The Gardner Edgerton Board of Education received an information-only presentation Tuesday on a proposed in-district therapeutic day school designed for students with the most intensive behavior-based special education needs.

The proposal, presented by Dan Pollet, coordinator of social emotional learning, called for a small program beginning with four to five students in upper elementary and early middle grades, staffed by a full-time special education teacher, specialized paraprofessionals and a mental-health professional. Pollet said the district currently sends roughly 16 to 18 students out of district each year at an estimated cost of about $1 million and that an in-district program could increase local autonomy and reduce tuition spending.

Board members and staff focused on logistics and risk: where the program would be located, how the district would recruit and pay experienced staff, building and safety modifications (secure entrances, padded rooms, sensory spaces), and whether work-comp or other insurance exposures could rise. Amy Dragomire (finance) told the board the initial cost estimate assumed near-top-scale pay for a veteran teacher and specialized staff; officials said further cost detail would be provided.

Pollet emphasized the program’s therapeutic features — weekly counseling, trauma-informed practice, professional training for staff and transition planning for returning students — and said the program would operate on the regular district calendar with staggered arrival times. He also warned the board that because of the student population the district might see higher rates of discipline referrals or injuries than in mainstream classrooms, and that safety planning would be paramount.

Board members asked that district leaders consult additional stakeholders before formal approval: parents of potentially affected students, local law enforcement and emergency responders, and Edgerton community representatives when considering a site there. Several trustees said they wanted more time to review answers to specific questions raised in committee and public meetings.

Rather than vote, the board directed staff to return next month with additional information and answers to trustees’ questions, including details on staffing pay competitiveness, insurance implications, potential sites, and a clearer transition plan for students returning from out-of-district placements.

The presentation had been reviewed earlier by the district’s educational services, finance and special education committees; district leaders said they intend to start small and scale as needed.