The primary focus of the meeting was the recommendation to close enrollment for grades K-5. This decision was based on data comparing the district’s average class sizes to metro area averages. The board reviewed class size data from 2019 to 2023, noting that while most grade levels were in line with metro averages, fifth-grade class sizes were slightly above average. Historical data and a demographic study conducted in January informed the decision, highlighting the impact of housing developments on future enrollment trends.

The board discussed the parameters for determining class size, which have remained consistent over the years. They reviewed data from a service cooperative that showed average class sizes of 23.3 for third grade, 23.8 for fourth grade, and 26.2 for fifth grade. The decision to close enrollment was influenced by current class sizes and the expectation of limited resident enrollment during the school year.

The conversation also addressed sibling preference during the open enrollment process, confirming that families with siblings already enrolled in the district would receive priority. However, the board acknowledged that not all students would gain acceptance, leading some families to decide whether to keep siblings in different schools or wait for future enrollment opportunities.

The discussion extended to middle and high school enrollment, where elective choices and shared staffing between grades complicated the situation. The board had previously operated with an average of 830 middle school students across various sections. However, a recent drop in enrollment necessitated a change in class structure, resulting in larger average class sizes. The principal of the middle school was reportedly exploring options to adjust class sizes despite staffing constraints.

A significant portion of the discussion focused on the variability of class sizes at the middle school level, particularly in seventh grade. The board had stopped open enrollment for seventh grade back in February, anticipating available space, but unanticipated new resident enrollments created challenges. Feedback from parents highlighted concerns about class sizes in seventh grade, where some students experienced smaller classes while others faced larger ones due to elective scheduling and shared staff.

The board was provided with comparative data regarding science class sizes over several years to illustrate ongoing fluctuations. In 2019, science class sizes averaged 29.9, while in 2023, they were reported at 28.7.

In addition to class size concerns, the board discussed performance data from the Minnesota Comprehensive Assessments (MCAs). The data revealed concerns regarding math and reading scores from 2023 to 2024. The board noted that data for 2020 and 2021 was unavailable due to the pandemic, affecting the reliability of trends. Members expressed concern over the lack of growth in both areas, with one stating, “I didn’t feel excited… obviously we want to see growth,” suggesting a need to reassess current strategies and interventions.

It was suggested that the stagnation observed was a trend across the state, with many districts experiencing similar challenges. Members expressed a desire to understand how these external factors contributed to the current performance levels and what could be done moving forward.

Questions arose surrounding the district’s investments in literacy tools and whether these would yield positive results in the coming years. There was speculation about when improvements could be expected from newly implemented literacy programs, with an acknowledgment that initial rollouts often lead to a temporary dip in performance data before improvement is seen.

The board’s interest in a comprehensive action plan for math was noted, with a request for clarity on how the district intended to address new state standards in math education. Science performance was also mentioned, with a request for future data sharing as it was not included in the current analysis.

The meeting also touched on the implementation of decodable books and associated funding, highlighting the anticipated impact on literacy, particularly for students at Wildwood Elementary.

The session concluded with a presentation of high school advanced placement (AP) courses, detailing the number of exams taken, average scores, and the percentage of exams scoring three or higher. The importance of college readiness skills developed through AP courses was highlighted, noting that the district offers several AP courses for its size.