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District explores K–2 / 3–5 elementary reconfiguration to balance enrollment and strengthen early literacy
Summary
District leaders proposed reconfiguring elementary schools into K–2 and 3–5 grade bands to align instruction by developmental stage, balance class sizes, and prepare for projected housing-driven enrollment changes; staff will pursue stakeholder engagement and feasibility analysis.
District leadership proposed a phased study of elementary reconfiguration to make one building K–2 and the other 3–5. The change is intended to align instruction and professional development by developmental stage, equalize class sizes, and improve early-literacy intervention.
Proponents said concentrating grade levels can help balance class sizes (for example, reducing singleton sections), improve collaboration among teachers at the same grade level, and enhance targeted interventions. The superintendent noted that one building was originally designed as a middle school and that facility modifications and transportation changes would need analysis.
Board members and staff raised questions about transition impacts on families with children in different grades, union contract and seniority implications for staff reassignment, special education program placements (including the district’s life-skills program), and the need to survey teachers and parents. Staff proposed a sequence of listening sessions beginning next week, surveys of staff and families, facility assessments, transportation modeling, and cost estimates before any final decision.
The board generally supported exploring the idea further and asked staff to present survey instruments and an engagement plan. No final decision was made; staff will return with analysis of capacity, projected costs and stakeholder feedback.
