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.
In a move that underscores the complexities of integrating tradition with modern inclusivity, the Wayzata School Board has voted to postpone a decision on reciting the Pledge of Allegiance at board meetings until February 10, 2025.
During the most recent session, heated debate ensued over whether to adopt a policy mandating that every board meeting commence with the pledge. The proposal, initially introduced by Board Member of Valentina Eyres in June 2024, sought to instill a sense of unity and purpose. Supporters argued that reciting the pledge could serve as a cornerstone for community building and instill shared values among board members and, by extension, the school community.
In 2019, the St. Louis Park City Council voted to discontinue reciting the Pledge of Allegiance to foster a more inclusive environment. The decision faced significant public backlash, leading to a unanimous vote to reinstate the pledge shortly thereafter.
The Wayzata School Board had previously engaged in two work sessions—in September and December—to dissect the implications of this proposal thoroughly. These sessions brought to light divergent views on whether the recitation of the pledge by the Board was merely a ceremonial gesture or a meaningful affirmation of community values.
During the debate on January 13th, 2025, Board Member Shiela Prior had this to say, “My sense from the community is that whether or not the board says the Pledge of Allegiance is low on their list of priorities. However, if approving it and saying it is going to help us focus on more important things to do, then I support it.”
Opponents, however, raised concerns about the policy’s impact on individual expression and the potential for alienating community members who might not share the same connection to the pledge. “By just saying the pledge, I don’t know how that impacts the students’ outcome or how that helps more collaboration within board members or with the Office of Student Development.” stated Board Member Paras Bhende. “So again, I don’t see the outcome, but that’s where my stand is. And again, listening to the community, there is concern with folks who don’t wish to say that but may feel obligated to do so in public forums. So just considering those aspects, I would say no.”
Board Member Sarah Johansen expressed skepticism about its effectiveness in fostering collaboration or improving student outcomes. “I don’t know how that impacts the students’ outcome or how that helps more collaboration within board members or with the Office of Student Development,” Johansen remarked.
The conversation also highlighted Wayzata’s strong focus on collaboration, with Johansen noting, “One of the things that makes Wayzata excellent is our high level of partnership and collaboration.” This sentiment was echoed as she discussed the importance of aligning decisions with strategic goals, including equity and student achievement. However, the lack of progress on addressing how the pledge could serve a meaningful purpose within that framework has led to disappointment. “That work has not been done, and so that is disappointing to me,” Johansen added, stressing the need for further discussions and a thoughtful approach.
The debate also touched upon the broader context of ceremonial practices within public institutions. Comparisons were made to other ceremonies, such as land acknowledgements, which have increasingly become integral in recognizing diverse histories and fostering an inclusive environment.
After an extensive discussion, a motion was introduced to postpone the vote. Proponents of the delay argued that additional time would allow the board to channel the discussion through its established committee structure.
“I have similar feelings to Sarah around how we’ve come to this point. Out of respect for the pledge, I want to do this in the right way. And I want to do this in a way that is meaningful, especially to the people who the pledge really means something to them. And so I know that there’s a motion on the table. But what I’d like to do is I’d like to move that we postpone this vote,” stated Board Member Heidi Kader.
The decision to delay the vote was not without contention. Some board members expressed frustration, suggesting that the proposal had already been thoroughly discussed in prior sessions. “We have spent the last seven months on this topic,” stated Board Chair Milind Sohoni, “and I worry that further delays might only kick the can down the road without bringing us any closer to a resolution.” Nonetheless, with a close vote of 4-3 in favor of the postponement, the board agreed to return to the matter in their next regular meeting.
Critics of the delay fear that the extended timeline may allow the issue to become mired in political maneuvering rather than being resolved on its merits. Meanwhile, proponents maintain that the postponement is essential to ensure that any decision made is fully reflective of the district’s commitment to inclusivity, excellence, and meaningful engagement with the community.
As the Wayzata School Board prepares for its February 10 session, all eyes will be on how the committee process unfolds and whether it can bridge the gap between tradition and contemporary values. The upcoming discussions promise to shed further light on whether the Pledge of Allegiance recitation by the Wayzata School Board can be adopted to serve as a genuine affirmation of community identity or if it remains a contentious relic of the past.
For now, the board and the community await the next chapter in this evolving debate.
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:
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.
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.
Ensuring College and Career Readiness: Through ACT performance data, the district evaluates students’ preparedness for post-secondary education and the workforce.
Supporting High Graduation Rates: The report tracks graduation data, spotlighting both overall success and discrepancies among different demographic groups.
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.
The Attendance Area Adjustment Process for Wayzata Public Schools is advancing, with recent developments underscored at an October 28 School Board Work Session. The process aims to refine the attendance zones to better balance school capacities, maintain neighborhood continuity, and consider transportation efficiencies. As the school district reviews its attendance areas, community input is playing a pivotal role in shaping the final recommendations.
After an initial round of concepts received feedback from parents, staff, and other stakeholders, the Wayzata Public Schools’ Attendance Area Design Team—a group of about 30 administrators and staff members—has been hard at work refining these proposals. They have been incorporating the public’s insights to address a complex set of considerations, including capacity balance, demographic alignment, and transportation impacts. The goal is to keep each school’s enrollment close to 90% of its functional capacity, while also maintaining the continuity of neighborhood schools and adjusting to district demographic trends.
With community involvement central to this adjustment process, the Attendance Area Input Team, consisting of approximately 80 parents and staff, is set to reconvene on November 13. This session will provide an opportunity for these representatives to review and give further feedback on the latest refined models. An invitation for broader community input will be sent via email to all parents and staff, encouraging additional participation in shaping the updated concepts.
Looking ahead, the timeline includes further refinement by TeamWorks International, which has been consulting on the process. Updated concepts will go through additional review stages, culminating in a presentation of final recommendations to the Wayzata School Board in December.
For those interested in following the adjustment process in detail, updates and video recordings of sessions are available on the district’s website. Stay tuned as Wayzata Public Schools moves forward with a goal of crafting attendance zones that reflect both the values and practical needs of our community.
Community Feedback Summary
The first round of public feedback on Wayzata Public Schools’ attendance area adjustments has highlighted several key themes. Here’s a thorough review of the responses which are available here:
Major Themes in Community Feedback
Desire for Stability and Long-Term Solutions A recurring concern was the frequency of boundary adjustments, particularly for neighborhoods like Bonaire and Heather Run, which have faced repeated changes. Families expressed frustration with the disruptions to students’ social circles, academics, and mental well-being. There is a strong call for long-term, sustainable solutions that minimize the need for regular redistricting and offer consistency for years to come.
Mental Health and Emotional Well-being The potential impact on students’ mental health, especially post-pandemic, emerged as a central concern. Parents voiced worries about the stress and anxiety linked to multiple transitions, highlighting that students have already endured significant disruptions. Stability in peer groups and school environments was seen as critical for supporting students’ social-emotional health.
Neighborhood and Community Continuity Many respondents emphasized keeping neighborhoods intact within the same school zones, valuing community cohesion and existing social ties. Families want zoning plans that keep neighborhoods together, allowing children to transition to middle school with familiar classmates. This continuity was cited as essential for a smooth adjustment to new school environments.
Preference for Local, Walkable Schools Proximity was a common priority, with families preferring that students attend schools close to home to reduce commute times, support walkability, and ensure safer transportation routes. Parents were particularly concerned about the logistics and safety of busing if students were assigned to schools farther from their neighborhoods.
Equity and Socioeconomic Balance Feedback highlighted concerns that some rezoning options could exacerbate socioeconomic disparities between schools. Parents want equitable access to resources and a balanced socioeconomic and demographic mix across schools, which they believe contributes to a more inclusive educational environment.
Grandfathering Requests A strong theme was the desire for “grandfathering” provisions, particularly for students in upper grades, such as rising 5th or 8th graders. Many parents requested that older students be allowed to finish their current schooling cycles to avoid the stress of transitioning to new schools late in their elementary or middle school years.
Concerns about Overcrowding and Capacity Imbalance Families expressed apprehension over some zoning models that may lead to overcrowded schools while others remain underutilized. Respondents asked for solutions that balance school capacities, noting that overcrowding can strain resources and impact the quality of education.
Request for Transparency and Meaningful Community Engagement Many comments underscored the need for transparent decision-making and robust community engagement. While families appreciated being invited to provide feedback, some were skeptical about whether their input would be genuinely reflected in final decisions. Respondents also suggested making detailed data and projections available to the public.
Interest in Creative Solutions Some feedback encouraged innovative approaches to address capacity challenges, such as repurposing underutilized schools for specialized programs like STEM or language immersion. Parents believe these solutions could help alleviate overcrowding and add valuable educational opportunities within the district.
Common Improvement Suggestions
Implement long-term zoning solutions to reduce the frequency of boundary changes.
Establish grandfathering policies for current students nearing grade transitions.
Ensure that elementary schools feed directly into specific middle schools, maintaining peer continuity.
Prioritize keeping neighborhoods and communities together in the same schools.
Increase transparency in how decisions are made, including access to underlying data.
Explore alternatives to rezoning, such as building additional facilities or repurposing existing schools.
In Summary
The community feedback reveals a strong preference for stability, proximity, and community integrity, with a marked interest in equitable and long-term solutions. Families want Wayzata Public Schools to prioritize the well-being of students by minimizing disruptions and fostering an inclusive environment that serves the district’s growth responsibly.
During a September 23, 2024, work session, the Wayzata School Board reviewed the 2023-24 World’s Best Workforce (WBWF) report, which focused on the district’s progress toward kindergarten readiness and literacy goals. The report, presented by Dana Miller, Executive Director of Teaching and Learning, and Stacey Lackner, Ph.D., Director of Research & Evaluation, highlighted key legislative changes, student performance, and ongoing efforts to ensure all students are ready for school and reading at grade level.
The WBWF report detailed the district’s commitment to its strategic goals, emphasizing the importance of early childhood education as part of the “Successful Learner Equation.” The district’s efforts align with the Minnesota Department of Education’s initiative to support the social-emotional and academic needs of young learners. Through the “Connect at 3” initiative, the district has increased outreach to children ages 0-5 to prepare them for a smooth transition into kindergarten.
The district also highlighted its use of the FastBridge reading assessment tool, which provides valuable data on student learning and growth. According to the report, FastBridge assessments have been implemented across grades K-8 to identify students who may need additional support. In the 2023-24 school year, 65% of kindergarten and first-grade students scored in the “low risk” range for reading, indicating they are on track to meet grade-level targets.
Notably, the district is addressing achievement gaps among students from diverse racial, economic, and educational backgrounds. For example, 52% of Black or African American kindergarten and first-grade students were performing in the “low risk” range, while the percentage for Hispanic or Latino students was 52%. Efforts to close these gaps are a central focus of the district’s strategic plan.
The report also discussed upcoming legislative changes. The 2023 Reading to Ensure Academic Development (READ) Act removed the previous requirement for all students to be reading by third grade, instead shifting the focus to ensuring students read at grade level. Wayzata Public Schools will continue to report literacy results in alignment with the READ Act.
The Wayzata Public Schools (WPS) Well-Being Advisor Program has made significant strides since its inception five years ago, as presented to the Wayzata School Board. The program, aimed at supporting the mental health and overall wellness of staff, has expanded its services and demonstrated tangible benefits to both educators and students.
Led by Christina Buscko, MS, LPCC, and Katie Schultz, LICSW, LADC, MSW, the Well-Being Program was created to address increasing levels of stress and burnout among educators. According to statistics shared by the EdCan Network, 58% of K-12 teachers report feeling stressed “all the time,” which impacts their ability to teach effectively. In response, the program has focused on offering mental health therapy, tailored training, and group support to WPS staff and their household members.
“Teachers reported five fewer absences per year in schools that invested in well-being programs,” said Buscko, highlighting the positive correlation between teacher well-being and student achievement. Additionally, the program has been shown to improve teacher-student relationships.
The Well-Being Program has grown exponentially. In its first year, only four meetings were held; however, by the end of the last school year, the program averaged 113 sessions per month, reaching every school in the district at least once a year for training. This year, the program will continue to offer mental health therapy, support groups, and custom training sessions to meet the diverse needs of the staff.
WPS staff members, as well as their families, are eligible for therapy services, with a focus on flexibility and reducing barriers to care such as insurance and waitlists. “We want to demonstrate our commitment to staff well-being and minimize the obstacles to accessing care,” said Schultz.
With continued growth and expansion, the Well-Being Program remains a cornerstone of Wayzata Public Schools’ efforts to support its educators and ensure a thriving learning environment for students.
At a workshop on Monday, September 23rd, the Wayzata School Board discussed whether to recite or forgo the Pledge of Allegiance to start meetings.
The item came up as a result of Board member Valentina Eyres asking for the Pledge of Allegiance to be recited at the beginning of each School Board Meeting.
Chair Milind Sohoni stated via email for this article, “…we felt like it was important to start by providing Board members with background information at the September 23 Work Session. We are still determining next steps at this time.”
According to Amy Parnell, Director of Communications for Wayzata Public Schools, “The Wayzata School Board has not historically included the Pledge of Allegiance in their meetings.”
Removal of the Pledge of Allegiance in front of a public meeting can be controversial, as was revealed in a recent debate about the Pledge being recited at St. Louis Park City Council meetings. In that case, the City Council had been saying the pledge at the beginning of meetings, subsequently removed the pledge, sparking public backlash and a debate about being American, and then ultimately reinstated the pledge.
Origins of the Pledge of Allegiance
The Pledge of Allegiance, first introduced by Francis Bellamy in 1892, has undergone several modifications over the years. Most notably, the phrase “under God” was added in 1954 during the Cold War under President Eisenhower, emphasizing the U.S. as a nation under divine guidance and contrasting it with the atheistic ideologies of communist countries. The practice of reciting the pledge spread nationwide after the Civil War and during significant immigration periods to promote unity, as was suggested in the St. Louis Park Star Tribune articles noted above.
Statute Mandates Pledge for Students
Minnesota state statute 121A.11 mandates that public and charter school students must recite the Pledge of Allegiance at least once a week. However, this requirement does not extend to school boards. While Wayzata School District policy allows students to opt out of the pledge, there is no similar mandate or exemption for board members.
Existing Policy for Students
Wayzata Public Schools already has Policy 531 in place based on Minnesota Statute 121A.11 addressing the Pledge of Allegiance:
I. Purpose:
The School Board recognizes the need to display an appropriate United States flag and to provide instruction to students in the proper etiquette, display, and respect of the flag. The purpose of this policy is to facilitate the recitation of the pledge and instruction in schools to help further that end.
II. General Statement of Policy
Students shall recite the pledge of allegiance one or more times a week. This recitation shall be conducted by each classroom teacher or a surrogate, or over a school intercom system by the principal or designee.
Anyone who does not wish to participate in reciting the pledge for personal reasons may elect not to do so. Students and school personnel must respect another person’s right to make that choice.
Students will also be instructed in proper etiquette toward, the correct display of, and respect for the flag.
Concerns About the Pledge
Milind Sohoni, Chair of the Wayzata School Board, discussed the pledge and shared research he found both in support of and against the board reciting it. Sohoni noted that opponents of the practice often express discomfort with the phrase “under God,” arguing that its inclusion in public settings endorses religion. “Some people feel that including a reference to God in a pledge resides in public settings is an endorsement of religion,” he said, reflecting concerns among those advocating for a strong separation of church and state.
Milind Sohoni.
Sohoni further pointed out that the refusal to recite the pledge has sometimes been used to question individuals’ patriotism, creating an environment where dissenting voices feel marginalized. “Some school boards reject the pledge of allegiance to promote inclusivity and respect for diverse beliefs and backgrounds,” he added.
Support for Reciting the Pledge
On the other hand, Sohoni indicated that those in favor of reciting the Pledge of Allegiance at board meetings argue that it is a long-standing tradition that reflects national unity. They believe that since the pledge is recited in classrooms, it should also be part of board meetings for consistency.
Supporters assert that the phrase “under God,” while having religious connotations, is more ceremonial than theological and reflects the country’s historical roots rather than endorsing any specific religion. The pledge is recited by bodies such as the Wayzata City Council, the Plymouth City Council, the Minnesota School Boards Association (MSBA), The Minnesota Legislature, and the U.S. Congress.
Discussion
During the workshop, Board Member Sheila Prior stated, “Just to clarify, we’re only talking about the board, the school board saying it, we’re not talking about anything about students, correct?” Sohoni affirmed this, stating, “That is correct, the policy is already in place for… the schools…“
Sheila Prior
Prior sought a clarification regarding past discussions about exemptions for students reciting the pledge, asking, “And this is in reference to us taking it out of the consent agenda many months ago?”
Sohoni answered this was not in reference to a January 9th 2024 statutory pledge requirement for students, “Our board was not doing that [the Pledge of Allegiance] anyway… it is not part of the consent agenda.”
Board Member Valentina Eyres emphasized the unifying power of the Pledge of Allegiance, reflecting on her experience as an immigrant. “I was amazed how kids are bringing, ‘I’m an American.’ When they are saying it, they are proud to be an American,” she stated.
Valentina Eyres
She underscored that the pledge serves as a commitment to the country, adding, “It unifies rather than divides. … We pledge to support all Americans.” Eyres urged the board to set an example, asking, “When we are as a board asking our students to recite the Pledge of Allegiance, why don’t we show an example?”
Board Member Paras Bhende emphasized the importance of focusing on student results. “Is there any kind of trend, observation that we have seen which is impacting that outcome?” he asked. He further questioned, “Do we see any issues or concerns within Wayzata School District?“
Paras Bhende
In response, Sohoni remarked, “That’s a good question, but I have not focused on that. I am focusing only on the school board. As far as the schools are concerned, I believe we do not have a choice. It’s by statute that we are requiring them to have the Pledge of Allegiance.“
Next Steps
The discussion at the workshop revealed a range of opinions on both sides but concluded without a formal vote. The board may revisit the issue of beginning to recite the Pledge of Allegiance to begin meetings at a future meeting, and public input will continue to be a vital component of the ongoing discussion. Board Director Valentina Eyres requested that the Pledge of Allegiance be recited at Board meetings and
As of now, the Wayzata School Board remains undecided on whether the Pledge of Allegiance will be recited at its meetings, with broader questions of patriotism, religion, and inclusivity at the heart of the debate.
This story has been updated to include Board Member Eyres’ request for the Pledge of Allegiance at the start of School Board meetings, which led to the agenda item. A quote from Milind Sohoni with background information has also been added.
Larger class sizes contemplated as one potential solution
Wayzata Public Schools are confronting financial challenges and contemplating cost-cutting measures, including potential increases in class sizes, following a declined proposal to alter a longstanding block schedule at Wayzata High School.
The initial plan, intended to save $1.2 million through staff cuts, faced opposition from the community in the form of a petition bearing over 2,600 signatures as well as feedback from stakeholders delivered directly to board members through emails, phone calls, and text messages.
Experiencing financial strain due to enrollment fluctuations and COVID-related expenses, the district is aiming to rebuild reserves to 7% of operating expenses, currently hovering at 6.8%. In pursuit of $1.5 million in cuts, district leaders initially considered modifying or eliminating the block schedule.
Superintendent Chace Anderson acknowledges the delicate balance between financial stability and preserving the high school schedule, proposing increased class sizes as an alternative, albeit with a cautionary note that schedule changes may still be inevitable.
Despite the financial pressures, the school board unanimously rejected altering the block schedule, highlighting its crucial role in enabling students to take 16 courses annually. The potential alterations seemed to pose a threat to the district’s reputation for academic excellence and its unique offerings, such as increased elective choices and advanced math classes.
Petition organizer Luyao Yang indicated there would be potential negative impacts on students as 2,600+ people added their signatures to the petition on Change.org opposing the proposed changes to the block schedule. Luyao’s stated concerns focus on the reduction of classes, increased workload, and potential for diminished education quality, especially in subjects like math and AP Calculus, with implications for college preparedness.
Stay tuned to Wayzata.com for more on this developing story, and feel free to subscribe to our news coverage to get Wayzata news delivered to your inbox whenever we post.
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