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District unveils detailed prek–6 and 7–12 transition plan; administrators outline schedules and staffing needs
Summary
District administrators presented a comprehensive transition plan to move grade spans across two buildings, including classroom relocations, mock schedules for 7th–8th graders, staffing and special‑education case load considerations, and a summer orientation strategy for students and parents.
District administrators presented a detailed transition plan for moving grades and programming across district buildings, focusing on classroom assignments, daily schedules and staffing changes the district expects when it implements a two‑building model.
Administrators proposed using the top floor of the 1978 wing at the Lrand campus as a junior‑high zone for seventh and eighth graders, with core classes (math, ELA, science and social studies) concentrated on one floor to reduce movement and create an identifiable middle‑school identity. The plan includes dedicated study‑hall/advisory times, a 90‑minute ELA block and 60‑minute math block for sixth graders, and a departmentalized model for fourth through sixth grades.
On electives, administrators recommended 12‑week exploratory blocks for CTE exposures (industrial tech, FCS), art, computer science and PE; they said the extended block allows safety training and meaningful hands‑on work in trade areas. "For the shop, our shop teacher has to take about the first two weeks going over safety — to make sure they're not going to slice a finger off — so 12 weeks seems to be an extended period of time, get that training in and still give them a good experience," an administrator said during the presentation.
Staffing was a central focus. Administrators flagged the need for teacher reassignments, professional development to prepare teachers for new grade configurations, possible adjustments to paraprofessional assignments and a review of special‑education case loads so services follow students without undue disruption. The team also identified logistics issues — additional Wi‑Fi access points at Laurel, dumpster and delivery access at the elementary site during construction, and parking impacts during construction phases.
Administrators said they have begun student listening sessions and will run summer orientation and mentorship programs pairing high‑school mentors with incoming middle‑school students. They proposed clear parent information nights and tours to help families and students know where to report and what to expect on day one.
Next steps: administrators will refine the schedule and staffing and return with an updated implementation calendar, finalize the handbook language for discipline and expectations, and coordinate summer orientation events.
