The PAUSE program was a central topic of discussion, highlighting its necessity due to the rising number of students requiring out-of-district placements. From 2022 to 2025, 15 students needed such placements, with ten in the current year alone. This program aims to create a supportive environment that allows students either to transition back to their home schools or remain in a therapeutic setting if necessary. The focus is on students who face challenges in mainstream settings, thus enhancing the district’s capacity to support them.

The program’s structure integrates core academic classes with therapeutic supports, emphasizing self-regulation and coping strategies. Eligibility will be determined through an Individualized Education Program (IEP) team process. Entry criteria focus on students needing a comprehensive therapeutic approach, excluding those already in special education programs or expelled from their schools.

Staffing for the PAUSE program includes a director of alternative education, special education teachers, school adjustment counselors, and paraprofessionals. The anticipated schedule features a structured day of personal goal setting, group discussions, and academic subjects, maintaining a low student-to-teacher ratio for individualized attention.

The committee discussed the need for additional teachers, particularly in kindergarten, to support the program’s growth. Maintaining connections with families during transitions was emphasized, with plans for parent workshops and regular activities to foster inclusion and feedback. Concerns were raised about separating special education staff and the potential increased workload for Educational Team Leaders (ETLs). It was clarified that ETLs at home schools would manage their respective students, simplifying the support structure.

Progress monitoring was another focal point. Monthly data meetings will be held to focus on special education, with ongoing communication to parents through daily feedback, weekly recaps, and monthly progress meetings. The communication of the new program to the Special Education Parent Advisory Council (CPAC) was also deemed critical.

Transportation for the program will involve special education vans, with funding built into the transportation budget. Concerns about the feasibility of these arrangements were noted, especially considering current student needs.

In addition to the PAUSE program, the committee reviewed several initiatives presented by Lindsay Castro, including a new mental health screener and a shift in restraint methodologies. The introduction of the Sabers program, a social and emotional risk screener, aims to integrate screenings into students’ regular schedules, supporting Multi-Tiered Systems of Support (MTSS).

The transition from the Safety Care model to the Crisis Prevention Institute (CPI) approach was discussed, emphasizing prevention and sustainability in staff training. Concerns about sharing student data during transitions between grades led to the implementation of a new data dashboard to provide educators with comprehensive information.

The meeting also touched on a new program aimed at re-engaging high school students in a “student-centered relationship-driven environment.” This initiative targets students at risk of dropping out, focusing on project-based opportunities and real-world applications to enhance engagement and post-secondary readiness. Staffing will involve reassigning core content teachers, with guidance and adjustment counselors maintaining roles but adopting additional responsibilities.

The program’s flexibility allows for smooth transitions between new initiatives and traditional curricula, supporting students’ long-term goals. The importance of teacher involvement and curriculum development was highlighted, with particular attention to new courses like eighth-grade civics.

As the meeting concluded, a motion was made to approve the K-8 Hildrith therapeutic program, with a request for regular updates on its development. Discussions from the policy subcommittee addressed AI policies and cell phone regulations.