Ashland Ranch staff describe preschool and say school offers district’s only advanced kindergarten‑prep option

Suzanne Carlson, principal of Ashland Ranch Elementary School, told a Gilbert Unified School District meeting that the school’s preschool and kindergarten‑prep programs create an inclusive environment and prepare young children for the transition to elementary school. Carlson said the school offers an “advanced and gifted K prep” program and described the preschool classrooms as “extraordinary programs that make our school a place where every child belongs.”

The remarks came during a staff presentation in which three classroom teachers described daily routines and instructional approaches used in the preschool and kindergarten‑prep classes. One teacher said the classroom balances “developmentally appropriate early childhood practices and academic support” so “every child is challenged and supported to grow at their own pace.” Another teacher described techniques for social and emotional development, saying the classroom uses puppets and story characters to teach values and that students develop tools to manage stress and problem‑solving.

Carlson characterized Ashland Ranch’s program as distinctive within the district, saying it is “the only school in the district to offer such an innovative opportunity for our youngest learners.” That claim was presented by Carlson; the district’s enrollment or program inventory was not specified in the meeting record provided.

Teachers outlined typical preschool activities that support early literacy, math and motor development, including hands‑on centers, theme units, outdoor play and snack time. One teacher described the classroom as “a garden and it’s full of magic,” and said the program aims to build pride, kindness and independence so students “have a toolbox” of strategies they can use after leaving the classroom.

Speakers emphasized inclusion: a teacher said some students have special needs but “you would never know because they just fit right in with the rest of the class.” The presenters stressed that the classrooms include mixed groups of children and focus on supporting each child’s unique needs.

The presenters did not provide enrollment numbers, program start dates, tuition or detailed eligibility requirements during their remarks. No formal actions, motions, funding decisions or follow‑up assignments were recorded in the provided transcript excerpt.