[{"_1":2,"_123":-5,"_124":-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",[32,76,88,100,111],{"_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",6077820,"mediaKeyId","2963167-2513259ccdbe16c8d7a9219e4c34146a","parentId",2963167,"title","District details special education funding, flags potential multi‑million‑dollar exposure","audioSeconds",958,"startMs",4687000,"endMs",5645000,"viewUrl","/Search/View?dp=1&key=2963167-2513259ccdbe16c8d7a9219e4c34146a&start=4687&end=5645","thumbnailUrl","https://assets.pipeline.soar.com/2963167-2513259ccdbe16c8d7a9219e4c34146a/thumbnail_4687000.jpg","articleUrl","/articles/6077820/Minnesota/District-details-special-education-funding-flags-potential-multimilliondollar-exposure","mediaUrl","https://secure.pipeline.soar.com/6077820-222de90a41c9a4de403e2d813db08555/orig.mp4?Expires=1775379090&Signature=Yw6ihqTB9q~iLtF~8IVn2jgvl-gM6oBJ7Ujst1PMQ92uYoaReB0KrO1Rcg5UQdpyR~4jQP2AmbA-O8i58Q8gitvCahbO~lOep6D-Z~M2RbtpOrVd5884YvFvHILjhlEu-ss54JqmdUAhmLjVu3LxXVAnEFWt681E58FpUngzOK4AtGDRTGAFwlCulX~ZC5VXypSQ~L1MM4MawHgoXuhE~9sCuzpEtSMJiYF7CQa2ldqiF7OUGKkNpNQPktx6lcJDDrwqkszaCuoC34C6d9XeqpbH2r3IedePLVRr-9zmnvtTtcg-cJc7FKrY0jbw0XjCUYbX8SM~qgyCpgUMVvsQIQ__&Key-Pair-Id=KUT5TJCACFTXG","author","South Washington County, MN","date","2025-04-11T12:54:54Z","article","Chris Blackburn, director of business services, gave a detailed briefing on special education funding at the April 10 board workshop, telling the board the program is highly regulated, draws from multiple revenue streams and represents a significant share of district revenue.

“Special education funding is complex,” Blackburn said, and he outlined four takeaways: (1) the funding system is complicated with many moving parts; (2) revenue comes from state special education aid, federal IDEA funds and third‑party medical billing; (3) the funding stream has a material financial impact on the district; and (4) state and federal rules require detailed year‑end reconciliation.

Blackburn summarized the state special education formula as a multi‑component calculation that includes initial aid, excess cost aid, special transportation aid, tuition billing adjustments, cross‑subsidy reduction aid and other line items. For the 2024–25 revised budget he presented an estimated total state special education aid package in the low‑to‑mid $60 million range (district presentation slides summarized combined components at about $62.3 million before proration adjustments). He also told the board the state proration factor in the district’s estimate was 95 percent for FY25; historically proration has varied and would require legislative action to change.

Blackburn presented federal special education funding (IDEA) and related categories, reporting roughly $4 million in federal special education aid in recent years and noting the district has seen roughly $2 million in third‑party medical (MA) billing revenue for eligible health‑related services such as speech, occupational and physical therapy and nursing. Blackburn said those third‑party billing dollars are required by statute to be pursued when eligible and that they require substantial documentation and paperwork.

Board members asked what is driving special education growth. Presenters cited several factors including improved identification (early intervention), an increase in autism diagnoses, growing awareness of trauma and mental‑health needs and more families moving into the district seeking services. “Our understanding of trauma, of mental health, and…long standing effects continues to grow,” a presenter said, noting that those patterns raise identification and service rates.

Board members also asked about downside scenarios. Blackburn said a worst‑case outcome—loss of federal IDEA dollars and a collapse of third‑party MA billing—could create an exposure on the order of roughly $5–6 million for the district. He noted the district budgets conservatively and maintains an unrestricted fund balance to manage year‑to‑year variability in revenue and expenditures.

Blackburn emphasized the regulatory reporting process: districts submit financial (UFAR) and detailed special education expenditure reports (CDRA/CEDRA) to MDE and must reconcile the two by November 30 each year; district staff said they reconciled millions of dollars to the penny in the most recent year.

Next steps: the district will continue to monitor state proration, federal funding proposals and third‑party billing rules and said staff will provide follow‑up details requested by board members.","mediaType","Video","parentTitle","School Board Workshop - April 10, 2025","oneSentenceSummary","Chris Blackburn, director of business services, gave a detailed briefing on special education funding at the April 10 board workshop, telling the board the program is highly regulated, draws from multiple revenue streams and represents a significant share of district revenue.","taxTitle","South Washington County Schools, School Boards, Minnesota","taxId",13238,"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},6077824,"Board hears strategic plan road map update; vision card to drive measures",1783,2893000,4676000,"/Search/View?dp=1&key=2963167-2513259ccdbe16c8d7a9219e4c34146a&start=2893&end=4676","https://assets.pipeline.soar.com/2963167-2513259ccdbe16c8d7a9219e4c34146a/thumbnail_2893000.jpg","/articles/6077824/Minnesota/Board-hears-strategic-plan-road-map-update-vision-card-to-drive-measures","https://secure.pipeline.soar.com/6077824-93ea22e926a7c0695418cfe9b457d6aa/orig.mp4?Expires=1775379090&Signature=NWxXNI~LAR~oVmFFI-wvTAcOW720rXxK3TxHi1oC-Ucxzr3Y2i4yL4ls1IC0uO1SOFdpspZMNLsWjsJ3PWML83LNi-sbqZwlvCORT-TL3kvCa7Q6Nw~DH~Bj9-9rw9lAAu-Kjpt17Hy8ZetX3uWY9OGwQOQVXIPBc0523IBSBgyC3pSXqN7JY1TxWxdnLsJkTaOiQ6hTuGE7JEkMky573Pm9tCQcYvhNAFbiAZg2DZRR~ikS2Np5PhqkI0Fm72tbcBaFm6XLwWvFpscs9e-wuF7Xu-kUTSNVPblNFSr~cdCRrMMLvCt5zDgMEdckjzQR2k4LhFtOouzWDmpOO4fwJg__&Key-Pair-Id=KUT5TJCACFTXG","Superintendent Julie Nelson and executive directors presented a progress report on the district strategic plan at the April 10 board workshop, outlining timeline, roles, implementation steps and the vision card the district will use to track results.

Nelson told the board the plan—adopted May 18, 2023—established mission, vision, core values and strategic “buckets” and that the district has been turning those decisions into project plans and measurement tools for schools and departments. “It seems like just yesterday, we were starting our strategic planning work,” Nelson said.

Presenters described three interlocking instructional buckets—student experience, mastery of learning and student pathways—and two administrative buckets—operations (staffing/finance) and engagement/partnerships. Work cited included a school improvement plan (SIP) template giving schools a theory‑of‑action framework; expanded student ambassador groups used to gather student feedback and pilot surveys; and a districtwide MTSS (multi‑tiered system of supports) rollout intended to guarantee core instruction plus targeted acceleration or intervention.

Kelly Jansen, assistant superintendent, described student experience work including adoption of school‑level theories of action, conscious discipline pilots and student ambassador involvement in branding and cafeteria menu feedback. “We will create systems that promote positive student interactions, amplify student voice and welcome all students as part of our community,” Jansen said.

Tyrone Brookins and other cabinet members described mastery of learning strategies such as clarifying core instruction, targeted acceleration and a finalized “profile of a graduate” that lists competencies (resilience, communication, critical thinking and social consciousness) intended for all graduates. Leaders said the district is aligning professional learning, assessment and MTSS structures to those outcomes.

Operations and finance examples included construction projects (bond and lease levy), a districtwide “TrueTime” transition to time‑clock payroll for hourly staff, multifactor authentication rollouts for cybersecurity, and expanded professional development days. Engagement work described multilingual communications, a new phone‑based interpretation app and translated report cards.

The vision card—a one‑page dashboard linked to survey and administrative data—will use a color rubric (vision achieved/blue ribbon; making progress; requires intervention) to track “desired daily experiences” reported by students, staff and families. Nelson highlighted several measures that currently “require intervention,” notably district academic achievement in reading, math and science. She also noted the district’s unrestricted fund balance stood at 17.2 percent, above the board policy target of 16.6 percent.

Nelson said the district will commission a new community survey in late 2025 (November–December) and will post vision‑card updates online after the end‑of‑year data refresh. “A copy will be shared with the board, and posted online for our community and families,” she said.

The board did not take formal action; leaders said individual items will return to the board for decisions and that directors will coordinate timelines for school‑level implementation.","Superintendent Julie Nelson and cabinet leaders updated the board on implementation of the district strategic plan, described school improvement templates, student ambassador work, MTSS rollout and a multi‑color rubric (vision card) that will track district progress on desired daily experiences.",{"_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},6077829,"South Washington County Schools reviews K‑12 science curriculum and assessment results",1584,376000,1960000,"/Search/View?dp=1&key=2963167-2513259ccdbe16c8d7a9219e4c34146a&start=376&end=1960","https://assets.pipeline.soar.com/2963167-2513259ccdbe16c8d7a9219e4c34146a/thumbnail_376000.jpg","/articles/6077829/Minnesota/South-Washington-County-Schools-reviews-K12-science-curriculum-and-assessment-results","https://secure.pipeline.soar.com/6077829-61fab7575d59d034679c71d3baae7845/orig.mp4?Expires=1775379090&Signature=MqSXWs7Xyy1qi0NFvnLRsUE1Iv8HvtrsItRgyhWY3A39guZk~V3M2dl9N0P3DVrjmJX0f3T-VY7akXiw2nZlhPY-g-t5YXN6tzYdcRhzTJvf2uV6139e1Z0u~GC8-3IqBw8lEDPqeof~j0l6YJ0qTDnWw3X770~KcFTo6l63z7b0FpnuHa9Dvyrj35OzUCCjbr2HZ4g0EJUiswFTY7YjJdGcVeN4GiV1xcnmjn~qmzYDk-aSdfTqFOpz6aEt9yVZbX49NO8zW10u-pe5FYpVjvLsrOmjVwf3NtUSbpsqlKEm9pn71ByFofZ2EFrhVvT~KHJyx20q-mtrkirykMpBPA__&Key-Pair-Id=KUT5TJCACFTXG","South Washington County Schools presented an in‑depth K–12 science report at its April 10 board workshop, with district teaching and learning staff describing how new state standards, classroom practices and assessment data are informing instruction.

The report, introduced by Kelly Jansen, assistant superintendent for teaching and learning, outlined the district’s standards review and implementation cycle and showed classroom videos that staff said illustrate anchor phenomena, hands‑on investigations and a claim–evidence–reasoning (CER) approach across grades.

District staff said the new science standards are organized in three dimensions—science and engineering practices, cross‑cutting concepts and disciplinary core ideas—and that the Standards and Instruction Review Cycle (CERC) guides resource selection and rollout. “I’m excited to introduce our teaching and learning services department here to do this science report,” Jansen said.

Presenters described three “satellite” data sources staff use for system‑level monitoring: MCA science (state assessment), preACT (10th grade) and the ACT (11th grade). For the 2023–24 school year the district reported a districtwide MCA science proficiency rate of 41.7 percent, a preACT college‑readiness (science score 20) rate of 41.1 percent for 2024–25 cohorts, and an ACT science benchmark (23) met by 43 percent of tested students across five years of aggregated data. Presenters noted participation rates (for example, about 83 percent participation on the preACT over five years) as a factor in interpreting those numbers.

Elementary instruction was illustrated with videos and a unit on ecosystems that staff said begins with an “anchor phenomenon” and proceeds to hands‑on investigations and a culminating student project. Laura Larson, TLS supervisor for elementary, described unit storylines and classroom routines intended to engage students: “Our elementary students really experienced this launch with an anchor phenomenon…so it’s sort of hooking them in.”

At the secondary level presenters showed classroom examples from sixth through ninth grade and described districtwide practices such as CER common assessments in seventh grade and the use of Discovery Education resources in Earth and Space Science. Staff said the district offers flexible high school science pathways, including IB and AP options, and that some students move directly from Earth and Space Science to AP Biology.

Board members asked about evidence that the narrative/CER approach improves comprehension. Ian Bronson and other staff said anecdotal teacher reports are positive and that the district expects to analyze MCA strand data once new tests are administered: “We’re really looking forward to that data this year,” a staff member said. A question about whether high school pathways reduce access to advanced courses drew discussion about scheduling choices and about students who successfully transition directly into AP coursework.

Staff committed to returning with additional data requested by the board, including a breakdown of who opts out of assessments (MCA and preACT) and strand/subtopic results from state tests. “We can certainly bring back that information,” a presenter said regarding opt‑out demographics and preACT nonparticipation.

The presentation closed with district staff saying they will use assessment results to guide professional learning communities and to consider targeted supports (for example, ACT academies) to improve college‑readiness outcomes.

Next steps: the teaching and learning team will report back with strand‑level MCA data and with demographic analyses of opt‑outs and preACT nonparticipation that board members requested.","District staff presented a K–12 science report emphasizing state-standard alignment, classroom examples of hands‑on learning and claim‑evidence‑reasoning, and assessment results showing mid‑40s proficiency ranges on the MCA, preACT and ACT benchmarks.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6077809,"Votes at a glance: board approves agenda; schedules closed session on proposed expulsion",0,348000,"/Search/View?dp=1&key=2963167-2513259ccdbe16c8d7a9219e4c34146a&start=348&end=348","https://assets.pipeline.soar.com/2963167-2513259ccdbe16c8d7a9219e4c34146a/thumbnail_348000.jpg","/articles/6077809/Minnesota/Votes-at-a-glance-board-approves-agenda-schedules-closed-session-on-proposed-expulsion","https://secure.pipeline.soar.com/6077809-13a86d410fc033a341f05dfc3ebe86c3/orig.mp4?Expires=1775379090&Signature=UJX-18lLKotIh61nO2yTWbsNa8Lg2pQb9oI~eKCE2gOVkUaLF9TetttFQjIl9htIv4wYLAngSqKfKl4rI6iSlehikGKRyETdVXgDEISIRU~bI4BZ5IEBsKPVTvExo0jrBtjhrSS6F-Lw3Q8oH47p-XImraHmJ5DgGhs~YqNEISaPg3p4Zmb77CnCpG2MJlnr06A5IWEx3TMMS~SOcpWEpv6XtH2d-OAmwHKRqulpgXV~eZeh~QLBgbpXHi0QmJoY19A1npaVzYMlwSculZo9nM08rYcIIElpG1-8nGc6SEh8MYGfAFbZ0fV2p-A-4bf7aZzcNcQ43w05RvREtAwkiw__&Key-Pair-Id=KUT5TJCACFTXG","Two formal motions were recorded during the April 10 board workshop.

Early in the meeting the board approved the agenda. The motion to approve was moved by Sharon Van Leer and seconded by Simi Petnick; the board chair called for the vote and the motion passed with all members present voting in favor.

Later, the board approved a procedural motion to move into a closed session at the May 8 meeting to consider a proposed student expulsion. The motion was made by Simi Petnick and seconded by Melinda Doles. The board cited Minnesota Statute 13D.05, subdivision 2(a)(3) to justify closing that portion of the meeting for consideration of educational data; the motion passed with all members present voting in favor.

Summary of actions

• Approval of meeting agenda — Motion by Sharon Van Leer; second Simi Petnick; outcome: approved (unanimous among members present).

• Motion to convene closed session on May 8 to consider a proposed expulsion — Motion by Simi Petnick; second Melinda Doles; outcome: approved (unanimous among members present); legal authority cited: Minnesota Statute 13D.05, subd. 2(a)(3).

No roll‑call vote tallies other than unanimous assent were recorded in the public transcript. The May 8 meeting will include a closed‑session review of educational data followed by an open‑session vote as required by statute.","At the April 10 board workshop the board approved the meeting agenda and later voted to convene a closed session at its May 8 meeting to consider a proposed student expulsion; both motions passed unanimously among members present.",{"_33":112,"_35":36,"_37":38,"_39":113,"_41":114,"_43":115,"_45":116,"_47":117,"_49":118,"_51":119,"_53":120,"_55":56,"_57":58,"_59":121,"_61":62,"_63":64,"_65":122,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6077813,"Board receives first reading of nine policy changes; corporal punishment and restraint language updated",244,6050000,6294000,"/Search/View?dp=1&key=2963167-2513259ccdbe16c8d7a9219e4c34146a&start=6050&end=6294","https://assets.pipeline.soar.com/2963167-2513259ccdbe16c8d7a9219e4c34146a/thumbnail_6050000.jpg","/articles/6077813/Minnesota/Board-receives-first-reading-of-nine-policy-changes-corporal-punishment-and-restraint-language-updated","https://secure.pipeline.soar.com/6077813-3b89114f5369844b8faadab7daffde04/orig.mp4?Expires=1775379090&Signature=bBlCCmC3aX3wndcYbcfzK5kqPuiXNmBkrJQVxBgz-AHVavT9UmecVf5W8xQfERMBcLlOJ5yu5Mq1a7PZIH5pu7lTxGxu6clj9DvYqMLE8GUTrQ1DP7FyrWUDTlDyjIDy58TKK6Bet5mxJ-inYG~-ywbouRjF4ZuvlIxLzePOBDyzB6KPVSjxLdeXgQ3OkFkhaxBFjmaU4WjOUIwNABdyRRDcPrKSO1YD8PbKMXLJY2ZhPEcxtjM4L2whxfDoViFMehikYupN~p6mdwde0a62EHxvMm-Ch7thP9kcv~kVj6Im6HzNv2vm5ghlLFwq7yfa3MNG8n2eFBSdezjQY-m5Lg__&Key-Pair-Id=KUT5TJCACFTXG","The board received a first reading of nine proposed policy revisions at the April 10 workshop. Superintendent Julie Nelson presented the package and said most changes were clerical or required by statute; policy 507 (corporal punishment and prone restraint) will see the most substantive statutory updates.

Nelson listed the policies by number: 407 (employee right to no exposure to hazardous substance—addition of “blood borne pathogen”), 504 (student dress and appearance—minor grammatical change), 507 (corporal punishment/prone restraint—statutorily required revisions), 513 (student promotion, retention and program design—title wording change), 517 (student recruiting—no change), 518 (DNR/DNI orders—no change), 521 (student disability nondiscrimination—no change), 529 (staff notification of violent behaviors—clarifying updates) and 532 (use of peace officers and crisis teams—no change).

Nelson said the policy committee reviewed the changes and that the policies will be returned for board action at the next regular meeting. “I am bringing forward nine different policies, that have been reviewed by our policy committee, and now coming forward to the board,” Nelson said.

A board member asked how the district trains staff to respond safely when a student becomes violent and whether physical restraint options are taught. Erin (special education staff) described the district’s use of the Nonviolent Crisis Intervention model for de‑escalation and said special education staff receive that training. “We use the Nonviolent Crisis Intervention model…there’s a variety of increasingly intensive interventions going from nonverbal to verbal, all the way up to physical when absolutely necessary,” Erin said.

No vote occurred; Nelson said the policies will be brought forward for formal action at the next board meeting.","Superintendent Julie Nelson presented nine policy changes for first reading, including changes required by statute to policy 507 (corporal punishment and prone restraint) and a minor addition to policy 407 (blood borne pathogen language). The items were presented for first reading and scheduled for a vote at the next meeting.","actionData","errors"]

Article not found

District details special education funding, flags potential multi‑million‑dollar exposure

Board hears strategic plan road map update; vision card to drive measures

South Washington County Schools reviews K‑12 science curriculum and assessment results

Votes at a glance: board approves agenda; schedules closed session on proposed expulsion

Board receives first reading of nine policy changes; corporal punishment and restraint language updated