School system outlines plan to shift elementary behavioral supports, expand K–2 early intervention

Campbell County Public Schools staff presented a plan to restructure elementary behavioral supports that would expand early intervention for kindergarten through second grade, move that early-intervention program to Concord Elementary and redeploy several Cornerstone staff to serve as intervention design specialists in elementary schools.

The proposal aims to reduce disruptive transitions for young students who currently move between their home schools and the Cornerstone alternative program by delivering more behavioral support inside neighborhood schools. District staff said the change would use existing personnel and align with a newly available five‑year school‑based mental‑health grant that can support pre-K through grade 2 services.

Dr. Wilson, a district student‑services staff member who led the presentation, told the board that elementary principals had asked for “a little more support” in their buildings for students who reach higher tiers of behavioral need and that keeping students in their home school, when possible, is the preferred outcome. “The best transition is no transition,” he said, summarizing the rationale for embedding supports in local schools.

District staff reported four years of program data: 63 students served in the alternative elementary program across the past 3½ years, with referrals to Cornerstone declining from the earlier years (21–22 school year) to nine referrals this year. Of the 63 students, staff said 31 were removed from private day placements or transferred out, and 10 later returned to Cornerstone. Staff also noted a historical average daily attendance at Cornerstone of 10–12 students and a current Cornerstone staff of six.

Under the proposed restructuring, the district would expand the early‑intervention model into a full‑day K–2 program located at Concord Elementary so students would receive assessments and supports in a normal school-day setting. Staff said this would allow more time for assessment and preparation for reintegration, and would avoid short, less-replicable modified-day placements. Staff described the change as cost-effective because it reallocates existing positions rather than creating a large number of new posts.

Separately, staff proposed converting several Cornerstone positions into Intervention Design Specialist roles that would travel among elementary schools to coordinate functional behavioral assessments, develop behavior intervention plans, provide classroom support and help principals implement school‑wide practices. District presenters said the specialists would collaborate with families and local educators to keep students in their home school when possible.

The plan includes the following operational details provided in the meeting: - A K–2 early‑intervention classroom at Concord Elementary with at least one elementary teacher and one special‑education teacher assigned; transportation routes would be adjusted and some students could have longer bus rides depending on location. Staff said transportation has been consulted and creative routing or hub pickup approaches are under consideration. - Students in grades 3–5 currently at Cornerstone (the district reported four such students) would be expected to return to their home schools with in‑building supports; those requiring removal by statute or for extreme behaviors would follow the legal processes required by Virginia code. - Secondary placements (grades 6–12) and the division’s ISEP/GED programs would remain at the central Cornerstone facility. - Cornerstone staff will be encouraged to apply for the new school‑based positions; staff stated that “everyone is guaranteed a job next year” and that the district will make efforts to honor staff preferences.

Several board members asked operational questions about space in crowded schools, transportation times (one example cited a potential 40‑minute ride from Alta Vista to Concord), and how the district will measure success. Staff said they will monitor transition success and tailor interventions to student needs; they described the expectation that some numbers may rise as schools see the new supports available and make referrals earlier.

Staff said the restructure would be implemented for the next school year and noted the plan aligns with the district’s school‑based mental‑health grant, which is a five‑year award available to use for pre‑K through grade 2 services.

Ending: Board members expressed general support for the approach but raised logistical concerns about space and transportation; staff said they will continue planning and return with implementation details before the start of next school year.