8/12/2024 School Board Retreat

On August 12, 2024, our retreat was held at the new district office building at 333 E. School Street. As last August, the school board had a planned retreat this August titled by Chair Sebring as Blue Sky Thinking. In addition to all school board members and Superintendent Elstad in attendance, our OMS principal Mrs. Mattson, our director of teaching and learning, Mrs. Sullivan, and our director of special services, Ms. Knudson, were also present. The discussion revolved around the concept asking, “What do we want our graduates to be able to know and do when they cross the stage to get their diploma?” My answer: our students need to be able to read, write and speak well, they need to know concepts in math and science, as well as problem solving skills and how to treat one another with respect and kindness. Many agreed with this, and the suggestions broadened to include characteristics like grit and determination, resilience, critical thinking skills, and the ability to learn how to learn. One member noted that students should know that they have someone at school who cares about them and is a safe person. We discussed our school vision as it states “…all students are college, career, and life ready.” Questions were asked, such as should it be simpler, “all students are future ready” knowing that some students will not see college in their future (However, I thought that our career pathways program was already helping students choose options that include college OR career. After all, they can’t all be YouTubers). One participant felt that we were too focused on “white, middle-class norms,” and an example was given noting that if a child wakes up at home and the power is turned off, then that child will struggle at school that day. However, I challenged the concept of “white middle-class norms” and stated that I believe ALL parents want their children to be able to read, write, do math, problem solve, etc. While some children will have more trials and stressors than others, all children are going to have a difficult day or week at times, regardless of their skin color or ethnicity or socioeconomic class. There will always be tough days and circumstances for all children whether it be a family member with cancer, parents’ divorce or fighting, someone who is rude and mean (teasing or bullying), a lack of food or clean clothes in the home, a family limited by one car or no car, a parent with a disability, low-income level that puts added strain on the family. The list can go on and on. While we can and should help these students and families by providing resources that can help them, we still have to focus on education when they are in school. All of our schools have multiple staff members to assist students if needed such as the behavior interventionists, school counselors, school nurses, and social workers. I believe we can also give our Owatonna parents more credit than some of our board members and staff given them. Income level and ethnic differences do not mean that these children are not loved, or that they are not safe at home. There will be children of ALL colors, ethnicities, and at all income levels that are struggling or abused or hurting in some other way. I could go on with my thoughts, but I won’t at this time!

There was a suggestion to possibly have a listening/sharing session for parents and the community to share what their concerns might be (I brought this up in the past, but was told that our community members can speak at public forum and email/call us if they have concerns). Our new student representative, with his recent experiences and interest in government and history commented, “American youth have mistrust in government,” and he would like to consider education regarding government closer to the age of graduation when students will soon have voting rights (I like this idea!). I’d be interested to know why some of our students choose not to say the pledge of allegiance.

Three other topics were brought up for review and discussion. Earlier in the year, we heard a presentation from Mrs. Mattson about her experiences in Norway where the students have one hour of mandated outdoor play time each day, and their school day is only 8am to 1pm, August to June! Currently, our OMS students have an average of 10-12 minutes outside daily, if they choose to go outside during the lunch period. Mrs. Mattson states that she sees a disparity in parent supervision in that students are often allowed hours of unmonitored screen time on the internet (not at school), yet their time is otherwise micromanaged with play dates, sports, activities, and events. Very rarely these days do children have free time for creative play without screens, indoors or outdoors.

A second review was regarding The READ Act. Mrs. Julie Sullivan noted that they are working with Functional Phonics and Word Work which includes new curriculum and new training for many staff. Phase I training for K-5 and special education teachers will be completed by 6/1/2025, then phase II will begin. Several times over the last many months, I’ve heard from various people that The READ Act is one of the most important legislative changes in the last 10 years and they are expecting major improvements in reading. A personal thought from me… it’s interesting that they are already seeing great things with this curriculum and expecting great things for our students reading in the coming years by using this program and curriculum… yet I don’t believe that this curriculum has anything to do with Social Emotional Learning or Diversity, Equity and Inclusion programs. Great things will come because of great curriculum and teachers teaching!

The third and final topic was cut short due to lack of time. However, it was briefly noted that the concept of a possible 4-day school week and a 45/15 calendar (not sure what this means yet) is being explored… nothing serious, no plans in place, just research at this point.

The retreat concluded and the work session began, next post soon to follow!