Elementary 'house/den' pilot expanded; board asks for data and equity checks

Biddeford Public Schools administrators presented details of a pilot 'house/den' model for kindergarten transitions and elementary programming and the school committee pressed for more data, clearer placement rules and assurances that support services will be equitable across sites.

Margaret, who summarized a memo on the pilot, said staff worked to “spread students across all houses/dens” and to “make it equitable for all,” and confirmed that unified-arts and STEM offerings will be available at both primary sites. She told the board that the district had prioritized placing siblings in the same team and that teachers and specialists will be distributed so students have access to services in each building.

Board members raised operational questions about how specialists (occupational therapy, speech, special education) will travel between buildings and whether specialists will be assigned to specific houses. “Some specialists already travel between the two buildings and they will continue to travel between the two buildings,” Margaret said. Members also asked whether parents could continue to request placement; administrators said requests were being taken and the district will try to honor preferences while managing classroom balance.

Several trustees urged the administration to collect formal pre/post data from parents, staff and students. “I’d like to see the data,” Megan said, noting the board had received mixed anecdotal feedback and asking for staff and parent survey results and information about staff experience during the pilot year. Margaret said parent quotes and pilot observations exist and that staff surveys could be deployed to capture a fuller picture.

Concerns included the durability of the model as it scales (one pilot cohort will expand from one building to five houses next year), how celebrations and assemblies will be coordinated between the two primary sites, and whether maintenance and landscape needs would be funded as part of capital planning. Trustees discussed the need for a handbook for teachers and families so that “day one” expectations are consistent across sites.

The board did not take a vote on program design at the meeting. Administrators said they will return with more formal survey results, staffing details and recommendations for any needed adjustments before the next school year.