The district’s new framework centers on its Portrait of a Learner, which defines the knowledge, skills and dispositions students should develop during their time in St. Louis Park Public Schools.

The Portrait of a Learner serves as a shared vision for student success. It identifies the competencies students need not only for academic achievement, but also for life beyond graduation. These include skills such as critical thinking and collaboration, which appeared through the IB framework, but it also includes localized language that aligns to feedback heard throughout the strategic plan process.

By transitioning away from the International Baccalaureate (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP) frameworks and implementing a district-developed model, educators will have greater flexibility to design learning experiences that align with district priorities and rigorous academic standards. 

• Align curriculum and instruction more closely with the district’s strategic plan
• Ensure consistency in learning experiences across schools and grade levels
• Focus on competencies that reflect community values and local priorities
• Integrate academic standards, social-emotional learning, and career readiness into a unified framework

The Portrait of a Learner will serve as the guiding framework for instruction, curriculum design and student experiences, helping educators intentionally develop skills such as critical thinking, collaboration, creativity and communication.

What will change?

Under the new approach:

• The IB PYP at elementary schools and MYP at the middle school will be phased out.
• The district will transition instructional practices and curriculum planning to the Portrait of a Learner framework.
• Teachers will have greater flexibility to design learning experiences that reflect district priorities while still incorporating inquiry, interdisciplinary learning and student voice.

What will remain?

The International Baccalaureate Diploma Programme (DP) will continue at the high school, allowing students to pursue the globally recognized IB diploma pathway in grades 11 and 12. The shift allows the district to maintain rigorous academic opportunities while developing a clearer, locally defined vision for student learning from kindergarten through graduation.

What considerations were taken?

The IB program has been in place for nearly 20 years for the elementary schools. One of the biggest reasons SLP schools adopted IB for PYP and MYP was to create a unified framework for learning and a pipeline for the IB diploma program. Over the duration of the program, graduates of the program have remained stagnant with around 10 graduates per year. Anecdotal data from students and staff leads the district to believe that students consider other options like Advanced Placement (AP), Post Secondary Enrollment Options (PSEO) or concurrent college enrollment, which provide an opportunity to gain credits towards post-secondary goals. 

Additionally, the district heard from teachers through the curriculum design review process. Though the 3-year design process has been put on pause, the IB Design team was in the process of collecting data about the program. 72 teachers throughout the district responded to a survey about IB. The questions provided evaluation of the level of professional development, perception, and implementation of the program. Below are some themes of the data: 

• Time and Competing Priorities: Teachers consistently mention the lack of time, as other district initiatives, new curricula (especially for literacy and math), and curriculum requirements take precedence and consume the majority of the instructional day, leaving little time for IB inquiry-based learning.
• Lack of Alignment and Integration: Many respondents feel the new scripted curriculum for Language Arts and Math does not align well with the IB framework, making it difficult or impossible to integrate the curriculum into the Units of Inquiry.
• Insufficient Support and Coordination: A recurring issue is the lack of adequate IB coordinator support, with one coordinator covering multiple elementary sites, and a perceived lack of consistent financial and messaging support from the district.
• Teacher Buy-in and Inconsistency: Some teachers express a lack of buy-in or excitement for the program, citing issues with required paperwork, a perception that it is an unnecessary expense, and a focus on IB only during re-evaluation years.
• Program Value and Accessibility: There is a sentiment that the IB program only benefits a select few students, especially in high school. Some teachers suggested a focus on AP and concurrent enrollment may be higher due to greater college credit recognition and better cost-effectiveness for a broader student population.

Transitioning away from the International Baccalaureate (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP) will result in approximately $51,000 in annual savings for the district. These funds were previously dedicated to required IB membership fees, professional development, and training necessary to maintain program authorization. By implementing a locally developed framework aligned to the district’s Portrait of a Learner, the district can redirect those resources toward priorities that directly support classroom instruction, student learning experiences, and strategic plan goals. 

How will these changes impact student performance?

The district has already seen encouraging academic growth as schools have focused on strengthening instruction in core subjects such as mathematics and English Language Arts. Recent data highlights several positive trends across St. Louis Park schools:

• All elementary schools have shown academic growth in core subjects
• Peter Hobart Elementary demonstrated the highest growth in math for grades 2, 3, and 4
• Aquila Elementary showed significant math growth in grade 5
• Park Spanish Immersion demonstrated the highest English growth in grades 4 and 5

In addition, the district is beginning to see encouraging signs that opportunity gaps are narrowing, particularly for Black and multiracial students.

Overall, academic indicators show improvement across a majority of schools, subjects, and grade levels since 2024. The district believes that aligning curriculum, instruction, and student competencies through the Portrait of a Learner will further strengthen these outcomes and ensure that every student is prepared for future success.