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Red Wing board highlights adaptive STAR arts and PE program as students make gains
Summary
Teachers and parents described the STAR program at Sunnyside, an adaptive suite of music, art and physical‑education offerings that staff say has increased student participation and helped several students transition into general‑education classes; board members presented certificates and praised staff.
The Red Wing Public School District board on Monday showcased a multi‑year adaptive program that integrates art, music and physical education for students in the STAR classroom, saying it has helped several students increase participation and move into general‑education settings.
District specialists and teachers described how the STAR program evolved over two years to meet students’ individualized education program needs. Peter Johnson, who teaches developmentally adaptive physical education at Sunnyside, said the program began with many one‑on‑one sessions and has grown to full‑class participation: “We were doing things working together,” he said, adding that regular‑education peers “really enjoy loving them too.”
Music teacher Amy Cabagneto described shorter, focused sessions that mirror general‑education lessons in simplified form. “I see the students usually once a week, sometimes twice a week, and 25 minutes at a time,” she said. The sessions emphasize coordination, large‑motor activities through movement and dance, and fine‑motor work through finger plays and percussion instruments; Cabagneto called it “my favorite part of my day.”
Sunnyside art teacher Rachel Fritz said the classroom uses adaptive tools and differentiated materials so students of varied abilities can experiment with color, shape and texture, noting the classroom’s success when students transition from a smaller, self‑contained setting into full classes of 25 students.
Parents described noticeable gains. Hailey Foster said her twin daughters on the autism spectrum have shown “drastic change” and flourish at Sunnyside; Callie Egan said her daughter moved from being “primarily nonverbal” to reading, writing and becoming “a social butterfly,” crediting the program and a featured appearance at a local student art gallery.
Board members thanked staff, presented certificates to students, and said the showcase demonstrated the district’s inclusive approach. Administrators said the STAR programming will continue to be supported as part of broader special‑education and inclusion efforts.
The board did not take formal policy action on the program during the meeting; the presentation served as recognition and an informational update.
