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District leaders roll out districtwide plan to expand 4–5 multi‑age classrooms; some trustees and parents express concern
Summary
District administrators presented a plan to implement multi‑age (grades 4–5) classrooms at seven of nine elementary schools to even class sizes and align instruction; principals made the staffing decisions, while board members raised concerns that parents were "blindsided" and asked for broader board review.
District administrators told the White Bear Lake Area School Board at a work‑study meeting that seven of nine elementary schools will adopt multi‑age 4–5 classrooms next school year to balance class sizes and create a consistent fourth‑ and fifth‑grade experience.
The plan, presented by district leaders and several principals, is intended to reduce wide class‑size swings that district staff said now range from lows of roughly 19–21 students to highs of more than 30 in a single grade. The district said multi‑age structures let principals manage staffing allocations so K–3 class targets remain stable while evening enrollment across older grades.
Administrators described the decision as a building‑level staffing choice. "The principals made the decision," an administrator said, explaining that staffing allocations are set at the building level and principals choose how to align classroom assignments within those allocations.
Why it matters: district leaders said grade‑level standards and assessments for fourth and fifth grades align well, making multi‑age plausible; the district also emphasized supports — a district design team, voluntary curriculum‑writing days, professional development and a plan to monitor student experience — to help teachers adapt.
Several principals and staff underscored the logistical and instructional work already underway: a design team that met in April, working groups for curriculum, assessment and student experience, two voluntary summer curriculum days and ongoing communities of practice through the school year.
Board members asked how the district solicited parent input and whether the change should have been taken up by the full board. "How was this decision made? Who made this decision?" one trustee asked. Another trustee said some families reported feeling "blindsided" and warned that perceived surprise could lead some families to leave the district, which would affect enrollment.
Administrators said they had communicated with staff first, then with incoming third‑ and current fourth‑grade families and PTOs. They invited parents with unanswered questions to contact principals directly and pointed to the work‑study video posted online for public review.
What the district will do next: district staff said they will continue the design‑team meetings, provide targeted professional development and share the research and materials with the board on request. One trustee asked that the research cited by district staff be circulated to board members.
Board context: trustees were split on governance and communication. Some called the multi‑age rollout a sensible way to preserve manageable class sizes within limited staffing allocations; others urged additional board deliberation and more proactive family outreach. No formal board vote or policy change was recorded during the work study.
The meeting closed with a motion to adjourn; follow‑up communications and materials were promised by district staff.
