Clear Springs and Scenic Heights present belonging-focused programs and special education supports

At the Feb. 6 meeting the Minnetonka School Board heard school reports from Clear Springs Elementary and Scenic Heights Elementary describing programs that aim to advance student belonging and individualized learning.

Clear Springs Principal Kurt Carpenter introduced staff from the school's Harbor and LAUNCH programs, which serve students who spend a majority of their time in special education settings. Speech-language pathologist Danica Halvorsen, classroom teacher Emma Dahl and co-teacher Laura Honecke explained how the Harbor classroom provides a "safe harbor" for students to practice life skills and work at individualized academic levels, while the LAUNCH classroom emphasizes communication and language development for students in kindergarten through fifth grade.

Emma Dahl described classroom routines and strategies that promote independence and social connection: "Our main goal is to give the students the skills to be independent. Two ways that we do this is through individualizing the students' schedules and academic instruction," she said. Teachers cited individualized task boxes, one-on-one support, a sensory room and regular inclusion in specials classes and field trips as part of students' daily schedules. The staff also highlighted Best Buddies partnerships that bring general-education peers into special-education classrooms for regular collaboration and social interaction.

A parent testimonial, read by a teacher, described the difference LAUNCH made for a third-grader who moved to Minnetonka: after a year in LAUNCH the child gained speech, confidence and independence, began taking the school bus and developed friendships outside of school.

Scenic Heights Assistant Principal Nicole Snitten and Principal Joe Walker presented the school's belonging work, noting Scenic Heights is among the district's largest elementary schools with roughly 933 students; the school reports more than 50% open enrollment with students from about 21 districts and a student body that is roughly 33% from diverse backgrounds. Snitten outlined multiple inclusive programs housed at Scenic Heights, including a Navigator program for highly gifted students (grades 2'5), a bridge program, a federal Setting 3 special education program for students with significant emotional or behavioral needs, a Chinese immersion program and the district's English program.

Snitten described practical practices that build belonging: monthly themes shared on the school's student news station, classroom artifacts prompting students to name what "freedom" and "success" look like to them, small-group lunchtime "lunch bunch" meetings, and pre-teaching lessons in small groups so students return to larger classes with confidence. She said Scenic Heights will revive a "fruit salad mix up" in March to mix students, teachers and programs intentionally; the school also formed a parent subcommittee and is piloting the Character Strong social-emotional curriculum with about 10 teachers across programs.

Board members commended both reports. One board member praised pre-teaching as best practice, and another noted the value of cross-program connections and alignment with district board goals on belonging.

The presentations closed with thanks to teachers and staff involved in both schools' programs.