By the end of this week, we will have waved goodbye to the underclassmen to enjoy summer and bid farewell to the graduating class of 2026. It has been an extremely successful year for the district, with numerous accomplishments in academics, the arts, and co-curricular activities. We have much to be proud of.
The world we are sending our graduates out into is full of both opportunities and challenges. I have always viewed education as a partnership between school, student, family, and community. With that, how have we equipped the class of 2026?
The default outcome most people have for the purpose of education is, rightfully, that students will have acquired a good foundation of knowledge. Our students should be strong readers, have good fundamental math skills, and possess knowledge in social studies and science. In addition, our students have, at minimum, exposure to vocational courses and the arts. With our Otter Scholars program at the elementary level and near alignment for an Associate of Arts degree at the high school, our curriculum offers enough challenge and variety to meet the needs of all students.
Knowledge in and of itself doesn’t do a lot of good if you can’t do anything with it. We want our students to experience using their foundational knowledge to solve problems—and, in particular, we want them to solve problems that have an impact on their lives. It promotes better student ownership and engagement and answers the question, “Why do I need to know this?” Knowledge is applied using higher-order thinking skills to include inductive and deductive reasoning, scientific reasoning, and the principles of engineering. While it may sound counterintuitive, we want students to experience failure and frustration at times. Pushing through, developing “grit,” and persevering are hallmarks of the learning process.
Communication is another key outcome for our students. The ability to read for pleasure and for the purpose of acquiring knowledge is an essential life skill. Furthermore, we want our students to be strong oral communicators. Finally, the ability to listen, to understand another person’s point of view, and to engage respectfully in civil discussions on topics where disagreement may exist are paramount to a healthy work environment and a healthy society.
Together, the knowledge and skills outlined would satisfy what most consider the core tenets of public education. But more is needed and expected.
Character is a foundational component of our vision for Otter education. We strive to model and expect conduct consistent with our mission statement: The mission of the Fergus Falls Public Schools is to prepare productive and engaged members of society by creating an environment where all students reach their full potential and core values; integrity, respect, empathy, responsibility, commitment, enthusiasm, persistence, resilience, innovation, and creativity. These attributes are fostered in the classroom, through participation in co-curriculars, and in clubs like P.A.Y. (Philanthropy and Youth) and Key Club, which focus on community service. Additionally, our work-based learning program pairs juniors and seniors with vocational experiences to help them develop their skills and discover their talents and interests.
The end goal, culminating with their graduation, celebrates an amazing group of youth crossing the stage having earned their Fergus Falls High School diploma. I have been impressed by this group of seniors. They are talented, intelligent, service-minded, and thoughtful. They are wonderful representatives of our school and community, and we are very proud of them.
To the Class of 2026—congratulations and best wishes!