[{"_1":2,"_98":-5,"_99":-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",[32,75,87],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":44,"_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":73},"mediaId",6525013,"mediaKeyId","3799698-f75a0044a5a3aa0b9a0ffb5369b4b0cf","parentId",3799698,"title","Board approves FY26 budget, schedules November bond referendum; consent items and other routine measures pass","audioSeconds",0,"startMs",11106000,"endMs","viewUrl","/Search/View?dp=1&key=3799698-f75a0044a5a3aa0b9a0ffb5369b4b0cf&start=11106&end=11106","thumbnailUrl","https://assets.pipeline.soar.com/3799698-f75a0044a5a3aa0b9a0ffb5369b4b0cf/thumbnail_11106000.jpg","articleUrl","/articles/6525013/Minnesota/Board-approves-FY26-budget-schedules-November-bond-referendum-consent-items-and-other-routine-measures-pass","mediaUrl","https://secure.pipeline.soar.com/6525013-64941c7a8e4ca1556f296b25cc6dbe4b/orig.mp4?Expires=1771048333&Signature=Nc5l4W9PWpVwaaY1CJHnC7b6tokbTuebgSnlPmECVUnOfqC-4xnA~1Xy~C1GVQPjEHXdHfMIrC3CniP2rYxVQkRgmHces8GkhAKLjOjoWuEYlaTaJb0fnrh6eCX56LNPwWhQR0zfA3pS3XOqxSTtailgGH4X5V96nmYU8P2hcoTJ9ipVFFh0uneOcTjxmG~lGA0iV4oWghQL1r2lUrM6NZZzsSqts1xRmYTYCUINxeTTEOCSTbsstQnBFRgTaB8Omo9F-grcZga5UjZ4bqH5I1YWQbqddaOYLRNAOLqQsTUAnliAx2MEWuOVQP9aui8Q0CScAco2osPJvTEVLcAtTQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Hopkins Public School DIstrict","date","2025-06-11T03:28:10Z","article","The Hopkins Public School District board on June 10 took several formal actions: it adopted the final 2025‑26 budget, approved routine agenda and consent items, accepted the treasurer’s disbursement report and authorized a November 4, 2025, bond referendum and renewal of the district’s capital projects levy.

Adopt fiscal year 2025‑26 budget: The board voted to adopt the final fiscal year 2025‑26 budget to close a projected structural gap after multi‑year reductions and realignments. The motion to adopt the budget passed by voice vote; the chair recorded the result as all ayes and the motion carried. The budget package included $130,575,130 in general fund revenue and matched expenditures after district realignments and identified $7 million in reductions and reassigned fund balance use during the planning process.

Authorize bond referendum and renew capital projects levy: The board also approved a resolution to submit a proposed $140 million bond referendum package to the Minnesota Department of Education for review and comment and to place two questions on a November 4 special election ballot: (1) a school building bond referendum (projects include safety and security upgrades, restroom and accessibility improvements, parking lot reconstruction, playgrounds and athletic facilities, and learning environment modernizations) and (2) a renewal of the expiring capital projects levy at its current level (funds used primarily for technology, transportation and instruments). The roll call vote on the referendum resolution was recorded as unanimous by the clerk: Chair Andresen, Treasurer Hartland, Director Roper, Vice Chair Ross, Clerk Thompson, Director Westmoreland and Director Zhao voted aye.

Consent calendar and routine approvals: The board approved the meeting agenda and consent calendar, which included routine personnel, contract renewals and other standard district business; the motion carried on a voice vote after no member asked to pull items for discussion.

Treasurer’s report and disbursements: The board approved total disbursements of $918,727.38 for the May 16–May 31, 2025 period, after the treasurer summarized recent legislative developments that affect school finance.

Executive session: The board moved into an executive session to conduct the superintendent’s year‑end review after the public portion of the meeting.

All formal actions listed above were taken during the June 10 public meeting; the district will publish adopted budget documents and the official referendum language following MDE review and the clerk’s filing requirements.","mediaType","Video","parentTitle","Hopkins School Board Meeting June 10th, 2025","oneSentenceSummary","Hopkins School Board unanimously adopted the district’s fiscal 2025‑26 budget, authorized a November 2025 bond referendum and capital projects levy renewal, and approved routine agenda and consent items. Roll calls and voice votes were recorded on June 10.","taxTitle","HOPKINS PUBLIC SCHOOL DISTRICT, School Boards, Minnesota","taxId",38591,"location","Minnesota","headline","","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_46":81,"_48":82,"_50":83,"_52":84,"_54":55,"_56":57,"_58":85,"_60":61,"_62":63,"_64":86,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6525018,"Federal Reserve‑led \"Big Data Project\" finds counseling and peer networks shape college applications",3492,3448000,6940000,"/Search/View?dp=1&key=3799698-f75a0044a5a3aa0b9a0ffb5369b4b0cf&start=3448&end=6940","https://assets.pipeline.soar.com/3799698-f75a0044a5a3aa0b9a0ffb5369b4b0cf/thumbnail_3448000.jpg","/articles/6525018/Minnesota/Federal-Reserveled-Big-Data-Project-finds-counseling-and-peer-networks-shape-college-applications","https://secure.pipeline.soar.com/6525018-6a5a28d5c66aa6f56a35ab396194c146/orig.mp4?Expires=1771048333&Signature=evnH~B1CdO0YrJipDLv0PijNwemlKaNYTd70ZZtSAcPbYSNl-zPS6bZjaw-H-87mZo4TNUetAB~Pbhzypeth78In-LWz7rTXkiDtXOZwsVJwcLFtrfGcJ7h0mZn48dZDt97nWgmKGstJgzjBttW1K7X-W4~Fv5~RiYX4gAPAuS49rSoQXpkY4-7z0b0rfII4BIPrr9nWOTgrVZfi19qQQu-yV5Dn6sI4d0ioOaYR5PVC1Ej8C6rDViKbBFV-ohIVtuPn7gNMhd818eppMb3K334cyXarSkWRc-GBPWo8tpVjt9fCFGBsxnXFSzfakaW8~5y2j1uhRS~Udc-e2DrsGQ__&Key-Pair-Id=KUT5TJCACFTXG","A research team led by the Federal Reserve Bank of Minneapolis presented findings on June 10 showing that school counseling services and peer networks influence where Hopkins seniors apply and the scholarship outcomes they receive.

Dr. Anusha Nath, a researcher at the Minneapolis Fed, described the Big Data Project, a multi‑partner effort that merged Hopkins student administrative records, survey responses and course histories to examine long‑term outcomes. Using a 2024 senior survey and linked administrative records, the researchers analyzed which seniors applied to college, where they applied and whether they reported receiving scholarships.

The sample analyzed by the team included 373 seniors. Dr. Nath reported that roughly 28% of those respondents were coded as first‑generation college goers (students whose parents had not attended a four‑year institution) and that about 42% of seniors used what the team called “additional counseling services” — that is, beyond a single meeting with the school counselor, they also met college reps, worked with a college and career coordinator or participated in designated college‑prep activities.

The team reported two central findings. First, students who took advantage of extra counseling resources were more likely to be accepted at institutions with higher selectivity proxies and had roughly a 10 percentage‑point higher likelihood of reporting scholarship awards, holding GPA and courses constant. Second, students who did not take up those services nonetheless benefited from more informed peers: an uninformed student who had peers that used extra counseling tended to apply to higher‑quality colleges than an uninformed student whose peers had not used such services.

\"The information about colleges, about quality of colleges, likelihood of getting scholarship, really flows through these sort of interactions,\" Dr. Nath told the board. She said the team’s models control for GPA, course taking and demographic characteristics, and that the peer‑effects were robust in their analyses.

Board members asked about policy implications. Several members — including those involved in Hopkins’ advising and the Maya Learning platform — said the findings strengthen the case for systematizing advising resources and outreach for first‑generation students and low‑income learners. Superintendent Mary Pirie Reid said the district would use the research to inform targeted advising and to design peer‑learning structures in high school.

Dr. Nath and her co‑authors stressed that the results point to low‑cost, high‑leverage interventions: increasing take‑up of existing counseling services and deliberately structuring peer interactions could raise postsecondary access and scholarship outcomes without large scale resource shifts.

Researchers said the Big Data Project will continue work on longitudinal measures and on causal tests of student‑level interventions; the team offered to return to the board with more detailed policy options and to work with district staff on practical implementation.","Researchers from the Federal Reserve Bank of Minneapolis and partner institutions presented analysis showing students who access additional counseling services or who have informed peers are more likely to receive scholarships and attend higher‑selectivity colleges.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":42,"_45":91,"_46":92,"_48":93,"_50":94,"_52":95,"_54":55,"_56":57,"_58":96,"_60":61,"_62":63,"_64":97,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6525023,"Hopkins presents end‑of‑year teaching and learning update, flags gaps in reading and math",2070,2070000,"/Search/View?dp=1&key=3799698-f75a0044a5a3aa0b9a0ffb5369b4b0cf&start=0&end=2070","https://assets.pipeline.soar.com/3799698-f75a0044a5a3aa0b9a0ffb5369b4b0cf/thumbnail_0.jpg","/articles/6525023/Minnesota/Hopkins-presents-endofyear-teaching-and-learning-update-flags-gaps-in-reading-and-math","https://secure.pipeline.soar.com/6525023-227f33cf489c5a180746918606ba78f6/orig.mp4?Expires=1771048333&Signature=Ra4jFH1ofnqH86iZuPRRD14fevPA8rGwNc07Rl3CjrCVoJ7~aY2r1oDQMqtNeIL3y8OUowoWQ38zLUHNLV7SXUSYPtTGpsrckqGIZ2x0yBfU~Jl~aYaFVrLDuT1USkTXX5muSoyNsiM03STXhosd6Dx3B~Z1ydJdPYVD57NAJQpSgsglLs8v2sgMXWahY5Sm5CV3rlelk0uuZKmUm6jWQLYXzzQjg91~Nv4~MP5sgwwrHuaccbVG1uOmVZrFZdAJSgonkFzjnOpnC7RdVuUCv5zs~ysW9t5J6VjOV0NkEMkvfzliZYGsXcHJS2hrOW4uyzvudv--uqQyGG5wb0NLHA__&Key-Pair-Id=KUT5TJCACFTXG","Hopkins Public Schools leaders presented a year‑end teaching and learning update on June 10 that showed mixed academic results, gaps in classroom‑level assessment practices and planned changes to curriculum and intervention systems.

The report, delivered by Superintendent Mary Pirie Reid and district instructional leaders, summarized statewide and district assessments — including NAEP and the Minnesota Comprehensive Assessments (MCA) — and school‑level screeners such as FastBridge and Panorama social‑emotional measures. Reid said the district’s goal remains that “every student is seen, supported, and academically thriving.”

District staff described a pattern the presenters and slides traced to national and local declines after COVID, stagnation in reading and variable recovery in math, and growing gaps for students at the lowest proficiency percentiles. Literacy leaders said the district has begun building a more standardized system of classroom “street data” — such as diagnostics, formative assessments and Otis learning walks — and piloted a kindergarten through grade‑5 foundational reading pacing guide and common assessments to raise fidelity.

Kimberly Smith, the district’s literacy specialist, said FastBridge universal screener data showed about half of students met benchmark targets and that the district must reduce the number of students in the “some risk” and “high risk” categories. Smith described moves to standardize administration, add additional diagnostics (including writing), and increase classroom and home practice to build students’ “speed and automaticity.”

Jillian Randall, interim district assessment coordinator, outlined results from the Panorama student social‑emotional screener. She said 94% of responding students in grades 3‑5 answered favorably to a question about adult support at their school; the same item received a 52% favorable rate among grades 6‑12 respondents. Randall also reported a graduation rate figure of 85.6% “per MDE,” and said the district found discrepancies between internal records and the Minnesota Department of Education’s (MDE) reporting that will be audited.

On math, district staff reviewed proposed K‑5 materials under consideration. The packet presented Imagine Learning’s Illustrative Math (branded as Imagine) as the recommended K‑5 math materials, citing evidence reviews such as EdReports and the Evidence for ESSA database. Staff emphasized implementation supports in the plan: manipulative kits, pacing guidance, shared center materials, teacher professional learning and elementary math coaching. Officials warned that fidelity of implementation matters: the research and local presentations noted other districts saw mixed experiences when materials were not used as intended.

Board members used the workshop to press staff for measurable fidelity checks and clearer targets. Board member Sharon Dreesen asked whether high‑fidelity instruction produces different results; staff said they have anecdotal evidence from Otis learning walks and pilot classrooms but expect more definitive findings when unembargoed MCA score files are available in the fall. A board member asked for quantifiable goals and a scientific method to track progress; staff pointed to planned data cycles and the Hopkins Instructional Leadership Team to align goals across schools.

Superintendent Reid and the presenters identified next steps: further standardization of administration procedures for FastBridge, expanded diagnostic tools, a parent toolkit for home practice, a high‑school‑level intervention course funded with one‑time ADCSIS money, increased monitoring of fidelity, and continuing professional learning for teachers. They said implementation timelines and phasing depend on board decisions about the math adoption and on fall data releases.

The update also noted practical issues that affect assessment reliability: inconsistent testing environments across classrooms and the time burden of one‑on‑one screeners in early grades. Staff said they will continue to tighten procedures so data are actionable for teachers at the classroom and school level.

The presentation closed with district leaders saying the work to align assessment and instruction is a multiyear effort; board members pressed for clearer milestones, and staff agreed to provide follow‑up analysis on implementation, enrollment‑driven staffing needs and fall data.","District staff presented an end‑of‑year teaching and learning report showing flat or declining standardized scores since COVID, uneven classroom assessment practices, plans to systematize curriculum and assessment, and next steps for literacy and a proposed K‑5 math adoption. Board members pressed for measurable fidelity and targets.","actionData","errors"]

Article not found

Board approves FY26 budget, schedules November bond referendum; consent items and other routine measures pass

Federal Reserve‑led "Big Data Project" finds counseling and peer networks shape college applications

Hopkins presents end‑of‑year teaching and learning update, flags gaps in reading and math