Wayzata reports steady enrollment gains, high advanced‑course participation and growing CTE credentials; district tracks disproportionality in enrichment

School district staff presented the student experience portion of the district's annual CACR report at the Nov. 24 work session, focusing on kindergarten readiness, college and career readiness, enrichment/intervention disproportionality, and culturally responsive practices.

Dr. Lochner (presenter) said the district is tracking kindergarten entry by age under Minnesota's Sept. 1 cutoff and set a goal to reduce delayed kindergarten from 9.3% to 8.3%. "So when we looked at our data this past year, we had 8.6 percent of our students delay kindergarten, so they were 6 years old before September 1. The total count was 75," she said. Presenters noted 62 of those 75 students were identified as white, 48 were male, and 10 had individualized education programs (IEPs). Staff said the district will survey parents who delayed to understand motivations and improve outreach; they emphasized the district's obligation to be ready for 5‑year‑old entrants.

On college and career readiness, the district said it set a goal to increase the share of seniors earning at least one advanced‑course credit (AP, concurrent enrollment, other for‑credit courses, or advanced CTE). The Class of 2025 baseline showed about 82% with at least one such credit, but presenters highlighted substantial racial/ethnic and special‑population gaps (reported ranges of 29%–57% for certain groups) and described targeted outreach, teacher recommendations, and preparatory support to improve access.

The high school reported notable CTE and credentialing accomplishments: roughly 1,344 concurrent‑enrollment credits were earned, 77 students passed the certified nursing assistant (CNA) knowledge and skills test (many already employed), 12 students completed OSHA certification in advanced construction, and 18 students earned PC servicing/troubleshooting certification. Presenters and board members emphasized these programs as workforce pathways that complement AP and concurrent‑enrollment options.

Student‑experience survey results for grades 9–12 showed about 87%–94% of responding students agreeing (strongly or somewhat) with survey statements tied to the district's "portrait of a Wayzata graduate." Staff said the high school will focus on three survey items for improvement: belief in ability to succeed, learning agility/resilience, and use of 'win time.' On staff self‑assessment of culturally responsive practice, about 75% of teachers self‑rated at the 'embracing' or 'living ideal' levels of the district rubric; leaders noted that as staff deepen practice, self‑ratings may initially fall before rising.

On enrichment and intervention, the district reported K–5 literacy support served about 532 students; middle‑school enrichment participation totaled about 1,273 students and high‑school participation was about 2,351 students. Presenters said the district is not yet within its target of having program enrollment proportions within two percentage points of district population for each demographic group, and they described ongoing MTSS work, curriculum alignment, teacher training (including OG reading training), and data systems to identify and support students.

Board members asked practical questions about equity and access — including whether some families can afford to delay kindergarten while others cannot — and raised retention/grade‑repeat policies; staff suggested parents consult early‑learning staff and that the district will examine communication and outreach to families who delayed. Several board members praised CTE successes and urged continued emphasis on hands‑on pathways alongside college‑prep options.

The district said many next steps include parent surveys, committee follow‑up on potential goal adjustments, continued MTSS and enrichment review, and targeted outreach to underrepresented students.