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Parents, teachers say closure of 279 Online elementary blindsided families; board urged to explain reconfiguration
Summary
Multiple parents, students and a 279 Online teacher urged the ISD 279 board to reverse or clarify its reconfiguration of the 279 Online elementary program, saying families and staff were not consulted and alleging the district may be exploiting a definition to avoid statutory public-hearing requirements.
Multiple speakers at Tuesday's public-comment period told the school board that the announced reconfiguration of 279 Online elementary feels like a closure that lacked consultation and a transition plan for students who rely on the online option.
"Who decided I wasn't good enough?" Jennifer Schroeder, a 279 Online teacher and parent, asked the board as she urged members to halt the decision and provide transparency. Schroeder argued the district's characterization of the change as a "reconfiguration" is being used to avoid Minnesota statutory processes and school-reporting policies. She told the board she sought answers from district staff and the Minnesota Department of Education and described feeling blindsided by the change.
Parents and students from the program also spoke. A parent named Chris said the online school is the only place where his children "feel safe, supported, and have the ability to learn in the way that truly works for them." Two current students described how the online model supports their learning and pleaded with board members not to remove the option without a plan to protect those students.
The teacher raised legal questions during her remarks, referencing state statute and district policy as she challenged whether the board and district followed required processes. The transcript records no detailed district response during the public-comment period; the board heard the speakers and thanked them for participating.
The issue drew repeated questions about equity and notice: Schroeder said families were not given input and that the district's messaging and classification of the action were unclear. She urged the board to ensure any changes do not leave vulnerable students without an accessible school option and asked the board to explain exactly what steps were taken before the decision.
