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Student advisory members ask board to expand "Project Tree" access, applaud changes to enrichment
Summary
Two seventh-grade student advisory board members told the board Project Tree and enrichment placements have reduced instructional time and peer-group opportunities; they thanked the administration for changes to elementary routing that stop bussing for those programs.
Two seventh-grade student advisory board members told the Evergreen Park ESD 124 board on March 19 that the district's Project Tree enrichment program has caused students to lose instructional time and has limited peer relationships for some pupils, and they urged continued changes to expand access.
Student advisory board member Cameron Brennan and student advisory board member Marielle Scudder spoke at the start of the board's staff-report section, describing how earlier versions of Project Tree required some students to travel to another school or arrive early for a single class, which led to missed assemblies and specials for some students.
"We bring this up because of the impact this had on students such as a loss of instructional time, missed specials, and limiting peer relationships because of the way Project Tree works," Brennan said. The students also said the district's enrichment sequence, which they described as preparatory classes in fourth and fifth grade, can help more students qualify for Project Tree if the enrichment options are made more visible to families.
Administrators present told the board they had already used student feedback to change some elementary practices, including stopping the use of buses for Project Tree at the elementary level so students attend enrichment at their own school. The student presenters thanked the board and administration for listening and for putting some of their suggestions into practice.
Why it matters: The students framed the discussion around equity of access and instructional continuity: when enrichment or pull-out programs require travel or early arrival, students can miss classroom instruction or social activities. The presenters asked for clearer communication and broader enrichment offerings so more pupils can access Project Tree without losing core instructional time.
What the students asked for: More on-site enrichment so students can meet Project Tree prerequisites at their home school; better public information about enrichment and how it connects to Project Tree; and consideration of social dynamics so students have peers from their school in enrichment groups.
District response and next steps: Administrators thanked the students for their work and said some recommended changes had already been implemented. Staff said they would continue to roll out the enrichment program changes and to publicize instructions and eligibility so families understand how enrichment and Project Tree placements will work.
Ending: The board did not take formal action on Project Tree at the meeting; the item was presented as a student update and a progress report on actions the administration has already begun.
