Tag: Wayzata Public Schools

The Wayzata School Board received an in-depth update on the district’s Student Support Services programs at its recent meeting, with administrators, staff, students, and parents sharing how a range of specialized resources are fostering inclusion, independence, and academic progress.

Director of Student Support Services Ginni Nias said the department’s mission is directly tied to the district’s goal of ensuring “a world-class education that prepares each and every student to thrive today and excel tomorrow in an ever-changing global society.”

The department serves students from birth through high school graduation, as well as learners ages 17 to 22 in transition programs. Teams include special education teachers, school psychologists, nurses, speech pathologists, multilingual staff, and mental health professionals. Their work, Nias said, is about “creating empathetic and aware global citizens” by making learning accessible for all students.

Among the initiatives highlighted was the district’s “Unified” programming in partnership with Minnesota Special Olympics, which brings students with and without disabilities together for shared activities like physical education, track and field, theater, and new events such as a cornhole competition. Special Education Supervisor Amy Van Donk noted that West Middle School now has about 200 student volunteers participating in unified activities.

Staff also described student-led efforts, such as a middle school American Sign Language club and the Trojan Care Closet, a new clothing and essentials resource operated by transition program students. Grants from the Wayzata Education Fund have supported adaptive equipment, assistive technology, playground communication boards, and specialized tools for visually impaired students.

Data presented showed that nearly 60 percent of special education students in Wayzata have speech-language impairments, autism spectrum disorder, or specific learning disabilities. The number of students with educational disabilities has nearly doubled in the past decade, with notable increases following the COVID-19 pandemic. About 6.5 percent of special education students are also English language learners.

Multilingual Coordinator Becca DeBolis reported that the district now serves 713 English learners, up by 81 students in three years. Additional staffing has allowed for more co-teaching and targeted instruction, resulting in 18 percent of English learners exiting from service in 2025 after demonstrating proficiency.

Mental health supports have also expanded through co-located partnerships with Relate Counseling Center and the Park Nicollet Foundation’s Growing Through Grief program, providing onsite therapy, grief counseling, and crisis response.

Health Services Supervisor Jean Harsens reported more than 80,000 visits to the district’s 15 health offices during the school year. The district currently supports 440 students with active 504 plans, providing accommodations that remove barriers to learning for about 3.4 percent of the student population.

Board members thanked the presenters and recognized retiring staff members Kristen Baldwin of Plymouth Creek Elementary and Michelle Howe of the transition program, each with 32 years of service to the district.

At its August 11 Board of Education meeting, Wayzata Public Schools recognized two outstanding staff members—Special Education Coordinator Steff Weekly and Central Middle School multilingual teacher Anna Heetland—as the district’s August 2025 Employees of the Month.

A Champion for Every Learner

For more than five years, Steff Weekly has served as special education coordinator, anchoring every decision in a student-first philosophy. Known for her “can and will do” spirit, Weekly is a visible advocate for students both in the classroom and on the lacrosse field and hockey rink. Her colleagues say she combines responsiveness with leadership, ensuring students feel “seen, heard and valued.”

“Steff is an excellent communicator, always supportive, and never afraid to help staff, students, and families in any way she can,” shared Ross Williams. “We know she is grounded in student-first solutions.”

Weekly accepted the honor with visible emotion, calling Wayzata “her whole heart.” “I love my job because of my teams and principals, and I love this community,” she said. “It’s where I started my teaching career, where my children go to school, and where I coach both hockey and lacrosse. I’ll always support this district, and I’m grateful every day for the opportunity to work here.”

Weekly’s leadership style is marked by collaboration, humor, and a calm presence that helps guide staff and families through complex situations. Superintendent Chace B. Anderson called her “a valued resource and mentor” whose commitment strengthens the district’s inclusive culture.

A Voice for Multilingual Learners

Joining Weekly in the spotlight is Anna Heetland, a multilingual teacher at Central Middle School whose dedication and expertise have made her, in the words of her colleagues, “the cornerstone of our multilingual team.”

From co-teaching strategies to student advocacy, Heetland’s influence is felt across CMS. She is known for building confidence in students, fostering connections with families, and mentoring new staff. “Anna’s passion and professionalism have made a lasting impact on our school community,” said Becca Dovolis.

Rob Rimington added, “Her ability to connect with students in both self-contained and co-taught classes helps students feel welcome and confident in their learning.”

Heetland described the award as “such an honor,” crediting the mentors, colleagues, and students who inspire her work. “My passion is empowering multilingual learners and their families as they navigate new schools and communities,” she said. “Their grit and knowledge inspire me daily, and it’s because of them—and the amazing team at Central Middle School—that I love what I do.”

District Pride

Student Support Services Director praised both honorees for their leadership and dedication. “We are incredibly grateful for all that Steff and Anna bring to our team,” the announcement read.

Community members and colleagues alike are celebrating Weekly and Heetland for their exceptional service, a reflection of Wayzata Public Schools’ mission to inspire every student to excel.

The October 28th presentation to the Wayzata School Board provided an in-depth look at the district’s progress towards its World’s Best Workforce (WBWF) goals for the 2023-24 academic year. Dana Miller, Executive Director of Teaching & Learning, along with Stacey Lackner, Director of Research & Evaluation, led the discussion. Their presentation, titled “Proficiency, College & Career, and Graduation,” focused on student performance across multiple measures, including academic proficiency, college and career readiness, and high school graduation rates. The report emphasized both district achievements and ongoing challenges, particularly regarding educational equity and achievement gaps among various student groups.

Goals and Purpose of the Report

The WBWF report serves as a critical accountability tool, aligned with Minnesota’s WBWF and Achievement and Integration legislation. The district’s stated mission is to ensure all students are prepared for college, career, and life beyond high school, with a strong emphasis on closing racial and economic achievement gaps. This year’s report is built around several key goals:

1. Strengthening District Alignment: The report aims to foster shared understanding across the district by operationalizing the strategic directions and equity commitments that support Wayzata’s mission.
2. Enhancing Proficiency in Core Areas: By analyzing the Minnesota Comprehensive Assessments (MCA) results, the district gains insights into how well students are performing in reading, math, and other core areas, with a focus on identifying and addressing disparities.
3. Ensuring College and Career Readiness: Through ACT performance data, the district evaluates students’ preparedness for post-secondary education and the workforce.
4. Supporting High Graduation Rates: The report tracks graduation data, spotlighting both overall success and discrepancies among different demographic groups.

Academic Proficiency: Minnesota Comprehensive Assessments (MCA) Results

The MCA and MTAS (Minnesota Tests of Academic Skills) scores reflect students’ academic progress and provide valuable insights into curriculum alignment with state standards.

• Math Proficiency (Grades 3-8): Overall, 75% of Wayzata students achieved proficiency in math, outperforming the state average of 47%. However, disparities exist among racial groups. Asian students demonstrated the highest proficiency rate at 90%, while American Indian/Alaska Native students had a 24% proficiency rate, a common fluctuation given the small group size. Additionally, students in special populations faced challenges, with 47% proficiency among those receiving special education services and 41% among English learners.
• Reading Proficiency (Grades 3-8): Reading proficiency for Wayzata students stood at 72%, compared to the state’s 49%. Asian students achieved an 82% proficiency rate, while American Indian/Alaska Native students again had the lowest at 24%. Among students receiving special education or free/reduced-price meals, proficiency was at 44%, and only 25% of English learners were reading at grade level.

These results underscore the need for continued focus on closing achievement gaps among various racial and economic groups. The district is implementing targeted interventions aimed at improving outcomes for these students.

College and Career Readiness: ACT Assessment Performance

Wayzata students generally perform well on the ACT, a standardized test commonly used for college admissions. The report included scores for all Grade 11 students, reflecting their best scores across test administrations.

• Mathematics: Sixty-four percent of Wayzata students met the ACT college readiness benchmark in math, though this represents a slight decline over the past three years. Notably, 86% of Asian students met the benchmark, while only 15% of Black or African American students reached this level. Students in special populations, including those receiving free/reduced meals and special education services, also scored below the benchmark at rates of 24% and 21%, respectively.
• Reading: In reading, 61% of Wayzata students met the ACT benchmark, though this number also reflects an 8-point decline over the past three years. Asian students once again led in proficiency, with 80% meeting the benchmark, while only 30% of Black or African American students achieved it. Among students receiving special education services, 51% met the benchmark, while 35% of students eligible for free/reduced meals did.

The ACT data reflects a need for continued focus on equitable support and resources to ensure all students have an equal opportunity to succeed. The district is working to strengthen college and career readiness programs that address specific needs within these subgroups.

High School Graduation Rates: Seven-Year Cohort Analysis

The WBWF report also examined graduation rates within a seven-year cohort, which includes students in the Wayzata Transition program. This data provides a more comprehensive view of student outcomes, particularly for those requiring additional time or support.

• Overall Graduation Rate: The seven-year graduation rate for Wayzata stands at an impressive 99%, far exceeding the state average of 89%. This high rate reflects the district’s commitment to supporting students through to graduation, even for those who may need extra time.
• Graduation Rates by Demographics: Graduation rates varied slightly among racial groups, with Asian students achieving a perfect 100% rate, while Black or African American students graduated at a rate of 96%. Among students in special populations, English learners reached a 100% graduation rate, while students receiving free/reduced-price meals graduated at 96%, and those in special education programs graduated at 92%.

Wayzata Public Schools graduation rates illustrate the district’s success in maintaining high standards for all students, though the data also highlights areas where specific support might enhance outcomes even further for students with unique needs.

Strategic Initiatives for Closing Gaps

To address these performance gaps, the district has outlined a series of strategic actions linked to its 2024-25 District Operational Plan (DOP). The plan is closely aligned with the district’s Strategic Roadmap and Equity Commitment, focusing on:

• Targeted Professional Development: Educators participate in professional learning communities (PLCs) aimed at identifying effective practices for closing achievement gaps, particularly within special populations.
• Enhanced Support for Students: Wayzata is increasing resources for students who require additional academic and social-emotional support, particularly those in low-income households and students with learning differences.
• Community Engagement: The district is expanding efforts to engage families and community stakeholders, recognizing the importance of collaborative support for student success.

Looking Ahead

The 2023-24 World’s Best Workforce report reaffirms Wayzata’s status as a top-performing district with consistently high graduation rates and ACT scores. However, the significant performance gaps, particularly among racial and economic subgroups, remain a primary focus. The district is committed to ongoing improvement efforts, ensuring every student receives the support needed to thrive.

For more information about the report or the district’s initiatives, community members are encouraged to reach out to the Teaching & Learning team via email at askTL@wayzataschools.org.