March 1, 2024 | Stories from St. Louis Park Public Schools

The SLP Communicator, published monthly, centers the stories and voices of students, staff, and our community. District-level news and information will be shared in school newsletters.

Enhancing Safety Measures:

Our Commitment to Your Child's Well-being

The safety and well-being of students are always our top priorities. We want to take a moment to share some important updates regarding our ongoing efforts to ensure a secure and nurturing learning environment for students.

We understand the importance of being prepared and proactive when it comes to safety in schools. We have been diligently working to strengthen our safety measures to provide an even safer environment for students, staff, and all who visit our schools. 

The foundational practices we know keep our schools safe are at the forefront of our efforts - trusting relationships between adults and students, mental health supports, strong community partnerships, professional development, safety-awareness of staff and students, and most importantly, engaging curriculum. It also means that we all must be diligent in our safety practices, such as wearing staff badges and visitor stickers, escorting visitors without identification to the office, checking that doors remain secure, actively partaking in drills, speaking up when something doesn’t feel safe, and so much more. A safety-minded school culture means that everyone is empowered to actively contribute to the safety and protection of our school communities. 

Here are some ways you can support our safety initiatives:

• Cooperation with Visitor Procedures: When visiting our school, please follow our visitor sign-in procedures, including wearing visitor badges/stickers. 
• Understanding Increased Vigilance: Our staff are vigilant when it comes to monitoring access points and ensuring that all safety protocols are followed. Please understand that this is a crucial part of maintaining a secure environment.
• Reinforcing Safety Education: At home, you can reinforce the importance of safety with your child. Encourage them to follow school safety guidelines and report any concerns to a trusted adult.

We welcome you to share the SLP student safety checklist with your students. Schools have put up these posters in common spaces at school to help remind students of their role in school safety. We’ve also developed a Staff-Safety Checklist that has been shared with staff in February.

Layers of Safety



St. Louis Park Public Schools has many layers of safety in place, but not everyone is aware of all the important components of a safety minded culture. The physical security of buildings is just one layer of safety, and we need many layers of safety working in tandem to optimize.

How are we preparing for worst-case scenario situations?

Since 2018, there have been more than 100 school shooting incidents per year in our country and those numbers have steadily increased. We understand the prevailing atmosphere of fear and worry concerning safety incidents, in particular school shootings, that has enveloped our nation, and we acknowledge the distress it can cause. Your worries are valid, and we share your commitment to ensuring a safe and secure learning environment for all. 

Approximately three-quarters of perpetrators in school-based active shooter situations acquired their firearm from the home of a parent or close relative. In February, St. Louis Park Public Schools teamed up with Be SMART to share an important message about proper gun storage and safety with SLP families.

Partnership with Police

St. Louis Park police and SLP schools have a long-standing relationship. In addition to the Juvenile Response Officers who serve our students, schools, and communities, City emergency responders conduct drills and training at SLP schools to become familiar with our schools and their layouts in the case of an emergency. We believe police presence in and around SLP schools continues to be beneficial to our school communities.

New St. Louis Park Public Schools Safety Partnership with I Love You Guys

We are proud to announce a new partnership with the I Love U Guys Foundation, which focuses on crisis response and post-crisis reunification. Their programs are used in more than 45,000 school districts and organizations around the world. 

I Love U Guys uses a Standard Response Protocol, similar to the Incident Command safety protocol St. Louis Park Public Schools currently uses, as well as provides support for reunification plans, staff training and safety exercises. A team of St. Louis Park Public Schools staff will attend formal training this spring. We will then implement a “train the trainer” model so staff at every building are trained in the Standard Response Protocol and other emergency preparedness best practices. 

Ultimately, our goal is to have consistent, clear, shared language and actions among all students, staff and first responders for all safety situations The partnership ensures that our district keeps abreast of nationwide best practices in school emergency preparedness and has access to materials and training annually. The resources will develop our muscle memory to respond appropriately in moments of crisis.

We understand that, as parents and caregivers, you entrust us with your child's education and well-being. We appreciate your support as we continue to improve our safety measures. Your feedback is always welcome, and we encourage you to reach out to your school leader with any questions or concerns you may have.

Together, we are building a safer, stronger, and more nurturing educational community.

School board unaimously approves resolution; seeks to uphold inclusivity values in process to seek alternative curriulum

The school board unanimously passed a resolution on Feb. 28, 2024, emphasizing its commitment to equity, diversity, and inclusion in the district's instructional materials. This resolution represents an important step in affirming the district’s commitment to recognizing and respecting the various identities of our students, staff, and families.

C. Colin Cox, Board Chair, stressed the importance of this resolution, stating, "Passing this resolution with unanimous support makes our stance crystal clear: the school board wholeheartedly supports the diverse identities represented in our community. In particular, we are proud of our district’s literacy program, which includes books with racially and culturally diverse families and characters as well as LGBTQ+ families and characters.”

The resolution aims to provide school leaders and educators clear guidance on instructional materials and the process to review or seek alternative curriculum, as they engage in discussions with families about classroom instruction and work to honor requests for alternative instruction.

In the resolution, the school board shares its belief that the Minnesota law that allows for requests for alternative instruction based on representation of protected classes in instructional materials conflicts with the Minnesota Human Rights Act. The school board calls upon the Minnesota Legislature and Governor Walz to change the law to prevent requests for alternative instruction based on the representation of protected classes, affirming the district's dedication to fostering inclusive learning environments.

“As a parent and a school board member, I fully support our district's commitment to equity and inclusion. Parents across our community want the same thing: a great education that gives students the critical thinking skills necessary to succeed in our diverse world,” shared Abdihakim Ibrahim, School Board Vice Chair. “We will follow the law and allow parents to opt their children out of instructional materials for any reason, to provide families an opportunity to review the content of instructional materials and pursue alternative instruction. I view this resolution as an opportunity for our school district to build bridges with families, particularly on deeply personal matters. Through stronger relationships and trust, we can pave the way for more extraordinary academic achievement and long-term success for all our students.” He continued, “I strongly believe that St. Louis Park Public Schools is a place where each student is seen and valued and becomes their best selves as racially conscious, globally minded contributors to society.”

St. Louis Park Public Schools'

Coaching Model and the MN Read Act

St. Louis Park Public Schools has embarked on a racial transformation journey, integrating equity and academic rigor. Through an in depth review process, the district integrated a new curriculum and coaching model centered around culturally relevant literacy. Culturally relevant literacy approaches curriculum with diverse and inclusive practices that recognize and validate cultures and experiences. Additionally, Minnesota implemented the Read Act, which seeks to propel each student to read at or above grade level, starting from kindergarten. Both of these standards have rigorous outcomes, and there are many benefits to students when the two standards converge. 

Culturally Relevant Literacy:

At the core of the district's coaching model is culturally relevant literacy practices, rooted in inclusivity and respect for students' diverse backgrounds. Recognizing the wealth of knowledge embedded within different cultures and languages, St. Louis Park Public Schools weaves this knowledge into literacy instruction. The district's commitment to culturally relevant literacy is within the "5 Pursuits," which guide educators in fostering a holistic learning experience:

• Identity: Empowering students to explore their own identities, those attributed to them by others, and foster an understanding of identities different from their own.
• Skill: Cultivating proficiency in essential reading skills such as decoding, vocabulary, comprehension, and phonics.
• Intellectualism: Encouraging critical analysis and expression of ideas through textual evidence in writing and class presentations and discussions. 
• Criticality: Nurturing critical thinking abilities and fostering awareness of power dynamics and societal issues.
• Joy: Instilling a sense of intrinsic motivation and enthusiasm for learning among students.

Two Culturally Relevant Literacy Coaches at each school:

One for early learning programs

An important piece of St. Louis Park Public Schools' literacy approach are Culturally Relevant Literacy Coaches. The coaches bring unique strengths to the table, incorporating cultural diversity into literacy instruction. Their expertise ensures that students not only develop strong reading skills but also engage with literature that reflects their backgrounds and experiences. These coaches ensure a more personalized and targeted approach towards literacy education, making sure students receive tailored interventions and support across diverse learning needs.

Read Act Compliance:

Aligned with the goals of the Read Act, St. Louis Park Public Schools is committed to getting each student to read at or above grade level, starting from kindergarten. The district leverages READ Act funds to provide professional development opportunities for teachers focused on literacy instruction. This includes more time for LETRs training, which is comprehensive professional learning designed to provide early childhood and elementary teachers and administrators with deep knowledge to be literacy and language experts in the science of reading. By registering through the Minnesota Department of Education (MDE), educators gain access to specialized training that helps them to support students in reaching their individualized reading goals.

New standard curriculum across K-5

This is the first year St. Louis Park Public Schools has had and has implemented a core curriculum across the district for students K-5. The curriculum for all International Baccalaureate (IB) schools is the Collaborative Classroom CCC, and Benchmark Adelente has been implemented at Park Spanish Immersion. These curriculums uphold a very high standard for reading and instruction. 

St. Louis Park Public Schools' literacy approach represents a shift in learning, blending academic rigor with cultural relevance and inclusivity. By empowering students to become proficient readers and critical thinkers, our schools lay the foundation for a more equitable and enriching learning experience.

SLP Superintendent Search

Stay connected with real-time updates

Submit questions to be considered in the Community Q&A with finalists by Fri., March 1 at 12pm. You can also submit questions in person at the event.

Semi-finalist interviews took place on Feb. 28 and will continue on March 1 at 2:15pm. Finalists will be announced the evening of March 1 and the Community Q&A with finalists will take place on March 2 at 1pm at Central Community Center (6300 Walker St).

Semi-finalists: View the resume summaries for the four semi-finalists for superintendent, Dr. Willie Barney, Dr. Carlondrea Hines, Dr. Jenna Mitchler and Dr. Teri Staloch. Interviews on Feb. 28 and March 1. The finalists will be announced the evening of March 1.

Community Q&A with finalists on Sat., March 2: Submit a question for the Community Q&A with Finalists taking place on March 2, 1-5pm at Central Community Center or submit in person. View the flier in English, Spanish and Somali. American Sign Language (ASL), Somali, and Spanish interpreters will be available. We will post a link online to submit online community feedback on finalists prior to the event.

Finalist interviews on March 13: Finalist interviews will begin at 3:30pm. at Central Community Center in Room 21. The interviews and deliberations are open to the public, live-streamed, and posted on Youtube for 30 days. We will post a link online to submit online community feedback on finalists prior to the interviews. The lone candidate will be announced the evening of March 13.

STORiole Pop-up shop (SLP merchandise) at March 2 and 13 meetings: The DECA STORiole is a student-run entrepreneurship that sells SLP clothing and accessories. There will be a variety of items for purchase. Cash, cards and tapless payments are accepted, or can be purchased online at The DECA STORiole. Clothing is produced by students or is purchased through minority or women-owned vendors. 

Hometown in the City: Arsenio Richards is an

SLP Parent, Staff, and Alumni

Arsenio Richards is an SLP parent, staff member, and alumni. Learn more about what he and his family loves about St. Louis Park Public Schools.

Testing Waters: Navigating the ACT Journey

Anya Panday is a junior at SLPHS and an intern with the communications department. As the Editor-in-Chief of the SLPHS student-run newspaper, Echo, she is committed to the representation of student voice within the district. As an intern for the communications department, she develops a story for each SLP Communicator to incorporate student voice into the district’s communications.

As the ACT, which will be held at St. Louis Park High School March 6, looms on the horizon, the high school is buzzing with anticipation and apprehension alike. Students are grappling with the weight of expectations and the promise of potential opportunities. The pressure to obtain a high score looms large, fueling both determination and anxiety in equal measure. 

Many students decide not to take the ACT due to learning disabilities or feeling like they aren’t good test takers. What many students don’t realize is that the ACT offers accommodations for students with conditions that may hinder their test taking abilities. Senior Abby Keller took the ACT with accommodations, and recommends that students advocate for their right to accommodations.

“The first ACT I took was two months before we were taking it as a school. I did prep classes and workbooks, so I was feeling pretty confident, but then I wasn't given the accommodations that I should have received. I had confirmation emails and everything, but the ACT system didn't have my accommodations. I decided to still take the test because why not, but I didn't do very well,” Keller said. “For almost everyone, getting accommodations is simple. When registering for an exam, you check a box saying you have accommodations. It then prompts you to put in a confirmation number which the testing coordinator or your counselor typically takes care of. It's as simple as that. My advice is to be persistent in advocating for yourself. There are over 300 people taking the test the same day as you, so if your accommodations fall through the cracks, speak up and let someone know.”

Junior and senior high school counselor Heidi Cosgrove said her main advice to students taking the ACT is to prepare ahead of time, but also understand that your score doesn’t define you.

“Don’t go into the test ‘blind,’ meaning be aware of what types of questions will be on the test. ACT.org has some free test prep so you know what to expect when the proctor says, ‘You may now start your test,’ Cosgrove said. “If students do not get the score they are hoping for, it's okay. I know firsthand what it's like to feel terrible about yourself because of your test score, to feel like you are not good enough as everyone else did better. I've been there. If you do well on the test, great. If you are an amazing test taker, wonderful. With that said, if you do not do well, this does not define who you are and what your future holds.”

Junior Thomas Halverson has taken the ACT twice, and while it has been stressful he said he has had a good experience preparing for the ACT with a tutor. 

“My experience with the ACT has generally been stressful and time consuming. I have put a lot of time and thought into the ACT, and it has caused a lot of stress in my life,” Halverson said. “My experience with ACT tutoring has been pretty good. I have had good tutors who have taught me a lot about the ACT but also things that I missed from previous classes that are going to help me going forward in school.”

While there is a certain amount of stress that can come with preparing for the ACT, whether that be through tutoring or securing accommodations, the ACT is becoming more necessary. Following the pandemic, many elite schools became test option. In the past few weeks, Dartmouth announced that it will return to requiring a standardized test score to apply. Following this announcement, people are waiting for other high-level institutions to follow through, and so far Yale has. With this being said, the ACT is once again becoming important for college admission. Cosgrove said that the ACT can act as a benchmark for college readiness and provide an opportunity to gain merit-based financial-aid. 

“The ACT organization can provide the student with college and career readiness benchmarks based on their score. For example, if they earn a subscore of 22 on the Math portion, post-secondary institutions will likely advise this student to take College Algebra. So one benefit is that it can help give post-secondary institutions another way to help advise you for classes,” Cosgrove said. “Several MN State Colleges and Universities can use your ACT score to help determine automatic admissions. For instance, at Mankato, if a student has a GPA of 2.7 and an ACT of 21 or higher, they will automatically be admitted. Post-secondary institutions may very likely want to see a test score for any potential merit scholarships as well.”

Keller said that she thought her ACT score helped her get scholarships to different schools, and that she sees no harm in taking the test.

“I did pretty well on the ACT I took with accommodations, so I decided to submit it to the colleges I applied to, but most of them gave me the option not to. I think my ACT score as well as my grades in high school helped get me pretty big scholarships to a few different schools, and I don't know if I would have gotten that without the ACT score,” Keller said. “Since the pandemic, more and more schools have become test optional. Because Park gives us the opportunity to take the ACT without having to pay for it, I see no harm in taking it. If you don't do as well as you think you can, you can always retake it, or simply apply to schools without ACT requirements.”

Halverson said he would recommend everyone take the ACT once, even if you don’t submit your score, so that you can see where you stand.

“I would really recommend everyone take the ACT at least once,” Halverson said. “It’s good to have an idea of what you can do, even if you don’t end up using it to apply for colleges.”

Clearing up the confusion about standardized testing

We're republishing this article to keep this important matter in front of families

This school year, St. Louis Park Public Schools has had increased participation at the middle school, as well as at the high school in reading and math. We continue to stress the importance of participation in all areas, especially in science at the high school, where participation continues to lag.

St. Louis Park High School continues to have a higher opt-out rate than our neighboring school districts. We want to help staff, families, and students understand how these tests can benefit students and schools and how opting out can actually have unintended negative impacts.

Let’s break it down

The state uses proficiency data to help identify which schools need additional support and recognize those making fantastic progress. But when students opt out of testing, they are marked as “not proficient” by the state, significantly lowering apparent proficiency levels. It impacts everything from students’ college-ready scores and understanding of academic progress to school enrollment and perception. 

It’s not that SLP students aren’t proficient, it’s that many are not testing.

At nearly all schools, the proficiency levels of SLP students in both math and reading is higher than the state, sometimes much higher.

While opting out is somewhat of a problem at the Middle School where 11-18% of students opted out of each MCA test in the spring of 2022, it is a large problem at the High School, where 38-65% of students opted out of MCA testing last year. When this large group opted-out, the overall proficiency for the High School dropped over 12% for math and over 15% for reading. These drops make it appear that the High School is lagging behind others in the state, when in fact it is above or similar to other districts across the state.

There are a variety of beliefs about standardized tests

Movements across the country have encouraged families to opt out without understanding the impact it has on students and schools. Some movements, for example, are based on the premise that standardized tests are racially biased against Students of Color. We acknowledge that some tests can be biased or used inappropriately to disadvantage Students of Color, however, through St. Louis Park Public School’s strategic plan for racial equity transformation, we remain committed to ensuring our testing practices benefit students. Ultimately, we believe these tests provide vital information on how the district as a whole is or is not providing rigorous instruction for all students. 

We encourage SLP families to continue their learning and understanding about standardized tests. 

In the meantime, we want to share our beliefs about standardized tests. 

• They are a small but important part of measuring the effectiveness of teaching.
• They help us understand what teaching strategies and practices are working.
• They help highlight classrooms and schools that are making fantastic progress, and where we need to continue to improve.
• They help hold SLP schools and our district accountable for high quality instruction aligned with state standards.

How standardized tests benefit students and schools

• Students who take the tests receive a college-ready score that can save them time and money by not having to take remedial, non-credit courses at a Minnesota State college or university. 
• Schools, teachers, and caregivers can gain valuable information about how well a student is progressing academically. 
• Teachers and school leaders receive information about areas of strength and gaps in our current curriculum, which then informs how educators plan lessons in math, reading, and science.
• Students who take the tests count towards the school's and district's overall state test results. 
• It ensures that resources and support for student learning are equitably distributed to SLP schools.

2024-2025 Calendar

The SLP school board approved the calendars for the next two school years. You are welcome to view the 2024-25 and 2025-26 raw calendar documents, however please know that the Communications Department will be designing family friendly versions of the calendars that will be shared in early March. The friendlier versions of the calendars will be much easier to understand. Note that the calendars include a two-week winter break.

We know many families are planning ahead for the next academic year, and an updated Calendar at a Glance for 2024-25 is essential in planning. Many dates on the calendar have been finalized, but the Minnesota Department of Education has recently issued new guidance regarding asynchronous days. We are working to ensure that our calendar is in alignment with this guidance, since these days serve as opportunities for both student learning and professional development for educators. We will share the 24-25 calendar with families as soon as it is available.

March Dates

March is Developmental Disabilities Month, Music in our Schools Month, Social Work Month, Women’s History Month, and Youth Art Month.

6300 Walker St. | St. Louis Park, MN 55416

Phone: 952-928-6000 | Fax: 952-928-6020