McGraw principal says moving pre-K into school improved transitions, access to specialists and PBIS supports

Matt Linden, principal at McGraw School, told the RSU 22 Board that the district—s decision to transition pre-kindergarten classrooms into McGraw has met the program—s goals for enhanced educational opportunities, optimized resources and increased belonging.

Linden said pre-K students now attend daily specials (music, art, physical education, guidance, library, STEM), which staff described as providing foundational experiences that ease the shift to kindergarten. He also said co-location has increased teacher collaboration: pre-K staff now participate in schoolwide meetings, PBIS committees and safety and leadership teams.

Linden described how the pre-K students and staff benefit from regular access to the school nurse, counselor and office staff, and that those supports reduce classroom disruptions when a child is unwell. He said McGraw completed a tier-1 PBIS cohort and is working on advanced tiers (tier 2 and 3) to address higher-need students; pre-K students have started to participate in check-in/check-out mentoring and small social-academic instruction groups with the counselor.

On special-education coordination, Linden said pre-K students receive supports through Child Development Services (CDS) while in pre-K; those supports will transition to RSU 22 when students enter kindergarten. The principal noted that teachers who moved into the building had prior experience at McGraw and that the first year of the transition has been "successful"; he invited questions and said the school will continue refining practices, including planning for fair access to advisory/time for students who attend UTC and other off-site programs.

Board members asked clarifying questions about CDS and program logistics; Linden said the district will continue to refine transition meetings, kindergarten planning and curriculum alignment with pre-K instruction.