The Kellogg School District is embarking on an innovative journey, delving into the possibility of implementing a 4-day school week for the upcoming academic year, 2024-2025. This potential shift in the traditional school schedule aims to address various factors impacting both students and educators while fostering a more efficient and effective learning environment. Although still in the preliminary stages of research and planning, the district recently shared initial insights and considerations with the Board of Trustees during a public workshop held on April 25th.
During the workshop, stakeholders were presented with an overview of the proposed 4-day school week model, shedding light on its potential structure and implications for students, teachers, and the broader community. While it's essential to emphasize that these discussions are ongoing and subject to further refinement, the presentation served as a valuable starting point for dialogue and exploration.
The transition to a 4-day school week represents a significant departure from the traditional five-day schedule, prompting careful consideration of its potential benefits and challenges. Proponents of this model highlight several compelling reasons for its adoption, including enhanced student attendance, reduced transportation costs, and increased teacher morale and retention. By condensing the school week into four longer days, students may benefit from extended instructional time and opportunities for academic enrichment, while teachers could enjoy more substantial blocks for lesson planning, collaboration, and professional development.
However, alongside these potential advantages come notable considerations and complexities that must be carefully addressed. Concerns regarding child care arrangements for working parents, the impact on extracurricular activities, and adjustments to curriculum pacing are among the key factors under examination. Moreover, the district recognizes the need for robust community engagement and input to ensure that any proposed changes align with the diverse needs and preferences of students, families, and staff members.
As the Kellogg School District continues its exploration of the 4-day school week model, transparency and communication remain paramount. While the information shared at the workshop offers an initial glimpse into the potential implications of such a shift, it is crucial to acknowledge that these plans are subject to evolution and refinement based on ongoing research, feedback, and deliberation.
Moving forward, the district is committed to keeping families informed and engaged throughout the decision-making process. As further developments unfold and decisions are made, timely updates and opportunities for input will be provided to ensure that all stakeholders have a voice in shaping the future of education in KSD 391.
The Kellogg Joint School District #391 will be starting construction on a $745,000 stormwater management project on their 24-acre campus starting in May 2024, after the school year concludes.
The “Stormwater Goes to School” project involves re-grading parking lots and access roads, removing parking islands, adding bioswales, and replacing hard surfaces with pervious pavement options.
The project—a partnership between Kellogg Joint School District #391, Alta Science and Engineering, and the Idaho Department of Environmental Quality—was planned for the 2023 summer break. However, due to increased expenses and limited contractor availability, construction will start in 2024. The project went out for bid earlier this spring and a contractor has been selected.
The improvements are intended to reduce runoff into the South Fork of the Coeur d’Alene River and Coeur d’Alene Lake. Once complete, the project is expected to treat up to 90% stormwater runoff, reducing phosphorus loads into the South Fork of the Coeur d’Alene River by 41 pounds per year in perpetuity with minimal maintenance. The new stormwater management system will also reduce puddling and ice on driving and walking surfaces, improving safety for the students, teachers, bus drivers, parents, and the community.
The $745,000 was made available by Governor Little’s Leading Idaho initiative, which directed $33 million in cleanup funds for Coeur d’Alene Lake. The Coeur d’Alene Lake Advisory Committee reviewed applications and selected the Kellogg Joint School District’s stormwater improvement project for funding.
In a heartwarming display of community support, Pinehurst Elementary School has welcomed two new furry companions into its halls, enhancing the educational experience for its students in a unique and meaningful way. Thanks to generous donations from various community members, including a significant contribution of $2500 from Dave Smith Motors, the school now boasts the presence of Poppy and Snickers, two affectionate golden doodles specially trained to offer therapeutic support to students.
The introduction of therapy dogs into educational environments has gained popularity in recent years, and Pinehurst Elementary is among the growing number of schools recognizing the benefits these four-legged friends can bring to students' emotional well-being and academic success. Poppy and Snickers are not merely pets; they are integral members of the school community, playing vital roles in supporting students' social, emotional, and academic development.
These gentle canines are more than just adorable faces; they have undergone extensive training to become certified therapy dogs, equipped with the skills necessary to interact effectively with students in various settings. Whether it's serving as "reading buddies" in the classroom, providing comfort during counseling sessions, or simply being a source of joy and companionship during the school day, Poppy and Snickers are adept at fulfilling their roles with grace and compassion.
The bond between humans and dogs is a powerful one, and nowhere is this more evident than in the interactions between Poppy, Snickers, and the students of Pinehurst Elementary. Research has shown that spending time with therapy dogs can have numerous positive effects on individuals, including reduced stress and anxiety levels, improved mood, and increased feelings of comfort and security. For students facing academic challenges or struggling with emotional issues, the presence of these furry friends can make a world of difference in their ability to engage with learning and navigate the ups and downs of school life.
In addition to their direct impact on students, Poppy and Snickers also serve as ambassadors for the importance of animal-assisted therapy in education. Their presence in the school raises awareness about the benefits of incorporating animals into educational settings and fosters a sense of empathy and responsibility among students towards their furry counterparts. Through interactions with Poppy and Snickers, students learn valuable lessons about kindness, compassion, and the power of human-animal bonds.
The arrival of Poppy and Snickers at Pinehurst Elementary would not have been possible without the unwavering support of the community. The generous donations, including the substantial contribution from Dave Smith Motors, exemplify the spirit of collaboration and care that defines the Pinehurst community. It is through acts of generosity like these that schools are able to provide innovative and impactful resources to support the holistic development of their students.
As Poppy and Snickers continue to make their rounds through the halls of Pinehurst Elementary, their presence serves as a constant reminder of the extraordinary things that can be achieved when communities come together to support their schools and each other. With wagging tails and boundless affection, these therapy dogs are not just enhancing the educational experience; they are touching hearts and inspiring minds, one paw print at a time.
