District reports positive results from kindergarten Kickstart pilot and outlines transitional kindergarten program

District elementary leaders reported generally positive results from a two‑day Kickstart pilot used to form permanent kindergarten classes and provided an overview of the district’s transitional kindergarten program.

"We felt like kids form relationships with the entire team," said Stephanie Schultes, reporting teacher and pilot organizer, summarizing teacher feedback about the Kickstart pilot. Staff said the process allowed teachers to know students’ names and behaviors, complete key forms and have focused PLC conversations about classroom balance before the school year began.

A parent survey returned 25 responses of roughly 73 families; 23 reported a positive experience while two described negative impressions. Parents suggested allowing classroom visits on the first day, clearer communications about the purpose of Kickstart, wristbands instead of name tags for check‑in, and more volunteers to speed registration.

Principal Morris and kindergarten teachers said they used preschool data where available to build initial class lists and then made a small number of adjustments before the first official day after observing students during the Kickstart activities. "Before the end of the first day...we were making some changes day 1 before the first day was over where we had moved...a couple of students," Morris said, explaining that small moves can materially change classroom dynamics.

Gina gave a detailed overview of the transitional kindergarten (formerly optional kindergarten) half‑day schedule, including morning meeting/social skills, number corner, centers and small‑group phonics instruction (Heggerty). She said the program is three hours per day and that staff are reviewing curriculum resources and report‑card statements in coordination with district curriculum leaders.

Board members asked whether the program should be expanded to a full‑day model; Gina and staff said they believe a full‑day program would deepen instruction but noted budget and staffing constraints. The superintendent suggested exploring options such as supplemental Wednesday sessions while acknowledging financial limits.

Next steps identified by presenters included refining communications for families, increasing volunteer support at check‑in, updating curriculum language and considering whether buildings beyond the pilot would adopt Kickstart in future years.