001[Music] for for good evening everyone it is 5:30 on our DOT how's everyone doing tonight all right all right so so that we're respectful of everyone's time we're going to get started um boss is there someone can we do the introduction for the translator for those that may need it sure um oh Miss V you're here are you our translator for tonight well you know what let me you'll do a much better job than I so why don't you go ahead and uh and announce that and and make that available she is already in oh she's already in the room okay um okay [Music] thank you okay so first welcome everyone tonight this is our second meeting meeting um I hope you all did receive the email with the PowerPoint presentation so that way you
002can follow along with us so I will get started so here um our objective tonight um this evening is to revisit the why behind the um reorganization and for everyone to gain an understanding of the model at this time we do not want to get stuck on the who what when or why um that will take place at a later meeting but right now we want everyone to gain an understanding of the model how the model was implemented um the possible Pro um programmatic drawbacks and benefits the support staff for the proposed model and any potential budgetary impacts for the model we will commit a later session at a later time so that we can have input on pros and cons opinions objectives and maybe another model implementation that someone wants to throw out but
003right now we're going to focus on our objective today and understanding model one so here let's just start back with the why behind the reorganization as we discussed in our first meeting during the 023 school year we only had 20% of our facilities unoccupied districtwide fast forward to today in our current school year we have over 50% of our facilities unoccupied districtwide and that Trend continues over the next four subsequent years so here as we shared in our last meeting this is all of our elementary schools going across the top down to the right it gives you their projected enrollment for each year as well as the current open seats as well as the percentage of current open seats based off the current projection of enrollment this is actually the same thing for our Middle
004School having Center Foothill and slaon same thing capacity projected enrollment number of open seats and the percentage of open seats same thing following suit with our two High School Gladstone and isua high school capacity projection number of open seats and percentage of open seats now we as we continue this journey and move forward and looking in depth of model one we want to remember our goal we want to focus on gting the understanding of the model at this time we don't want to get focused on the who the what the why again we're going to address that at a later meeting right now we want to focus on understanding the model how the model is going to be implemented over the next five years the possible um programmatic drawbacks and benefits the support staff that
005will be implemented to support the new model the project the model and any potential budgetary impacts listed that are tied to this model now we are going to unveil model one the all Lev model so under the alll model we would have one traditional Elementary tk5 one traditional Middle School 6 through eight four tk8 and two traditional high schools here is a graph or a chart that shows you how we would implement the plan so under this model we would have six schools that would eventually close so under the um for I'm sorry for the 2122 school year there will be no new enrollment to those schools that will be listed to be closed so that'll be school 1 2 3 4 5 and six so for the 22 2122 school year they will have
006grades 1 through six going moving forward to the 22 to 23 school year TK and grades two will transition to one of the new schools under the model proposed model and grades 3 through six will remain at the current homeschool and this will continue in that trajectory until we um fast forward to physical year 2526 where we will have fifth grade will be the last grade the transition to the new schools and the home school will maintain the sixth grade class so they can graduate from their home school if that's their preference then looking at it in the same way of how the new schools will be implemented um during the 2122 school year school one would have TK 6 School two will have seven and eight school three TK through 8 school 4 TK
007through 7 School five TK um TK Kinder plus 7th and eth school 6 TK Kinder plus 78 you go to the 222 school year this is when the first transition of TK and 2 would start going to the new schools so school one would have tk6 school 2 would have 78 school three we have tk8 school 4 tk8 School 5 tk2 7th and e8th school six the exact same thing and what's interesting about school two School two has a seventh and eighth because that would be the traditional Middle School going to um school year 23 24 you would have tk6 School 2 again 78 tk8 tk8 now you'll have tk3 and grade 7 and8 for the remaining fifth and sixth school going to school year 2425 the exact same format where you'll have the TK
0086 7th 8th tk8 tk8 but now you will have TK4 um and grade seven and8 at school five and six and then in the 25 26 school year will be the last year of the five your implementation plan you'll have tk6 7 8th 7 tk8 tk8 now tk5 7 and8 if the enrollment supports so let's just say a a family says you know what I just want to jump and I want to go right into it in the 2222 school year and I don't want to wait until the third graders are moving to the new school if the enrollment would support the class size based off our current class size and um we can support it with the teacher that option will be on the table so here this is giving us an overall look
009if we were saying okay what would our grades tk8 look like for zza Unified School District under model one we would have one Traditional tk5 School we would have one traditional Middle School grades 6 through 8 and we would have four tk8 schools Tasha yes can you go back two slides two one right here uh no the next one sorry uh just to point out um right now this is a fiveyear plan right so what you don't see is 2627 so if you toggle really quick to the next slide and then we're going to come right back to this one when you look look at this slide right here you say to yourself wait a minute there's a tk5 and there's a 68 when I go back up you see that there is no tk5
010and no 68 that's because this Five-Year Plan doesn't get us to the sixth year if we were to continue this in 2627 new school one that's when it becomes a tk5 new school 2 that's when it becomes a six eight and then school three and School 4 that's when they become legitimate full-blown tk8 so because it's a 5-year plan that's why you see that so you kind of have to stretch your imagination to that six column to actually see the grand finale if you will yes and just to um reiterate the reason why um we did over five years is so that way the students that are currently at those home schools there will be no immediate impact they can choose to say hey I'm at my school I want to graduate from there if
011their school is currently a tk6 they would have that option all right and so now we are going to turn it over to Dr Mitchell hello everyone so um we are going to take a look at uh this model and what programs might look like at each of the schools within this model so when you take a look at it you can see all of the six schools and some programmatic elements uh one of the things would be um special education there would be uh we would continue to offer a Continuum of special education services throughout the sites we would continue to offer preschool at all of our tk5 tk8 sites uh not at the 68 um the uh we are we host the a visually impaired program for our selpa and so that program
012would be at the um T at a tk8 site School six and then also in terms of dual immersion um currently we have uh two schools that uh have a dual immersion program we would continue to have that one would be at the tk5 and one would be at the tk8 then additionally beyond the core curricular program there are other programs to consider as well um one of the um one of the um possible options here would be at the 68 Middle School uh they would offer they would continue to offer uh what's what's usually referred to as a year-long um traditional elective course and typically these are um they're vapa Visual and Performing Art stem art media arts um we have Spanish Avid and so they would uh this school would continue to offer
013these year-long elective courses these elective courses for the middle school is dependent upon student enrollment as well as interest as well uh taking a look at what would electives look like in a TK 5 and the tk8 model so uh in this proposed model although they don't typically have these traditional bip period uh elective uh classes this model proposes that all students would have an opportunity to participate in elective type activities um including Visual and Performing Arts so band and Vo um in addition students would have an opportunity to participate in stem activities which could include coding um robotics maker space and so in this uh in this model um students could have an opportunity to participate in kind of a wheel where they'd have an opportunity to try all the different um you know
014elective activities another option to that in this proposed model might be that a school has perhaps has kind of what they call a magnet which is a specialty Focus for example like art or stem so that's what that would look like for a tk5 um and tk8 in terms of elective um activities or offerings um our students uh in all uh all of these different offerings in this model still have an opportunity to participate in uh Parks and Recreation through our city they have lots of different um activities after school um so students could participate in that um in terms of after school sports uh in the 68 and the tk8 uh is an opportunity for students to participate in Afterschool Sports uh think together would still be offered at all of our sites uh
015before care school in all of our sites except for the Middle School um and then the last one would be um P mediation and this is something that we have uh we started last year um peer mediation restorative practices um is something that we will be um engaged in a partnership with um the Western Justice Center um and that's going to be for all of our sites so we would continue to do that as well so with any model there's always going to be potential programmatic drawbacks and um uh programmatic um um you know potentials right and so let's talk a little bit about um some of the possible potential programmatic drawbacks with this particular model this particular model does not address declining enrollment at high schools and so when we have declining enrollment at
016the high schools that could uh that could um you know be a result in the loss or reduction of electives or programs you don't have as many teachers and there might be fewer opportunities for um for sports or activities or or clubs right due to that declining enrollment also um smaller sixth through eth grade student cohorts at the tk8 model uh these are uh self-contained classes uh so typically you have uh one teacher who a multiple subject teacher who is teaching uh that particular class which is a grade level and again that particular mod model with the tk8 does not have the traditional um electives like a 68 does and uh this uh a potential programmatic drawback could be smaller staff teams Elementary uh uh the elementary model does require uh fewer PE minutes uh
017self-contained 8th grade students would transition directly to high school another potential uh programmatic drawback is Clos cling sites that could may have already had some modernization and then um the last thing to think about too might be that with the different models there could be some possible confusion on the student enrollment process and because there are different options where do people go how do you you know how do you register um so those could be some potential programmatic drawbacks now there are some potential programmatic benefits one would be parent choice you have the traditional Elementary the tk8 a traditional 68 Middle School when another one is when you have larger elementary schools that could mean fewer combination classes another one is in a tk8 school uh the students are there for all of those grade
018levels and then change schools at high school and so you have less uh you have consistency in a learning location so you don't have students essentially move um two more times when they get to when they get to high school or change schools a larger enrollment at a 68 school does create more opportunity for additional elective options and programs for students increasing student population at a school site does increase collaboration for uh programs for teachers for staff for professional learning communities um for um parent learning networks parent groups um so that's a that could be a potential programmatic benefit as well um another one would be an opportunity for this idea of this elective wheel at a tk6 or a tk8 um where students get an opportunity to try different things uh and maybe rotate
019through or again it could be that magnet specialty Focus like arts for example another programmatic benefit class sizes would remain the same um and then another one might be the fact that this is a fiveyear gradual transition hello everyone I um hope everyone's doing well I am going to talk about the um piece that um the committee wanted to um go deeper into their um have analysis of the different models that involve support St um as we talk about support staff um in the next slides it's important to understand that these uh projections describe uh reductions and or eliminations of positions these are not easy decisions to arrive at and we take them with all great seriousness uh we understand that some of these decisions cannot be made unilaterally um and will require negotiations um
020the side before you aims to establish a staffing formula for support staff to create an equitable floor and I will be referring to this um throughout the next couple of slides uh one of the positions that you see um and we'll discuss as well is a new position on position of social welfare s SW professional that uh we believe that in these days and times is very very needed um so um that's something that we could we could um uh you'll be seeing in in the next couple slides um you so we're we're trying to establish a floor so um when it comes to sites as we move into this new model sites with seventh and eighth grade students um they will all have at least 0 five of a um of a um assistant
021principal that 0 five means that U that uh T that uh principle will be uh shared at a separate site so that's what that uh 05 means um and then um if at the point of the increase uh enrollment the site um experiences an increase in enrollment that exceeds 750 students um then that will grow to one full-time assistant principal I want to make sure that we have a shared understanding of what that enrollment date actually um is that we're looking at that that enrollment date is will be the uh CED enrollment date that is a uh defined day in the calendar that's actually the first Wednesday of October where the uh we establish the enrollment for that school um and that is what we will be using for the subsequent year to determine if
022we are exceeding the these numbers to uh require additional Staffing uh moving on to counselors um every site with the seventh and eighth grade uh will have at least a05 counselor um and again if the enrollment on ced's date exceeds 750 that number will go that will go up to a full-time counselor and like I stated earlier um the social work position which is new um similarly every uh seventh and eighth grade site will have at least a a 05 social worker um and if the enrollment increases to 750 students or more on cge day of the year before that will go to a full-time social worker uh Community lay Aon is another uh support staff position we looked at um the the schools that we will be talking about in the next couple slides
023have to do with tk8 uh configurations um and so the uh at a base all the sites will have at least a 4-Hour Community delay on position and similarly if the enrollment on ceds date the year before uh exceed 750 then they will increase to uh by two hours to a sixh hour uh Community delay on I want to make sure that that's that's clear um and then for Library AIDS the floor will be all sites in the tk8 configuration will have a 4our library Aid um and then that that will increase to six hours um if the enrollment exceeds 750 uh for uh School clerk the base will be all Sites will have an8 hour position um and if the enrollment increases they um may have an additional person not to exceed 4 hours
024so that the site does not exceed more than 1.5 of this support service um Tasha so you'll see in this first uh uh year of implementation the 2122 uh it will be a status quo um that as it applies to support staff meaning that there will not be any um increases or reductions even as we start in the first year of the implementation um this is um this so for I I I know that we um have seventh and eighth grade positions I'm sorry sth and eighth grade middle schools with a full-time counselor position that would be that would remain the status quo in this year Natasha yes and the One budgetary impact that we realized is that for schools five and six if they currently do not have a Kinder class we would have
025to monitorize to make sure they have the proper restrooms and classrooms set up to um support a kindergarten classroom including the playground thank you um so I'm G I'm going to be talking about the top half of the um table that you see here with the schools one two um uh four five three and six um you those are going to be the schools that I'll refer to as were as they will be phasing out um you will not see any changes in and Staffing uh for this um school year however if you look below um the new schools that are are listed below will have um a a change in um and Staffing um in alignment with uh the Staffing formula that I shared earlier uh wherein um there will be a uh reduction
026of a 05 counselor at the school two at school five and at school six um and the 0. five social worker will now appear at those same sites um as as we're as it's reflected on the on this site right um on the slide the um tk8 uh currently um the the they will only I'm sorry that in that 22 23 year they will be getting a point five of an of a social worker and so in for school three since that is adding to the current FTE that's why we're projecting at least a $70,000 increase for um salary and benefits for that position all right so this is uh where we start getting um into some some more detailed level position so I'm going to try to go through this um in pieces um
027so previously in each of the phase uh each of the years that you saw earlier that I've been discussing um each of those schools in the phase out schools one two three four five and six schools above uh they all had going into this year a full-time resource teacher um but beginning in the 23 24 school year um at the schools being phased out with fourth and fifth grade students um at their sites uh you will now see three uh resource teachers sharing these six pools um the uh positions of health assistant um and also um the library AIDS uh Position will also be reduced by a hour uh by uh 1.5 hours of of work for that day for for each of those schools Below on the 20 23 2024 um you'll see that
028the um the resource teachers will be um added to schools five and six and the uh I the health assistants will be um um will be at each of the schools in the new schools below so they'll see them on one 2 3 uh four uh five and six um the library AIDS uh there there will also be um uh there there's going to be a a reduction in library AIDS um and and you'll see that uh for uh School two school three and school I'm sorry School uh two School five and school six um how however um there will be an increase in in the library uh AIDS hours in school number three and school number four and then lastly uh there's a school clerk position that's also uh listed here uh the school
029clerk positions will be reduced in schools one two five and six in accordance to the Staffing formula that I shared earlier Mr Latasha um the uh 2425 year um there will not be any staffing changes uh so the Staffing changes that I described in the previous slide will continue through um through the 2425 school year and then finally the 25 26 year uh the uh Point uh 17 FTE reduction of the resource teacher is essentially uh reducing the number of uh resource teachers to two that will service the um six schools for the one grade level of sixth grade um and then both the um the health assistant and library assistant positions will be reduced to one hour at these sites okay okay so now before we move on to the next slide of identifying
030the three models we wanted to make sure we understand model one we've shown you what the model was we've shown you how the model would be implemented over the next five years um we discussed the potential programmatic drawbacks potential programmatic benefits um proposed support um staff as well as those changes that would have budgetary impact so here is a listing of all three models that we would essentially be discussing again we presented model one today which is one traditional Elementary School tk5 one traditional middle 6 through 8 four tk8 and two Traditional High School model two that we will discuss at our next meeting will have I'm sorry we'll have tk8 and high school it will have five tk8 and two Traditional High School model three would be a all model level 2.0 which would
031have five traditional elementary schools tk5 two traditional middle schools grades 6 through 8 one traditional TK and two Traditional High School and it's important to note that all of the models model one two or three can also be considered with only having one Traditional High School so before I go to the next slide to identify goals of our next meeting um we can open up for questions but with understanding that our goal tonight is to gain an understanding of the model the six pieces that we agreed upon which was the model type how the model will be implemented the program um possible programmatic um drawbacks possible um programmatic benefits support staff and any potential budgetary impact those were the six pieces that we agreed upon and so now in order to make sure you understand
032model one are there any questions based on what we presented tonight that that was identified in the six pieces yes I do I think as part of some of the uh drawbacks to this model you need to point out that you'd be losing a teachers whose expertise in in a particular subject area you are now going to have uh one eighth grade teacher teach five subject areas whereas the kids are now used to specialized teachers for those particular subjects I okay I would add that as a drawback okay thank you why are they changing it back to 68 model when we've just put the sixth graders back at the elementary level well this is just a model and this is just an opportunity to have a traditional Elementary with a traditional middle do you want
033us to put our name in the chat or do you want us to type our question in the chat or should we just kind of talk out I'm a little um I will leave that up to the team because I personally can't see the chat right now since I'm sharing my screen so I would need assistance on that and I'm sorry okay uh question I want clarification on two things um one um with these uh model one for TK through eight schools I think I I heard the assumption is that all of the classes are going to be self-contained and so in doing that the children that are in seventh and eighth grade will not switch at all they will stay with one teacher all day in a self-contained classroom that's in the current tk8
034model correct in the current tk8 model okay because I want to make sure that parents understand what that means too that there will be no switching of of classes in the sense of in the traditional sense that we have now but we do have a traditional middle school if that's a desire you can go to the traditional no I hear you but I'm saying in the TK through eight they're going to be self-contained seventh eth grade class so I wanted to clarify make sure I understand the second thing is can we Nuance that Meg though please um just because right now it sounds super black and white so yes in the TKA model these are self-contained teachers that does not forbid or stop uh teachers as they do now in our elementary schools right they
035do it now there's no TK there's no tk8 at some of elementary schools and teachers uh do take it upon themselves uh to team up to switch hey I'll teach Math and Science you teach language arts and social studies so I wouldn't I wouldn't go as far as saying black and white like if it's a TK there will be no switching but well I know but they're switching at elementary schools now where teachers and everything too but the teacher of record who gives the grades is going to be the teacher they're going to be in a self-contained and assigned and so if the teacher chooses to switch and whatever that's an if so there is no guarantee correct but I want to I want to reiterate then what um Edna said and and the reason
036I'm saying that and and I have heard him say this publicly so I'm not being inappropriate mentioning his name but Mr Usery who has been a math and science teacher at the TK through eight or who previously at Senator was a math teacher this year for the first time at at lington has had to have a self-contained class because they have not been enough students in order for them to do the switching and stuff and he's a Math and Science Guy and that's what he's taught for the last 30 years of his career and now all of a sudden he's thrown into doing all the subjects that really does do a disservice to the students H having that kind of um credentialing issue or whatever else so I just I want to make that clear
037and can can I address the credentialing issue because there is a there is a a provision and education code that allows for uh a teacher with a multiple subject credential to teach in a uh core setting so that would mean that if uh Mr Ortega is the um math and science teacher he could have uh different grade uh different classes of just those same students so it would be a cohort of students that um Mr Ora would have for um both math and science and then he could have another cohort of students for get math and science and that does not require a science credential a single scence single subject science credential teacher do that with a multiple subject credential um and I have been a part of two other uh K schools and as
038a as a assistant principal and principal where I have we or we have had teachers teach and what what the a parent would say oh that's that's a middle school because they're switching classes but the teachers were multiple subject teachers I understand that and we've done that at sixth grade and they've done it at sixth seventh and eth grade at slon Ellington I'm sorry um but in this model of TK through a it it is having self-contained classrooms and so I just wanted to point out that it is a humongous switch for those teachers especially two where they've been teaching like you said to me math and science and now as a self-contained they are going to be expected to be teaching all the subjects where they haven't been doing that for the last however
039many years because they've been you know doing their single subject I wanted to point that out question positive just to say Meg just another positive that this is a fiveyear implementation plan so it would not be they'll be self-contained instantly the next physical year again and I want to make sure we're being focused on the model not so much in the weeds of the model but just the model we identify that yes this will have self contain classrooms um Dr Mitchell identified that and we also noted it here so I I think I don't want to keep staying on that one Target and um I have a second question and it's about the elective wheel I'd like somebody to clarify what the intent of that is going to be or the commitment to that is
040going to be because the way it has existed in at Ellington now um the elective wheel is entirely up to what the teachers are either qualified to teach or are willing to teach and so it's not the same as electives say at another you know at a traditional middle school so can you clarify what that means please or what the intent of that that is going to mean sure I'd be happy to do that um so so the intent of this particular model is to give um is to have the the tk5 and the tk8 students an opportunity for a broadc course of studies and so giving having an opportunity for students to um participate in uh different choices but still I'm asking because I think that this is a important distinction between doing parents
041choosing between a tk8 and say a traditional middle school knowing that when we say the elective wheel it doesn't mean the same kind of electives that are offered at the traditional middle school like you know a class of choir like where you said like Latasha it was very clear um on your example that the traditional Middle School 6th through 8th grade was going to have a year-long elective designated that a child could choose I just want to I just want to point that out and so parents understand that that's not the same thing so anyway Dana Dana Dana when you say broadc course of study you are still saying however that they're in a self-contained classroom and their teacher will be responsible for providing the broad course course of study for all of the eighth
042grade students in their classroom yes that is correct yes and so y all right can I just throw my two cents in about the elective wheel so the elective wheel at Ellington has fallen apart because we only have one seventh grade teacher and one eighth grade teacher so at the beginning of this school year my daughter who's in seventh grade had the opportunity to do yearbook because we had two seventh grade teacher or two eighth grade teachers and one and a half seventh grade teachers anyways long story short now there's Mr Ester and there's Miss Gino so my daughter doesn't have an elective anymore and they put her in in remedial English and my daughter's an advanced student so that whole opportunity to do an elective fell apart and my concern is if we have
043a self-contained teacher only teaching 8th grade and that's all they're teaching is that elective wheel actually going to be viable let me take that one Dana or you have it well I mean I could what I can respond to is that this is it it's a model and so there would Lesly to your point there would certainly be some details even to um to Jens Point as well there would certainly be some details that we would need to work out but in this model the the idea would be that the students would have these opportunities but again there's there would be a lot of details to be able to you know to put into place we have a couple of people waiting that have put their names in the chat so um Margie I believe
044was next with two questions okay hi um I had a question about the counseling services for the seventh and eighth graders and um when I'm looking at this and seeing a halftime counselor outside of the social worker which is not a counselor um I you know the recommendation is 250 students per one school counselor how can you um justify having upwards to 749 students per one halftime counselor that seems like a triple the work for the um and no extra time and for the same pay so that's a a concern in a disservice to our students Marie can you clarify where you get 749 kids well because it says at 750 enrollment you can have one full-time counselor so I'm assuming it's 7 up to 749 it's a halftime counselor okay I see what you're
045I see your logic there and I I guess for me what I don't want us to do is get caught into to that level of the weeds um but I do think that's a great Point um to identify to ensure and that was one of the commitments that we said before that anything that we Implement we're going to make sure it's in one that we can sustain it it's not just going to be one and done we could do it this year and then next year we're having this conversation again um but two we're going to also have to make sure that every model that we're put in place including Staffing is in line based off current contract language or based off current contact or whatever we currently have in place and as Jorge started
046in the beginning that some of the things that we're putting in place will require negotiations so it's not this is a proposal but we can't say it would happen because we have other parties and entities that we have to get in agreement with okay and then I have a question about the Arts um our school district is um having a very difficult time keeping middle school and um choir or not choir but ban teachers that because their programs have been um decimated due to the sixth grade going back to elementary school and these uh the middle school band teachers specifically um were having to cover multiple elementary schools what will the Arts look like because we are already seeing the impact of going into the high school programs you know you would expect to have
047a proportional decrease in the participation and activities at the high school but it is much less than what we would expect it to be um just because the skill level of the kids coming from um our K8 school as um well as because the reduced classes at the middle school going into High School U music programs U choir also um is having some reduced um participation because they weren't in choir in middle school because the um or a K8 because the numbers were reduced so that's another issue about programmatic concerns besides the content concerns because you know as well as us because we talk to people at teach at K8 schools uh you know the priority in content is language arts and math it is not the sciences and the history it is you know
048two subjects overriding so they um students are missing out on some major skills once they get to the high school so there's that feeder issue moving into the high schools and I think those are one of the things that um would tie into once we come to an agreement on or consens of on one or two models and then we could dig into deeper on exactly what do we want offer to each school um like Dana uh Dr Mitchell stated before it could be that we're going to choose to have a magnet school we could choose to have a school that have a specialy class and then we can have those type of conversations and then we can also poll all of our parents and say hey these are the models we're looking at what
049type of programs do you think your students and your Sal will be interested in your peers to take um take part in so those are I think that's a conver ation that will come in once we determine a model and then we talk about those specialy programs and what we actually Envision and what we're going to offer but right now we're just looking at the model of saying if we had one traditional tk5 one traditional 68 four tk8 and two traditional Middle based on our six pieces are there any other pieces that we need to add to help you all understand this model and the intent of this model we have additional questions in the chat as well from Jenny and then Patricia next okay thank you okay um as I'm an elementary school teacher
050so um I've spent a lot of time thinking about the TK through 8 model and I um there are some things that I would definitely expect to have addressed and one of them is that even our very largest elementary schools are not large and so um one of the reasons I know that some parents have been interested in the tk8 is because they would like to not have middle schoolers move to a high school like a 7 through 12 model but by the same token I really would like to have um very well-developed responses to how you plan on modifying um any Elementary campus uh in order to accommodate an age span of four to 14 years old on one campus and one option we have is to expand a middle school to make it
051Acom accommodate the younger grade levels versus is making an elementary school accommodate the older grade levels but I see four tk8 five tk8 and so we don't have that many Elementary uh we don't have that many middle schools to modify so some of those would have to go to elementary campuses and there isn't enough space there isn't enough bathroom space especially because the two largest um schools that you seem to be referring to um also have additional programs with their own physical modifications that are required like sped uh life skills or VI and so I'm wondering how you're going to really make sure mean developmental developmentally should a should a first grader be using the same bathroom as an eighth grader should they have the same um PE facilities should they be on the playground
052or in the in the lunchroom at the same time how are you going to take care of all of that and so that everybody's children are being able to have an appropriate and developmentally appropriate experence that is a honest concern and that is one of the reasons why it would be a phase in approach um and it would take it will take some monitorization it will take some changes it will take some um possibly some construction it will be taking I know for sure like in one of the slides we show that um if it was at a school that currently does not have a Kinder we would have to equip that site for that and that would be a Kinder restroom and a classroom and making sure they have their own facility to play
053in so we are taking that in consideration okay but it's still first through first through eighth grade using the bathrooms yes throughout the campus thank you Patricia Sanchez who's next good evening um thank you for the presentation I just have a couple of uh questions um and one of them is in your information you provided with the low enrollment and what it'll look like within x amount of years um is there anything that we may be able to provide that shows how much of that percentage is interdistrict transfers um because if we do look at these models has it been considered what is tangible to our community to maintain our students and not have such a high rate of interdistrict transfers or students just not even being approved but not show up first day and
054we don't know where they go and um it's only because if we do choose a model it looks like it's a five-year plan and what if we can take uh uh some kind of like um not control but some kind of understanding being able to maintain our enrollment if it comes from that interdistrict side uh that this these models eventually if we do choose one that it will maintain M it and we don't have to come back and do this again because it also affects our community as well as our district and then finally um do we have any statistics that show that any of these models are currently uh happening throughout our um our County and if they are successful and how is it uh being implemented or like what uh what Jen said
055in regard to the restroom or I mean even lunches breaks recess all those information uh I think we would want to know and the community would want to know um in regard within the slide as well to support it support the model okay thank you next is Melissa Wilson Perkins um I I think my question sort of leads on from what the previous uh um people were saying just um all of the three models proposed uh sort of have five elementary school um education campuses what um level of of enrollment projected enrollment for 2425 are we are we looking for um are we looking that these three these five campuses be at you know 80% or 100% um my son's at Hodge were um hge has about 27% open seats and it still feels very
056full um you know we still have like four different like lunch times and uh you know three different Christmas uh well now that we've retained our sixth graders there' be like probably three different Christmas um holiday um um uh performances in the um in our very small um Cafe CA the cafeteria plus gymnasium so it's called caesium I guess uh what is the all three of the models include um just five elementary school sites what is our um projected percentage of um enrollment at those sites and our goal for all our size for capacity is nothing less than 75% anything less than 75% is costing more to operate that campus versus if the school was at 75% or more uh thank you and then the other thing was um how can just just for this
057one model um for model one so it's one traditional Elementary feeding into one Middle School would that be at 75% that one Elementary could 75% uh fill uh one of our thousand plus um capacity middle schools can I can you ask that question a different way so I can understand it I'm sorry um so we we would uh most children would be um contained at their Elementary School site uh till till 8th grade we only have one Elementary School that ends at fifth grade and yet still in model one we retain uh one middle school so that one Middle School thus would mostly be fed by obviously some parents might opt for it but mostly by the elementary school that phased out at fifth grade does that keep us at 75% in that Middle School
058yes next in the chat we had Meg and then Edna I appreciate did you Natasha giving the 75% um kind of data qualifier there about attendance and stuff because that makes a differ um I know you said that we're getting into the weeds of some of these you know specifics about program or or not but I think it's really important that we're transparent with with the community with the parents with with the employees about about what these specifics mean because if a parent you know comes in with an attitude of I prefer this model but they don't know what that includes I think that that's unfair to them because then they're get it's kind of like um the mom that was talking about how her child started with yearbook and then couldn't because of changes
059in stopping and whatever I think it's important that they understand the difference between having a TK through eight as as envisioned by the district what that's going to look like because we've never said self-contained classes for example so I just think we need to lay that out I I don't think it's we I think it's important that we're transparent about it but but you said that we were really looking at the models with the the six different um pieces of information and trying to make sure we all understood the only budgetary number we got was the $7,000 which was what it would cost in I think it was like school three once you add that extra counselor I think was what you said so are there no but but as we've gone through this I've
060heard you say well potentially we're going to have to make um modernization and modifications and things like that what we didn't see those budgetary costs of what those different models would how that would impact right and we did not show that because that would that would for me mean that we've already determined on what schools are the six that will close and right now we're just determining the model of the option and then once we agree on the model then we can say Okay based on the model these are the schools that we feel can make this model work and this is what we would need to do to make it happen I understand that because of the specifics of size and things like that and the needs for modification but the reason I asked
061that question originally in our last meeting is that I know for some people um they may look at model um I'm going to just go with model two and just not knowing what that means yet that only is going to have seven schools but if you choose model 3 or if the group looks and says model 3 is the best choice that one has 10 schools and so therefore are we not making enough changes in order to be fiscally responsible with our taxpaying payers money you know what I mean that's what that's why I asked that question because if it's significantly different whereby we're not going to be able to offer the electives to the kids or whatever because we chose a more expensive model that's why I asked that question last time and what
062I can I hope this answers so again each model is designed for capacity so even when identify the schools to make the model work is going to be based off capacity it would not be based off this program we want to offer we're going to start with capacity because that's the focus of our reorganization because we currently are not we have 50% of our facility that's being unoccupied so we want to now condense our school so that way we can maximize capacity and we can offer more but first we have that we want to make sure everyone understands the three type of models that we're envisioning and then once we have a consensus have that ation okay you guys is there any other changes to the models vice versa have that conversation and then if
063we say you know what we're willing to and I'm just saying we're willing to just swallow model one and three and so then what we would do is we will take that back and say okay in order to make model one or three work what schools what can we implement this and maximize capacity then we will come back to the group and say okay guys for model one these are the schools we'll be maximizing capacity we can show you what that percentage is and this is what it would take to make that happen then we also say okay and these are the programs that we will have under model one these will be the specific schools that they will be offered on then for model three the exact same thing in order to make model
0643 work these are the schools that we would do it so that we were maximizing capacity here are the programs this is what we'll be implementing and this is how it would happen Okay so what I'm hearing you say is we are going to get those numbers yes of of multiple models that we we narrow it down to to still make a further educated choice about the fiscal impact it is my intention that once we have a consensus of the model that we all are agreeing if we come to an agreement of what model we would like us to move forward in and then that's what we're going to dig in deeper and identify the schools that will um work best for this program the schools that would help us maximize and meet our 75%
065um um occupancy um threshold and also meet the facility needs as well as the programs that we want to offer do we have to do a 7-Eleven committee again before that no in order to choose those schools no even though our 7-Eleven committee because we're going to be closing some right so we don't we don't no at all okay thank you can I ask a clarifying question uh because I want to make sure that we're capturing right the the intent here um when you were referring to um you know making sure that that we're transparent like you know tk8 is going to be self-contained were you referring to the Past compared to now or are you referring to like what what was that in reference to I want to make sure that we're not missing
066a beat somewhere because in our slides we call it out in this we called it out on this presentation right we no you did you did you did once in the slide it was very clear it wasn't very clear I I I noticed it I'm not saying it wasn't clear I shouldn't can you go back Natasha yes I can I noticed it because as a teacher I I know what that means and I just don't know if parents really know what that means you know one more back because so are you saying that right here we okay right here it says self I'm pointing like you can see it for goodness sake I'm sorry um it says self-contained eighth grade transitioning directly to high school that is an inference that they're going no go go
067two bull three bullets up South contained classes no traditional electives self-contained classes no traditional electives got it okay yeah no I was reading below and you're right it's absolutely there I just it it that is a shift though from our past this year is the first year at Ellington that they've had self-contained sixth seventh and eth grade you know you know compared to the way it was before and and so that's new for the parents at Ellington this year and then we need to make sure parents who've been advocating for a TK through 8 understand that that's how it's going to be moving forward but it says it right there you're absolutely right so my my my bad I just wanted to double Che I own it sorry thank you for pointing that out no
068problem Leica any other questions in the chat yes we have uh Edna next then Margie after all right Miss Etna okay hi uh so this model offers many choices but I did happen to notice that the uh those for those kids that are in the dual immersion program and I'm at the high school so I'm not quite sure how popular that dual immersion program is for those parents in essence they really don't have any other option other than to go to a K8 in order to continue in that dual immersion program and so they'd have to weigh the benefits with all the drawbacks um and is that something that has been considered that they don't have really any option so you refering to the sixth at the once we get to sixth grade yeah right
069so the kids in elementary school are in the Dual emersion program but then when they transferred they'd have to continue in a tk8 right in order to continue in that program there'd be no there'd be no Junior High option for them and so they'd lose those electives they'd lose those PE minutes they'd lose all the other benefits that would they would go along with attending a traditional um Junior High right yeah and I just want to be super duper careful and we push ourselves to do this also um Miss Roger so this is not about you this is about us right we want to be we we want to be super careful that what's a benefit to somebody is a drawback to somebody else and what's a drawback to somebody is a benefit to somebody
070else so we're trying to put everything out there as much as possible but to your point yes right now the way the model is designed signed if you are dual immersion Elementary only once you get to sixth grade you will have to decide you want to continue in the program then you go to the tk8 to continue in the program or do you want to go to a 68 and get a 68 experience but the program would not be there again that's right now remember this process could change things right this process can say well wait a minute why don't we take the duel Merion 678 and move it to the traditional 678 so now the the the parents that are in the tk8 program they can go tk12 3 4 5 and then at
071fifth grade decide do I want to stay at this tk8 and drop dual immersion or do I want to continue with dual immersion and go to the traditional middle school so there's it's it's alive it's flexible it's malleable malleable this is only the first intent once we get to the point point where we are moving away from understanding the the the model and moving to now recommendations suggestions ideas um that is definitely something that again this is man malleable it's not a subit okay think Miss Margie was next um I'd like to back up to the capacity question or issue that was raised um Latasha you said that the goal is to have 75% capacity we're losing money you know from um the Ada my question is then both of the high the high school
072at both high schools with the exception of Gladstone which will is projected to be 49% of capacity um next year next school year but then after that both high schools are projected to be at 50% um or below capacity um why if that's if you're looking for that 75% then why are there two traditional high schools at every model and so we also put at the bottom that each model can also include one Traditional High School okay Diana Roos is next in the chat Miss Diana can we go back to the slide on the models please oh yes ma'am so I have two questions the first question um and excuse my ignorance if I missed this but how did we um come about to these three models um and then are these the only three
073models we're looking at so to answer the last question first so these are three models that we committed to bringing but we also stated that after we present the three models we're open to say hey maybe we want part of model one and part of model two and then that's what we're going to come up or someone may throw out a model four that just is a light bulb moment for all of us and then we're just going to have to start all over because that's what we're committed to but we committed to Bringing three models to the program I mean to the committee and the three models were designed based off of capacity only okay thank you for that clarification you're welcome and there's no more questions in the chat but there is a
074comment from Melissa and she says di could be a possible K8 Magnet Academy all right we were talking about um dual immersion parents as a as a two um I have two children in the dual immersion here um in the school district I'm just thinking there's there's a lot of drawbacks with the the k through eight to make it a magnet or an academy whether it's arts or language or or science that it allows parents to to feel better about maybe missing some of those Middle School opportunities um knowing that there that that there there's concentrated studies with um a path they'd already set their children on also I know at Hodge we have um two grades um per for dual immersion um I'm not sure what it is at the other at um is
075it Valleydale uh that um perhaps consolidating resources at a single School site would also perhaps we would lose um people coming from a local site but we would consolidate um resources good point thank you all right so our goal for our next meeting we will be reviewing model 2 and just to reiterate model 2 we'll be talking about a TK High School model will be five TKS and two traditional high schools and again we're had the same six pieces we're going to present the model how the model will be implemented the um possible prog uh programmatic drawbacks the possible programmatic benefits um support staff as well as any budgetary imp um impacts that we have that we can foresee at this time and I will do the same and we will have a commitment to
076sending you guys a PDF of the presentation prior so I hope that was helpful um and I appreciate that recommendation of the question that came up last time so thank you Natasha if I may can I remind everyone um if we already told them I'm not even sure but uh if we did just a reminder uh that uh these meetings are are being recorded um so that people can go back and view these meetings if they so wish to do so uh they are also live uh so people can be watching this uh in in in YouTube or in zoom in a live Manner and then number three we have dedicated a web page uh to the school reorganization um and so that web page has a summary of each meeting the video for each
077meeting and the handouts for each meeting so that that is that is something that we will continue to commit to uh so as soon as we can we'll summarize this meeting meeting number two we'll upload the video we'll upload the handouts and we'll archive meeting number one and then we'll just continue to do that so that people can have access uh to um to that um to answer me's question after we go through our three models and we finish that that's when we're going to have a discussion on any recommendations to models after we have a clear understanding of all the three models um my question kind of had a part two and I can't type fast enough to ask you I'm sorry but um you had said before that um once we had looked
078at all the models and then we could give our input um but then you were going to go back and decide which schools that potentially could affect and you would come back and give us the budgetary you know assessment but if we're only meeting three more times and next time we do model two and the third time we do model three then when are we going to have the opportunity to give our suggestions I really like for example I really liked and I don't remember if it was lesie Jones I can't remember I'm sorry um who gave the suggestion about you know having a magnet dual immersion school or having you know Performing Arts K8 school and having that be a focus and the shining star of our district kind of thing well maybe it
079was Mrs Perkin Miss Perkins I'm sorry but in any case I mean are we going to have enough time for that to give that input with four me and um boss let me know if I'm over speaking but um I'm saying yes we will and if that means that we might have to add another meeting um or that just means that maybe we finish model 3 sooner and then the second half of that meeting is committed to that but yes we will have that time it will not be one of those like oh Mick sorry that was meeting four that won't happen yeah I agree I think that this is not about trying to finish in the in the meetings that we have scheduled um and and we definitely want to give it uh the
080the correct amount of time all right with that I want to thank everyone um stay safe stay healthy and then until our next meeting we will see you guys thank you