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Smith-Green board hears proposal for a sixth‑grade transitional teacher to address mid‑school gaps
Summary
Mrs. Olmos presented a request for a licensed grade‑6 transitional teacher who would run double‑period reading and math blocks (90 minutes) to deliver Tier 2 interventions for 15–20 students; board members asked about electives, class size, licensing and data supporting the request.
Mrs. Olmos, the district curriculum presenter, asked the Smith‑Green Community Schools board on Feb. 16 to consider a licensed grade‑6 “transitional” teacher to provide longer, scaffolded reading and math blocks aimed at students who need Tier 2 support.
The proposal would create two double‑period grade‑6 classes (two 45‑minute periods each, totaling 90 minutes) so targeted students could receive more modeling, small‑group instruction and intervention time. "We are asking tonight for the board to consider a transitional teacher," Mrs. Olmos said, arguing the change would plug a consistent cohort decline the district observes after grades 4 and 5.
Why it matters: Mrs. Olmos tied the request to district checkpoint data and evolving state accountability rules that broaden which grades and assessments factor into school ratings. She told the board that grade‑6 enrollment has risen to about 100 students and that the transitional classes would aim for roughly 15–20 students each, allowing more focused Tier 2 work for those who need it.
Board members pressed for details. One member asked whether the proposed position would be a licensed teacher; Mrs. Olmos confirmed it would. On possible tradeoffs, the board discussed that students placed in two double periods could lose an elective, but speakers said the schedule still leaves room for electives in most students' timetables. "We are looking at about 15 to 20 per class," Mrs. Olmos said of the proposed sections, noting those would be the Tier 2 cohort rather than full cohorts.
Implementation questions also included how students would be identified (checkpoint and benchmark data were cited), whether co‑teaching with special‑education staff would be used to honor IEP requirements, and how the change might free space later for 7th‑ and 8th‑grade interventions if successful. Mrs. Olmos described a plan to pilot supports gradually, use checkpoint data to select students, and reflect on outcomes before scaling.
Next steps: The discussion closed with the board asking for more detailed implementation and staffing information. No roll‑call vote on hiring authority was recorded in the provided transcript; the item remained under consideration pending staffing and scheduling details.
