ENSURING FUTURE SUCCESS
We must return to proven academic basics without political influences.
When the 5-year ISD 728 strategic plan was implemented in 2023, there were no specific, measurable goals included for academic improvement for students. In a time when Minnesota schools are failing their students and test scores at are an all-time historical low, it is imperative that districts implement specific academic goals that are measured regularly with plans for improvement if not met.
When the 5-year ISD 728 strategic plan was implemented in 2023, there were no specific, measurable goals included for academic improvement for students. In a time when Minnesota schools are failing their students and test scores at are an all-time historical low, it is imperative that districts implement specific academic goals that are measured regularly with plans for improvement if not met.
As a candidate, I propose rehashing the 2023 5-year strategic plan to incorporate specific academic goals by subject and grade level including specific tools to be implemented that improve success. This task will include partnering with educators, paras, and other front-line staff to evaluate best strategies that produce proven results and continued measurement of outcomes with agreed upon strategies to change course if measurable goals are not met.
The purpose of the public education system is to academically prepare students to either successfully enter the workforce and/or be well prepared to continue their education at a higher level. Without measurable goals that are shared with the community, we have no way of determining if the school district is appropriately serving its students. The community must elect school board members dedicated to real academic success and a willingness to change course when metrics aren’t met.
One potential idea to positively impact academic achievement is reducing classroom size at critical periods of learning. For example, children learn reading fundamentals in very early grades. Research shows that class size can drive student success in these areas. Again, solutions ought to require partnership with educators, administration, and board members to best determine a path forward to improving reading in the district. One possible solution is to implement a small classroom pilot program across several schools in the early grades to track student outcomes and improvement and to test this theory. Further, smaller class sizes in key grades may reduce teacher stress and staff turnover. See links to academic studies below that link class size to academic outcomes.
https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1053&context=ed_etds
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/117901/Ruggles.pdf
While the Elk River district outperforms most other districts in MN, it is important to look at the details and understand in a state-wide system that is generally failing its students, it is easy to compete and appear as though the district is producing excellent results. Following are actual data for reading proficiency in our district that is telling.
- Westwood Elementary, Zimmerman: only 50.9% of 3rd graders were proficient in reading.
- Otsego Elementary, Otsego: only 60.9% of 3rd graders were proficient in reading.
- Meadowvale Elementary, Elk River: only 62.7% of 3rd graders were proficient in reading.
- Parker Elementary, Elk River: only 62.6% of 3rd graders were proficient in reading.
Source: https://www.schoooldigger.com/go/MN/district/11370/search.aspx