Weston administrators told the Board of Education that retaining the district’s two-teacher grade‑5 teaming dyad provides instructional and social-emotional benefits, and they recommended preserving eight sections under the district’s medium enrollment projection rather than moving to 6 or a triad model.

Tina and Jen DiMico reviewed the district’s history: Weston transitioned to the two-teacher dyad in 2018–19 to ensure consistent science instruction after the state adopted NGSS and because the model supports common planning, teacher specialization and improved outcomes. Administrators presented enrollment models showing medium projections support eight sections and produce class sizes near district targets; the low vs medium projection for K–5 differed by about one student in their modeling.

Board members repeatedly raised equity concerns: a 7‑section outcome would produce uneven team assignments (triads or singletons) and require reconfigurations that administrators warned could increase transitions for students, complicate parent communications and undermine the dyad benefits. “I don't think the experience would be the Weston experience we want to give to our students,” one administrator said when describing parent and student impacts of triads.

Practical considerations: administrators said odd-numbered grade staffing can sometimes be accommodated by cross‑grade sharing or self‑contained rooms, but they flagged issues with prep time, instructional coherence and the increased complexity of scheduling. The board narrowed the practical choice to preserving 8 sections or moving to 6; members asked staff to circulate the supplemental high/medium/low enrollment charts for review.

Next steps: the administration will include medium/high/low enrollment scenarios in public materials for board review; the board made no formal vote on sectioning at this meeting.