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Wayzata board hears models for adding student representative, no action taken
Summary
At a Sept. 22 work session, the Wayzata Public Schools Board of Education heard presentations on models for appointing student representatives to the board, including Hopkins School District’s multi-member model and MSBA training resources; the board made no recommendation or vote.
The Wayzata Public Schools Board of Education on Sept. 22 heard presentations and questions about options for including a student representative on the school board but took no action.
Board Chair Milan Sahony opened the discussion by telling members the session was for information-gathering only: "I want to make it absolutely clear that this discussion is intended to gather input, review possible models, and consider the potentials, benefits, and challenges of student participation at the board level," Sahony said.
The board heard three presenters: Katie Clandard, director of board development for the Minnesota School Boards Association (MSBA); Dr. Jen Westmoreland, a member of the Hopkins School Board and the district’s liaison to its student board representatives; and Claire Fisher, a current Hopkins High School student who serves as a Hopkins student board representative.
Why the topic matters
Board members said they want ways to hear student perspectives on policies and district decisions. Presenters and student representatives described multiple models — from a single student seated at the dais to a larger cohort or youth advisory council — and emphasized that districts in Minnesota have taken different approaches based on local needs.
What presenters described
Katie Clandard told the board about state-level history and recent activity: Minnesota previously had a law requiring a student representative on school boards in 1993; that mandate was removed in 1996, and the legislature has considered permissive proposals in recent years. Clandard said MSBA is advising boards to consider local choice and to share models and resources rather than pursue a prescriptive statewide mandate.
Dr. Jen Westmoreland described Hopkins School District’s iterative model. Hopkins currently fields about nine to ten student board representatives — roughly two per high-school grade plus at least one from the district’s virtual program — who serve on selected board committees, collect student input and data, and present reports at board meetings.
Claire Fisher, a Hopkins student representative, described how student reps gather districtwide input: "One of the biggest parts of the student board representative program is that we like to hear not just from high school students, we also like to hear from elementary and middle school students," she said. Student reps said they visit schools, use surveys and informal conversations during noninstructional times, and sometimes solicit anonymous input so younger students can share perspectives without disruption.
Board members asked about administration and workload. Fisher said Hopkins student representatives estimate a time commitment of about one to two hours per week on average and that selection often begins with an application, interviews and a sample report; Hopkins reported roughly 15 applicants for a recent freshman recruitment and ultimately selects about two for the openings discussed.
Presenters and student reps described substantive impacts Hopkins attributed to student participation: student involvement in developing a gender-inclusion policy and the district’s cell-phone policy, legislative advocacy, and adjustments to the district calendar to better reflect religious and cultural holidays. "Our student board representatives were instrumental in helping us develop our gender inclusion and cell phone policies," Dr. Westmoreland said.
Training and logistics
MSBA offers a free, full-day workshop for students, board members and staff (the presenters noted an upcoming Oct. 29 session). Clandard said MSBA also provides scholarships for student participants and resources to support onboarding and role expectations. Attendees discussed scheduling and access: some committee meetings occur during the school day, and Hopkins staff described asynchronous options — for example, commenting on draft documents — to allow student input without requiring students to miss classes.
Limits and governance
Presenters emphasized that students do not participate in closed sessions and that clear norms and onboarding are important to avoid placing students in inappropriate or sensitive situations. Dr. Westmoreland said Hopkins provides governance education to student representatives so they understand which conversations are public and which are not.
Next steps
Chair Sahony repeated that the meeting produced no recommendation and no resolution; the discussion was intended to inform board members as they consider whether to pursue a formal student-representative model. There were no motions or votes during the work session.
Ending
Board members thanked the presenters and were encouraged to consider attending MSBA training. The board adjourned the work session without taking action on student representation that evening.
