Wheeling 21 proposes foundational kindergarten pilot and a full-day preschool section to boost readiness

District 21's Educational Services team outlined two interrelated early-education proposals to the board on April 16: a foundational-kindergarten pilot intended to give high-need incoming kindergartners additional time and supports, and a single full-day preschool classroom aimed at kinder-bound students with elevated needs.

Amy Bryler (director of literacy) and Sherry Massa (director of student services) described the foundational kindergarten model as "full-day kindergarten plus" with smaller class sizes and additional social-emotional and oral-language supports. They said the district is "looking at starting our classroom sizes with about 10 students to start the year but capping it at 15," and that seats will be identified from the general-education incoming kindergarten pool.

Identification and enrollment will rely on a combination of information: an ASQ-3 parent screener sent before the school year, summer language screenings and kindergarten screening days, and teacher/administrator input. Bryler and Massa emphasized flexibility: some students who join the foundational classroom early could transition back to their home school within 30-45 days if they reach readiness benchmarks, with transitions handled case by case to preserve continuity for students who form strong early relationships.

Board members asked several operational questions: will parents have to consent? staff replied that parental agreement is required. On transportation, staff said routing will be handled through the district's transportation system similar to other specialized programs. On whether students with IEPs are included, presenters said the primary priority for the pilot is non-identified general-education students; students with IEPs would continue to receive services through their IEPs though blended settings and supports are possible.

Separately, Melissa Scoletta, director of early childhood, reviewed a Creative Curriculum pilot in eight preschool classrooms and presented plans to open one full-day preschool classroom (maximum of about 20 kinder-bound students) in 2026-27 to serve children with higher needs and expand early supports. Scoletta said preschool enrollment is growing (482 at the time of presentation) and that pilot data show increased classroom engagement, improved documentation of growth, stronger alignment to kindergarten readiness measures, and positive parent-app usage for home activities.

Next steps described by staff: distribute the ASQ-3 screener to registered kindergarten families in the coming weeks; continue summer screenings; compile and rank candidates by end of May/June; and begin family outreach and enrollment conversations. Staff emphasized that the foundational classes and new preschool section are district-funded initiatives (not grant-funded expansions), will require staffing and transportation planning over the summer, and will be refined based on early data and family interest.

If approved and implemented as outlined, the two foundational classrooms and the new full-day preschool section are designed to provide early, targeted supports intended to narrow opportunity gaps before students enter universal kindergarten.