Staff Development Report
District-wide Staff Development
As a district, we focused our professional development on strengthening instructional practices and supporting staff across all levels. A major priority was supporting the state professional development around Structured Literacy, where we provided targeted training to ensure all educators could implement evidence-based literacy instruction. Staff also received training around key assessments, such as FastBridge, to enhance our ability to monitor student growth and tailor instruction to individual needs. In addition, we invested in a variety of new professional development resources to support ongoing staff learning. Time was also provided for departments to come together to dig into the MN State Standards and create learning opportunities that align with the standards. Beyond direct instructional support, District funds also sustained critical district-wide positions and supported essential groups that serve across the system, including nurses, paraprofessionals, administrators, and other specialized staff, ensuring comprehensive support for our students and schools.
Akin Road Elementary
In 2025-2026 the staff at Akin Road committed to continuing to strengthen our literacy practices through learning opportunities and using data from our literacy assessments.
A primary area of focus continues to be the evolution of our Professional Learning Communities (PLCs). Facilitated by our Literacy Coach and Faculty Instructional Specialist (FIS), these collaborative sessions serve as the engine for our academic growth. Teachers engage in deep-dive data analysis to bridge the gap between assessment and action. This work is instrumental in refining our WIN (What I Need) blocks, ensuring that intervention time is fluid, targeted, and directly responsive to real-time student performance data. By tightening our instructional loops, we ensure that literacy support is both proactive and personalized.
This year marks a significant commitment to the implementation of the Wit & Wisdom curriculum. Staff development prioritized comprehensive training to help educators navigate this knowledge-building framework. Our focus was on mastering the "Notice and Wonder" routines and effectively pacing modules to ensure all students engage with high-quality, complex texts. By aligning our Wit & Wisdom implementation with our PLC data cycles, we identified specific areas where students need additional scaffolding during core instruction.
We also spent time deepening our commitment to Restorative Practices. This year, the focus was to introduce and practice ways teachers and staff can use this with students. A few key pieces covered were:
- Inclusive Training: Equipping both teachers and paraprofessionals with the tools to facilitate meaningful dialogue.
- Classroom Integration: Moving circles beyond a reactive "conflict tool" to a proactive daily rhythm that builds community.
- Conflict Resolution: Utilizing restorative frameworks to work through student disagreements, emphasizing accountability and the repair of relationships over traditional punitive measures.
Farmington Elementary
Farmington Elementary aims to foster a positive, inclusive, and effective learning environment by integrating Conscious Discipline and strengthening Tier 1 and Tier 2 academic and behavioral instruction:
- Enhance social-emotional learning and behavioral support through Conscious Discipline, equipping educators with strategies to build safety, connection, and problem-solving skills within the classroom to transform school culture.
- Promote a growth-oriented environment by encouraging staff and students to think positively, act with purpose, and cultivate the meaningful relationships necessary for academic and personal success.
- Support academic and equity-focused practices, using research-based strategies to ensure culturally responsive instruction and inclusive education for all learners.
Together, these frameworks support a holistic approach to student success and staff well-being by developing emotional intelligence, cultural competency, and collaborative learning communities. We look forward to continuing this vital work at FES
Meadowview Elementary
Wit and Wisdom Implementation
Professional learning was thoughtfully designed to support consistent and effective implementation of Wit & Wisdom, ensuring that instructional practices were grounded in evidence‑based curriculum. A year‑long approach was taken to support teachers in implementing Wit & Wisdom with fidelity. This included intentional professional development around individual curriculum components, such as lesson structure & knowledge building. Pacing calendars were utilized as a tool to support planning and coherence across grade levels. Throughout the year, ongoing reflection helped identify areas of growth and informed adjustments to professional learning priorities.
Data‑Driven Instruction and Intervention
FASTBridge data was consistently used to drive instructional decisions, particularly in supporting small‑group interventions. Professional development emphasized the use of data to drive intervention decisions. Additionally, time was intentionally built into the school schedule allowing for focused interventions to take place.
Collaborative Learning and Cross‑District Connections
Collaboration was a key component of staff development this year. End‑of‑year cross‑district, grade‑level discussions provided opportunities for educators to reflect on student learning, share instructional practices, and strengthen vertical and horizontal alignment. These conversations supported a shared understanding of expectations and instructional practices across buildings.
Expanded Professional Learning Opportunities
Professional learning opportunities were offered in a variety of formats to meet diverse staff needs. A voluntary book club was offered to all teachers and paraprofessionals, fostering shared learning and professional dialogue. Paraprofessional staff participated in literacy training provided at the beginning of the year to establish a strong instructional foundation, with monthly training options offered throughout the year, including sessions focused on Assistive Technology (AT), AAC Basics, Ukeru, and student support strategies. This flexible approach allowed support staff to engage in learning that was both relevant and immediately applicable to their instructional context.
Reflection and Impact
Overall, staff development this year was intentional, cohesive, and responsive. By aligning professional learning to building goals, using data to inform instruction, and providing varied opportunities for collaboration and growth, staff were supported in strengthening instructional practices and student outcomes. These efforts have laid a strong foundation for continued growth and refinement in the coming year
North Trail Elementary
This year’s professional development at North Trail Elementary centered on the implementation of our new literacy curriculum, Wit & Wisdom. Staff engaged in collaborative learning experiences to build a deep understanding of the curriculum’s instructional components, including text complexity, knowledge-building, and evidence-based practices. Dedicated time was provided for educators to engage in instructional planning, lesson preparation, and professional dialogue to ensure alignment and effective delivery of upcoming units.
Staff members not directly responsible for teaching Wit & Wisdom participated in differentiated professional learning opportunities. These educators collaborated with district colleagues to design and refine instructional plans that strengthen pedagogical practices and responsively address diverse student needs.
Riverview Elementary
The RVES building goal for 2024-2025 was: “The percentage of all students in grades 2-5 at Riverview Elementary who are in the “low risk” and “exceeds” categories on the FAST aReading standardized assessment will increase from 46% in spring 2024 to 50% in spring 2025.” Not only did we meet this ambitious goal, we exceeded it! We actually saw the number of learners in the “low risk” and “exceeds” categories increase by 9% when compared to the fall of 2024. These results show that the hard work of our students and teachers are having a significant impact and they give us a tremendous amount of confidence and excitement for the future. We are deeply committed to carrying this work on and making sure that every student is getting access to a high quality education.
For the past year, we have been very focused on our literacy instruction. We have undergone 60+ hours of CAREIALL training through the University of Minnesota. Through this training and the subsequent learning we did between sessions, we became much more adept in our ability to teach phonological awareness, phonics, fluency, vocabulary, and comprehension skills. We adopted and implemented a new foundational literacy curriculum (UFLI). We embraced evidence based instructional practices. We utilized our new assessment platform, FastBridge, to assess learning and measure the impact we were having on our students. As a whole staff, we learned to become much better at utilizing data from universal screeners, diagnostic assessments, daily formative assessments, and regular progress monitoring data to improve instructional decision making. We drew on solid scientific research and began to change our practices to make informed approaches to reading instruction. We feel strong positive momentum and like we are on our way to increasing the effectiveness of our tier 1 and tier 2 instruction.
Boeckman Middle School
The Boeckman Middle School staff of about 65 focused their professional development on the core components of the Design of Learning and implementation of the new reporting system in which we returned to letter grades This year we utilized a teacher in a .2 facilitator of instruction support position in our three learning models. She was able to meet individually with teachers to set goals around reporting and personalizing learning opportunities. She also works with leadership around development and implementation of professional development for staff. Our team also worked on building an MTSS model. This year, we focused on our tier 1 interventions and instructional strategies that could impact learner outcomes within the classroom.
We also dedicated much of our professional development during the 25-26 school year to supporting a PBIS coach and a team of teachers that made up our PBIS committee. The coach and committee provided professional development opportunities for all staff. As a result of this professional development, we have implemented a behavior matrix in all learning and common spaces at school, provided a learning matrix for distance learning, created tools to reinforce positive behaviors and structure learning experiences around undesired minor behaviors. We bridged the work with the Personalized Learning Honeycomb and PBIS through the implementation of Personal Skills for Success. The Personal Skills for Success provide a framework for teachers to facilitate student learning of executive functioning skills. The work done last year has led us to focus on the design of learning, personalized learning, and equitable practices for the 26-27 school year with the goal being that we are identifying student needs and meeting those with appropriately designed personalized instruction.
Our expenditures this year included curriculum writing time for teachers across the building, conferences for teams and individuals and will also support some of our leadership teams in strengthening our existing systems.
Dodge Middle School
For the 2025-2026, our building goal was the percentage of all students in grades 6-8 at Dodge Middle School who are in the “low risk” and “exceeds” categories on the FASTBridge aReading standardized assessment will increase from 52% in fall 2025 (current year) to 55% in spring 2026 (current year)
To support this goal, our professional learning was centered on strengthening a comprehensive Multi-Tiered System of Supports (MTSS) that addresses both academic and behavioral needs. We are committed to refining our department structure by emphasizing literacy development and core academic standards, ensuring all students receive targeted, high-quality instruction. In parallel, we continue to enhance our Positive Behavioral Interventions and Supports (PBIS) framework to create consistent and effective behavioral systems that promote a positive school culture. Central to all our efforts is a deep commitment to equity by embedding it in our daily practices and professional growth as educators. We strive to move beyond equity as a concept, making it an actionable and visible part of how we learn, collaborate, and support every student’s success. Together, we work to cultivate an inclusive environment where equitable teaching and learning are foundational to all that we do.
Staff also had the opportunity to focus on their own learning by providing a flexible 8 hours to personalize their own professional development. Examples include webinars, podcasts, book studies, courses, and content specific conferences. This structure honored the individual need for continued professional learning and growth.
Farmington High School
The Farmington High School 2026-27 school year launched with a dynamic professional development series designed to anchor our staff in the core tenets of our Tiger Vision. In an inspiring partnership with World Savvy, our educators explored the concept of intelligent failure, utilizing specialized frameworks to bridge the gap between theory and practice. This work was central to aligning our staff with our district’s strategic commitment to a growth mindset and innovation, fostering a culture where experimentation is celebrated as a vital component of the learning process.
In addition to cultivating resilience, we deepened our focus on career pathways to ensure our instructional goals remain synonymous with student purpose. This included collaborative sessions with the Department of Employment and Economic Development (DEED), where staff analyzed local employment data and regional workforce trends. By connecting classroom rigor with the realities of the modern economy, we are better equipped to prepare our learners for life after high school, ensuring every Farmington student graduates with the skills and foresight necessary to navigate their future with confidence
Early Childhood Special Education
The staff development goal for Early Childhood Special Education during the 2025-2026 school year was: From Fall 2025 to Spring 2026, the percentage of 3- and 4-year-old students enrolled in Early Learning Programs by November 1, 2025, who demonstrate growth of at least one level in 8 out of 16 (50%) TS-Gold Literacy objectives will increase by at least 2%.
Our staff began the year proud of the fact that we had surpassed our set goal from the previous year for the 2nd year in a row. This year ECSE continued to deepen our understanding on Conscious Discipline techniques as well as incorporate Ukeru crisis management techniques. This work helps us to focus more on how each individual student has unique needs. More staff development this year included a training on Culturally Responsive School, Family, and Community Partnerships to respond to our ever changing population in our community. Classroom staff continued their work on their literacy and LETRS training from last year. In addition, individual staff utilized funding to customize their own learning for their own diverse population of students. Some attended workshops to bring music in the classroom, others to bring AAC devices to students, and others to increase their knowledge in their field of study to learn the latest information in the field of special education. All of the work this year has been to enhance our professional knowledge and increase our understanding of our ever changing population.
Early Learning
Our primary focus remains the implementation of Conscious Discipline, a comprehensive social-emotional learning program designed to foster a more supportive and responsive environment for our students. We began this journey in the summer of 2025 by sending four staff members and two teachers to an intensive, week-long seminar, creating a core group of internal experts to serve as leaders and peer models. This year, we are significantly scaling that commitment by sending six additional teachers to the Conscious Discipline Institute. To ensure long-term sustainability and growth, we have also established a Conscious Discipline Action Team (CDAT) to lead in-house professional development, and two of our teachers will be training to become dedicated Conscious Discipline Coaches. By equipping our staff with the tools of Conscious Discipline and providing them with specialized internal leadership, we are fostering a more resilient school culture and remain on a clear path to meeting our social-emotional goals.