District teaching and learning leaders updated the Edina Public School District board on ongoing curriculum implementation, the 2023–25 data metrics results and a draft 2025–27 data metrics plan tied to the Comprehensive Achievement and Civic Readiness (CACR) goals.

Jody Dusen Hubert, director of teaching and learning, told the board the district uses implementation science and educator design teams to adopt and monitor curriculum changes. She noted the science curriculum review began before the COVID‑19 pandemic and that almost 100 educators participated across three subject areas. "As each area moves closer to full implementation, we are looking for continuous monitoring and continuous improvement," she said.

The 2023–25 executive summary showed steady increases in ELA and math proficiency, strong IEP progress for special education students, and growth in multilingual and advanced learning opportunities. Jody said the district met one of five CACR goals — ready for kindergarten — and saw mixed performance on others, with some measures rising in 2024 and dipping slightly in 2025.

The draft 2025–27 data metrics plan retains focus areas (ELA, math, science, SEL, unique learners, college and career readiness, attendance) but revises data elements to allow vertical alignment and grade‑level views. Greg Gusweiler explained new diagnostics: the district will implement a diagnostic called CAPTI for grades 4–12 and continue StudySync in its second year of middle‑school implementation. The district also plans universal screening three times per year in literacy and math to triangulate progress.

Board members pressed for clarity on how goal percentages were selected. Jody and Greg said goal setting involved curriculum leads, building principals and historical results; they pointed to a goal‑setting process that seeks ambitious but attainable targets. The district reported metrics such as approximately 78.8% meeting a specified college/career readiness measure and an aspirational 98% graduation target for all students, though presenters noted subgroup gaps persist.

Board members asked for more family engagement strategies, particularly for early childhood and elementary literacy; Jody said the district is using an MDE parent toolkit and will continue to share resources and coach practices across buildings.

No formal board action was taken; staff will bring further refinements and a final CACR submission to the state in mid‑December.