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District outlines curriculum priorities, assistive technology rollouts and a proposed girls flag‑football club
Summary
Curriculum director Evan Reer outlined curriculum-cycle work, literacy and assistive-technology initiatives and pilot courses; the board also heard that a community group backed by Minnesota Vikings funding proposed a spring girls flag‑football club that would be run independently and carry its own insurance.
The district’s curriculum and federal programs director, Evan Reer, presented the annual curriculum update to the Melrose Public School District board, telling members the district follows a six‑year curriculum cycle aligned to Minnesota state standards. Reer described recent adoptions — including an elementary math program and a new eighth‑grade science sequence — and said the district has implemented adaptive reading programs that provide ongoing data to teachers and support EL (English‑learner) students.
Reer said the district has moved far ahead on state-mandated "science of reading" training, with phase‑one complete and much of phase‑two underway. He described personal learning plans for ninth graders as a state requirement and noted the district’s assistive‑technology tools are being placed on student Chromebooks to help students with reading, translation and accessibility features. He also said a personal‑finance pilot course is being evaluated for broader use when the requirement is finalized.
Separately, board members heard about a proposal to create a girls flag‑football club in the spring. The group said it has grant support from a Minnesota Vikings initiative and would operate as a club rather than as a Minnesota State High School League activity. The presenter said the club would provide its own insurance, have advisors and coaches, and would not require district funding at present, though the group might later approach the district if grant support diminishes.
Why it matters: Curriculum adoptions, literacy training and assistive technologies affect classroom instruction and student support services across the district. A girls flag‑football club backed by external grant money could expand extracurricular opportunities for students while minimizing initial district cost and liability.
What’s next: Reer and staff will continue piloting coursework and implementing assistive tools. The district will monitor the club’s activity and any future requests for district support if grant funding changes. No formal board action was required for either the curriculum report or the club discussion during the meeting.
Ending: The curriculum update and the club proposal were received as informational items; board members asked staff to keep the full board apprised as plans and pilot results develop.
