The meeting revealed that the number of students recommended for the transitional kindergarten program at Shaker Lane School has decreased significantly, prompting a reassessment of how resources are allocated. In recent years, recommendations fluctuated between 19 to 28 students, but only 13 were suggested this year. This decline, alongside the development of new support systems like social-emotional learning curricula and full-day kindergarten, fueled discussions about the necessity and structure of the transitional program.

A decision was made to add a seventh kindergarten teacher, reducing class sizes to approximately 17 to 18 students. This change aims to promote a more diverse learning environment, encouraging interaction among students with varying social skills and cognitive development. The superintendent highlighted that the previous model, with its homogeneous grouping, limited peer interaction, and the new approach was expected to enhance social skill acquisition.

The discussion also touched on the introduction of a full-time school psychologist and an adjustment counselor, as well as programs like the “What I Need” block and Universal Design for Learning, which are designed to provide equitable learning opportunities. The superintendent noted that past evaluations of the transitional program showed a decline in satisfaction as students progressed to middle school.

Committee members expressed some concerns regarding the rapid pace of the decision-making process. There was acknowledgment of the need for more time to present and discuss these changes with the committee and the community. The importance of community input and support was emphasized, with a reminder that shifts in educational strategies should be communicated transparently.

Inclusion practices across the district were another topic. The third year of a three-year evaluation focused on districtwide inclusion support highlighted a disparity between elementary and secondary staff perceptions. While elementary staff felt pullout services were the default, middle and high school staff regarded inclusive services as the norm. Evaluators suggested reducing pullout services to enhance inclusion opportunities and recommended fostering collaboration between special education and general education teachers.

The staffing situation within the special education department was stable, which was noted positively amidst broader staffing challenges in many districts. Recommendations from the evaluation included increasing training for liaisons, expanding social behavior consultation, and enhancing training for educational support personnel. Steps to streamline access to IEPs through the district’s Aspen software were also discussed.

In other developments, Business Manager Steve Mark reported that the district received a significant green community grant totaling $173,000, with $108,175 allocated for school projects. These projects include replacing fluorescent lighting with LED fixtures and improving weather stripping, all aimed at enhancing energy efficiency.

The meeting also acknowledged several achievements within the district. The high school celebrated the success of its unified bowling team, and six students attended the Bulldog Model UN conference, garnering recognition for their performances. Superintendent Clenchy commended twelve sophomore students selected for a Rotary Club leadership experience and highlighted various student-led initiatives, including a reading challenge at Shaker Lane School and an upcoming drama production of “Legally Blonde.”

Additionally, bus registration for the upcoming school year was announced, with a strong emphasis on early registration to facilitate logistical planning.