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District review finds broad social-emotional supports in classrooms, urges closer alignment with external partners
Summary
A district review presented April 8 found strengths in classroom and building-level social-emotional and behavioral supports and identified gaps in district-level coordination and access to partner services; next steps include working with Intermediate District 916 to address wait lists and enrollment barriers.
At the April 8 meeting, district staff presented a review of social-emotional and behavioral supports available to students across Mounds View Public School District and identified strengths, gaps and next steps to improve access and coordination.
Jen Lodine, executive director of student support and engagement, said the district used resource mapping, building-level listening sessions and data analysis to inventory services. Early findings showed that expected classroom- and building-level supports are commonly available and accessed; district-level and external partner supports—particularly for special education placements—require closer examination.
Darren Johnson, executive director of school management, detailed strengths at the classroom and building level: direct SEL instruction during morning meetings and advisory periods, differentiated classroom strategies, sensory and calming spaces, flexible furniture, behavior plans, and additional adult support such as small-group licensed staff and paraeducators. He also said buildingwide scheduling and consistent behavior frameworks are helping with connectedness goals and local data-driven adjustments.
Stephanie Marrs, director of student services, summarized district-level systems: coordinated 504 plan management, a continuum of special education settings (including setting 3 programs in neighborhood schools and setting 4 separate placements), transition services for ages 18–22, and district-run alternatives to suspension (Reset at elementary, Tribe at secondary). She noted district mental-health partnerships provide school-based therapy and that the district monitors student needs using the Minnesota Student Survey and is beginning to use the Search Institute survey for student strengths and belonging.
Staff named community partners including Ramsey County services, Suburban Ramsey Family Collaborative, Ramsey County Children’s Mental Health Collaborative, a partial hospitalization program in Roseville, CLUES, Northeast Youth and Family Services, Natalis Psychological Services, LifeStance Health, and Intermediate District 916. Lodine said the district will work with Intermediate District 916 to identify barriers to access and enrollment for students placed outside the district and will prioritize recommendations to strengthen the continuum of services.
No formal board action was taken; administrators said follow-up will include more detailed data sharing with partner organizations and prioritized recommendations for the board to consider at future meetings.
