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District updates developmental-kindergarten pilot: nine learners, strong behavioral gains, academic growth to 44% proficiency
Summary
School leaders report the developmental-kindergarten pilot — a small cohort of nine learners drawn from five elementary schools — produced large behavioral and social-emotional gains and an average proficiency increase from 26% to 44% this year. Staff flagged staffing and substitute coverage as ongoing challenges.
AJ Watson introduced a developmental-kindergarten update from Nicole Garza, principal at Lewis and Clark, and Emily Smith, the developmental kindergarten teacher.
Garza explained the program served nine learners from five elementary schools identified by a district rubric and intervention team; the model runs roughly 9 a.m.–2 p.m. with transportation back to home schools. "These learners grew 18 percentage points for proficiency this year, which is amazing," Garza said, reporting cohort proficiency rising from 26% to 44%.
Emily Smith described positive outcomes: learners remain in school rather than being sent home for behavior, participate in PE and music, and benefit from a small adult-to-learner ratio that allows staff to identify triggers and de-escalation strategies earlier. Smith said staffing coverage and finding suitable substitutes have been challenges and that some learners might benefit from retention in kindergarten for an additional year on a case-by-case basis.
Board members asked about future expansion and cost; leaders said transportation and space limited immediate expansion but discussed the possibility of replicating a K–1 transitional model if funding and facilities allow.
The board thanked the presenters and said the district will monitor transitions and support recommendations from teachers for students who need an extra year of intervention.
