Schools Configuration Committee Report January 10, 2012

Kristin Hancock – Teacher, Neil Cummins Elementary Rob Lescoe – Teacher, Neil Cummins Elementary Beth Hawkins – Teacher, Hall Middle School Layne Dorr - Classified Staff Member (CSEA) Jenni Liner - Parent, Corte Madera Tom McHugh - Parent, Corte Madera Rebecca Conant - Parent, Larkspur Megan Kelly - Assistant Principal, Hall Middle School Leslie Beatson – Principal, Neil Cummins Elementary Ex-officio: Susan Christman, Trustee Staff to Committee: Valerie Pitts, Superintendent 2

The purpose of the Committee was to study District issues related to the grade level configuration of the schools as the District plans to re-open a third school site The LCMSD Configuration Committee was charged with making a recommendation to the Trustees of the LCMSD School Board regarding a potential grade configuration and locations for its three schools beginning the year

Bi-weekly meetings Three public input meetings and public blog Regular Board Reports and public input Roundtable discussion/consensus building 4

1)Professional and Other Committee Input 2)Site Visitations 3)Community Input 4)Staff Input 5)Criteria Development 6)Research and Literature Review 5

1)Excellent Learning Environment 2)Fiscal Impact 3)Impact on the Greater Community 4)Impact on the Parent Community 5)Impact on the School Community 6)Impact on the Student Community 7)Equity 8)Long-term Flexibility 6

District formed in late 1890’s Various configurations were used to accommodate increases and decreases in enrollment Schools over the years have been organized as K-8, K-6, K-5, K-4, 5-8 and 6-8 Increasing enrollment again compels the need for more classrooms (FMP) FEC recommends re-opening a school. 7

Comprehensive review of literature and research spanning the last years No conclusive evidence on relationship of grade configuration and academic achievement, studies of the past decade focus on middle grades (6-8) and K-8 – direction towards increasing grade spans (continuity, articulation, transitions) Preponderance of research on the impact of student transitions on learning – fewer transitions are better academically and emotionally The greater number of students per grade level define a school’s size – narrower grade spans result in “larger” schools 8

The research studies indicate that the most important factors contributing to high levels of student academic achievement are directly linked to school leadership, the quality of the teaching staff, school climate, staff development, quality of instructional programs, and supplemental services Findings are suggestive that grade span is important and may affect academic outcomes (parent volunteerism, smaller schools, student connectedness depth of curriculum, all improved with wider vs. narrow grade spans) 9

Districts in Southern Marin experiencing growing enrollment approach configuration in a variety of ways – community, neighborhood schools and traffic impacts were key considerations. Each community valued it’s schools and regardless of grade configuration have high performing schools, strong Foundations, parcel taxes and high levels of parent participation. Examples of successful district wide fundraising agreements and strategies were helpful All districts were mindful of becoming more green, decreasing traffic and improving safe routes to school for students and families 10

Input from community and parents has been collected for several months reflecting support for K-5 or K-2 configurations. A summary is included in the report. Substantial input supports neighborhood school options, in favor of more years at a school and fewer transitions for students and depth of curriculum the K-5 model supports. Most parents favor returning the 5 th grade to the elementary school Parents favor options that ease traffic and allow walking/biking Parents want to have strong relationships with other parents and students across the district Parents want before and after school care options as possible at schools 11

Strong support for K-5 model Fewer teachers/students at grade level More opportunities to articulate and align curriculum More flexible staffing opportunities, increased collaboration Use of cross age tutoring and role models for students, multi-age programs, student leadership Sense of connectedness and belonging Minimize traffic that impacts staff, students, families Possible special schoolwide programs development 12

For a summary of the advantages/disadvantages charts using the criteria please see Appendix 3 of the written report Many advantages/disadvantages were equal across the configuration models While issues such as fundraising and community integration were valued, the committee felt educational pedagogy and equity were the most important factors to consider in making a recommendation on configuration Equity is also a legal consideration. Given the demographics of the district, a pre-k-2 grade span disproportionately groups most ELL students at one site Smaller schools and learning environments are consistent with fewer students at grade levels 13

The Committee recommends the adoption of a K-5, K-5, 6-8 grade configuration when the District opens its new school in 2014 Build a school that creates fewer major transitions for children, results in an equitable distribution of resources and allows for maximum flexibility in the future Allows for staff collaboration to sustain a deep, rigorous engaging curriculum Encourages strong family/school partnerships Contains fewer students at each grade level for smaller school feeling Supports environmentally sound community practices 14

The Committee recommends maintaining current site locations: Neil Cummins (K-5), Hall (6-8), and San Clemente site would become a K-5 school Student safety Middle school proximity to high school Promoting Twin Cities Minimizes traffic Fiscally prudent 15

While not in the committee’s scope, the Committee discussed options for ensuring a balanced enrollment between the two elementary schools: 1) Give all families a choice and observe how enrollment balances out; 2) Creating "soft boundary lines"--also referred to as "not full choice"-- where families within a predetermined proximity are assigned to their neighborhood school and the remaining families outside the predetermined proximity would be allowed to choose; 3) NOT mandating a lottery approach (such as used in Mill Valley School District); 4) If there is a groundswell of interest within the community to draw an adequate number of students, developing the new school as a magnet school (e.g., Waldorf, Montessori, Technology & Arts, STEM, International Baccalaureate, etc.) 16

Consider designing communal, seasonal activities that will bring students and families together in the Twin Cities community Implement pre-opening activities to ensure strong new school identity Ensure that each school has quality before/after care programs Encourage development of distinct character for each school – special program emphasis in addition to “new school” attraction Create a clear policy on transfers/priority in enrollment Grade level meetings between schools should occur several times a year to keep grade level teams in sync between schools 17

Student learning is the focus of all we do and the heart of all decisions 18