[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6564584,"mediaKeyId","3276869-bf908dcc16d731c3923ab1264b8cd486","parentId",3276869,"title","Wayzata board approves consent agenda, policy updates, ISD 287 LTFM allocation and reaffirms OPEB investment policy","audioSeconds",254,"startMs",6248000,"endMs",6502000,"viewUrl","/Search/View?dp=1&key=3276869-bf908dcc16d731c3923ab1264b8cd486&start=6248&end=6502","thumbnailUrl","https://assets.pipeline.soar.com/3276869-bf908dcc16d731c3923ab1264b8cd486/thumbnail_6248000.jpg","articleUrl","/articles/6564584/Minnesota/Wayzata-board-approves-consent-agenda-policy-updates-ISD-287-LTFM-allocation-and-reaffirms-OPEB-investment-policy","mediaUrl","https://secure.pipeline.soar.com/6564584-e8845c1e817d64284f0f969ac4dd8210/orig.mp4?Expires=1771158050&Signature=oax8ffXZIejp5CuUtlaQ2LOWSpSPDiof86HA-7SnmWgAZW1oEjv2ZGj-hpLoXQIfmr-7HEoBLdazeaDZ5Uv4rIL6smIEFPsvLd3Q7Jnu7cPcuN~-UxoxeIj~sdzsnQg1sw8RMde3oidZw3inVGjTeTOE264lGKUDTsEUxh5CPfNkkBegQeL0Eq3Ilcaq7cQEoJL2A3X51pHA5y9ilP8mbCXyDeeofF3itMebeBs8jLB4QXhV~xFNcf86ch8vAv2ijzPy2w~vbU1hkYlK65vTGcxLdf6vX3EqFMFYuCRw3L~3EpGcGlQUShRhUr2OXv5HB6vCfutz6Z6siV36DNRAug__&Key-Pair-Id=KUT5TJCACFTXG","author","Wayzata Public Schools","date","2025-05-12T16:55:23Z","article","The Wayzata Public Schools Board of Education took multiple formal actions during its regular meeting on May 12, 2025, including passage of the consent agenda, approval of several policy updates, adoption of an intermediate‑district long‑term facilities maintenance (LTFM) plan, and reaffirmation of the district’s OPEB investment policy statement.

Consent agenda: The board approved the consent agenda at the start of the meeting by roll call, with Directors Heidi Kader, Valentina Ayers, Dan Genestra, Sarah Johansson, Sheila Pryor and Milan Sahony voting yes; Director Paras Bende was absent. The clerk recorded the vote after a motion and second were made; the motion and second were not named in the roll call transcript.

Policy approvals: The board approved updates to several policies reviewed by the policy committee: Policy 606 (Instructional Arrangements — Class Size), Policy 608 (Literacy and the READ Act), Policy 626 (Nonpublic Student Participation), Policy 631 (Technology: Acceptable Use & Safety), Policy 914 (Relations with Community Organizations), and Policy 915 (Relations with Religious Organizations). A motion to waive a second reading and approve the policies carried by voice vote. The motion and second were recorded but individual movers were not specified in the roll‑call transcript for that item; the board entered a unanimous voice vote of “aye” in favor.

ISD 287 LTFM capital expenditure plan: The board approved Intermediate School District (ISD) 287’s long‑term facilities maintenance capital expenditure plan for fiscal years 2027 through 2036 and adopted a resolution affirming Wayzata Public Schools’ portion of the fiscal year 2026‑27 expenditures. Wayzata’s apportioned amount in the resolution was $180,147.11. Roll call recorded: Sheila Pryor — Yes; Heidi Kader — Yes; Valentina Ayers — Yes; Dan Genestra — Yes; Sarah Johansson — Yes; Paras Bende — Absent; Milan Sahony — Yes. The superintendent explained ISD 287 levies LTFM dollars on behalf of member districts and that the 2015 legislative session established the LTFM revenue program that replaced earlier maintenance revenue and alternative bonding programs.

OPEB investment policy statement reaffirmation: The board reaffirmed the district’s Other Post‑Employment Benefits (OPEB) investment policy statement and appointed the OPEB committee members as specified in the board packet. The OPEB committee includes finance subcommittee members, two Citizens Finance Advisory Council representatives, the Wayzata Education Association president, and district administrators; investment advice is provided by PFM Asset Management. Roll call on the reaffirmation recorded: Paras Bende — Absent; Sheila Pryor — Yes; Heidi Kader — Yes; Valentina Ayers — Yes; Dan Genestra — Yes; Sarah Johansen — Yes; Milan Sahony — Yes.

Financial reports (informational): Administration provided a combined financial report for the period ending March 31, 2025. Superintendent Chase Anderson noted that three‑year comparisons of revenues and expenditures were generally within a few percentage points and highlighted variability in capital and construction funds. Administration said federal aid variances may reflect the timing of post‑COVID federal grants such as ESSER and referenced roughly $11 million in COVID‑era federal funding that had been disbursed over prior years; the board asked staff to follow up with the director of finance for more detailed explanations.

No other board actions were taken that evening. Several informational items and school recognitions appeared on the agenda but required no vote.","mediaType","Video","parentTitle","School Board Regular Meeting- May 12, 2025","oneSentenceSummary","At its May 12 meeting the Wayzata Public Schools Board of Education approved the consent agenda by roll call, approved several updated policies, adopted ISD 287’s long‑term facilities maintenance capital plan (Wayzata share $180,147.11), and reaffirmed the district’s OPEB investment policy statement.","taxTitle","Wayzata Public School District, School Boards, Minnesota","taxId",13559,"location","Minnesota","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6564589,"Middle‑school teachers tell Wayzata board new schedule harms instruction, behavior management",538,4851000,5389000,"/Search/View?dp=1&key=3276869-bf908dcc16d731c3923ab1264b8cd486&start=4851&end=5389","https://assets.pipeline.soar.com/3276869-bf908dcc16d731c3923ab1264b8cd486/thumbnail_4851000.jpg","/articles/6564589/Minnesota/Middleschool-teachers-tell-Wayzata-board-new-schedule-harms-instruction-behavior-management","https://secure.pipeline.soar.com/6564589-e81e799a034139431e5d5d21a56928a8/orig.mp4?Expires=1771158050&Signature=nQCwXAx31qDazyzNpvZAQBbDudHMj2hsD4-ASGNYCHEtX~F84s2mhVpGgkFYGZ18qCLxVeVYPnYZ7yfG3Ed5Byf1j~bSywK3W-v7j3MMdJfbyGWqBEamEFp9RUgm-~IE2xulrZBwbigDlwTKQzFqsoOg1qC2TCqJgl3sqA3Vofr~HFxfbgxrmiAS4W7Gv2Lcs0XuOuvaA~mC-GToqe4jE13CGVBHyF4hWr13O5BizD8rKVfxE99JlRnczU4lV7aLut74ONstWfsvTjqGINTn9ToMUeDL9spcr6we1MX5~dxot3YyJ1efbt3~-fsylSG1yMKSsawxH3tkAGlwq9R9rg__&Key-Pair-Id=KUT5TJCACFTXG","Two veteran middle‑school teachers used public comment at the May 12 Wayzata Public Schools board meeting to urge the board to revisit a recently adopted middle‑school schedule, saying it has reduced teacher collaboration time, weakened relationships with students, and undermined behavior‑management systems.

Chris Bizans, a social studies teacher at Wayzata West who said he has taught in the district for 32 years, told the board that his class sizes and workload have changed so that “the amount of minutes I spend with a given student has been reduced by 25% each month.” He said the change has diminished his ability to build relationships and provide timely academic feedback.

“For the first time in my career, I’m feeling like I’m not living up to the high Wayzata standards,” Bizans said, adding that middle‑school teams that previously shared students and coordinated interventions no longer function in the same way.

Sally Dietzenbach, a teacher at East Middle School, focused on behavior supports. She told the board the previous middle‑school structure enabled teachers and administrators to implement PBIS (positive behavior interventions and supports) more effectively because teams could plan consistent expectations and responses. Dietzenbach said the new schedule has “completely taken away all of our systems for being able to respond appropriately and efficiently to student behaviors.”

She said teacher feedback was solicited during planning but that many concerns were overlooked, and she asked the board to provide the data that was used to justify not returning to the prior model. “The only reason we’ve been given for not returning to middle school model is cost,” she said, requesting transparency on the district’s estimated savings and the tradeoffs involved.

Both speakers said they remain committed to students but warned that continued implementation of the current schedule risks lower instructional quality, worsening behavior, and teacher burnout. Bizans compared Wayzata to a five‑star restaurant that is now serving “substandard meals” and asked the board to seek creative solutions to preserve middle‑level team structures.

Superintendent Chase Anderson and other board members did not announce a formal response during the public‑comment period beyond noting that administration had met individually with a teacher after a prior meeting. The board did not take immediate action on the concerns during the May 12 meeting.

The speakers asked the board for follow‑up: one offered to provide additional information by email; Dietzenbach said she had emailed directors offering to meet and share specifics. No timeline for a district response was stated at the meeting.","Two middle‑level teachers told the Wayzata school board during public comment that a district schedule change has reduced prep time, weakened team structures, and worsened student behavior, and they asked the board to pursue alternatives or restore the former model.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6564595,"Gleeson Lake students demonstrate ‘building thinking classrooms’ approach in school spotlight",1045,3186000,4231000,"/Search/View?dp=1&key=3276869-bf908dcc16d731c3923ab1264b8cd486&start=3186&end=4231","https://assets.pipeline.soar.com/3276869-bf908dcc16d731c3923ab1264b8cd486/thumbnail_3186000.jpg","/articles/6564595/Minnesota/Gleeson-Lake-students-demonstrate-building-thinking-classrooms-approach-in-school-spotlight","https://secure.pipeline.soar.com/6564595-c046f4c655ffaab121234d2b1db284e0/orig.mp4?Expires=1771158050&Signature=gwqI-fP8F0j0QYZZVl3D3l9BBrfKkmlm7sQHFTh4lMPtoNlj4ksRQo5gTUNtnNUhBempIVpdME2vOTGJdMLn61RNR8c7vIceSSEzuV9D~ySbljlulduelTjpAxiYFn6QECEEcNUhJ01g9zr0i~Ws~MotXD8WLl8Qp7C2SSY4WlK2ZcE0Yk5XM8uDnWZUV3iN0j9vYI4I7zVCNkuS7EiFyLAtOKLnerDBHgAA0oq8AMqxPLOC2MMk2x9mV4xJry9C2IQCIjXb8RC7~iX5l0ekFRo2X1zaZg4FO210GnXL9MQPHJtJe4ijBlR45OOOVD013L1Ruo-uYT7~ekrbMmGllA__&Key-Pair-Id=KUT5TJCACFTXG","Gleeson Lake Elementary teachers and fourth graders showcased a year of instructional change that emphasizes student-led problem solving and collaboration during the Wayzata Public Schools Board of Education meeting on May 12.

The school’s presentation described a model drawn from the book Building Thinking Classrooms that shifts classroom routines so students “try first” and work together to make their reasoning visible. Principal Mary Macassie said the school’s goals focus on increasing students who achieve “typical or aggressive growth” on FAST assessments and on improving students’ experience by expanding opportunities for classroom discussion.

Sarah Winans, district resource teacher for science and mathematics, said the model uses micro moves teachers can make so students “do rigorous thinking about complex math problems and work collaboratively to discuss and solve them.” Lakshmi, a fourth‑grade teacher at Gleeson Lake, described two classroom practices the school has used consistently this year: visibly random grouping, where students form different small teams regularly, and vertical nonpermanent surfaces, where students stand and solve problems on erasable whiteboard sheets.

Students who presented said the protocols changed how they engage in class. “We use gallery walk a lot in math,” said Rowan, a fourth grader. “We do white books, which is where Miss Lakshmi gives us a math problem to solve. After solving the problem, we find a partner to walk around the room and look at people’s white books. The benefits of this is we get to see what our classmates are thinking.”

Marissa, another fourth grader, described a movement-based review called walk and learn: “We make two laps around the room with a partner and share what we know about prefixes, suffixes, or other topics. Moving helps my brain focus and function better.” Arvon said the stand up, hand up, pair up protocol gives students a chance to engage before reading: “It helps me be more engaged in the lesson.”

Family partnership lead Emily Lewis framed the classroom practices as culturally responsive: teachers use a range of protocols to balance students who learn best through social interaction and those who need independent think time. Lewis said the district’s definition of culture informs the work: visible behaviors such as clothing or food sit above deeper cultural preferences — for example, attitudes about space and time — that shape learning.

Board members spoke in support after the presentation. Director Valentina Ayers said she appreciated the movement and variety of engagement strategies; Director Heidi Kader called the students’ comfort at the microphone “a very good sign.” The presentation closed with a short wrap-around protocol in which board members shared single-word takeaways such as “collaborative” and “engaging.”

Gleeson Lake’s staff told the board they are using the approaches across subjects, not just math, and that the practices aim to make learning student-directed whenever possible. The school’s stated objective for achievement is to increase the share of students showing typical or aggressive growth from fall to spring on FAST measures; staff said the progress is being tracked but did not provide district-level numeric outcomes at the meeting.

The spotlight demonstration lasted through the school‑presentation segment of the agenda and drew questions from several directors. The board did not take policy action tied to the presentation; the segment was informational.

The presentation included classroom demonstrations by students and teachers and concluded with board members thanking the Gleeson Lake team for attending.","At the May 12 Wayzata Public Schools board meeting, Gleeson Lake Elementary staff and fourth-grade students demonstrated classroom strategies aimed at increasing student voice and collaboration, including visibly random groups and vertical nonpermanent surfaces.","actionData","errors"]

Article not found

Wayzata board approves consent agenda, policy updates, ISD 287 LTFM allocation and reaffirms OPEB investment policy

Middle‑school teachers tell Wayzata board new schedule harms instruction, behavior management

Gleeson Lake students demonstrate ‘building thinking classrooms’ approach in school spotlight