2026 Supplement - Elementary and Middle School Program Vision and Standard
(Supplement to the Board-Adopted 2017 Program Vision & Standards)
Purpose
The purpose of this 2026 Supplement is to clarify, refine, and extend the Elementary and Middle School Program Vision and Standards adopted by the District in 2017. Since adoption of the original document, instructional practices, student support needs, technology use, and expectations for equity and wellness have evolved in meaningful ways.
This supplement:
- Affirms the continued validity of the 2017 Program Vision & Standards
- Identifies areas where practice has materially changed since 2017
- Establishes updated expectations to guide planning, modernization, and new construction
- Provides a shared framework for educators, planners, designers, and decision-makers
This document is intentionally focused on clarifications and enhancements, not restatement of baseline standards.
Guiding Themes
Across all elementary and middle school environments, the following themes inform this supplement:
- Instructional flexibility as a daily condition, not a special circumstance
- Wellness, regulation, and mental health as foundational to learning
- Inclusive design that supports diverse physical, sensory, and learning needs
- Purposeful technology integration that enhances—rather than replaces—active learning
- Equitable access to programs, spaces, and experiences across all campuses
- Durability, adaptability, and long-term stewardship of facilities
How This Supplement Should Be Used
This document shall be used in conjunction with the 2017 Program Vision & Standards.
- All baseline space types, sizes, adjacencies, and general design principles established in 2017 remain in effect unless explicitly clarified here.
- Where this supplement introduces new expectations, those expectations shall inform Facilities Master Planning, Educational Specifications, modernization projects, and new construction.
- This supplement is intended to guide districtwide consistency, while still allowing site-specific planning and stakeholder engagement during implementation.
Program-Specific Clarifications & Enhancements
1. Transitional Kindergarten (TK)
Intent
Transitional Kindergarten represents the District’s youngest learners and requires environments that intentionally bridge preschool and elementary models. Since 2017, TK has expanded in scale and importance, warranting explicit clarification within the Program Vision and Standards.
What Has Changed Since
- Expansion of TK toward universal access
- Increased enrollment and broader developmental range
- Stronger emphasis on play-based, developmental learning
- Greater focus on self-regulation, transitions, and social development
- Increased family engagement needs
Clarifications & Enhancements
- TK classrooms shall prioritize play-based, exploratory learning alongside early literacy and numeracy foundations
- Learning environments shall be developmentally scaled, including lower furniture heights, flexible floor-based learning, and frequent transitions between activities
- Classrooms shall include clearly defined zones for:
- Active play and gross motor movement
- Small-group instruction
- Quiet reading and reflection
- Self-regulation and calming
- Calm-down and sensory-support areas shall be embedded within the classroom environment
- Storage shall be integrated and sufficient to support materials-rich instruction without clutter
- Technology use shall be intentional and limited, supporting exploration rather than extended screen-based learning
Organization & Campus Integration
- TK classrooms should have direct access to secure, age-appropriate outdoor learning and play areas
- Locations shall support family access, supervision, and safety
- TK spaces shall be integrated into the elementary campus community, not isolated, while recognizing their unique developmental needs