[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6623458,"mediaKeyId","2769838-d2bffa8c84dfbe84194ac7306a70cbcd","parentId",2769838,"title","Hopkins high‑school sophomores propose mandatory 'Career Connections' unit linking class units to real‑world jobs","audioSeconds",141,"startMs",8386000,"endMs",8527000,"viewUrl","/Search/View?dp=1&key=2769838-d2bffa8c84dfbe84194ac7306a70cbcd&start=8386&end=8527","thumbnailUrl","https://assets.pipeline.soar.com/2769838-d2bffa8c84dfbe84194ac7306a70cbcd/thumbnail_8386000.jpg","articleUrl","/articles/6623458/Minnesota/Hopkins-highschool-sophomores-propose-mandatory-Career-Connections-unit-linking-class-units-to-realworld-jobs","mediaUrl","https://secure.pipeline.soar.com/6623458-7d2b08f060194acd1d41e86979b94212/orig.mp4?Expires=1770523627&Signature=PBzYw3eJn0ZrEkQHeJzh7ARFVWwfqN-F7khZfOrdqmOO1aDLnxdPCMt3Vv72s3GkYpb1yd8H3jD~SaySVEN9sQaqF~ifeWB7zch3HDVd1KJK8dfMg~Kyf08uJsBnqMFBeBP9hcKayJ5oae7-a-59N6vBSJ4xaQiGlqO4d7kop7Y7~9MedgPgMZlOOW1WSkNjgFsiepbWWKlR5S0nhcWyQ1YH1BGugROV8misKQ9ukPnSrDMeSN-j1vpO2Zh6eAhIdcGoJgeOzInGpXlS-cSfkHxlBws58yhvtlB13YVn5ZdgwgRLOOpuMSvmc2efZT~tv~CS1KxMMYonqQbj1~djZw__&Key-Pair-Id=KUT5TJCACFTXG","author","Hopkins Public School DIstrict","date","2025-03-26T02:26:38.373Z","article","Two Hopkins High School sophomores used the March 25 public‑comment period to propose a district policy called Career Connections, a classroom practice designed to help students connect units to real‑world jobs and explore career paths.

The proposers, Morgan Wechter and Sienna Odd, described Career Connections as a low‑cost, low‑burden policy: teachers would briefly list a few jobs related to the learning unit (for example, five jobs connected to the current unit) and present the connections at the start and end of a unit so students see how classroom skills map to careers. The students provided a template they said teachers could modify, and suggested the practice be required in all high‑school classes.

“We want it to be enforced similarly to how learning targets are presented at the beginning of notes, except we'd wanted to wrap up the end of the unit and be presented to relate what the unit was about to a job in the real world,” Morgan Wechter said. The students said the change would require “extremely little work on the teacher's end” while offering “immense benefits” for students deciding on courses and career interests.

Board response and follow‑up

The board did not act on the proposal during the meeting. Superintendent Mary Pirie Reid invited the students to connect with Assistant Superintendent Ann Ertle so staff could share ongoing career‑readiness work and consider how the student template might integrate with district initiatives.

Context and significance

Student‑led proposals for classroom procedure or curriculum are nonbinding, but they can influence district practice if staff agree to pilot or adopt suggestions. Board members thanked the students and encouraged them to follow up with district officials; Dr. Ertle (and district staff) can evaluate fit with existing career and college readiness efforts.

Ending

The students supplied a template for board and administration review and were invited to meet with the district’s learning team for next steps. No formal board action was taken at the meeting.","mediaType","Video","parentTitle","Hopkins School Board Meetings March 25th, 2025","oneSentenceSummary","Two Hopkins High School sophomores presented a public comment proposing a simple, district‑wide policy called 'Career Connections' that would require teachers to note and share 2–5 job examples tied to each unit to help students connect coursework to careers.","taxTitle","HOPKINS PUBLIC SCHOOL DISTRICT, School Boards, Minnesota","taxId",38591,"location","Minnesota","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6623463,"Board approved routine meeting matters March 25: agenda, consent calendar, treasurer disbursements and policies on first read",4574,10786000,15360000,"/Search/View?dp=1&key=2769838-d2bffa8c84dfbe84194ac7306a70cbcd&start=10786&end=15360","https://assets.pipeline.soar.com/2769838-d2bffa8c84dfbe84194ac7306a70cbcd/thumbnail_10786000.jpg","/articles/6623463/Minnesota/Board-approved-routine-meeting-matters-March-25-agenda-consent-calendar-treasurer-disbursements-and-policies-on-first-read","https://secure.pipeline.soar.com/6623463-8add1abd34b520411e7c71c5fbaf5e2f/orig.mp4?Expires=1770558222&Signature=bxmJFj7~OWIOWFpk~B0Wqfhqx-DLo8i6OuxcgjgWSPpXa9GIo~BggzH6F047KNHymvipG6uEpg~0F8ALL9FS00t3MdVVXk7Oh6slRByCUh-DXhsH2BVdJq~TddnveXxsGoNmjt9q7UiGJZ65AzLHaLzrC0io0h5K~zThuFQB~GqsgsAVgIqpg8Ezt3m6G~bXQLRQuDtfufL1hCAbtJTyi9QAgBHd530zASHBfTkxzDMG0tzMhVBDB0hxW~JJRVo9JgxUOLCLt15J5FBcnkknlfLop9LwyU0Yb~7BkaOzCfDlwqAJ9~5vQLzNIlaNCnKdD00Fe09s-B66RgmhoT4zCA__&Key-Pair-Id=KUT5TJCACFTXG","The Hopkins School Board on March 25 approved routine governance items including the meeting agenda, the consent calendar, the treasurer’s disbursement list for February 16–March 15, and advanced three policy updates on first read. The votes were taken by voice; the board chair announced each motion carried.

What the board approved

- Agenda approval: The board voted to adopt the March 25 meeting agenda as presented. The chair called for a motion and the motion carried after a voice vote.

- Consent calendar: The board approved the consent calendar, which included routine items. The chair drew public attention to a calendar modification that affects elementary families before the vote; the motion carried by voice vote.

- Treasurer’s disbursements: The board approved total disbursements of $2,040,066.40 for the period Feb. 16–March 15, 2025, after the treasurer reviewed highlights from the check register (notable items included transportation contractor payments, capital expenditures for ventilation and cybersecurity software, special‑education transportation, and tuition payments to Normandale Community College for PSEO students).

- Policies (first read): The board approved three policies on first read and directed administration to prepare revised language for second reading and adoption at a future meeting. The policies were 05:20 (student surveys), 05:26 (hazing/prohibition) and 05:28 (nondiscrimination regarding parental, family or marital status).

Meeting procedure notes

All votes were taken by voice; the meeting transcript records the motions, second(s), and the chair’s announcement that motions passed but does not provide a roll‑call tally of individual member votes. Chair Shannon Andresen announced the outcomes verbally after each voice vote.

No items were tabled for action at this meeting. The board adjourned at approximately 9:13 p.m.","At its March 25 meeting the Hopkins School Board approved the meeting agenda, the consent calendar, treasurer disbursements and took policies 05:20, 05:26 and 05:28 through first read. No controversial roll‑call votes were recorded in the public minutes.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6623467,"Hopkins presents Scholar Traits, pilot classroom work to tie competencies to teaching from pre‑K to high school",1568,5397000,6965000,"/Search/View?dp=1&key=2769838-d2bffa8c84dfbe84194ac7306a70cbcd&start=5397&end=6965","https://assets.pipeline.soar.com/2769838-d2bffa8c84dfbe84194ac7306a70cbcd/thumbnail_5397000.jpg","/articles/6623467/Minnesota/Hopkins-presents-Scholar-Traits-pilot-classroom-work-to-tie-competencies-to-teaching-from-preK-to-high-school","https://secure.pipeline.soar.com/6623467-4043dd520191bc3b5fa19e2a855f4f63/orig.mp4?Expires=1770523627&Signature=GWavL-dB-6LJZu4KI3pNEw1vX18TrrotdCfjQdb9regx5bmkH4wVFL5D4feceLxe07w-MrDNQHmv9HNtnYYzuo8RhMue2duslc9UTfyBYrQUHlPDWO09P6pFtpOWqhcTNZ1aCjOtcGiSb7wWSq1wIWVzC3-LWBWG~cZcS2sf~TIUKvq7MxKY4baOgPyKgbmSXrm5~MJZcjacYx~vREzn3BG1eihDdZNDg-O~Mr5plADk1y-~916HVmI2Aih4yeG246SBqQm0~2mH5WGj4MQY5W0sBfNoUXHiykMrgtxyqblbJGopCxrVYpHqIDWfcNSTa3uQJJT~pQOfsftmYUHq6w__&Key-Pair-Id=KUT5TJCACFTXG","Hopkins School District staff and teachers on March 25 outlined a multi‑year effort to define and put into practice a set of graduate‑level competencies called the Scholar Traits, and described classroom work tying those competencies to instruction, assessment and portfolios across pre‑K–12.

Superintendent Mary Pirie Reid and the district’s innovation and learning team described the Scholar Traits as a set of attributes drawn from a 2018 community visioning process and subsequent stakeholder interviews. The terms — which include critical thinking, empathy, confidence and voice — were then translated into concrete continuums and classroom practices the district is piloting.

Why it matters: Board members said the work helps the district capture and communicate broader student outcomes that matter beyond test scores. Staff described a three‑year development path: (1) community visioning and task forces (2018–2019), (2) interviews and Scholar Success Metrics (2021–2022), and (3) teacher micro‑credentialing and continuum development (2023–2024). This school year the district asked kindergarten teachers to begin receiving and using scholar‑trait notes from early‑childhood teachers so learning about competencies can follow students year to year.

Classroom examples

- Elementary physical education: Julie Ellingson, an elementary PE teacher who recently became the district’s adapted PE teacher, said she intentionally teaches empathy in PE lessons — for example, framing how a tag game should be played so all children feel safe to try new skills. “Teaching them what empathy will look like in this game… helps students feel safe that they can try something new and not get laughed at,” Ellingson said.

- Middle years (IB): Angela Wilcox, IB coordinator at North Middle School, described aligning the IB learner profile with the Hopkins Scholar Traits and using a daily learner‑profile focus in class agendas and advisory. She said staff ask students to collect portfolio evidence across grade bands tied to traits such as being an inquirer or communicator.

- High‑school project learning: Eric Turner, program coordinator for “Hopkins Creates,” gave examples of project‑based learning where students design independent projects tied to scholar traits — projects ranged from historical artifact curation to a student finishing a novel to a student working on sleep‑hygiene improvements before college. Turner said every project ends with a reflection that asks students how the work helped them develop at least one Scholar Trait.

Pilot and assessment approach

District staff described a balanced assessment approach: early‑childhood teachers record two Scholar Traits for each child in spring and provide that information to kindergarten teachers; kindergarten teachers will, in turn, pass trait descriptions to first grade. A micro‑credential program in 2023–24 let teachers earn recognition for embedding Scholar Traits into lessons, and workgroups drafted trait continuums for pre‑K through 12.

Board reaction

Board members praised the district’s emphasis on competencies that extend beyond standardized tests. Director Jen Westmoreland said she appreciated the district’s “intentional” focus on how Scholar Traits can support inclusive classrooms. The board requested continued updates on how traits will be incorporated into the district’s balanced assessment and how caregiver‑facing communications will explain trait reporting.

Ending

District leaders said the Scholar Traits work will continue to be piloted and refined with teacher‑designed exemplars and portfolio artifacts. Staff invited the board and public to observe classroom examples and noted kindergarten‑to‑first‑grade handoffs will be a next practical step for the 2025–26 school year.","District staff outlined the history and rollout of the 'Traits of a Hopkins Scholar' and a teacher‑led pilot that maps competency continuums from pre‑K through grade 12. Presenters described classroom examples from physical education, IB middle years, and a high‑school project program.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":92,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6623470,"Hopkins transportation audit finds high per‑student costs; board weighs eligibility, bell‑time and fee options amid $7M budget gap",4914,483000,"/Search/View?dp=1&key=2769838-d2bffa8c84dfbe84194ac7306a70cbcd&start=483&end=5397","https://assets.pipeline.soar.com/2769838-d2bffa8c84dfbe84194ac7306a70cbcd/thumbnail_483000.jpg","/articles/6623470/Minnesota/Hopkins-transportation-audit-finds-high-perstudent-costs-board-weighs-eligibility-belltime-and-fee-options-amid-7M-budget-gap","https://secure.pipeline.soar.com/6623470-211899334bd58cc9d4ca48f8587587e4/orig.mp4?Expires=1770523627&Signature=UkKPryN2jqPeaou2Vi~E8FO4vW3MzwcYzoyHO~hJrd9X~1q5h3ZqJfSutD6LI0fGUpp-nabcSD8cWmuCcCl96P8koSLpzu~4Walo5Urqu95fGmQtv~m7QYDFYc-7ZcBwH4zCeJZkuyjjSTAjR7cJLPkT5Yda-QkU0ryzIhVRrUl8UDdbvBiNFKwLf8QoeSBtV020wDb2UJ3bMh7RE-2MExJbejn90g6baJokQf8TGLtlunmxlbqN-Bmes8-gK4g8nGowrXtt6gocp0ZvLVKMw2Sb0fegeiWbC10aeI57PDRLSvMkOSTXdhkddHFtLjwW7nU07xQ-6hRMr5QGKen1Cg__&Key-Pair-Id=KUT5TJCACFTXG","An outside audit presented to the Hopkins School Board on March 25 found the district’s transportation operation is costly and inefficient relative to peers, and offered three broad ways to cut expenses: expand no‑bus (ineligible) zones, introduce a pay‑to‑ride program for noneligible riders, or revise bell times to allow buses to run multiple trips.

The audit, performed by CESO Transportation, found Hopkins runs 116 vehicles — 55 general‑education buses, 32 special‑education buses and 29 vans — transporting about 4,600 general‑education students daily (approximately 65% of enrollment). The consultants reported an overall cost per student of about $2,018, “which is significantly higher than most districts in the state of Minnesota,” CESO’s Nikki Pangrel said. By contrast, she said auditors typically see about $1,000 per student in comparable districts. Pangrel also said the district’s average planned students per bus is 44 and the average regular‑education trip time is about 33 minutes.

Why it matters: Hopkins faces a projected $7 million budget reduction for fiscal year 2026 and the transportation line item is one of the largest controllable expenses in the district budget. Staff and consultants told the board that changes to eligibility rules and bell times could remove buses from service and produce savings large enough to materially narrow the gap.

Key findings and figures

- Fleet and ridership: 116 total vehicles (55 general education buses, 32 special‑education buses, 29 vans); roughly 4,600 regular‑education riders daily. Pangrel: “Hopkins transports 4,600 regular education students daily, which is approximately 65% of your total enrollment.”
- Open‑enrollment riders: 678 open‑enrolled students currently use district transportation; auditors noted that at the district’s average ridership rate this equals roughly 15 full buses.
- Utilization: Planned students per bus = 44; average trip duration = 33 minutes; average mileage per regular trip = 9.8 miles.
- Unit costs: Cost per student = $2,018; cost per bus per year ≈ $97,000.

Audit options presented

1) Expand no‑bus (ineligible) zones. CESO modeled how many currently eligible students would lose eligibility under alternate distance thresholds. Pangrel said moving to the district’s board‑policy distances (0.8 miles elementary, 1.0 mile secondary) would make 235 elementary students ineligible, “which could equal out to 2 or 4 buses.” Extending a no‑bus rule to 1 mile yields 348 elementary students (4–6 buses); a 2‑mile boundary makes 1,034 elementary students ineligible (an estimated 15–19 buses).

2) Pay‑to‑ride for ineligible riders. Under Minnesota law, districts must transport students living more than two miles from school but may charge eligible (closer) families for optional service. Pangrel said neighboring districts use different models: “We see a lot of times that there’ll be a student cost of $250 and then a family max at $350 or $500. Some districts waive fees or reduce them for families that qualify for free or reduced‑price lunch.” She also warned districts must adopt a board policy to charge fees and decide whether the district or a contractor administers the program.

3) Change bell times (tier structure). Auditors and district staff described how the current bell timing leaves insufficient turnaround time between tiers (about 40 minutes now) and prevents buses from doing multiple routes. CESO recommended increasing time between tiers toward 60 minutes or adopting a true three‑tier schedule so buses can be redeployed. Consultants said improving tier spacing and an early opt‑in registration deadline for riders could reduce buses used and lower per‑student costs.

Board discussion and next steps

Board members and staff discussed equity concerns, logistics and the timing of changes. Several board members explicitly emphasized protecting vulnerable families: “I think about families who… rely on busing to get their kids to school,” Director Jason Ross said, urging careful safeguards. Vice Chair Ross and others also raised administrative concerns such as impacts on child care, before/after programs and school staffing.

Multiple board members expressed openness to policy changes for secondary students and asked staff for modeled scenarios: several members said they were comfortable increasing a no‑bus threshold for secondary students (some suggested 1.5–2.0 miles) while retaining a smaller walk/no‑bus boundary for elementary students. Director Jen Westmoreland said she favored a “hybrid idea” — stricter secondary boundaries and smaller elementary limits — and asked staff to run comparative savings models.

Director of Business Services Terrell Chapanduca and Assistant Director of Transportation Naisha Williams were given direction to run firm cost scenarios for alternatives (bell‑time permutations, no‑bus boundary options, opt‑in deadlines and pay‑to‑ride pricing) and return to the board. Chapanduca said preliminary allocations tied to the district’s budget process had already been distributed to school leaders and the administration will continue to refine options through April and May.

Electric buses and community input

A resident and member of a Clean Transportation team urged the district to apply for Minnesota Department of Commerce electric school‑bus grant funding (deadline May 13), noting Hopkins is listed as a prioritized district and could receive up to 80% of bus purchase costs and 85% of charger costs. Brianna Dauken said the state program currently “could cover up to 80% of the cost of an electric school bus, 85% of the cost of chargers, and 85% of the cost of other expenses,” and offered to assist staff with the application.

What the district did not decide

No policy changes were adopted at the March 25 workshop. Board members asked administration to return with detailed cost modeling and recommended policy options. The district’s transportation audit and the budget‑gap target of $7 million frame an urgency to decide by April–May so families and school operations can be notified in time for the next school year.

Ending

Administrators said they will run specific modeling requested by board members — including a version with 1‑mile elementary/2‑mile secondary no‑bus options, opt‑in deadlines moved earlier (May/June), and multiple bell‑time layouts — and present results at the board’s April/May budget meetings so the board can authorize any policy or operational changes before the summer.

\"This is a difficult conversation,\" Superintendent Mary Pirie Reid said. \"We are going to have to start making some decisions, and I do apologize for the challenging timing, but we will have to start kind of maybe get some parameters from our board members about what board members are comfortable with, so that we can start moving toward some decisions.\"","An independent audit found Hopkins’ transportation cost per student more than double state averages and identified options — enlarging no‑bus zones, pay‑to‑ride, and bell‑time changes — that could reduce vehicle needs. Board members signaled support for policy changes and asked staff for modeled scenarios before decisions.","actionData","errors"]

Article not found

Hopkins high‑school sophomores propose mandatory 'Career Connections' unit linking class units to real‑world jobs

Board approved routine meeting matters March 25: agenda, consent calendar, treasurer disbursements and policies on first read

Hopkins presents Scholar Traits, pilot classroom work to tie competencies to teaching from pre‑K to high school

Hopkins transportation audit finds high per‑student costs; board weighs eligibility, bell‑time and fee options amid $7M budget gap