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Votes at a glance

- Agenda approval: Motion to approve the meeting agenda carried (voice vote; chair voted aye). (Mover not specified on the record.)

- Consent agenda: The board approved the consent agenda (motion by Director Paulus; second by Director Cole). The chair voted aye.

- Policy 5.82 and Administrative Guideline 582.1 (staff notification of violent behavior by students): Approved on third reading (motion by Director Paulson; second by Director Liss). The chair voted aye.

- Resolution of support: Community Partners grant for Safe Routes to School (to purchase an adaptive bike and create an equipment library in partnership with the City of Bloomington). Motion to adopt the resolution carried on roll call. Motion: Director Paulson; second: Director Cole. Roll call (as read at the meeting): Director Cole — aye; Director Spencer — aye; Director Gillis — aye; Director Banks Capuchal — aye; Director Paulis — aye; Chair — aye. The resolution passed.

Other business

- Policy 6.10 (selection and reevaluation of instructional resources) and Policy 6.12 (curriculum development) were presented for second reading and discussion; board members asked that curriculum advisory committee (DCAC) and committee review be included in upcoming conversations. Policy 502 (resident and nonresident student enrollment) was presented as a first read with updated forms and processes.

- The board voted to strike the planned closed session on labor negotiations from the agenda (motion by Director Cole; second by Director Paulus).

The meeting adjourned at 8:51 p.m.

","mediaType","Video","parentTitle","Richfield School Board Meeting: April 7, 2025","oneSentenceSummary","At the April 7 meeting the Richfield School Board approved the agenda, consent agenda, Policy 5.82 and guideline 582.1, and passed a resolution supporting a Community Partners grant for Safe Routes to School (adaptive bike and equipment). Several other policies were reviewed or given second reads.","taxTitle","RICHFIELD PUBLIC SCHOOL DISTRICT, School Boards, Minnesota","taxId",58078,"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},6085045,"Richfield superintendent reports record survey response; staff and parents flag Hoonuit data issues and scholarship communications",3316,2772000,6088000,"/Search/View?dp=1&key=2906286-76aa039bffbd1ecf67b97f1f458fad34&start=2772&end=6088","https://assets.pipeline.soar.com/2906286-76aa039bffbd1ecf67b97f1f458fad34/thumbnail_2772000.jpg","/articles/6085045/Minnesota/Richfield-superintendent-reports-record-survey-response-staff-and-parents-flag-Hoonuit-data-issues-and-scholarship-communications","https://secure.pipeline.soar.com/6085045-546c1078a0f760e6b7ec7ce636e93b31/orig.mp4?Expires=1770602409&Signature=dOfreXpyMY9w2c36M0vMu2OrwPuGRI1Ju-lZC8L3jQ8U8lVpJmseyTNcYOJmLzSolqQ7eUIMbFoKIjFmycuf1rC0~MS0arISqJhjscre3uNSvRwFaWyg9dc4jsi5c9vEXgyD6rl3C2F9RDrAxyWCpkkv11SswJx2WkcucgZdih8DK3LD2DG~f9MzlIgoVw59Mpbeccb5MDyYpwwmKFdp6USFDfPkoku01bStuLOezfMLq~ckDUugXhpV1buVRERt7eroIy7D3s5lsEHNG5yXF3JpaEUM5L6CbYzpO~A8WNhRgFjSlWpc7kQV1z3liQ3bzzWNzPPw52U5pzCmX~xF5g__&Key-Pair-Id=KUT5TJCACFTXG","Superintendent Unoske presented the Richfield Public Schools 2024–25 annual survey results to the board on April 7 and described record participation alongside areas leaders plan to address.

Unoske told the board the district set participation goals and “came away with 1,335 parent guardian community surveys” and 613 staff responses; he also reported about 91 percent staff participation in the staff survey. He credited outreach workers and site leaders for the higher response rates and said the district paused other outreach activities during the survey window to focus on gathering responses.

Board members and staff highlighted two recurring concerns in the discussion: the district’s data‑tool experience and family communication about activity fees and scholarships. On data tools, board members and administrators said leaders rely on a data warehouse and dashboards (Hoonuit) that staff use for progress monitoring and reporting but that the system has been “cumbersome” and in some cases “repeatedly inaccurate.” Unoske said the district’s new director of technology, Justin Seal, has been working with Hoonuit to correct uploads and improve usability.

On family communications, the parent survey showed gains in reputation and recommendation metrics across sites — the presentation noted, for example, a jump for middle school recommendations from about 67 percent in an earlier survey year to around 89 percent this year — but also revealed lower awareness among families of reduced‑fee opportunities and scholarships for activities. Board members said the district’s current practice (providing scholarship information to families who ask or who are already engaged) misses families who assume fees are unaffordable. The superintendent said leaders will examine ways to proactively communicate scholarships and reduce barriers to participation.

Board members also discussed survey anonymity and form logistics. Administrators said the survey used Qualtrics (not Google Forms) and that the platform does not attach identifying information by default. Several directors suggested moving the “department/site” question from the start to the end of the staff survey — a procedural change some said might reduce nonresponses from staff at very small sites who fear identification.

The superintendent said board members will be given access to the Qualtrics dashboard so trustees can review disaggregated results, comments and site‑level data; district leaders will also use the results in annual evaluations and will report back to families about the survey findings and next steps.

No board action was taken; the presentation was informational and followed by Q&A.

","Superintendent Unoske told the board the district received 1,335 parent/guardian/community survey responses and 613 staff responses; staff participation was about 91 percent. Board discussion focused on technology and data‑tool problems (Hoonuit), survey anonymity and communication about activity scholarships for families.",{"_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},6085050,"Sheridan Hills leaders tell Richfield board multilingual learners showing strong language growth; describe school supports for newcomers",1826,928000,2754000,"/Search/View?dp=1&key=2906286-76aa039bffbd1ecf67b97f1f458fad34&start=928&end=2754","https://assets.pipeline.soar.com/2906286-76aa039bffbd1ecf67b97f1f458fad34/thumbnail_928000.jpg","/articles/6085050/Minnesota/Sheridan-Hills-leaders-tell-Richfield-board-multilingual-learners-showing-strong-language-growth-describe-school-supports-for-newcomers","https://secure.pipeline.soar.com/6085050-26de3465e0843582e2633c607a91c22e/orig.mp4?Expires=1770602409&Signature=S~7PSQT2vZ-SYPuJgvcveCTJVu9r7noqUvE0Az~UlUM5hXpM3PP2JHcpDUCW1KEB8x~g8~MCgEIfDV5VR70q2wEyJIuVcRLbH1xGYe7zuxLMQX9AMyis~9ST9xDU82252NZhpattVISC7K5QY5rz9o3SK9oWPHypCNQtJg5iyVScSYuYUrgQOR0eRm5c6VqyiumzQoW0nissp5lkAD9Xgj8w6SgnXJuuNlDSPL2DUWSnyAkT4YlBxvqcnI7Zz4TwDZBQJpeZaz4wW8krWUw5JHDHV-fWmbs6oUvT1vWyFvab-AC2A25qngw3W4ETfdZ3pQFEBlmJjTLd83E0FO0Hyg__&Key-Pair-Id=KUT5TJCACFTXG","Principal Stachel and Sheridan Hills MLL (multilingual learner) teachers presented to the Richfield Public Schools Board on April 7, describing instructional practices and student outcomes for the school's MLL population.

The presentation centered on language‑development measures and on-school supports for newcomers. Principal Stachel said the school has “approximately 93 MLL students,” including “14 of those students [who are] newcomers,” and reported Sheridan’s recent Access test results were well above the state average for language growth: Sheridan’s average progress‑toward‑target was reported near 77 percent compared with a state average of about 47 percent, and the percent of students meeting the Access target was reported near 51 percent versus a statewide average near 28 percent.

Those measures are the main state test designed to track English language development. Principal Stachel emphasized that the district still sees persistent achievement gaps on grade‑level tests (MCA, FastBridge) for some student subgroups, even as Sheridan’s MLL scores on the Access measure are comparatively strong.

Sheridan staff described a multi‑pronged approach to supporting language development and academic access. They said the school shifted from a primarily “push‑in” model to a pull‑out model that groups students across grade levels so MLL teachers can target instruction to the WIDA rubric (listening, speaking, writing, reading). Teachers said the pull‑out approach helps them meet specific language targets and that regular grade‑level collaboration (weekly Tuesday meetings) helps align pull‑out instruction with core grade‑level work. Principal Stachel said the schedule also builds flex time to serve newcomer students and center‑based special education students who are also MLL learners.

Staff described nonacademic supports as part of a “wrap‑around” approach: a Somali outreach worker, cultural celebration events, a multilingual book checkout program, an after‑school Spanish class and volunteer “lunch bunch” groups for older students. Principal Stachel said the outreach worker also helps with home‑school communication and small‑group work. Teachers noted they use Title I funds to buy multilingual books when literate students require them and that the school borrows materials from district libraries when needed.

Sheridan staff described efforts to place newcomers with at least one classmate who speaks the same language and gave a recent example: “We just had two new students come to us from Afghanistan. Pashto was a hard language to find. Right? And so we were lucky enough that they happen to be in the same grade level as two other students that we already had,” Principal Stachel said, describing how placement supported newcomer adjustment.

Teachers said professional development has been sustained around a small set of instructional strategies (named programs and consultants were referenced) rather than rotating through many different approaches. The presentation cited classroom practices such as sentence stems, visuals and consistent instructional routines tied to grade‑level standards while targeting WIDA language objectives.

Board members asked about collaboration, newcomer class placement, whether other elementaries use Win Time and how Sheridan supports students to enter the district dual‑language pathway later in middle school. Teachers said other elementaries use variants of Win Time and that Sheridan has had success preparing students to test into the middle‑school dual‑language program.

Principal Stachel and the teachers closed by highlighting the cultural pride work: students make a flag “hand” at the start of the year noting the languages they speak; staff said students and parents regularly point out those displays and that the activities help connect families to the school.

The board did not take formal action on the presentation; the item was an informational update.

","Principal Stachel and Sheridan Hills MLL teachers told the Richfield School Board the school's multilingual learner (MLL) students made above‑average progress on state language measures and described instructional and family supports — including a pull‑out model, Win Time scheduling, multilingual outreach and a multilingual book checkout program.","actionData","errors"]

Article not found

Board approves routine items, policy update and a Safe Routes to School grant resolution

Richfield superintendent reports record survey response; staff and parents flag Hoonuit data issues and scholarship communications

Sheridan Hills leaders tell Richfield board multilingual learners showing strong language growth; describe school supports for newcomers