School Board denies four-day week proposal amid community feedback discussions
May 24, 2025 | LAKELAND DISTRICT, School Districts, Idaho
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The Lakeland School District Board of Trustees has decided to postpone the implementation of a four-day school week for the upcoming academic year, opting instead to focus on gathering more community feedback. This decision, made during the regular board meeting on May 21, 2025, reflects the board's commitment to ensuring that parents and families are adequately consulted before making significant changes to the school schedule.
Board members discussed the importance of engaging with parents through town hall meetings and surveys, emphasizing that 67% of parents expressed interest in a four-day week. However, concerns were raised about the need for a more comprehensive understanding of community sentiments, particularly regarding the potential impact on families with varying needs, including those with special requirements or childcare challenges.
The board referenced successful models from neighboring districts, such as Post Falls, which utilized surveys and community meetings to gauge support before transitioning to a four-day week. They noted that Post Falls saw an increase in parental support for the change after a year of implementation, suggesting that a similar approach could be beneficial for Lakeland.
In light of these discussions, the board unanimously voted to deny the four-day week proposal for the upcoming year and instead work on a plan to enhance community engagement over the next school year. This decision aims to ensure that all voices are heard and that any future changes are made with the community's best interests in mind.
Looking ahead, the board plans to develop a detailed strategy for soliciting feedback, including potentially using back-to-school events to reach more parents. They also discussed the importance of structuring survey questions carefully to capture a fair representation of community opinions.
As the district prepares for the next academic year, the board will continue to prioritize instructional time and ensure that any changes align with state requirements while fostering an inclusive dialogue with families. The decision to maintain the traditional five-day school week for now reflects a cautious and community-focused approach to educational reform.
Board members discussed the importance of engaging with parents through town hall meetings and surveys, emphasizing that 67% of parents expressed interest in a four-day week. However, concerns were raised about the need for a more comprehensive understanding of community sentiments, particularly regarding the potential impact on families with varying needs, including those with special requirements or childcare challenges.
The board referenced successful models from neighboring districts, such as Post Falls, which utilized surveys and community meetings to gauge support before transitioning to a four-day week. They noted that Post Falls saw an increase in parental support for the change after a year of implementation, suggesting that a similar approach could be beneficial for Lakeland.
In light of these discussions, the board unanimously voted to deny the four-day week proposal for the upcoming year and instead work on a plan to enhance community engagement over the next school year. This decision aims to ensure that all voices are heard and that any future changes are made with the community's best interests in mind.
Looking ahead, the board plans to develop a detailed strategy for soliciting feedback, including potentially using back-to-school events to reach more parents. They also discussed the importance of structuring survey questions carefully to capture a fair representation of community opinions.
As the district prepares for the next academic year, the board will continue to prioritize instructional time and ensure that any changes align with state requirements while fostering an inclusive dialogue with families. The decision to maintain the traditional five-day school week for now reflects a cautious and community-focused approach to educational reform.
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