ISD 191 to shift voluntary pre-K to five days in many settings; district cites learning gains and added revenue

ISD 191 officials proposed adjusting Voluntary Prekindergarten (VPK) schedules to increase student contact days and align early childhood special education (ECSE) services during the May 22 board meeting, saying the change is intended to strengthen transitions to kindergarten and broaden access to related services.

District staff recommended moving many kindergarten‑eligible VPK students from 140 student contact days to 162 contact days (effectively moving some programs to five days per week) and aligning ECSE kindergarten‑eligible supports to the same schedule. Staff said the change increases average daily membership (ADM) weights and would generate additional state‑reimbursed special education revenue.

"We are moving from 140 student contact days to 162," said Jason Sellers, director of community education. Sellers said that some full‑day VPK at Diamondhead already expanded and that the additional instructional days would better support literacy, numeracy and social‑emotional development while improving kindergarten readiness.

Financial and staffing details

Staff projected the schedule change would generate about $87,000 in additional special education revenue (reimbursed at 65 percent for eligible costs). To support the extra instructional day, level‑4 educational assistants (EAs) would move from four to five workdays per week; licensed staff contracts would not change, administrators said.

"A 5 day work week provides greater consistency and appeal to potential staff members seeking a full time position," Sellers added, noting benefits for hiring and retention and more opportunities for training and coaching of EAs.

Statutory context and program differences

Officials said new state eligibility rules require clearer documentation of which students qualify for free VPK and that the legislature recently adjusted early childhood funding and workforce rules (including REED Act training and inclusion of early childhood educators under the BEA contract). Staff said they developed a sliding fee structure for families who do not meet statutory eligibility so that costs remain low while preserving access.

Board questions and equity concerns

Directors asked about developmental readiness for five‑day schedules, equity of access between Diamond Head (an ECSE center) and site‑based half‑day programs in elementary schools, and whether the change would add specialists (art, media) for VPK students. Staff said the play‑based VPK curriculum is distinct from K–5 and that full‑day specialist access would require a larger structural change and higher cost; existing VPK students access some media center activities and play‑based instruction consistent with statutory requirements.

"This shift to a 5 day model is projected to generate an additional $87,000 in special education revenue reimbursed at 65% in eligible costs," Director Amy Petrowski (student support services) said, adding that the district would use the funds to offset the additional support staff costs and deepen early intervention.

Ending

The board received the report and asked clarifying questions; staff said the change is designed to increase kindergarten readiness, align services for ECSE students, and boost ADM while keeping licensed staff responsibilities unchanged. No formal board action to adopt the schedule change appeared in the May 22 meeting record; staff flagged statutory eligibility and sliding‑scale fees as implementation issues.