The adoption of the Whitten Wisdom English curriculum marks a transformation in the district’s approach to teaching English Language Arts. The curriculum, favored by an English Language Arts adoption committee consisting of kindergarten teachers, replaces the previously used Journeys program, which was deemed ineffective. Whitten Wisdom aligns with state-mandated educational strands and emphasizes a knowledge-based approach to instruction. It involves comprehensive components such as assessment, interventions, professional learning, and literacy coaching.

A presenter detailed the curriculum’s structure, highlighting its focus on building students’ knowledge and vocabulary through a diverse array of subjects including history, science, literature, and the arts. This philosophy, inspired by educational expert Natalie Wexler, advocates for expanding students’ comprehension by incorporating various content areas, thus fostering a well-rounded learning environment. The curriculum is designed to engage students with specific texts, promoting fluency and comprehension across all grade levels.

The shift to this new curriculum involves significant challenges for teachers, who are adjusting to increased rigor and new expectations for student achievement. The transition is supported by a temporary instructional coach, who provides classroom observations, model lessons, and lesson preparation assistance. This support is crucial as teachers adapt to the curriculum and the accompanying training requirements. The curriculum’s implementation is structured over multiple years, with the current year focused on teacher familiarization.

Discussions also addressed the curriculum’s emphasis on critical thinking and inquiry-based learning. Students are encouraged to tackle complex texts, fostering a deeper engagement and collective understanding among peers. The curriculum incorporates assessments that ensure consistency across classrooms and accommodates diverse learners, including English language learners and students with individualized education programs (IEPs).

The curriculum’s focus on critical thinking and analytical skills appears to resonate with the parent community, with some parents praising the depth of student conversations facilitated by the curriculum.

The meeting also highlighted the district’s operational plan, which has shifted from a rigid five-year strategy to a more adaptable framework responsive to legislative and funding changes. The plan incorporates updated objectives focusing on equity and capacity building for staff. Social-emotional learning (SEL) was discussed, with an emphasis on its role in equipping students with essential life skills, dispelling misconceptions of SEL as indoctrination.

Financially, the district is in a strong position, with revenues increasing by approximately $7.5 million due to a rise in state funding and federal revenue. The fund balance rose by nearly $6.6 million, reflecting a 12.5% revenue increase against a 4.5% expenditure rise, meeting the district’s policy requirements for the first time in five years. This financial stability enables the district to maintain and expand its educational programs and support systems.

The board also approved several policy updates, including changes to enrollment procedures and student freedom of speech, aligning with Minnesota statutes and federal regulations. Additionally, recognition was given to student achievements, with commendations for events like the Veterans Day ceremony and the Student of the Month initiative.