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Superintendent outlines MTSS-driven academic plan, cultural integration goals
Summary
Superintendent Tim L presented the district's comprehensive strategic plan section on academics and MTSS, detailing tiered supports, cultural/ Ojibwe language integration, targets for attendance and graduation, and training and benchmarks the district will use to measure progress.
Superintendent Tim L presented the academic section of the Red Lake Public School District's comprehensive strategic plan on Aug. 2, describing a districtwide Multi-Tiered System of Supports (MTSS) and steps to embed Ojibwe language and culture into instruction.
"The district uses the MTSS framework from the Minnesota Department of Education to promote positive social, emotional, behavioral, developmental and academic outcomes for every student," Tim L said, explaining tier 1 supports for all students, tier 2 for those needing targeted interventions (for example, 504 plans or small-group instruction) and tier 3 for intensive, individualized services such as IEPs and higher teacher-to-student ratios.
Tim L outlined strengths the district has built, including growth in social-emotional learning and personalized learning initiatives that use technology to meet students where they are. He flagged attendance and outside barriers — including post-pandemic attendance declines — as ongoing challenges and set targets to increase attendance and graduation rates.
"Our goals moving forward ... are to continue to expand our social-emotional learning work and academic integration, to make all students be at grade level and to increase family involvement," Tim L said. The superintendent described planned benchmarks, Mental Health First Aid trainings, vape-reduction education and other supports for staff and students.
The plan calls for curricular changes to incorporate cultural elements across subjects (for example, using traditional patterns and economics of wild rice in math), greater family engagement efforts such as postcards and family nights, and new programs including peer leadership, autotech and health/nursing pathways. The superintendent said the district will measure progress against benchmarks at year's end and adjust as needed.
Board members discussed adding Ojibwe language and culture instructors to curriculum committees to help select textbooks and guide implementation; the superintendent and board framed the initiatives as part of a multi-year effort to rebuild trust and enrollment.
The board will review subsequent sections of the comprehensive plan at future meetings.
