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Board approves pilot early‑intervention classroom with Mary Hurst contract to address preschool behavioral needs
Summary
The district approved a pilot classroom staffed with a clinical therapist and a community support associate from Mary Hurst to provide therapeutic and wraparound services aimed at reducing early behavioral challenges and easing transitions to general education.
District leaders told the board they have seen increasing behavioral and regulation challenges among very young students and are launching a pilot classroom to provide intensive early intervention.
A staff presenter described the program as an effort to intervene earlier with intensive support rather than wait for later special‑education identification. “The best intervention has to start early,” the staff member said, explaining the program will pair a clinical therapist with a trained community support associate working alongside a classroom teacher.
Mary Hurst (organization) has agreed to provide one clinical therapist and one community support associate who would function as a highly trained paraprofessional. The staff presenter said the contract allows invoicing based on days of service and that the district would only be billed for days needed; the contract covers up to 240 days but the district expects to use services as appropriate around the school calendar.
Key components the presenter listed include an emotional learning focus, behavioral progress monitoring, family engagement, therapeutic support, and transition readiness for return to general education classrooms. The program aims to reduce behaviors that interfere with classroom learning and to support teachers managing multiple students.
Board members asked whether a classroom teacher would be included; the staff presenter said the specialist positions would work “side by side with the classroom teacher” and that supervisors and training would support implementation. The board approved the contract and initial implementation as a pilot program for one classroom.
District officials said they will monitor outcomes and staffing needs; if the pilot proves successful, the model could be considered for replication at other schools.
