[{"_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",6581855,"mediaKeyId","5718868-6d7b2918c98677f437e402433a43379f","parentId",5718868,"title","Survey shows high overall developmental-relationship scores; district identifies areas to grow and site-level responses","audioSeconds",1945,"startMs",628000,"endMs",2573000,"viewUrl","/Search/View?dp=1&key=5718868-6d7b2918c98677f437e402433a43379f&start=628&end=2573","thumbnailUrl","https://assets.pipeline.soar.com/5718868-6d7b2918c98677f437e402433a43379f/thumbnail_628000.jpg","articleUrl","/articles/6581855/Minnesota/Survey-shows-high-overall-developmental-relationship-scores-district-identifies-areas-to-grow-and-site-level-responses","mediaUrl","https://secure.pipeline.soar.com/6581855-d98d68b8ac619c326b66f8c832327a27/orig.mp4?Expires=1771004761&Signature=h5DVwnUXuGHV0hftZfibzpRiopTCP1DRgGd0q3LhJbmQrtWdXZBly9pQk8IAWOmQ6WtgUdAUEMRYFFF5qqOxo1jwctMGiZiX4x2nn1Y~ytx79J606cmP6uqEywL~fwiMDwxBHzYFC97yDXAolVJF3-IVniMKnea60nEyim-WrSYoP8DifycMSFgubWPPcafi7eP85644atIOkVeD-29F~237KvCS6R7GY4Pw3o5FKaGLU9~IsoVIlMBw5U~O78BdRl767CCneN7iN~~1mOq0174xfdnHfpPum2IXRdg~iyFC~qUeK-rLYtEd64UeV00~EiKyUB2O7lLhxC9~gsWusA__&Key-Pair-Id=KUT5TJCACFTXG","author","Minnetonka Schools","date","2025-04-25T00:00:00Z","article","Minnetonka Public School District leaders presented the 2024–25 results of the annual Developmental Relationship Survey (administered in December) and outlined how schools are using results to guide site-level responses.

Director of Teacher and Staff Development Sarah Weyder and Associate Superintendent Dr. Amy Ladoux said the district measures five elements—express care, challenge growth, provide support, share power and expand possibilities—using the Search Institute developmental-relationship framework. Weyder said the district has longitudinal data since the first administration in December 2021 and that “relationships are still a strength across the district.” She said a score of 66 is considered strong and that the district started from a place of strength; three elements—express care, challenge growth and share power—showed district-level growth this year.

Presenters detailed subgroup patterns: scores decline from a peak in grade 4 toward middle school and then recover in later high-school grades; boys scored about one point higher on average than girls; students identifying as nonbinary scored about five points lower overall with a larger gap in the provide-support element; Asian students scored about three points above the district average. Administrators noted Native American students showed a wider distribution—more students at both the high and low extremes—and cautioned that a small population size makes rates sensitive to individual responses.

Weyder described a persistent perception gap between staff and students—staff self-ratings decreased slightly even as student ratings increased for some elements—interpreting that change as increased staff reflection and honesty about practice. She reported that 95% of students report strong or moderate developmental-relationship experiences while “5 percent of young people are not experiencing the relationships that we would like them to.”

District and site responses highlighted in the presentation included student focus groups and teacher-led classroom surveys that generated classroom-level, actionable feedback; high-school teachers used a sample of the survey questions with classes and then reviewed results during a November professional learning day; Scenic Heights developed a monthly trait-focused poster campaign; a high-school PRIDE initiative was cited as a targeted approach to foster belonging.

Board members asked about statistical significance for small point changes and whether cohort or longitudinal tracking (same-student cohorts over multiple years) could be provided. Presenters said the Search Institute’s analyst has worked with the district and that small changes above a 66 baseline can be meaningful; they agreed to provide longitudinal and cohort analyses on request and to explore adjustments to the survey demographics to distinguish, for example, high-school students enrolled in experiential programs.

Next steps include site-specific improvement plans, follow-up classroom surveys, and district work to provide longitudinal and cohort reports on request. The presentation was informational; no formal board action was recorded at the study session.","mediaType","Video","parentTitle","Minnetonka Schools Board Study Session April 24, 2025","oneSentenceSummary","Minnetonka Public School District leaders presented the 2024–25 Developmental Relationship Survey results and outlined site-level responses after reporting district-level strengths and a small share of students who are not experiencing intended relationships.","taxTitle","Minnetonka Public School District, School Boards, Minnesota","taxId",14198,"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},6581849,"Minnetonka reports strong STAMP proficiency gains in immersion programs; district outlines elementary, middle and high-school results",1786,2596000,4382000,"/Search/View?dp=1&key=5718868-6d7b2918c98677f437e402433a43379f&start=2596&end=4382","https://assets.pipeline.soar.com/5718868-6d7b2918c98677f437e402433a43379f/thumbnail_2596000.jpg","/articles/6581849/Minnesota/Minnetonka-reports-strong-STAMP-proficiency-gains-in-immersion-programs-district-outlines-elementary-middle-and-high-school-results","https://secure.pipeline.soar.com/6581849-d035dd410d7f61454412ed05dd3ae83c/orig.mp4?Expires=1771004761&Signature=WMHZ7oFSMY5egb26SGW7ZQB6VQdHxLIYaoei~qrgGdfhKjzc7LlaZgglzF8ERF8xESn9AdpHcxMI3F4QEVpHVAFpuc8vLs-W~BGJTDg0MonUAY5zRm9nZf~vVscN4A6lH6B4bdSY8CwuyeTVtiApAqYs1KWHtNH0bKYxzF-tjob8MddhrVSYAwvC1lRM8HoLQcFXLA3MLLjOnx4PUSJivdkZlIUmfOwLySkmbElOxmFZK7r7MJEPp-crn~maleqZ7NqFwTo-xBLMpplDCYA9xyeMeisQZwRGGw0R2vB6uGA9XeUVhTh2vByeuSgbTSZd4zHTzwu0JPBdHBh8Hzh3qQ__&Key-Pair-Id=KUT5TJCACFTXG","Minnetonka Public School District staff reviewed results from the STAMP language-proficiency assessment for immersion and world-language students at multiple grade bands and described district- and building-level trends.

Matt Riga, director of research and assessment, reviewed the STAMP 1–9 proficiency scale (novice 1–3, intermediate 4–6, advanced 7–9) and said the district has seen expanded participation and growing performance. He reported that the district now offers the bilingual-seal pathway in 15 languages and that many juniors and seniors take the optional STAMP test as they pursue higher-level seals. Riga said Chinese immersion cohorts showed “really strong increases in all areas for both eighth and tenth grade cohorts,” with notable advances in reading and listening. For Spanish immersion Riga reported tenth graders at advanced-mid ranges for reading and listening; he said strong STAMP scores correlate with higher AP outcomes when students approach intermediate-high or advanced levels prior to AP testing.

Riga highlighted that the listening subtest in some cohorts is outpacing national growth targets by two sublevels and that overall the district “continues to outpace the national targets by a significant amount” on several measures. He recommended monitoring speaking and continuing focus on writing at the secondary level where writing historically lagged. Riga described how national-target comparisons were developed with district curriculum staff and a review of similar immersion programs nationwide.

Elementary STAMP results were presented to show increases for several third-grade cohorts; district staff said Scenic Heights and other buildings produced notable gains while some individual building cohorts (Excelsior) had earlier declines they attributed to class- or cohort-level circumstances such as long-term substitutes. District staff noted the STAMP speaking scoring is still pending for some schools because vendor scoring can take up to 12 business days; conversation touched on whether to add the writing subtest at upper elementary grades for future administrations.

Administrators and board members discussed COVID-era score dips and subsequent rebounds, differences between receptive (listening/reading) and productive (speaking/writing) skills, and potential survey or assessment refinements to differentiate students participating in experiential high-school programs. Riga recommended focusing on writing for Chinese immersion and on reading/speaking for Spanish immersion, and he suggested continued use and review of IPA assessments during upcoming immersion program reviews.

The presentation was informational; no formal board action occurred at the study session.","District assessment staff presented STAMP language-proficiency results showing significant gains in listening and reading for Chinese and Spanish immersion cohorts and recommended targeted work on writing and speaking for specific programs.",{"_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},6581843,"Calendar committee backs pre–Labor Day start for 2026–27; board told of draft changes to shorten the year",457,4423000,4880000,"/Search/View?dp=1&key=5718868-6d7b2918c98677f437e402433a43379f&start=4423&end=4880","https://assets.pipeline.soar.com/5718868-6d7b2918c98677f437e402433a43379f/thumbnail_4423000.jpg","/articles/6581843/Minnesota/Calendar-committee-backs-preLabor-Day-start-for-202627-board-told-of-draft-changes-to-shorten-the-year","https://secure.pipeline.soar.com/6581843-6c9cdf5154778509f179b5d1e0bc7d88/orig.mp4?Expires=1771004761&Signature=WVA9RaWLNIuMacU8b6a3OlyBn2-tTPuY7gewmyTZasMgC46~fB~ZZcOQpGAwzWxAaPVhCIjf-BSb75uaYcfmOjqqeM1W7ugsQJuTCqx1DY5b28IrYULxJmBDHH8nIjUxUw1XkaUT8OGA1q4a-unGSFNRvEm7tPG1BBTtnJaQeGvK~aPyqp0l9D~44lYgLub13cNiFIFsQpbn5znviHMGAAHVEQsgIYrSk-WkvefjmIqUdpGRR7alsRqjLBAcfsGVKtciPz~d9P4M3TnRLL91TtgzQIZGVr1kprZtBxZUomuMBoBbQ60TdVC7enIc-8dsRj9ej4s2huxvs4W40giqbQ__&Key-Pair-Id=KUT5TJCACFTXG","General Counsel and HR Executive Director Angie Flowers reported that the calendar committee discussed possible early start options for the 2026–27 school year and that committee members were “fully in support” of starting before Labor Day. Flowers said Minnesota statute permits an exemption for districts meeting specified thresholds and that the committee believes Minnetonka will meet the requirements given projected capital-improvement levels.

Flowers described a recommended calendar change for 2026–27 that would include a pre–Labor Day start, moving a professional-learning day from Oct. 30 to the Wednesday before Thanksgiving (as a nonstudent day) and ending the school year on Tuesday, June 8 instead of Friday, June 11. She also said the committee discussed shifting winter break to begin on Dec. 23 rather than Dec. 24 and that community representatives did not recommend adding observances such as Lunar New Year or Cinco de Mayo for the 2026–27 calendar but wanted continued conversation on the subject.

Board members emphasized remaining aware of religious observances (Rosh Hashanah, Diwali) and legislative movement on Labor Day start dates; the district said it would continue the conversation and noted the committee’s unanimous support. Flowers outlined next steps: the calendar committee recommendation will return to the board as part of the normal approval process, and if the board approves, staff will seek the statutory exemption from the Minnesota Department of Education.

The item was presented for discussion; no formal board vote occurred at the study session.","Calendar committee unanimously supported beginning school before Labor Day in 2026–27 under a Minnesota exemption; staff proposed moving a professional-learning day to the Wednesday before Thanksgiving, ending the year June 8, and shifting winter break to start Dec. 23; district will seek statutory exemption and return calendar for approval.",{"_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},6581860,"Minnetonka board reviews proposal to convert final half-day into full professional learning day",3931,576000,4507000,"/Search/View?dp=1&key=5718868-6d7b2918c98677f437e402433a43379f&start=576&end=4507","https://assets.pipeline.soar.com/5718868-6d7b2918c98677f437e402433a43379f/thumbnail_576000.jpg","/articles/6581860/Minnesota/Minnetonka-board-reviews-proposal-to-convert-final-half-day-into-full-professional-learning-day","https://secure.pipeline.soar.com/6581860-167a32a2792c49a3fda942bf0b0e40e0/orig.mp4?Expires=1771004761&Signature=ThLc4RiQuO6YBVV0mapRuoHdyibjOGjFrkLGYD3hPHMsFkyUv--LCW-E8cB29fXyjPeW9cumsWi-R0mlSXZj64mOjQoZMQSnF8ymiiW2OnTbMKEFg4jWBga7QomfnAOd046-e9oirt3j67CjmYMzA3LgGebIWNnBpKv0TU6ZGanAnwvhcsSH~N3ohDqi0eWERZS8usJBkbVVbUrY3d3PWW4xXJ8iAIBd4Fnk7AF2jPBuGnkQbXigID2IZaS8ib2Llt2pkH021hEKDR7TEyydF3juxe1KruCcZ5ArrC89~321fJ3k~qYvMZwyoJHQe6asg~vFPpOGTh~ph1x6qBf8KA__&Key-Pair-Id=KUT5TJCACFTXG","Superintendent Law brought a proposal to the Minnetonka Public School District Board of Education to convert the traditional last-half day of school this year into a full professional learning day for K–5 teachers so staff have time to prepare for new English language arts standards and new middle-school programming in the fall.

Dr. Amy Ladoux, associate superintendent, told the board the district has confirmed training for both foundational skills (phonics and morphology) and for comprehension-focused materials, allowing teachers to “go into summer with that initial training behind them.” She said the extra day would give teachers joint time to collaborate on curricular adjustments and special-education IEP changes and would save district professional-development funds that otherwise would be spent outside the day.

The proposal would move the district’s traditional early-release last day (June 10 under the current calendar) to a nonstudent professional learning day and keep the final, noninstructional wrap-up planning day for teachers the following day. Superintendent Law said the board would notify the public the next day that the board is considering the change and that principals would share messaging; the district would seek board approval at the first regular meeting in May.

Board members asked about bargaining-unit support and family impacts. Dr. Ladoux said the district has been collaborating with the Minnetonka Teachers Association, and “the president and vice president of the teachers association both expressed that they are very much in support of this plan.” Board members raised the possibility of adding community-education offerings for families whose children are not already enrolled in Explorers child care on that date; the district said it would check feasibility with the executive director of community education.

Board members also asked about required instructional hours under state law and whether the proposed change would create compliance issues. The district responded that elementary instructional hours already exceed state minimums for the current year and that middle-school hours meet the 1,020-hour requirement; administrators described the change as a “minimum impact” to families compared with other calendar options.

Next steps: the board will share the proposal publicly, principals will circulate information to families, and the board plans formal consideration and a potential vote at its first May meeting. The item was presented for board discussion and feedback; no formal board action was recorded at the study session.","Superintendent and district leaders proposed changing the traditional final half-day of school in June to a full, K–5 professional learning day so teachers can prepare for new ELA curriculum and middle-school programming; board will solicit public feedback and consider approval in May.","actionData","errors"]

Article not found

Survey shows high overall developmental-relationship scores; district identifies areas to grow and site-level responses

Minnetonka reports strong STAMP proficiency gains in immersion programs; district outlines elementary, middle and high-school results

Calendar committee backs pre–Labor Day start for 2026–27; board told of draft changes to shorten the year

Minnetonka board reviews proposal to convert final half-day into full professional learning day