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Board directs staff to revise Achievement and Integration goals, hears teachers and students endorse program
Summary
After a presentation and public comments from teachers, students and community members, the Forest Lake Area Schools board on Jan. 16 directed administration to work with state education partners to modify year‑three Achievement and Integration goals to match the district’s K–5 structure and to continue work to raise student achievement for all.
The Forest Lake Area Schools Board of Education on Jan. 16 discussed the district’s Achievement and Integration (A&I) program, heard public comments from teachers and students and directed administration to work with the state to adjust year‑three program goals to align with the district’s K–5 elementary model.
Director Bassett and Director Jacobson presented data showing the program’s reach and outcomes. Jacobson said A&I supports a wide range of district efforts — from additional teaching positions and STEM coaching to family support advocates, cultural liaisons and professional development — and that the district is in year‑two of a three‑year plan. "The program aims to create school environments that help create a sense of belonging for all students and allows us to provide support services so that all students can achieve at their highest potential," Director Bassett said.
Several teachers and students spoke during public comment and described what the program has meant in classrooms. Middle school counselor Mary Beth Higgins told the board, "Our district receives approximately $800,000 annually through achievement and integration funding... This funding directly support[s] three general education teaching positions, a half‑time STEM coach, 0.45 of our family support advocate, and 0.75 of a teaching and learning coordinator." Kindergarten teacher Jenny Helmgren said the program's professional development prompted her to add books and lessons that let students "see themselves in those stories." Several Black Student Union members described BSU as "a safe, welcoming space" that supports leadership and cultural learning.
Presentation slides and board discussion showed measured gains in participation in rigorous courses at the high school (concurrent enrollment and Advanced Placement) since 2018 and improvements in graduation rates. Presenters cautioned that achievement gaps on state MCA tests remain a persistent challenge. Director Jacobson said the district's A&I goals combine gap‑reduction objectives with integration and educator training goals. He noted the district has been a voluntary participant in the state program and currently partners with Roseville for some A&I work.
Board members asked detailed questions about program participation and outcomes, teacher professional development completion rates and communications. Member Haglund and others pressed for clarity on which families and communities benefit most; presenters said A&I resources primarily target supports for students from lower socioeconomic households and students of color while benefitting the wider student population.
After discussion, the board voted to "direct administration to work with MBE to modify the three‑year plan goals to align with the district's K–5 elementary model with the objective of raising student achievement for all students." The motion carried by voice vote with no recorded opposition.
Why it matters: A&I funds are an additive revenue stream (the district estimated roughly $800,000 annually) that supports staff positions and programs tied to student supports, culturally responsive instruction, and expanded access to rigorous coursework. The board's direction will shape goal language for year three of the local A&I plan and influence how the district measures progress against achievement and integration objectives.
