In a recent government meeting, discussions centered around the potential impact of a proposed four-day school week on families, particularly those with high-needs children. One participant highlighted that while the majority of families expressed support for the new schedule, five families would face significant challenges. These families require additional resources and support, prompting a call for collaboration with external agencies such as the Division of Services for People with Disabilities (DSPD) and vocational rehabilitation services.

The participant emphasized the importance of connecting these families with necessary services, particularly on Fridays when school would not be in session. They proposed working closely with these families over the summer to identify and secure appropriate resources to mitigate the impact of the schedule change.

While the survey conducted revealed a generally positive response from 35 out of 60 families, concerns were raised about the 25 families who did not respond. The participant acknowledged the need for further outreach to gather more comprehensive feedback, suggesting that personal contact could yield better insights into the potential effects of the new schedule.

The meeting also explored the benefits of the four-day week for care professionals, teachers, and students, aiming to maximize educational opportunities during the four days of instruction. There was a proposal to provide specialized support on Fridays at local high schools for students with Individualized Education Programs (IEPs), ensuring they receive tailored assistance in a self-contained environment.

Overall, the discussions underscored the need for careful consideration of the diverse needs of families as the school district contemplates the shift to a four-day week, with a focus on ensuring that all students receive the support they require.