Watertown outlines Pre-K expansion for 2025–26: two classrooms per elementary, integrated classroom at Early Steps

Watertown Public Schools presented a restructured pre‑K and preschool plan for the 2025–26 school year aimed at increasing classroom placement in elementary schools and targeting supports for students with varying developmental needs.

Dr. McGinnis, principal of the Early Steps program, and teacher leader Carrie Gardner outlined the district’s decision to move to what they called “option D” after a study that reviewed five possible structures. The plan includes seven full‑day pre‑K classrooms and one integrated pre‑K targeted intervention group (TIG) at Early Steps. Next year the district will place two pre‑K classrooms at each elementary school: two at Lowell, two at Hosmer, and two at Conif (Coniff), reducing the Early Steps‑only concentration and putting more preschool students in neighborhood schools.

Nut graf: The changes are intended to increase family access to pre‑K in neighborhoods, create more consistently scheduled programs (consolidating prior two‑ and three‑day sections into a single five‑day option where parents choose it), and add targeted intervention time for students with IEP goals. The district said the plans fit the FY26 budget while reallocating staff to meet instructional and intervention needs.

Highlights and operational details: - A single integrated pre‑K TIG classroom will enroll 8–12 general‑education students plus up to seven special‑education students; the integrated classroom must have a majority of general‑education students, the presenters said. The TIG model provides small‑group targeted instruction (for example, from 12 p.m. to 1 p.m.) for students with IEP targets. - The district will convert prior two‑day and three‑day preschool options into a consolidated five‑day option for younger preschoolers who want that schedule, while keeping at least one shorter option for families who prefer it. - The district will reduce from two “bridge” (previously called Connections) classrooms to one next year due to enrollment trends, then repurpose one staff member to the integrated pre‑K TIG classroom. - Early Steps will continue to house all three‑year‑old preschool classrooms; four‑year‑old pre‑K classrooms will be distributed across elementary schools. - All students who turn 4 by Aug. 31, 2025, are eligible for free pre‑K; preschool for 3‑year‑olds remains tuition based except for students whose IEPs specify preschool instruction. - All pre‑K students are eligible for the district’s extended‑day program lottery (EDP), which currently opens at 2:30 p.m.; the district acknowledged timing could be inconvenient for some working families.

Staffing and supports: Dr. McGinnis said the plan maintains existing total staff, reallocating positions rather than adding new full‑time teachers. The presentation listed 46 full‑time‑equivalent staff assigned to pre‑K and preschool and 24 instructional assistants. Dr. McGinnis and committee members said the program needs additional behavioral and social‑emotional supports (for example, more BCBA time and guidance counselor availability) and described the district request to prioritize those positions in FY26 budget conversations.

Committee concerns and clarifications: Members asked how the bridge classroom will serve a wide range of disabilities in a small setting; Dr. McGinnis replied that the classes have a higher adult‑to‑child ratio and are designed to tailor supports to IEP needs. Members also pressed for clarity on how pre‑K in elementary buildings would align with elementary schedules; administrators said six of the pre‑K classrooms housed in elementaries will match elementary schedules (8:30 a.m.–2:30 p.m.), enabling access to EDP. Early Steps will retain two classrooms at Hosmer with earlier staff schedules to preserve targeted intervention time for some students.

Enrollment and timeline: The application window was set to open Jan. 27 through February vacation, with a random electronic lottery used for placements. Returning students and siblings receive placement priority. The district planned to notify families of placements on or before March 14, with registration completed March 15–28 and teacher assignments sent by June 15.

Why it matters: Expanding classrooms into neighborhood elementaries aims to integrate pre‑K students into school communities, allow access to specialists, and ease transitions to kindergarten. Administrators said careful staff assignment and added behavioral supports are essential to meet diverse needs.

What’s next: The district will survey staff about teaching preferences, finalize assignments, continue staffing and budget negotiations for requested additional behavior/social‑emotional positions, and report back to the committee with implementation details.