Stillwater Schools Delve into Academic Data, Prepare for 2025-26 Reforms
Stillwater Area Public Schools Board examined current student outcomes, attendance, and discipline data to inform strategic planning for major academic and operational changes slated for the upcoming school year.
Stillwater Area Public Schools (SAPS) administrators presented a comprehensive review of academic year data encompassing student outcomes, attendance, discipline, and enrollment to the School Board at its January 7, 2025, meeting. This detailed analysis served as a foundational step in preparing the district for a series of substantial policy and operational changes anticipated for the 2025-2026 academic year. The review highlighted current trends and community sentiment, providing essential context for strategic planning and decision-making.
The impetus for such a thorough review stems from impending shifts within the district. Key initiatives, including adjustments to the academic calendar, changes to daily start and end times across schools, a transition towards foam-free schools, significant literacy implementation efforts, and a new elementary science model, are all on the horizon. "Part of the reason for doing this is that we have a lot of changes in 2025-2026," explained Elsa, a district official, during the presentation.
Initial community feedback regarding some of these proposed changes, particularly those related to school schedules, was also presented. A survey was conducted to gauge "community atmospherics," according to Dr. Funk, another district official. Dr. Funk noted that survey results indicated a mixed response, with many respondents—including students, parents, and teachers—expressing either approval or indifference. However, he emphasized that a "vast majority of the people don't have an opinion" due to lower survey participation rates.
What we are trying to gauge is community atmospherics. Okay, this is just okay what's what's the feel right now? So, I mean, from looking at the data, okay, students seem to like it or don't care. Parents seem to not like it or don't care from those who filled the survey out and teachers similar to what the parents had to say as these guys already stated. But again, if you're looking at your in the number of people who actually filled this thing out, the vast majority of the people don't have an opinion.
Despite varied community feedback, the potential benefits of schedule adjustments, particularly concerning student sleep and overall well-being, were underscored. Director Theelander passionately advocated for the changes, referencing the positive impact on students across all grade levels. "But to me it's just something that is so important for our kids," Director Theelander stated. "Every single kid in this district will have the benefit of the additional sleep and time that they have by the adjustment to the schedule. And so although it may be more difficult maybe for elementary families, but it's something that we know they're all going to benefit from and it's just something that I think is too important for us to put aside based on the evidence that's there."
Addressing Literacy Outcomes
Sky, another presenter, highlighted significant findings from a reading intervention pilot in middle schools. The program saw considerable success at both Oakland Middle School and Stillwater Middle School. "What we saw at both middle schools was about a 60% exiting and 40% exiting in sixth grade. This is in one semester. That's crazy. It's crazy numbers, right?" Sky reported, indicating a strong initial success rate in moving students out of intensive reading support within a single semester. Similar positive trends were observed at Stillwater Area High School, where a literacy lab elective demonstrated significant impact. Students in the program reported breakthroughs in understanding, with exit rates as high as 48%.
The number of high schoolers who actually said why did no one ever tell me this like right and you're looking at exit rates of 48% because it just clicks. They're like, 'Oh, so when it says ology, that just means it's the study of and so I really just need to know that first part.' And we're like, 'Mhm.' They're like, 'What? No one's ever told me this.' And we're like, 'Right, we're also learning alongside you.'
Dr. Funk further contextualized the district's approach to curriculum implementation, including literacy, describing it as "defined autonomy." He explained this philosophy aims to provide teachers with a clear framework for instruction while allowing professional flexibility in instructional delivery. "One of the challenges we have is if we have a lot of change in systems, people just kind of do their own thing and they have a lot of autonomy. So what we're doing is we're providing the sandbox. All right, here's where we want you to operate. And it's really the art of teaching. The science is here's the curriculum. Here's what needs to happen. How you get there that's your the art that's the skills you bring as a teacher," Dr. Funk elaborated.
The comprehensive data review and discussions on upcoming changes underscore the Stillwater Area Public Schools' proactive stance in refining its educational framework. By analyzing current student outcomes, attendance patterns, and community input, the district aims to ensure that planned adjustments to the academic calendar, daily schedules, and instructional strategies, including enhanced literacy implementation, are effectively aligned with student needs and district goals for the 2025-2026 academic year.
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Votes (6)
Approval of Meeting Agenda
Moved by Chair Sherman [Timestamp] · Seconded by Director Theelander [Timestamp]
Standard approval of the meeting's agenda without substantive debate. Chairman opened for a motion and received one.
Approval of Consent Agenda
Moved by Unknown [Timestamp] · Seconded by Director Law [Timestamp]
Standard approval of the consent agenda, which included several items (A through I) without individual discussion. A motion and second were made, leading to a quick vote.
Academic Year Data Review
This item involved a detailed presentation of student academic performance, attendance, discipline trends, and enrollment figures. Key discussions included the impact of the calendar pilot (student positive, family/staff negative) and bell time changes (secondary alertness up, elementary tiredness up, activity absences increased). The board questioned the depth of survey responses, the causes of attendance/discipline changes, and the long-term outlook for the calendar pilot.
Literacy Update
The presentation detailed significant advancements in district-wide literacy, including widespread Science of Reading training, successful curriculum implementations in K-5, and highly effective reading intervention pilots at both middle and high school levels. Challenges like teacher adaptation to new curriculum pacing and the tension between autonomy and fidelity were acknowledged. Future plans involve continued training, new Spanish curriculum, and expanding volunteer programs.
First Read on Policy 610: Education Programs
This item presented Policy 610 for a first read, which is intended to replace an older policy (R 610). The primary amendment involves explicitly defining and establishing criteria for 'school sponsored celebratory or recognition trips' as legitimate supplementary or extracurricular activities. The discussion confirmed the policy aims to formalize existing practices and ensure trips serve a clear student purpose, provide equitable access, and do not disrupt instruction.
Closed Session: Real Property Discussion
Moved by Chair Sherman [Timestamp] · Seconded by Director Theelander [Timestamp]
The board moved into a closed session to discuss matters related to real property. The purpose was to develop or consider an offer to purchase or sell real property, as permitted by Minnesota statute.
Notable Quotes (8)
So, part of the reason for doing this is that we have a lot of changes in 2025 2026. Um, we have the academic calendar, changes to daily start and end times, moving towards foam free schools, which is a major change in our policy, literacy implementation, which you'll hear more about tonight, as well as our elementary science model.
What we are trying to gauge is community atmospherics. Okay this is just okay what's what's the feel right now? Okay. So, I mean, from looking at the data, okay, students seem to like it or don't care. Okay. Parents seem to not like it or don't care from those who who filled the survey out and teachers similar to what the parents had to say as these guys already stated. But again, if you're looking at your in the number of people who actually filled this thing out, the the vast majority of the people don't have an opinion.
But to me it's just something that is so important for our kids. Um and what I you know in having again Angoli having kids that experience both schedules I also then realize that every single kid in this district will have the benefit of the additional sleep and and and time that they have uh by the adjustment to the schedule. And so although it may be more difficult maybe for elementary families which you know we you know we experienced um but it's something that we know they're all going to benefit from and it's just something that I think is too important for us to um you know put aside uh based on the evidence that's there.
So what we [snorts] saw at both middle schools was about a 60% exiting and 40% exiting in sixth grade. This is in one semester. That's crazy. It's crazy numbers, right?
The number of high schoolers who actually said why did never no one ever tell me this like right and you're looking at exit rates of 48%. because it just clicks. Um they're like, 'Oh, so when it says ology, that just means it's the study of and so I really just need to know that first part.' And we're like, 'Mhm.' They're like, 'What? No one's ever told me this.' And we're like, 'Right, we're also learning alongside you.'
So a good way of looking this at this and maybe I've said this before to the board, others have heard me say it. It's the concept of defined autonomy. All right. One of the challenges we have is if you know if we have a lot of change in systems, people just kind of do their own thing and they have a lot of autonomy. They well we're going to go do whatever. Um so what we're doing is we're providing the sandbox. All right, here's where we want you to operate. And it's really the art of teaching. Okay, the science is here's here's the curriculum. Here's what needs to happen. Um, how you get there that you that's your the art that's the skills you bring as a as a as a teacher.
The only change between our policy and MSBA to C. Scroll up a little bit to the top Joan if you can. There you go. Is we have added school sponsored celebratory or recognition trips. Okay. So basically I'll read it to you. School sponsored celebratory or recognition trips may be approved as supplementary or extracurricular activities when participation is voluntary. The activity serves a legitimate student or student activity purpose. Equitable access is provided and the trip does not materially interfere with required instruction. Celebratory trips shall not be represented as instructional trips solely because they occur during the school day.
The next item on the agenda is a closed session pursuant to Minnesota statute 13D05, subdivision 3C3, which allows the board to go into close session to develop or consider an offer to purchase or sell real property.
Ordinances & Resolutions (5)
Proposed new policy on education programs, including school-sponsored trips.
Existing policy on activities and programs away from school campus, to be replaced by the new Policy 610.
Legal basis for closing a meeting to discuss real property transactions.
State legislation providing a deadline for Science of Reading training.
Model policy from the Minnesota School Boards Association used as a basis for the district's new Policy 610.
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Other Topics from This Document
Special Recognition: The Partnership Plan New Executive Director
Superintendent's Report: Construction & Academic Schedule Updates
Calendar and Daily Start/End Times Pilot Feedback
Literacy Program Update and Progress
First Reading of Policy 610: Education Programs
Closed Session for Real Property Discussion
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