Students, parents and staff urge board to preserve 7‑period day as administrators study switch to 6

The Brainerd Public School District Board of Education voted to ask district administration to prepare a study of the potential impacts of changing Brainerd High School’s schedule from a seven‑period day to a six‑period day.

Students, parents and staff used the meeting’s public‑input period to urge the board to preserve the current seven‑period schedule, saying cutting a period would reduce access to electives that provide career pathways, scholarship preparation and student engagement.

Student speakers described hands‑on classes and year‑long electives that they said would not fit within a six‑period day. "I've been able to do some wonderful internships and job shadows that have impacted what future career paths I would like to go down," said Eli Borg, a Brainerd High School student, who said the work‑experience class and other electives helped him explore job possibilities. "Is it worth taking those different opportunities away from students?"

Music students said they would lose critical instruction time. "If we cut it down to a six‑hour day, I won't have enough room for my core classes to take any music classes that I need," said Esme Malloy, a junior who participates in choir and orchestra. Several other students, including Caleb Rademacher and Austin Asher, said year‑long courses such as language, band, choir, orchestra and career‑technical classes (welding, metals, engineering) would be harder to fit alongside core graduation requirements.

Parent and community speakers framed the schedule change in the district’s broader budget context. "A levy won't fix everything, but it will ease the burden and provide resources that directly impact reading, writing and math," said Mike Stanek, a parent and member of a school advisory committee, urging the board to consider local funding as an option rather than cutting student opportunities.

Special‑education staff also addressed the board. Amy Aho, a speech‑language pathologist with 25 years in the district, said regional cooperative services are essential: "The Paul Bunyan cooperative allows us to meet the diverse needs of our learners efficiently, equitably and effectively. Without that daily partnership, the level of service we provide and the progress our students make would not be the same."

Board members made clear the motion asked only that administration gather information. Director Donnellinger moved that district staff study and report back on the schedule change; Director Edelman seconded. The board approved the request to study the change by voice vote; one board member stated opposition without being named in the meeting transcript.

The administration was asked to return with a presentation detailing instructional scheduling options, impacts on year‑long courses and electives, staffing implications, and potential effects on post‑secondary opportunities and scholarship readiness.

Next steps: The board’s study directive does not adopt a schedule change; it requires a formal staff report and additional board discussion before any policy or schedule changes could be approved.