The elementary leadership team prioritized keeping equitable support for students’ academic, social, emotional, and behavioral needs. The key focus was on: ● Class Size
○ Increasing class size would negatively impact the student-teacher relationship and the social-emotional/academic support and instruction that can be provided to students. ○ Keeping class sizes manageable promotes stronger peer-to-peer connection and collaboration.
● Reading and Math Specialists:
○ provides support to striving students during intervention blocks. ○ are critical members of instructional teams that contribute by collecting, analyzing and presenting data.
● Instructional Coaches: ○ are essential to supporting new staff and teachers acclimating to new curriculum and best teaching practices in Tier 1 and Tier 2 instruction. ○ are integral to supporting professional learning, curriculum implementation and are responsible for supporting improved academic and culturally responsive practices for all students through teacher coaching and integrated professional learning in the classroom.
SUMMARY OF CHANGES FROM FY25 TO FY26 Proposed Budget Changes:
Reduction in Classroom Assistants: ● Will impact the implementation of Tier 2 Instruction during FLEX time. This will impact small group instruction.
Reduction in Reading Assistants: ● This district wide reduction of 4 assistants will result in less flexibility in scheduling and the probability that fewer students will have the opportunity to receive Tier 2 intervention support. ● Reduction of 1.0 FTE Math Specialist: ● This district wide reduction will reallocate and assign the remaining specialists where there is the greatest need. It is probable that some schools will see a reduction in this support. Reallocation of Reading Specialists: ● Reading Specialists will be reallocated and assigned where there is the greatest need. Some schools will see a reduction in this support.
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