District 15 consultants map multiyear plan to unify preschool services amid state transition
Summary
Consultants presented four themes and a three‑phase plan to centralize leadership, standardize screening, clarify program definitions and unify early‑childhood services; staff and a Conyers Learning Academy representative urged transparency as state-level grant administration shifts before 07/01/2026.
Palatine CCSD 15 heard a detailed presentation from preschool consultants who recommended restructuring early‑childhood leadership and unifying program models across the district to respond to an uncertain state-level transition.
Dr. Ellen Swanson and Margie Benares, introduced as the district's preschool consultants, told the board that District 15 currently operates 12 early‑childhood special‑education self‑contained preschool classrooms and two blended classrooms at Conyers Learning Academy (CLA), with additional PFA/PFAE classrooms administered by ECTEC across elementary sites. They said the work is urgent because the ISBE Department of Early Childhood that administers the PFA and PFAE grants will cease operation on 06/30/2026, creating a narrow window for districts to prepare for possible changes in grant administration.
"Our goal here is to provide clarity, transparency, and a clear path forward," Dr. Swanson said, describing a three‑phase approach. Phase 1 (through 2026) focuses on documenting current programs, centralizing leadership—largely at the CLA—and defining program descriptions and screening processes. Phase 2 (about 2027–2028) would move to district‑wide screening alignment and unified programming across sites. Phase 3 would pursue full implementation and iterative refinement, a process Dr. Swanson said took 5–6 years in a prior district.
Consultants identified four primary themes from staff and family engagement: the need for centralized early‑childhood leadership, consistent program models across sites, aligned screening and eligibility, and clearly defined program descriptions (including days/hours/class size/curriculum/assessments). They emphasized that screening must not be confused with special‑education eligibility and that a consistent screening process should identify students who are truly at risk.
Leah Wertheimer, speaking for Conyers Learning Academy staff, urged the board to protect early intervention and maintain transparency. "I can unequivocally say that our school, Conyers Learning Academy, stands out as the district's most distinctive," she said, noting CLA serves 502 students with a wide range of needs and a high concentration of specialists. Wertheimer asked the district to avoid making budget cuts that would fall on the district's most vulnerable learners.
During Q&A, board members asked why external consultants were needed and what concrete benchmarks would signal progress. Consultants and administrators said fragmentation—multiple agencies historically administering preschool grants and inconsistent practices across sites—made outside expertise necessary to coordinate and document current practice before moving toward a unified model. District staff also stressed the need to be ready to respond quickly when state grant windows open, and to collaborate with Rincon/ECTEC where appropriate.
The presentation did not commit to specific funding sources for the full plan; consultants said funding implications depend on forthcoming state guidance. Board members were told the district would finalize program descriptions and staff training timelines in 2026 with the intent to roll out more unified programming in 2027.
The board did not take a formal vote on the consultants' recommendations at the meeting; the presentation concluded with an invitation for continued staff and family engagement and further planning in January and beyond.
