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District reports reduced discipline disparity; CEIS set-aside no longer required
Summary
Mankato Public School District staff told the board the Minnesota Department of Education removed the district from a 'significant disproportionality' designation after interventions reduced disparities in identification and discipline; the district will continue CEIS work despite no longer needing the 15% federal set‑aside.
Sam Steinman, the district’s director of student support services, told the board the district had been identified in 2024–25 for significant disproportionality — chiefly over-identification of Black/African American students with disabilities and disproportionate discipline removals — and had entered mandatory CEIS actions, including a 15% set-aside of federal special education funds.
“This work is not isolated,” Steinman said, describing CEIS as prevention-focused supports for students not in special education. He explained how the district standardized discipline definitions, increased training for student success coaches and reviewed building-level data to reduce disparities. “As of April this past month, the Minnesota Department of Education notified us that we are no longer identified for significant disproportionality,” Steinman said. “This reflects real progress in both outcomes and systems work. It did not eliminate it but has reduced it.”
Steinman outlined what triggered the earlier finding: risk ratios exceeding state thresholds (he noted that a risk ratio of about 4 meant a student group was “four times more likely” to experience removals). He also summarized core district responses: targeted professional learning for student success coaches, work with building administrators to review referral and suspension data, culturally responsive practices, and MTSS and positive behavioral intervention systems.
Board members praised staff for the progress and pressed Steinman on which interventions produced the biggest effects. Steinman cited two priorities: intentional training and support for student success coaches and close data-driven work by building leaders. “We cannot move away from the system that we’ve established,” he said, noting the district’s work will continue despite no longer being under the mandatory designation.
The report closed with a forward plan: continued professional learning, attention to remaining disparity pockets and an application to be considered an exemplar district so the district can share practices with others.
