkins board approves agenda, consent calendar, two policies in second read and Indian Education concurrence