Listening First: What the Middle School Schedule Debate Teaches Us

When a school board changes a schedule, it changes lives. The move to block scheduling in Wayzata middle schools was billed as a way to “deepen learning” and create staffing efficiency. But many parents and teachers stood before the board warning of unintended consequences. Their message was clear: if decisions aren’t grounded in the daily realities of classrooms, they risk doing more harm than good.

The district’s 2023 Middle School Review identified gaps in consistency, alignment, and resources across three campuses. A design team and broad input group developed “Concept 9,” which included block schedules to lengthen periods while reducing transitions. Administrators framed it as a step toward equity, consistency, and cost savings. But the rollout met resistance. Teachers argued longer periods did not fit younger learners’ attention spans. Parents worried math and reading—already areas with achievement gaps—would be squeezed. At a March 24, 2025 work session, Superintendent Chase Anderson acknowledged the tension: “We’ve heard from a number of parents, community residents… striving for similarity between the three middle schools”. The district emphasized that feedback was considered, but critics felt community input had not yet translated into action.

During public comment, frustration boiled over. One parent told the board: “You’re making this decision with next to zero community input”. Another warned the process felt rushed: “It was a good conversation… but why feed partisanship into our schools when the community hasn’t had a chance to weigh in?”. Teachers voiced concerns that the schedule “might save money, but it doesn’t serve our kids”. Still, the board’s response has been limited. Board members noted consistency was a priority, but no reversal has been signaled. The gap between listening and acting has left parents and educators uncertain whether their lived experiences are shaping policy—or simply being acknowledged in passing.

Laura believes listening is not a box to check—it is the foundation of good governance. She respects the district’s intent to strengthen middle schools but sees the block scheduling change as a case study in misplaced priorities. When parents and teachers warn that a policy undermines learning, leadership means responding, not deflecting. Laura would push for a structured process where feedback is visibly tied to board decisions. Cost savings and staffing efficiency matter, but never more than student readiness and teacher effectiveness. As she often says: “Savings should never come at the expense of student growth.” If elected, Laura will ensure every policy—whether about scheduling, curriculum, or facilities—is filtered through community voices first. That’s how trust is built, and that’s how schools succeed.

Wayzata has long been a leader in Minnesota education. To keep that trust, we must do more than invite feedback—we must act on it. The middle school scheduling debate proves that listening without follow-through breeds frustration. Laura is committed to leadership that values dialogue, adapts to evidence, and always puts students first. That’s the promise she’ll bring to the Wayzata School Board.