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Valley Academy settles into new building as district highlights expansion of transition and special-ed programs
Summary
Valley Academy staff and students described moves into a new facility, expansion of programs including a new high-school offering and a mixed-grade 'Mustang Link' for grades 1–2, and operational steps taken to support a smoother transition for special education students.
Valley Academy of Learning leaders told the Wenatchee School District board that the program has moved into a new building and expanded its offerings, including a new Valley High School program and a mixed-grade Mustang Link for early elementary students.
Shelley Gelsing, director of programs at Valley Academy, said staff prepared classrooms, a large library and a parent-partnered room to support a mix of in-school and at-home instruction. Gelsing said staff levels equate to about 9.7 full-time equivalent employees and that enrollment has grown substantially: "When I started, we were at a 174 full-time equivalency students," she said, adding that most recent figures show the program growing to roughly 286 FTE (transcript formatting for the number varied). She told the board kindergarten students attend part-time under a 14-hour weekly plan and that many other students are enrolled full time.
Gelsing and staff described program innovations: Valley High School opened this year with about 22 students, the Mustang Link mixed-classroom model serves primarily grades 1–2 to reduce staffing needs while preserving choice, and an online program is being rebuilt using a one-teacher model. Gelsing credited a planning team and teachers who worked through schedule and systems changes to maintain guaranteed and viable standards aligned with the Wenatchee School District.
Teacher and program leads, including Beth Sykes, were singled out for packing and classroom-design work that prepared the facility, and support staff (custodial, locksmith and transportation personnel) were praised for logistics. Shane Rennie, the district's director of special education, outlined operational details required to move the transition program: packing and unpacking materials, securing keys, determining bus drop-off locations and routing students, and coordinating meal service and community-partner supports.
Student testimonials illustrated the change: "I really like the way Valley's learning style. I can pick my classes from a mountain full of choices and learn at my own pace," one student said. Another fourth-grade student praised the new classrooms and windows.
Board members and staff encouraged tours and direct observation; the board will receive further updates as the school documents program outcomes and implementation milestones.
