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Board keeps Ready to Learn grant tied to pilot hybrid full‑day kindergarten after divided vote
Summary
After debate over class sizes and staffing, the board decided the previously approved plan stands: the Ready to Learn grant will fund three full‑day kindergarten sections in a one‑year hybrid pilot; a motion to repurpose the grant failed 4–3.
The Elizabethtown Area School District board clarified the district’s plan for full‑day kindergarten on April 22 after a divided, procedural vote.
At a previous meeting the board had approved a pilot that uses Ready to Learn grant funding to support three full‑day kindergarten sections. On April 22 some board members asked administrators to model an alternate staffing approach that would use existing teachers to expand full‑day offerings without hiring additional staff, potentially freeing grant dollars for other uses.
Board discussion on April 22 referenced enrollment projections, class‑size targets (members repeatedly said kindergarten classes should stay under 20 students where possible) and a facility study used to project enrollment trends. Administration staff presented two alternatives and a breakdown of state foundation funding and adequacy funding lines; business administrator Clint Strickler clarified that about $313,587 of the Ready to Learn allocation had been identified for the full‑day kindergarten program in the original plan.
Board member motions and an amendment led to a roll call on whether to repurpose the Ready to Learn grant for other needs. The amended motion (to direct the administration to use Ready to Learn funds for purposes other than the full‑day kindergarten pilot) failed on a 4–3 vote (No: Mister Gillis, Mister Reed, Missus Schrum, Missus Carter; Yes: Michelle Lindemuth, Missus Wilson, Steven Lindemuth). The board chair subsequently stated that the original decision stands and the Ready to Learn grant will remain allocated for the hybrid full‑day kindergarten pilot as previously approved.
Several public commenters — including kindergarten teachers, parents and reading specialists — urged the board to preserve small class sizes and opposed cutting positions that support early literacy. Administrators said the grant‑supported sections were part of a limited pilot and that any change to grant use would require new board direction.
The decision preserves the board’s earlier authorization to use Ready to Learn funds for the three pilot full‑day kindergarten sections for the coming year; administrators will implement the pilot while continuing to monitor enrollment and staffing needs.
