Elementary Schedule Changes FAQ for the 2026-27 School Year
Why is the elementary schedule changing?
The elementary schedule updates were developed collaboratively by the three elementary principals, district leadership, and labor partners with a clear goal: strengthen student learning while maintaining a well-rounded elementary experience.
The revised schedule:
Maintains time for core instruction
Ensures dedicated science instruction
Ensures consistent Tier 1 Foundations for Learning instruction (leadership, collaboration, emotional regulation, and related skills)
Increases consistency in daily schedules
Provides teacher teams dedicated collaboration and job-embedded professional learning time
The district is focused on improving student outcomes, especially in mathematics, reading, writing, and science, while continuing to support the arts, movement, and enrichment opportunities.
What is Changing?
What will the new elementary schedule look like?
All elementary schools will follow the same schedule model beginning in 2026-27 to ensure consistency across the district.
Changes to specialist classes:
Art: Reduced from 60 minutes/week to 45 minutes/week
Music: Reduced from two 30-minute classes to one 45-minute class/week
PE: Reduced from two 30-minute classes to one 45-minute class/week
Library: Increased from 30 minutes/week to 45 minutes/week
Science: Added as a new 45-minute weekly specialist class
Foundations for Learning: Added as a new 45-minute weekly specialist class
Recess:
Morning/Afternoon recess remains 20 minutes long
Lunch recess remains 20 minutes long, following feedback from families and community members in opposition to a 5-minute reduction
5th grade students will receive 10 additional minutes of recess per day over their current schedule
Teacher Collaboration:
Grade-level teacher teams will receive 45 minutes each week for job-embedded professional learning.
Student Learning and Instruction
Why add Foundations for Learning and Science?
District and school leaders identified a need for:
More consistent science instruction
Increased support for social-emotional learning and behavioral regulation
More focused classroom instruction in core academic areas
Reduced work load for grade level classroom teachers
The Foundations for Learning special will focus on:
Leadership
Collaboration
Emotional regulation
Communication
Other foundational student success skills
The district adheres to a belief that all adults in schools play a role in supporting students socially and emotionally. Classroom teachers will continue to embed relationship-building, morning meetings, conflict resolution, and classroom culture work throughout the school day.
Why move some instruction to specialists?
Teachers shared concerns they were stretched too thin across multiple content areas, following implementation of new Language Arts materials in 2024-2025, and while piloting new science and foundations curriculum this school year.
Using specialists for weekly Foundations and Science instruction:
Provides more consistent instruction across classrooms
Reduces planning and assessment demands on classroom teachers
Allows teachers to focus more deeply on core academic instruction
Supports ongoing professional learning and collaboration
Arts, P.E., and Recess Concerns
Is the district reducing its commitment to arts and physical education?
No. The district continues to believe that a well-rounded elementary experience supports student engagement, health, academic achievement, and overall development.
Students will continue receiving regular instruction in:
Art
Music
PE
Library
District and school leadership emphasize that these changes were not intended to deprioritize arts or physical movement, but rather to address areas where students are currently struggling the most. Our students excel in art, music, theatre, and athletics - we believe our children deserve the opportunity to also excel in reading, writing, mathematics, science, and social studies as well.
Why was the recess reduction proposal changed?
After listening to feedback from families, staff, and community members, district leadership made adjustments to the proposed elementary schedule so that lunch recess remains 20 minutes long.
As a result:
Students in grades K–4 will maintain the same amount of recess time they currently receive
5th grade students will receive 10 additional minutes of recess per day compared to their current schedule
We appreciate thoughtful feedback shared and remain committed to balancing academic priorities, student wellness, and a well-rounded elementary experience.
Staffing and Financial Impacts
Were staff positions eliminated or added?
Yes.
Positions reduced:
1 PE teacher
1 Music teacher
1 Art teacher (accepted another position within the district)
Positions added:
2 Librarians
3 Science Specialists
3 Foundations Specialists
Most of the new positions were filled internally by existing teachers.
Why can’t the district simply return to the old schedule?
Substantial work in alignment to the new schedule has already occurred, including:
Assigning positions
Posting job openings
Hiring staff
Ordering curriculum and materials
Developing instructional plans
Under state law, teachers are guaranteed their full contract for the upcoming school year unless notified by May 15. Changing the schedule now would require hiring additional PE, music, and arts teachers, resulting in significant additional costs. The average salary and benefits for a full-time teacher in Ridgefield School District is approximately $135,000.00 annually.
As strong proponents of fiscal stewardship, District leadership and the School Board are committed to maintaining a sustainable budget. This helps us prevent large-scale layoffs, as seen in neighboring districts for the past three consecutive years.
Decision-Making Process
Was this approved by the School Board?
The Board approved a Reduction in Force (RIF) Resolution at their ___ Board meeting. This process allows for layoffs and a change to the existing instructional program.
The details of school schedules are generally considered administrative and operational decisions managed by building principals and district leadership.
District leaders shared information publicly through:
ParentSquare communications
Staff communications
Individual meetings with families and community members
Who was involved in developing the schedule?
The revised schedule was developed collaboratively by:
Elementary principals
District leadership
Ridgefield Education Association (teachers union) representatives
Per the existing collective bargaining agreement (CBA) between the district and REA, a committee of agreed upon district, school, and union representatives met in December 2025 to review proposed schedules. Schedules were recommended at that time, after which the district took action to place and hire staff in alignment to the proposal.
How is the district responding to community concerns?
We understand and appreciate concerns raised by families, staff, and community members, especially when provided in a balanced and civil manner with a shared goal to understand each other’s perspectives.
The district remains committed to:
Clear communication
Monitoring the impact of changes
Transparency about outcomes and data
Making adjustments if needed
Continued engagement and solicitation of feedback
Adjusting plans when constructive feedback identifies opportunities for improvement or greater consensus
We acknowledge that some community members would have preferred additional opportunities for input before schedule decisions were finalized. District and building leadership continue to evaluate feedback and make adjustments when appropriate and feasible.
Adjustments Based on Community and Staff Feedback
What adjustments were made to the proposed schedule based on community and staff feedback?
After carefully evaluating feedback from families, staff, and community members, the district adjusted the schedule model to ensure lunch recess remains 20 minutes long (resulting in no reduction for grades K–4, and a 10-minute daily increase for 5th grade over their previous schedule). Additionally, a 5-minute passing period has been integrated into the schedule to protect the integrity of specialist classes, ensuring students receive a full 45 minutes of direct instruction.
How do these adjustments affect classroom instructional time, particularly in mathematics?
To accommodate the restoration of recess time and the addition of specialist passing periods within the standard school day, the district had to eliminate the previously proposed 55-minute weekly increase for core classroom instruction. Because district assessment data shows that student proficiency in mathematics requires serious attention, classroom teachers will utilize their job-embedded collaboration time to maximize the efficiency and impact of existing core instruction blocks.
How does the specialist model support classroom teachers with new curriculum?
Elementary classroom teachers are currently navigating Year 3 of a major Language Arts adoption. Introducing both a new science curriculum and a new social-emotional learning (Foundations) curriculum simultaneously would require managing three distinct, intensive instructional lifts. By utilizing dedicated Science and Foundations specialists for weekly explicit lessons, the district reduces classroom teacher preps and planning demands, allowing them to focus more deeply on core subject mastery and student intervention.
Where can families find more information?
Families can review:
Board meeting agendas and presentations, and recordings of board meetings
ParentSquare communications
The district also encourages families to review academic performance data through the Washington State Report Card.