Weber School District outlines preschool enrollment, partnerships and assessment results
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Summary
Special education director Dr. Julianne Woodbury and preschool administrator Amy Peters told the board the district now connects about 720 preschool students with Waterford supports (surpassing a 625 target), serves 14 sites/22 classrooms, and uses triannual progress monitoring showing growth across early learning domains; staff detailed referral pathways and a pilot with Head Start/ALCAP at Greenacres.
Dr. Julianne Woodbury, the district's special education director, and Amy Peters, preschool program administrator, presented the district's preschool footprint and assessment results for trustees.
"We have 720 students currently enrolled and receiving some supports through Waterford," Woodbury said, noting the district surpassed its enrollment goal of 625 Waterford-connected students. She described coordinated progress monitoring three times a year that shows growth in language and math domains for 3- and 4-year-olds.
Peters described program logistics: the district operates 14 sites with 22 classrooms, accepts referrals from early intervention (0–3 programs), pediatricians, DCFS and direct parent referrals, and conducts outreach by flyers and the district website. She said about 50 enrolled students are referred for additional behavior supports and the district deploys preschool behavior specialists who provide teacher coaching and individual behavior plans.
Woodbury said the preschool program uses partnerships to extend services: a Waterford partnership provides additional resources and grant funding tied to enrollment, and the district is piloting a collaborative classroom at Greenacres with Head Start and ALCAP (16 students currently enrolled in that pilot).
Trustees asked about assessment fairness across ages; Peters said screeners and standardized assessments take a child's chronological age into account when tracking progress. Board members thanked staff for the presentation; no policy changes or votes were taken during the discussion.
Next steps described by staff included continued outreach to meet enrollment goals and continued progress monitoring to guide instruction and supports for students with behavior challenges.