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District highlights pre‑K partnerships, literacy initiative and Primary Project during board meeting
Summary
Watertown City School District staff reported that 27 pre‑K classrooms operate in partnership with eight community based organizations, outlined literacy supports tied to the science of reading, and described the Primary Project mental-health intervention and other family supports.
District staff presented a multi-part update on pre‑K services, partnerships and supports at the Watertown City School District Board of Education meeting.
Beth Mower and pre‑K staff told the board that the district’s pre‑K program encompasses 27 classrooms operated through eight community‑based organizations: Bright Beginnings, CAPC, First Step, JCC, Little Luke’s, New Day, Treehouse and the YMCA. Two district‑run special classes also serve an integrated setting, staff said. The presenters emphasized alignment of pre‑K work with the district’s strategic plan and the use of a multi‑tiered system of supports (MTSS) to address academic and social‑emotional needs.
The district described literacy plans tied to the science of reading and a “Top 10 daily doses of literacy” set of activities intended for all 27 pre‑K classrooms. Staff reported 100% of teachers in a recent post‑professional development survey agreed the literacy framework is developmentally appropriate and 90% said activities would be easy to incorporate immediately.
Staff also highlighted partnerships that deliver health, behavioral health and targeted interventions. North Country Family Health Center provides medical, dental and behavioral health services at four school‑based health‑center sites that serve pre‑K students; the Children’s Institute provides a Primary Project tier‑2 intervention intended to identify and support students with minor school adjustment issues before they grow more serious. Program staff said Primary Project implementation has raised scores in task orientation, behavior control, assertiveness and peer social skills for participating students.
Presenters credited the district’s pre‑K partnerships and supports for broader gains. Beth Paris of the YMCA (childcare director) and other community partners spoke to outcomes such as improved routines and early literacy engagement. Staff also described family engagement work including a podcast and cooperation with the Dolly Parton Imagination Library.
District staff provided program counts and staffing numbers: 27 pre‑K classrooms, about 35 lead teachers and roughly 54 paraprofessionals across the program, plus directors and support staff. Staff described ongoing professional development (monthly lead‑teacher PD and multiple TA/aide PD sessions per year), data days to drive instruction, and last year’s LETRS training aligned with the new literacy framework.
Ending: The district characterized pre‑K as a community effort that aligns curriculum, family supports and health services. Board members thanked staff and community partners; no board action specific to pre‑K operations was taken during that presentation.
