PreK-6 School Configuration Options 2015-2016

1. PreK-6 School Configuration Options 2015-2016 March 27, 2014

2. Essential Understandings • Change is never easy, but careful planning can ease the change • September 2014 the district will have three K-6 schools 1679 • enrolled • There are approximately 15 months to plan for July 1, 2015 • September 2015 projected PreK-6 enrollment is 1611 students

3. Essential Understandings • Research supports a variety of configurations and transition • points • A review of Mass districts shows a wide range of grade • configurations • There is no configuration that will satisfy everyone • Change is personal, and people tend to advocate for what they • perceive as best for their child/children

4. Essential Understandings • The decision on the configuration will be made by the School • Committee • The Superintendent will recommend the model that he and his • team of leaders believe is educationally best for children • The objective is to provide equal or better services through • efficiencies • Services and funding are related

5. Essential Understandings • There is no plan to increase class size, or eliminate programs • regardless of which model is approved • Models that duplicate services are more costly, and tend to • result in reduced services in difficult budget years • The STEM Academy is a prime example of enhanced • program opportunities and services through unified resources

6. Essential Understandings • All configuration models have challenges that have to be • mitigated through organizational strategies • Research on school configuration shows there is no ideal model • Success is achieved by faculty, staff, parents and students • organizing for success within the school

7. PreK-2 Positive • Primary School Early Learning Center – Goal: Every child reading • at grade level • Focused primary grade intervention for struggling readers • Uses grade level specific strengths (PreK-2) of intervention • teachers • Focus on social emotional needs and age appropriate nurturing

8. PreK-2 Positive • Early intervention for students identified with a learning • disability – consistent service delivery model • No need to move students for “District-wide Programs” • Focused grade level curriculum and more cohesive professional • development

9. PreK-2 Positive • Targeted English Language Learner services w/less travel for ELL • program coordinator • Consistent student referral process for all intervention services • Teacher deployment by teaching strengths PreK-2 • Grade level clustering of resources (technology, text, programs • and Professional Development)

10. PreK-2 Positive • Unified school district, avoids the redistricting of all three • schools and unfair labeling of schools (which school is better?) • Efficiency lends itself to funding full day K at no cost to parents • eliminates cost of mid-day K bus run • Efficiency would provide better service to the School for Early • Learning daycare program that could relocate to Forestdale

11. PreK-2 Challenges • Larger number of classes per grade • Siblings may be split • No older role models • Young children on 2nd floor • Vertical articulation • One additional transition • Organize in teams or pods, looping option • Transport both schools together with only travel time differential • Planned opportunities for activities between schools (as we do now) • Permissible by state • Use of PD time • Address through transition planning

12. Grade 3-6 Positive • Elementary/Upper Elementary School Goal: Every child reading to • learn and start of MCAS/PARCC • Grade level specific intervention for struggling learners • Consistent delivery of service model for learning disabled students • Focus on social emotional and nurturing needs of the age group

13. Grade 3-6 Positive • No need to move students for “District-wide Programs” • More focused grade level curriculum and more cohesive • professional development • Targeted English Language Learner services w/less travel for ELL • coordinator • Consistent student referral process for all intervention services

14. Grade 3-6 Positive • Teacher deployment by teaching strengths Grades 3- 6 • Link to Common Core testing at grade 3 • Grade level clustered resources (technology, text, programs and • Professional Development) • Unified school district, avoids redistricting the 3 schools, and • the unfair labeling of schools (which school is better?) • Strengthens ability to support and enhance programs such as • music with no or minimal traveling by teachers

15. Grade 3-6 Challenges • Larger number of classes per grade • Siblings may be split • No opportunity to serve as role models for PreK-2 • Organize in teams or pods or use looping • Transport both schools together with only travel time differential • Planned opportunities for activities between schools (as we do now)

16. 2 K-6 (1 w/PreK) Positive • Keeps siblings together for longer in the same building • One less transition • Fewer classroom teachers per grade level

17. 2 K-6 (1 w/PreK) Challenges • Requires redistricting of all three schools • Duplication of intervention services more generic less targeted • More travel time for specialists (music, ELL) • District-wide program split (PreK/Spinnaker, CSD) • Redrawing of district maps by address and grade • More generic-less targeted • Less contact time w/ students • Continue as now and transport students from their home school

18. PTA Information Sessions • April 2 Wednesday at Forestdale School at 6:30 PM • April 3 Thursday at Henry T. Wing School at 6:30 PM • April 10 Thursday at Oak Ridge School at 6:30 PM