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School board approves one‑year pilot for separate ninth‑grade start day to help students acclimate
Summary
The board approved a one‑year pilot that gives ninth graders a separate first day at the high school to build orientation and community; trustees said they support the idea but raised concerns about the effect on grades 10–12 and instructional minutes.
The Shakopee Public School District school board voted unanimously May 12 to approve a one‑year pilot that gives incoming ninth graders a separate start day and a full day of orientation activities designed to help students acclimate to the high school.
The proposal, presented by Stephanie Gulak, identified as the ninth‑grade academy principal, and Jeff Policki, identified as Shakopee High School principal, would move an optional half‑day orientation into a required first‑day experience for ninth graders and add activities focused on building community, procedures and early connections with teachers and support staff.
“...we know that this is a really impactful and we see an opportunity here to provide some additional supports and, kind of methods for students to get acclimated to school,” Gulak told the board during her presentation on the rationale and planned timeline for a one‑year pilot.
Why it matters: district leaders said research and local data show strong links between ninth‑grade engagement, attendance and eventual graduation rates. The pilot is intended to reduce early‑year absenteeism and provide a focused orientation where freshmen can learn routines, find classrooms and meet staff before the full student body returns.
Board discussion
Trustees generally supported the pilot but raised practical concerns. Some asked how the plan would affect tenth through twelfth graders on the same day, whether the change would reduce instructional minutes for those returning students, and how the district would measure success. Trustees asked staff to develop measurable indicators for the pilot — for example, attendance and engagement metrics — and to share an implementation plan with the full board once final details are fleshed out.
One trustee noted teacher resistance in preliminary conversations and asked administrators to document who opposed the change and why; Gulak said she would follow up with that feedback as the district finalizes the plan. Administrators also said they would consider asynchronous options and provide targeted supports for students new to the district in grades 10–12.
Board action
The motion to approve the one‑year pilot was made by Trustee Peterson and seconded by Trustee Brophy; the board voted unanimously in favor.
Next steps
District staff will finalize an implementation plan, circulate it to trustees, and return with pilot metrics and a timeline for review after the pilot year.
