[{"_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",6473759,"mediaKeyId","5743457-dd2c7b936f4e9a57b579cff63049efb1","parentId",5743457,"title","Hopkins board approves banking resolutions, electronic transfer authority and moves forward with November bond and levy questions","audioSeconds",4137,"startMs",4323000,"endMs",8460000,"viewUrl","/Search/View?dp=1&key=5743457-dd2c7b936f4e9a57b579cff63049efb1&start=4323&end=8460","thumbnailUrl","https://assets.pipeline.soar.com/5743457-dd2c7b936f4e9a57b579cff63049efb1/thumbnail_4323000.jpg","articleUrl","/articles/6473759/Minnesota/Hopkins-board-approves-banking-resolutions-electronic-transfer-authority-and-moves-forward-with-November-bond-and-levy-questions","mediaUrl","https://secure.pipeline.soar.com/6473759-dbfdc01fea5725db2cc82a25a0d89e28/orig.mp4?Expires=1770782690&Signature=KxnpiDCn-HI9z4-JNqh4xQjMFgclRRTlpow-nM9rYpU7x5SwLqBBWfg3R430lr8hYgBJ2mFffehWnLTBsUzC-AgQ39-L6PS93oeOaWdpSLxJwdfPNoqI3y7rQYyPmWIEMij7XHKEwVxdSiJGdczXUCCnWJp~NoxViI~-XW4v0dduAPxkg~xu8i7-9cUbsUogc8nc1MayfJSFd168cXz05Lw6lCvRCLDEfYM6oylfDYfu9~OYUWDwabhsL6BhsF3QB9869ZeP1jT6PVV-YFc7o~yqs4qe-ZrIJCYTt0ovxTn6RxiIh5e2RmTp4hpjYGs~tIDyPBfdbYiPfiLo966YmQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Hopkins Public School DIstrict","date","2025-09-10T04:33:00Z","article","The Hopkins School Board on Sept. 9 approved several finance and governance items at its organizational meeting, and the regular meeting later that evening advanced a proposed November ballot asking voters to authorize a $140‑million capital bond and to renew the district’s capital projects levy.

NUT GRAF: The board approved resolutions designating the district’s banking depositories and authorizing electronic funds transfers for the 2025–26 school year, accepted professional finance services support from a vendor team (CESO/CISO), approved district disbursements, and authorized the administration to post the Minnesota Department of Education’s positive review of the district’s proposed bond-and-levy package. The board voted to place the bond question and the capital levy renewal on the Nov. 4 ballot.

Depositories and transfers: During the organizational meeting, the board approved US Bank as the district’s checking and custodial depository and authorized contracted business services staff to execute electronic funds transfers and open investment accounts with designated institutions. The board passed a separate resolution authorizing the contracted director of business services and named CISO partners to manage transfers and investment account set-up on the district’s behalf.

Contracted finance services and audit prep: The district explained that it is partnering with a contracted finance services team (CESO / CISO partners) to provide interim and specialized accounting, payroll, purchasing, audit‑prep and financial forecasting support while the district searches for a permanent business‑services director. The board heard an overview of the CISO team’s roles and the member consultants who will support Hopkins during the transition. The CISO representatives said they will provide monthly reporting on hours and tasks so the district can track engagement against contracted hours.

Disbursements and audit work: The board approved disbursements for the August period totaling $614,946.32, including payments to the district’s audit firm for 2024 work and to vendors for benefits, program fees and operating supplies. District staff said work with CliftonLarsonAllen (CLA) continues to finalize FY24 audit materials while preparing FY25 accounting close and reconciliations.

Bond referendum and MDE review: The district reported receipt of a positive Review and Comment letter from the Minnesota Department of Education for the proposed November 4, 2025 bond referendum (question 1) and capital projects levy renewal (question 2). The board voted to accept the commissioner’s positive Review and Comment and to proceed with public materials. The referendum packet (as presented to board members) would fund four categories of work: safety and security upgrades and accessibility; classroom, lab and CTE renovations; outdoor and athletic improvements; and the capital projects levy renewal to support technology, instruments and small vehicles for field trips and internships.

Votes at a glance (formal actions noted in meeting minutes):
- Designate depositories and related investment custodial resolution — approved (board vote: unanimous).
- Authorize electronic funds transfers and investment account authority — approved (board vote: unanimous).
- Approve district disbursements, Aug. 1–15: $614,946.32 — approved (board vote: unanimous).
- Accept positive MDE Review and Comment and proceed with placing bond and CPL (Nov. 4 ballot) — approved (board vote: unanimous).
- Policies (first‑read slate) and other housekeeping motions were advanced as first reads; the board directed administration to bring second‑read items to the next meeting.

ENDING: District leaders said they will post the MDE review and circulate referendum explanatory materials to the community, begin town‑hall style outreach and report back to the board on a community engagement schedule. The board asked staff for monthly updates on CISO consultancy hours and for clear disclosure of any budgetary impacts of the interim finance model.

","mediaType","Video","parentTitle","Hopkins School Board Meeting September 9th, 2025","oneSentenceSummary","The Hopkins School Board approved banking and transfer authorizations for 2025–26, accepted contracted finance-services support, approved August disbursements, and accepted a positive MDE review allowing the district to place a November bond referendum and capital‑projects levy renewal on the ballot.","taxTitle","HOPKINS PUBLIC SCHOOL DISTRICT, School Boards, Minnesota","taxId",38591,"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},6473764,"Hopkins workshop spotlights testing, local performance gaps and classroom assessment alternatives",201,2459000,2660000,"/Search/View?dp=1&key=5743457-dd2c7b936f4e9a57b579cff63049efb1&start=2459&end=2660","https://assets.pipeline.soar.com/5743457-dd2c7b936f4e9a57b579cff63049efb1/thumbnail_2459000.jpg","/articles/6473764/Minnesota/Hopkins-workshop-spotlights-testing-local-performance-gaps-and-classroom-assessment-alternatives","https://secure.pipeline.soar.com/6473764-42c52489af6b9061b577c83127731905/orig.mp4?Expires=1770782690&Signature=DoEZt6zCyz93O7JJYmrBjQj~d4ltUBkaquMcz1SAXHa0HLI-creTAsdpZRr~ZP4PbQuNTmbvq6a~vqZuIoeMUuIJpVpzjKnc15EnbNL7SBmkxmc~74k-U4vXISqFdRlMxIyx-Re1WTAzN8s6arpRmSia0ZP6uEXfZ7mgQIikduQR48rsX4ZNAqX~FihFbDpLz34ytwlJyUOaheDZb7c5IaWSdRU-t9gM-solOEr6d14GBrcXZ-h-Z4lDDpUdTUf-n8rJJteRw0-Gz9E2dN-xm9Ntck-G-swTy30Xn6XtqDd~T5QZGFGnK6gM4CPP5DrZzLhMfmMem980B92~rkRknA__&Key-Pair-Id=KUT5TJCACFTXG","Hopkins Public Schools used the September workshop to present three linked assessment topics: district data on student-body composition and test proficiency; state assessment (MCA and ACCESS) technicalities and trends; and classroom assessment practices aimed at reducing high-stakes stress and improving instruction.

NUT GRAF: Presenters emphasized that statewide tests (MCAs and ACCESS) are only one aspect of student assessment. District analysts showed statewide correlations between school demographics (percent students of color, FRPL eligibility) and MCA proficiency and described the statistical adjustments and participation rules that affect reported proficiency. A separate presentation urged more balanced, classroom-focused assessment practices — formative checks, standards-aligned end-of-unit assessments and culturally relevant tasks — to raise students’ learning and sense of agency.

What the district data showed: Senior researcher Dr. Anoosha Nath and district analysts displayed statewide scatterplots that showed a negative relationship between share of students of color and MCA proficiency, with steeper declines in schools above the 50% threshold. The district’s high school and many middle schools sat above the predicted proficiency line given their demographic composition, the presentation said. The slides flagged opt‑out rates and differences in test‑taking as important measurement challenges.

ACCESS (English‑learner) and MCA technical notes: The presentation clarified three ways the state reports test data: (1) the test results/participation report (proficiency among test takers with valid scores); (2) the MDE “North Star” academic‑achievement calculation (counts all enrolled students, treating non‑participants the same as not proficient); and (3) academic‑progress calculations that require two valid scores to measure growth. The district’s ACCESS summary showed most EL students clustered in intermediate proficiency levels, with roughly half meeting annual growth targets; analysts cautioned about small samples and the need to disaggregate at school level.

Assessment practice and classroom change: Nicole Dimich, an assessment architect who has worked with districts nationally, described an instruction‑centered approach to assessment. Dimich urged balancing external and benchmark tests with high‑quality classroom unit assessments and regular formative checks for learning. She argued that assessment should build students’ “hope” — the belief their future outcomes can improve through effort and meaningful feedback — and gave classroom examples of breaking a grade into learning targets and giving targeted feedback so a student who scored 67% can see concrete next steps.

Transportation and opt‑outs as measurement problems: Multiple board members and the audience asked about students who opt out of statewide tests and whether that changes school‑level proficiency comparisons. Analysts said the district is investigating opt‑out patterns and will produce adjustments and school‑level briefings in coming months; corrective modeling and careful communication will be part of the follow-up.

ENDING: District staff said they would circulate the slides, provide finer school‑level breakdowns, and present protocol templates to support building teams’ data analysis. Workshop presenters asked the board to treat MCAs as a signal for further investigation rather than as a standalone measure of school quality.

","A workshop session combined district analytics, statewide test technical detail, and classroom assessment guidance, showing how demographic composition, test participation and classroom practice intersect to shape reported outcomes.",{"_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},6473768,"University researchers tell Hopkins board peer networks shape college applications and scholarship outcomes",1285,203000,1488000,"/Search/View?dp=1&key=5743457-dd2c7b936f4e9a57b579cff63049efb1&start=203&end=1488","https://assets.pipeline.soar.com/5743457-dd2c7b936f4e9a57b579cff63049efb1/thumbnail_203000.jpg","/articles/6473768/Minnesota/University-researchers-tell-Hopkins-board-peer-networks-shape-college-applications-and-scholarship-outcomes","https://secure.pipeline.soar.com/6473768-3046152f5c5421a641680be2afe65e6f/orig.mp4?Expires=1770782690&Signature=JbGWjRbS5DgOK6JMvPXyEpoOZ6QLT4OnZQ96Xj7nSzqD4e1b0gshBgrG8GJUpNFngYfyJVtRNF7F5g-KNXWYeM0KnltN17oKyfTqFp-o4LWqg1lftR6WQIktU3xqrQzE8Ykup5bfLo~wIgIBr8HLc4yzGy-LDBHu3MRpSmdQMiRMhmqgezHl83ElfmpxIPlW76PqmuIOTFmmI0K78AoYrPVMxNBUYyqHeZw~dzP-iE4T7v0JX0EF7YAjOpMTHEGfEWN~wGvTbq11XZO0TdZIknlytS0Yz4K-kH0tqLZkYwmp0yoJ67T1aErYyZfcOIgZlc5PuGh6AcPzeqrDETz6Qw__&Key-Pair-Id=KUT5TJCACFTXG","Dr. Anoosha Nath, a researcher working with Hopkins Public Schools, told the board the district’s peer-network analysis shows information that flows through peer groups and school-run services strongly affects where seniors apply to college and whether they receive scholarships. The study links administrative records to a 2024 senior survey and finds students who took additional school services were more likely to apply to higher-quality colleges and 10 percentage points more likely to receive scholarships.

NUT GRAF: The research combines longitudinal student records and a 2024 senior survey to measure how school-provided information (college-prep courses, meetings with college representatives, or meetings with the college-and-career coordinator) — and indirect exposure to that information through peers — is associated with college quality and scholarship receipt. The team said its causal design isolates peer information flows from shared teacher or family influences.

Researchers’ methods and sample: Dr. Nath said the sample included 373 seniors who responded to the 2024 senior survey and that administrative data provided classroom enrollment, GPA and course-taking histories. To separate imitation from information transfer, the study compares outcomes of students who did not take up extra services with outcomes of their peers who did. The investigators used econometric models and predictive tools to control for demographics, prior achievement and other observable factors.

Key findings: Dr. Nath summarized three main findings. First, students who participated in school-provided services were 0.42 standard deviations more likely to attend higher‑quality colleges (quality proxied by the 75th‑percentile ACT of the college’s incoming cohort) and about 10 percentage points more likely to receive a scholarship, controlling for other factors. Second, among students who did not take up extra services, having classmates who did take up services was associated with better application outcomes and scholarship receipt — evidence the researchers interpret as information flowing through peer networks. Third, uptake of services was concentrated among top academic performers and female students: top‑decile GPA and being female predicted higher take‑up in the team’s OLS models.

Questions and limitations: Board members and attendees asked about the survey instrument, the construction of peer links, and potential biases from students who opt out of surveys or tests. Dr. Nath described the primary data sources as administrative classroom rosters (to infer peer ties), longitudinal demographic and GPA records, and the senior survey (which asked which counseling or college supports the student used and whether they received scholarships). She said the team is also exploring Panorama social-emotional data and qualitative follow-up to explain behavioral differences (for example, why female students show higher take-up).

Next steps: The research team said next work will investigate opt‑out patterns for statewide assessments, refine measures of college quality (adding selectivity measures), and use richer qualitative data to test behavioral mechanisms. The district indicated it plans to share the findings with the high school college-and-career office and consider how to broaden access to school-run services.

ENDING: The board’s discussion followed with clarifying questions about measures and equity; researchers said paper materials and follow-up analyses will be provided to the board and the district’s research partners.

","Dr. Anoosha Nath, a researcher who partnered with Hopkins Public Schools, told the board a peer‑network analysis of 2024 seniors shows students who access school-provided college supports — or who are exposed to better‑informed peers — apply to higher-quality colleges and are more likely to receive scholarships.",{"_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},6473755,"Hopkins opens 2025–26: enrollment, staffing, transportation and student supports highlighted",2174,1626000,3800000,"/Search/View?dp=1&key=5743457-dd2c7b936f4e9a57b579cff63049efb1&start=1626&end=3800","https://assets.pipeline.soar.com/5743457-dd2c7b936f4e9a57b579cff63049efb1/thumbnail_1626000.jpg","/articles/6473755/Minnesota/Hopkins-opens-202526-enrollment-staffing-transportation-and-student-supports-highlighted","https://secure.pipeline.soar.com/6473755-acc39e0179975b66872fa2a09787428a/orig.mp4?Expires=1770782690&Signature=atDK48EGeneMmkkyihsXE9bONZwHoHL0MqW9wShx6J1p8tG6I-ff3PEa0lUE1kCN677D0pcGQddK9xUhO6ZYs106PHCEbvc851XmRPB93YP0C3dspZFC5PjgzXxc-S~MUGt-R2EY44aTts3THzE1Sd-t0ZvnRKGtGvMGcTpe8AWeo4kKD2-mWz5MwoGfqIwbGpsskzskjEgUP2BCTCwx5U4RU3SL7naDkYEGY8pCixwjjDF0Rc91VnsjYtEE6zKEs~EoAi7SlgAkXT3Iq8TRKGZRVnWjcOnAteBL3vJyiI3S7-qN7aNUKpUIG2t4giKenljStjDEddFgD~Nj4Y5Nhw__&Key-Pair-Id=KUT5TJCACFTXG","Hopkins Public Schools leaders reported the 2025–26 school year opened on time with approximately 7,000 students across 11 schools and several district programs. Presenters summarized summer hiring, early‑childhood expansion, summer learning and enrichment programs, school nutrition participation gains, transportation startup challenges and an after‑action commitment from the superintendent to review problems that affected families at the first‑week bell.

NUT GRAF: District leaders said they welcomed staff and students, filled many vacant roles over the summer, expanded early‑childhood and preschool partnerships, and served large summer programs. At the same time, transportation routing and morning pickup delays at several sites prompted board members and the superintendent to request an organized after‑action review and clearer communications protocols to families.

Staffing and early education: The district reported roughly 84 new staff hires this year and continuing recruitment in hard-to-fill roles. Early Childhood and ECFE programs began orientation and preschool classes; the district is laying groundwork for a Chinese‑immersion preschool (planned 2026–27). Community Education summarized summer camps and year‑round before/after‑school programs and noted demand: Kids & Company reported a waiting list of about 141 students and an additional 40 new requests since the last board meeting.

Summer programming and outreach: The district described extensive summer learning: a district “Camp Royal” offering more than 150 camps and 1,500 enrollments (about 480 students across sessions); Freedom School served 223 students and hosted statewide site training; the district hosted a 2,000‑student Youth Science Day at the Science Museum; partnerships included the Hennepin County immunization clinic that provided free vaccines to children birth–18.

Transportation and startup problems: Transportation leaders said the district began the year with 48 large (Type C) yellow buses, 39 smaller Type A buses and 11 Type 3 vehicles for specialized routes. The department reported improved routing but noted late additions to runs and data‑integration problems with a new routing system. Several board members and parents raised concerns about late buses and communication gaps; the superintendent committed to an after‑action review to identify operational causes and communications failures and to work with police/city partners on hazardous-road assessments and drop‑off/crosswalk safety.

Nutrition and program highlights: Nutrition Services reported a 15% increase in breakfast participation and a 10% increase in lunch participation year over year, farm‑to‑school sourcing gains and continued emphasis on scratch‑cooking. The district also described the Royals College Prep course at the high school and early planning for international travel for eligible AP World students.

ENDING: Board members asked for clear, rapid communications for families following transportation incidents. Superintendent Reid said staff will post the MDE referendum review, circulate follow‑up analytics and bring deeper school‑level assessment analyses and transportation after‑action findings to the board in the coming months.

","Superintendent Mary Pirie Reid and department leaders reported the district opened the 2025–26 year on schedule for about 7,000 students, noted hiring and retention progress, highlighted early childhood expansion and enrichment programs, and described transportation startup problems the district will review in an after‑action process.","actionData","errors"]

Article not found

Hopkins board approves banking resolutions, electronic transfer authority and moves forward with November bond and levy questions

Hopkins workshop spotlights testing, local performance gaps and classroom assessment alternatives

University researchers tell Hopkins board peer networks shape college applications and scholarship outcomes

Hopkins opens 2025–26: enrollment, staffing, transportation and student supports highlighted