ISD 622 outlines early‑learning expansion, screening results and pre‑K changes

District 622 officials on the evening’s agenda reviewed the district’s early‑learning programs, described a newly awarded $29,000 grant for social‑emotional learning supports and announced a district selection for a pre‑K curriculum that leaders plan to implement in the fall.

The Office of Early Learning reported that the district currently serves more than 1,000 children in birth‑to‑kindergarten programs and has screened over 600 children to date this school year, with staff projecting the total will exceed 800 by the end of the screening period. The office also said 388 voluntary pre‑K (VPK) slots exist under current allocations and that the district will change the fee status of some pre‑K offerings next year to align with Minnesota Department of Education (MDE) guidance.

District officials said early childhood screening identified multiple areas of need among screened children: roughly 20 referrals for speech support, nearly 17 percent of screened children for developmental needs and about 13 percent for social‑emotional concerns. The screening program is presented as a primary way the district finds children who may need early special‑education or other services before kindergarten.

Office of Early Learning Principal Lisa Gruenewald said, “Birth to kindergarten today, we’re serving over a thousand students this year,” and emphasized the range of programming that includes ECFE (parent‑child classes), home‑based early childhood special education for children birth to 3, preschool for three‑year‑olds and pre‑K for four‑year‑olds. Amber Zimmer, who oversees early childhood special education, noted the program provides year‑round home coaching for children under 3 and preschool‑based supports for three‑ and four‑year‑olds.

The presentation highlighted a $29,000 PrairieCare grant used for staff development, family outreach and classroom toolkits to teach social‑emotional strategies. Early learning coordinator Heather Sundberg described components purchased with the grant: classroom “solution toolkits,” calming‑space materials, read‑aloud resources and family resources such as visual schedules and an at‑home version of the solution cards to reinforce school lessons.

Staff described instructional and assessment work as aligned with the district strategic plan and the “science of reading.” The district’s early‑learning team said teachers completed training focused on phonological awareness, and a classroom‑observation assessment tool, Teaching Strategies Gold, is used to measure growth in language and early math outcomes such as spatial vocabulary (“next to,” “between,” “beside”).

The subject‑area committee of early learning teachers piloted multiple curricula this year and selected Scholastic’s PreK On My Way for full implementation in fall 2025. The committee’s chair, Yvonne Borgerding, led the multi‑month review that included classroom pilots and parent review of materials; staff said selection criteria included research base, representation/equity in materials and alignment with the science of reading.

On equity and access, presenters said the district offers a multilingual family night, an LGBTQ+ family class in ECFE, and partnerships with Head Start and community agencies for screening and wraparound services. District staff noted VPK eligibility is determined by state criteria (income, home language, other qualifying conditions) and that a sliding fee and state slots will reduce fees for qualifying families.

Board members praised the programs and several parents and board members spoke about the benefits they had observed for children who participated. In response to questions, staff said screenings are primarily observational (Teaching Strategies Gold plus small‑group, on‑the‑spot checks) and that interpreters and bilingual liaisons support families who need language access.

District leaders asked the community to encourage families of 3‑ to 5‑year‑olds to sign up for screening; district staff said earlier identification creates more opportunities for supports before kindergarten.

The presentation concluded without a board vote; several trustees thanked staff and moved on to other agenda business.