Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Support Programs topic
No spam. Unsubscribe anytime.
Students and families tell Duluth board Check and Connect mentors kept kids in school
Summary
Students, parents and MDE partners told the Duluth Public School District board that the Check and Connect program’s mentors improved attendance, eased transitions and helped students reclaim credits, while staff warned sustaining the program requires continued funding and outreach to past grantors.
Assistant Superintendent Amber Von opened the meeting by inviting students and families to describe the district’s Check and Connect program and what the mentors mean to students, saying the district wanted to surface the lived experiences behind the data.
Two students — Izzy, a 10th grader, and Antonio Brown, a senior — described mentors who provide daily check-ins, emotional support and targeted academic help. Izzy said she deals with severe morning anxiety and “Faith always gives me the support that I need.” Antonio said mentors helped him with grades and provided a friendly, welcoming place during lunch.
Parents credited mentors with keeping students engaged. One mother said her child’s grades and willingness to attend school improved after being connected to a mentor; another parent, Jerick Muma, described mentors as “almost a second mother” who helped his son stay in school.
Representatives from the Minnesota Department of Education praised Duluth’s long-term implementation of the model. Chris Reynolds of MDE said the program’s relationships and family engagement are critical to re‑engaging students who are disengaged from school, and colleague Ellen Nikk called Duluth “a national exemplar.”
Board members thanked families and staff, and several members noted the district prioritized Check and Connect during recent budget constraints. Superintendent Maggus said the district reallocated funds and kept most services intact, though with fewer staff, and urged staff to continue documenting outcomes and to share stories with past funders and legislators.
Looking ahead, the board discussed distributing the student and family testimonials more widely to attract grant and legislative support, and several members urged the administration to coordinate with partners and to reach out to funding sources that had previously supported the program.
The district’s presenters emphasized that while data on credits and attendance matter, the turning point for many students is a sustained relationship with a caring adult inside the school.
The board did not take a vote; members asked administration to continue outreach to funders and to provide additional budget and program information at future meetings.
