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

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.