The decision to eliminate a fourth-grade section that would result in increasing class sizes from 14 to 22 students was met with substantial criticism from parents. Research on the benefits of smaller class sizes, which includes better academic outcomes and enhanced student well-being, was cited by a parent to support their argument against the plan. The class size change raised concerns about the potential decrease in individualized attention and support for students, as well as the broader impact on teacher retention and the school community’s well-being.

In addition to the class size issue, the lack of special education support in kindergarten and first grade was a topic of discussion. The district utilizes dual-certified teachers to execute Individualized Education Programs (IEPs) due to the absence of special education teachers in these grades. With the classification rate at 23.8%, parents and community members stressed the need for early intervention, especially to ensure literacy skills are at grade level. The importance of early literacy intervention and the impact of reading interventions in the primary grades were emphasized, highlighting the necessity to address students’ needs to advance grade level proficiency.

Public comments during the meeting further illustrated the community’s disquiet. Several parents voiced their concerns about the implications of larger class sizes on the educational quality and the school’s plan for accommodating students who require resource room services. Frustrations regarding the perceived lack of response from the school administration were also evident, with parents reporting unaddressed communication attempts concerning the proposed changes, as well as specific cases of their children’s treatment by teachers and disciplinary matters.

The meeting also touched on administrative reorganization, with questions raised about the roles of the director of student personnel services and the dean of students. The need for more special education teachers, specifically for fourth grade, was discussed alongside the community’s request for the school to apply for grants to fund an adaptive playground, addressing the shortfall in equipment for children with special needs. Moreover, a community member prompted the school administration to ensure visibility and engagement with students and parents.

In the midst of these discussions, the board members noted the positive relationship between the Board of Education and the teachers, leading to the approval of a four-year contract for the teachers. This contract approval came amidst the backdrop of the debate over class sizes and educational support services.

The public comments section also revealed issues related to transparency and the community’s desire for involvement in decision-making processes. One parent highlighted the importance of open communication and collaboration between the school board, the administration, and families, stressing the need for public engagement in decisions that affect the quality of education.

The administrative report acknowledged the end-of-school-year successes, including various student events and activities, and reported on the Hib self-assessment from the 2022-2023 school year, showing compliance with anti-bullying regulations. Additionally, the report discussed staffing decisions for the 2024-2025 school year, such as the retirement of a special education teacher and the retention of a guidance counselor to provide additional support for at-risk students.