Financial pressures, collaboration needs drive changes in SJSD Early Learning Centers  

ST. JOSEPH, Mo. (KQTV)-- The St. Joseph School District spent part of its April 27 school board meeting talking about changes coming to its Early Learning Centers (ELC).  

Assistant Superintendent of Academics Stacia Studer walked board members through a plan set to begin in the 2026–27 school year.  

Under the proposal, all ELC programs would shift to half-day sessions held Monday through Thursday, with no student attendance on Fridays. 

Studer explained the new setup would include both morning and afternoon sessions, while teachers would still work five days a week. Fridays would be set aside for collaboration. 

"We are leading this redesign of academic learning where we will have AM sessions and then PM sessions, and our teachers will still work Monday through Friday, with Fridays being off for collaboration time,” Studer said.  

That extra time, she noted, would allow teachers to meet with special education staff and speech-language pathologists to better support students’ needs. 

Studer said the change is partly driven by the district’s financial situation, but it’s also about refocusing on its core mission. 

"Getting back to the core competency of getting back to teaching and learning, which is also the central heart of the St. Joseph School District, which is also another factor,” Studer said.  

As part of the planning process, district leaders reviewed data and gathered input from teachers. They asked questions like whether staff had enough time to collaborate and what kind of support early learning programs need most. 

Studer pointed out how this isn’t an entirely new approach for the district—they’ve used similar models before.  

"We know we can still provide high-quality education to our early learning students and their families,” she added.  

She also shared data comparing student readiness for kindergarten. According to the district, 38% of students in half-day programs were considered kindergarten-ready, compared to 41% in full-day programs—a relatively small difference, but factored into the decision. 

Studer emphasized that maintaining strong instruction remains a priority. She noted how teachers are continuing professional development in early literacy and working with state-approved curriculum. 

"I know our teachers are involved in the professional learning for early literacy with the letters learning at the state level. And they have also been working with early learning approved curriculum,” Studer said.  

At the end of the day, she said, the goal is to balance quality education with the district’s financial realities. 

The district also plans to maintain key support for families, including transportation for students.  

"We are providing bus transportation that students can come to and from school, and again, teachers’ voices are ever present that we need that collaboration time to meet the needs of kids,” Studer said.  

She added that giving teachers dedicated time to grow professionally is becoming increasingly important, especially in early learning programs.