[{"_1":2,"_124":-5,"_125":-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",[32,76,88,100,112],{"_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",6242688,"mediaKeyId","3247049-f2c824dddabd5b078cd55b19d9fb36bb","parentId",3247049,"title","Candidate emphasizes social‑emotional learning, PBIS and adult mindset to address student behavior and mental‑health barriers","audioSeconds",252,"startMs",3274490,"endMs",3526920,"viewUrl","/Search/View?dp=1&key=3247049-f2c824dddabd5b078cd55b19d9fb36bb&start=3274&end=3526","thumbnailUrl","https://assets.pipeline.soar.com/3247049-f2c824dddabd5b078cd55b19d9fb36bb/thumbnail_3274490.jpg","articleUrl","/articles/6242688/Minnesota/Candidate-emphasizes-socialemotional-learning-PBIS-and-adult-mindset-to-address-student-behavior-and-mentalhealth-barriers","mediaUrl","https://secure.pipeline.soar.com/6242688-73ef482e4e54e9fec8478e24e5b2c68f/orig.mp4?Expires=1771152458&Signature=YF7BMyQ8oibD66UJelRau9Hm5j-s0F60Xbdy355Xg0gz8fv0Pr7xdkRFKIgB6YGdx2EMQpDsViMTEdZPmz5EG3dAn7xV7ldMZhGTrrG2A5JFHi17raOi3RYKweTAkVSjWi5IEPk3aLfs0dqbv5egsabO-KHgXzND-wlM2PekNkA4DwVvzPG26HfrhnPy~Zjht07JNh1tD6lYsxFRHTfeW10p5YzlmmCxq59OGK8hQck7vVGo5AB3napi3w7YDM-RM7BzeG2-zbfYzhT8gIulNnGN94UfvFMLqZDiSeFgCPpSdLwJLJnReCkVbhZz27HMM6WAI2S10qzhcLlPS3GEAA__&Key-Pair-Id=KUT5TJCACFTXG","author","BURNSVILLE PUBLIC SCHOOL DISTRICT","date","2025-05-08T20:30:03Z","article","Tyrone Brookens, a finalist for superintendent, described a layered approach to student mental‑health and behavior challenges that emphasizes an explicit SEL curriculum, consistent language across grade bands, adult professional learning and family engagement.

Brookens said sites the panel visited displayed PBIS signage and common expectations but he would press for intentional, curriculum‑level SEL work and metacognition instruction so students learn to “think about their thinking.” He recommended teaching frameworks such as Conscious Discipline and moving students from a survival state through an emotional state to an executive state so they can make better decisions in class.

Why it matters: social‑emotional supports and consistent behavioral frameworks can affect classroom climate, discipline rates and student learning outcomes.

Brookens proposed providing teachers with time and tools (for example, releasing teachers for one‑on‑one student work while someone covers instruction), reinforcing SEL language from kindergarten through high school and making parent outreach part of the system so families can learn the same language and support strategies at home.

He emphasized the need for continuous training, measurement and regular communication rather than one‑time workshops, and suggested principals and the superintendent model the language districtwide. No new programs or hires were committed in the interview; Brookens described priorities and approaches he would explore if hired.","mediaType","Video","parentTitle","Superintendent Search: Dr. Tyrone Brookins Finalist Interview","oneSentenceSummary","Tyrone Brookens told the board he would strengthen social‑emotional learning (SEL) through intentional curriculum, consistent language across grades, adult training (including Conscious Discipline), PBIS reinforcement and parent engagement to reduce barriers to learning.","taxTitle","BURNSVILLE PUBLIC SCHOOL DISTRICT, School Boards, Minnesota","taxId",38518,"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},6242692,"Candidate outlines steps for facilities planning and community referendum outreach",181,2939690,3120755,"/Search/View?dp=1&key=3247049-f2c824dddabd5b078cd55b19d9fb36bb&start=2939&end=3120","https://assets.pipeline.soar.com/3247049-f2c824dddabd5b078cd55b19d9fb36bb/thumbnail_2939690.jpg","/articles/6242692/Minnesota/Candidate-outlines-steps-for-facilities-planning-and-community-referendum-outreach","https://secure.pipeline.soar.com/6242692-c97cafcee19a898a3f7aed9d25ac7823/orig.mp4?Expires=1771152458&Signature=AbWMcSBt7flQpx~SB5imLv9~6~BAAMLv7aVu4XgKO7FyRdrojYUmG576qQgXM7k9O8nweVyoTc0jjLWynE3vljZErKCEkJdUDhYe8kfvkxx6sCYHD6Azh-HPZSZovjc0pr2xTjDBPOTbXvmVPr-QJUCwjDMX2XEbgUdJwaAcjGwvsIL2qQqZCqEgPhwnfkJd6J8-HukLMT9u8VhfIXfx13SZoq8D8Tjh8ZSpt-YrWOI0AAP-~w4rUymRlk9iNA3gBLT22mxoLj~w8mCaFiNZUYRcXMIx20Sa76k83zBJd9cUXWV8LvQKcCkHIw7wGFg5F3EkAfzHVa17Oqzb-8Re-g__&Key-Pair-Id=KUT5TJCACFTXG","Tyrone Brookens, a finalist for superintendent, described a stepwise approach to facility needs assessment and any potential referendum: review long‑range facility plans and the district’s long term facility maintenance (LTFM) schedule, convene facilities and finance staff, run community input sessions, test community tax tolerance and, if appropriate, redesign a campaign and work with consultants.

Why it matters: facility planning can require voter approval and large capital expenditures; the candidate described both technical review and community engagement as necessary precursors to a successful bond or levy measure.

Brookens said he would look at 5‑, 10‑ and 15‑year plans and the physical condition of buildings, align operational needs with projected enrollment trends, prioritize options through a disciplined process and communicate decisions broadly to the community. He recommended convening stakeholders, including teachers’ unions and local officials, to build support and suggested adjusting scope if a prior attempt failed.

Brookens cited a past experience in which a 10‑year plan initially failed “75% no.” He said his team returned with a pared‑down five‑year plan, refined messaging, a new campaign and broader stakeholder engagement; the subsequent effort passed and delivered a set of projects now underway.

No formal action or vote was taken during the interview.","Tyrone Brookens said he would review the district's long‑range facility and maintenance plans, hold community input sessions, test tax tolerance and adjust proposals before pursuing a referendum.",{"_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},6242697,"Candidate proposes marketing, pathway expansion and outreach to win back open‑enrolled families",287,1429625,1717179,"/Search/View?dp=1&key=3247049-f2c824dddabd5b078cd55b19d9fb36bb&start=1429&end=1717","https://assets.pipeline.soar.com/3247049-f2c824dddabd5b078cd55b19d9fb36bb/thumbnail_1429625.jpg","/articles/6242697/Minnesota/Candidate-proposes-marketing-pathway-expansion-and-outreach-to-win-back-openenrolled-families","https://secure.pipeline.soar.com/6242697-baa6cee01b0ea2062c8333896e162501/orig.mp4?Expires=1771152458&Signature=W8llLlLMH-9yj5pHrMIg23-5DHCh~1arNeq7a2o~ccFVhCmd-KSJTc2CIWKED4JwJHAliizJSKu5GqJlxQyzgkpu86Y1wpj1C8GGRE37j8mtbwqF29SdCzTy0RZ6QeGEpaYxn5R0UFbOT~RbjMoTA25yfs8ZYegkFA9aw2l719b0ttXEoJASg-4YDnxueZXa8zak~45uF-DUWPIy18m06ZN0Xv6dkkBJ0bMqVLVNceWdFVquJ1OxDvLSA9ffEi4dPYD9d-~mR3EtD41wp62dbZrTLQGw5UWM01H~3EKs8sXcXlar-R7P8RgW-SJzYuE1vIteH78HOdwkFwxHHeH7CA__&Key-Pair-Id=KUT5TJCACFTXG","Tyrone Brookens, a finalist for superintendent, said the district should identify and scale programs that attract families, market those strengths and reach out to families who have chosen to open‑enroll elsewhere.

Brookens singled out the district’s career and pathway programs as existing attractions, and suggested analyzing who benefits from those programs and whether they can be introduced earlier in students’ career paths. He proposed developing a project plan that identifies target audiences, marketing channels and measurable steps to scale attractive programs.

Why it matters: enrollment trends drive staffing, facility needs and district revenue. Strategies to attract and retain families can affect budgets and long‑range planning.

Brookens also recommended direct outreach to families who live in the district but open‑enroll elsewhere to learn the reasons for their choice and what changes might bring them back. He proposed partnering with community organizations such as the local chamber of commerce and realtor associations to share district materials with potential homebuyers and to “reframe” data so it tells a fuller story about growth and student progress rather than only summative test scores.

Brookens said he would engage community stakeholders and run a disciplined, honest assessment of “brutal facts” about the district and apply the Stockdale paradox — maintaining faith in success while confronting reality — to guide recruitment and retention strategies.

No formal board decision was taken during the interview.","Tyrone Brookens told the board he would study program 'pathways,' develop a project plan, expand marketing with partner organizations and engage families who open‑enrolled out of the district to understand choices and attract students back.",{"_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},6242702,"Finalist says equity, student voice and culturally proficient practice would guide ISD 191 leadership",2193,724380,2918130,"/Search/View?dp=1&key=3247049-f2c824dddabd5b078cd55b19d9fb36bb&start=724&end=2918","https://assets.pipeline.soar.com/3247049-f2c824dddabd5b078cd55b19d9fb36bb/thumbnail_724380.jpg","/articles/6242702/Minnesota/Finalist-says-equity-student-voice-and-culturally-proficient-practice-would-guide-ISD-191-leadership","https://secure.pipeline.soar.com/6242702-4274d27dadce60822e52c33aa3fa950b/orig.mp4?Expires=1771152458&Signature=OYu5D-XUFs9Q2763iAxZhwjbdJ0hOocHQ-UXHDu9wpK465EnwIsQBxhbyG4Yi7xi3mkf5ot0TDCwQl-F2reY3tatN~0LWCkZIh7~6mugtv9oJOA1b66NOJ-VIE-DO~G1ovaJos2qx-NXk2GkyjrIR2V2VM2tYbcy0yJu459QpCnJd4aA75afSR0-sWOST5Q3oOynBenlaafcvB-IHUDD1UyQ-MwVj8TqOp9UYkKAq43AArJr2IoiO5gQHAdFX4-nr7DRCJkpD8wvvyzWWmC52z9rZy5ytigLsS8t58Gn518SQab2aAqSXIO5px5UdGGN7Za2omMrfhaG9~VwecHQIg__&Key-Pair-Id=KUT5TJCACFTXG","Tyrone Brookens, a finalist for superintendent, told the Burnsville‑Eagan‑Savage School Board that he would “lead with an equity lens” and prioritize students’ needs, relationships and culturally proficient practices.

Brookens said equity, to him, means “getting individuals what they need” and that his understanding broadened across roles and districts to include race, disability, language and other dimensions. He recommended learning from community members and “leaning into curiosity” rather than shutting down concerns.

Why it matters: equity frameworks and how a superintendent implements them affect discipline policies, curriculum choices, student supports and how families experience district schools.

Brookens described a combination of approaches: listening to lived experience, adopting a “transformative dialogue” approach that creates safer spaces grounded in relationships, respect and response, and translating equity work into action. He said some community conversations about equity may not end in agreement but should expand mutual understanding.

He also tied equity to accountability and measurement, saying leaders should set and revisit benchmarks. Brookens identified culturally proficient school system implementation as a component he had not found fully evident in the district’s public‑facing documents and said he would examine how that work has been actualized.

No board action followed from the interview; the candidate described intentions for priority setting if appointed.","Tyrone Brookens told board members he would center decisions on equity, student voice and a culturally proficient school system, and said his view of equity expanded when he moved between districts and roles.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6242707,"Superintendent finalist outlines three‑phase 'spark to flame' transition plan for ISD 191",719,44695,763925,"/Search/View?dp=1&key=3247049-f2c824dddabd5b078cd55b19d9fb36bb&start=44&end=763","https://assets.pipeline.soar.com/3247049-f2c824dddabd5b078cd55b19d9fb36bb/thumbnail_44695.jpg","/articles/6242707/Minnesota/Superintendent-finalist-outlines-threephase-spark-to-flame-transition-plan-for-ISD-191","https://secure.pipeline.soar.com/6242707-a76518d6cb261047e8e951a4c5dac4e4/orig.mp4?Expires=1771152458&Signature=GfjO5PpEJKHi8CEbvI0QQ3s0Aedg5XJOYpERkpjkSI3BSbDl~ZOw1mSYj~Refhvz5Ei7Js~ZtxmNoaPSM3HfJqrSzschuJ2f~vuSsgotLVoC-Xte1OsJoAw~EOzEyOJivMGoygKflKCN52fZR0hIw-p6NXkg-zSCCbrr3bMgULsLtYxRVkvk6ESkfHB0Nb1oIoQ7JD4kuOoB-kOicvkZjYUEwY48rUGULcufIm8sQOixaSUc2bM5A1rCFKM6iGKy-KrFDrQWrs0PMkTvBfGC~l9XXnh2b~S33APe1vzcuoQP163BVYM5imDVwCUDmCvQZ1Jr1WTLjeHRD51RRqApLA__&Key-Pair-Id=KUT5TJCACFTXG","Tyrone Brookens, a finalist for superintendent of the Burnsville‑Eagan‑Savage School District (ISD 191), presented a three‑phase transition plan to the school board, saying the effort would begin with listening and end in systemwide implementation.

Brookens framed the plan as “spark to flame,” with Phase 1 (July–September) focused on “listening, learning, and then leading with a presence”; Phase 2 (October–December) on assessing and aligning priorities across departments; and Phase 3 (January–June) on “acting with intention and building for the future,” including strategic planning and ongoing accountability.

Why it matters: a structured transition shapes what an incoming superintendent prioritizes in the first year and how quickly a district can move from review to measurable action.

In describing Phase 1, Brookens said he would begin with one‑on‑one meetings, including an initial conversation with “the administrative assistant to the board and to the superintendent, Sarah, because she has that tacit knowledge about the inner workings of this district.” He proposed community presence at events such as an international festival on July 19 and site visits during August workshop week and in September to center student and staff voices.

For Phase 2, Brookens proposed cross‑department “advances” (his term for retreats) run on two tracks — operations and instruction — and suggested holding at least two such gatherings the first year to avoid overburdening staff while building shared priorities and deliverables.

Phase 3, he said, would include creating a superintendent’s advisory team with students, families and community members, refining the district strategic roadmap, and developing a public‑facing dashboard aligned to the district’s strategic directions so progress could be monitored and reported to the board on a regular cadence.

Brookens emphasized centering students and equity in decisions, “raising student voice,” building trust through transparent engagement and “leading with humanity and data.” He said he would use mentors and a coach — a “triangle” of coach, mentor and critical friends — to guard against blind spots during the transition.

No board action was taken during the interview; Brookens’ remarks were part of an executive selection process.

Brookens closed by saying he would work with the board, district leaders and school staff to “provide the optimal learning experience for every student,” and thanked the panel for the opportunity.","Tyrone Brookens, a finalist for superintendent of the Burnsville‑Eagan‑Savage School District (ISD 191), told the school board he would use a three‑phase transition centered on listening, alignment and long‑term strategic action if selected.","actionData","errors"]

Article not found

Candidate emphasizes social‑emotional learning, PBIS and adult mindset to address student behavior and mental‑health barriers

Candidate outlines steps for facilities planning and community referendum outreach

Candidate proposes marketing, pathway expansion and outreach to win back open‑enrolled families

Finalist says equity, student voice and culturally proficient practice would guide ISD 191 leadership

Superintendent finalist outlines three‑phase 'spark to flame' transition plan for ISD 191