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- Written by: Jeff Drake
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Fergus Falls Public Schools are experiencing an exciting year of change in special education with new leadership and the introduction of several in-district programs. These updates are designed to enhance oversight and offer more personalized support for students with disabilities, reflecting the district's commitment to meeting the unique needs of students and families.
Nancy Reard, a long-time member of the Fergus Falls Public Schools education team, has stepped into the role of Director of Special Education. Nancy’s journey with the district began in 1994, serving as a special education teacher and autism specialist. She has served 29 years as a special education teacher throughout the district, working with families and students of all ages. This new leadership position marks her first experience as a director, and she has already made strides in expanding and enhancing the district’s special education offerings. Joining her in this mission is Julie Domino, the Assistant Director of Special Education, who brings 34 years of administration experience and expertise to the district. Julie joins the team from the Brainerd Public School District, where she served as a speech-language pathologist and assistant director of special education.
Read more: Supt. Drake: Fergus Falls Public Schools Enhance Special Education Programs
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- Written by: Jesse Thorstad
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“Generosity is the most natural outward expression of an inner attitude of compassion and loving-kindness.” ― Dalai Lama
Kindness, compassion and generosity are powerful forces that can transform not only the lives of those who receive it, but also the lives of those who give it. When we extend acts of kindness and compassion to others, we create a ripple effect that spreads throughout our communities. Whether it's a simple gesture like holding a door open for someone, offering a helping hand to a neighbor in need, or volunteering our time to support a worthy cause, every act makes a difference.
The Fergus Falls High School Otter Closet is a new initiative and stands as a testament to the kindness, compassion and generosity of our community. The Otter Closet provides essential items to our students, ensuring that basic needs are met and that students can focus on their education.
Located in a small room near the high school commons, the Otter Closet is stocked with a wide range of items including coats, hats, gloves, scarves, shoes, belts, sweatshirts, t-shirts, jeans, shorts, and undergarments. Essential hygiene products like blankets, laundry detergent, feminine hygiene products, deodorant, toothpaste/toothbrushes, mouthwash, dental floss, body wash/bar soaps, shampoo/conditioner, lip balm, lotion, hair ties, hair brushes, and hair clips are also provided.
In a country with an abundance of resources, it might come as a surprise that food insecurity is a very real issue faced by many students and families. The Otter Closet offers a variety of snacks that are available to students throughout the day, as well as microwavable meals and food items for students to take home. All are offered free of charge. While the Otter Closet is well-stocked with clothing and personal hygiene items, our greatest need remains a consistent supply of snacks and ready-to-go meals as these items are much needed by our students.
Read more: Supt. Drake: Generosity abounds and impacts our students
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- Written by: Jeff Drake
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Welcome to 2025! A thriving school district is a partnership between the school, our families and our community. It is dependent on open communication, mutual respect, high standards, and a shared understanding and support of common goals. By working together, we can continue the legacy of providing the students of Fergus Falls with an exemplary educational experience.
The new year represents an opportunity for a fresh start and, for many, is often accompanied by goal-setting and resolutions. One of my top priorities in 2025 is to foster a culture of collaboration between our school district, families, and the broader community. This includes actively listening to the concerns and suggestions of all stakeholders and seeking pathways forward that the vast majority of people can support. Sounds easy? We are part of a community with diverse and passionate opinions about freedoms, responsibilities, politics, finances and every other issue that can be discussed and debated. Finding common ground can be challenging, but we are going to make significant progress.
To help facilitate this, I will be offering an ongoing opportunity for the community to engage in a dialogue with me about the school district. These meetings will be scheduled once a month. They are intended to provide a chance for you to ask questions, seek clarification, share concerns, offer suggestions and otherwise be engaged in dialogue about how to make our school district the very best that it can be. My goal is that these be informal and conversational.
The first of these meetings will take place on Thursday, January 9th from 5 - 6 p.m. in the Community Education public meeting area within the Roosevelt Education Center (REC) located at 340 Friberg Ave, Fergus Falls MN. If you are unfamiliar with the building, walk through the main doors and proceed down a narrow hallway that is on your left. If there is specific information you are interested in, please let me know in advance so that I can better ensure that the time is of value to you.
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- Written by: Jeff Drake
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As I write this column, I am sitting in my office on a day when I made a decision to close school due to weather. Closing school ranks near the top of my list of least favorite decisions. I have been making those calls for well over a decade now and I have seldom made one where everyone was in agreement.
I believe I have made good decisions the vast majority of the time, but I have also made some bad ones. I have canceled school only to see a beautiful, sunny winter’s day unfold - those occasions are embarrassing. There have also been times where I have not canceled school thinking things would be fine, only to see the roads and weather conditions deteriorate quickly. Those decisions are nerve-wracking. No superintendent wants to put the safety of students and staff at risk.
There is a Minnesota axiom that states, “If you don’t like the weather, just wait a minute and it will surely change.” That’s been my experience. As Minnesota rural school districts typically cover many miles, the weather can vary greatly from one location in the district to another. We have a lot of open country in this area and it doesn’t take much wind or snow to turn good weather into a ground blizzard. A few degrees off in the forecast can mean the difference between snow and freezing rain.
What goes into making a decision on closing or delaying school? The safety of the students and staff is the first priority. This sounds simple, but it is a little complicated. Living in Minnesota, we seldom see perfect road conditions during the heart of winter. It is likely that even during the best days, most of us encounter some degree of snow and ice on our daily commute. There is always some degree of hazard. If we waited for perfect roads, we would close school until April! The cutoff comes somewhere between a normal winter snowfall and a point where things turn dangerous.
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- Written by: Jeff Drake
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At the last school board meeting, I gave a short presentation on our annual Achievement and Integration Report. Most people are probably not familiar with the Achievement and Integration Program. This column will provide some information about how we are using it in Fergus Falls.
The Minnesota Department of Education's Achievement and Integration Program aims to create a more equitable and inclusive educational system for all students. This program focuses on reducing academic disparities based on race, ethnicity, and socioeconomic status. By promoting racial and economic integration within schools, the program seeks to ensure that all students have equal access to high-quality education and opportunities for success.
There are four ways that a district can be eligible for the program:
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Racially Isolated (RI): Enrollment of protected-class students districtwide is more than 20 percent, compared to the number of protected-class students in one of their adjoining districts.
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Adjoining: District physically adjoins a racially isolated district.