Forestville USD Guerneville USD West Sonoma County Union HSD August 30, 2011

Study Question By working together, can school districts overcome decreasing state revenue and declining enrollment to … continue strong student achievement in grades 7/8 while creating more of the social, extra curricular and high school readiness opportunities highly recommended for grade 7/8 students?

Overview of Presentation Educational 1. Student Achievement 2. Student Background 3. Teacher Background 4. Middle School Program Recommendations 5. Status of Implementing Recommendations 6. Potential Benefits to Students, Teachers and Districts Financial 1. Impacts on Districts 2. Fiscal Comparisons 3. Funding Logistical 1. Study Process 2. Planning Process 3. Logistical Planning Board Questions Public Comment Board Discussion on Questions

Student Achievement

School Performance Guerneville USDForestville USD API Statewide Rank Similar Schools Rank 105 Program Improvement Status Not in PI

Student Background Forestville SchoolGuerneville School % Hispanic/Latino 22%21% % White 73%71% % English Learner 8%15% % Economically Disadv. 35%57% % Students w/Disabilities 10%20%

Student Background The grade 7/8 ADA for Forestville USD is and the 7/8 ADA for Guerneville USD is for a total ADA of (2010/11). There were 112 7/8 students at Forestville USD and 81 students at Guerneville USD (2010 CBEDS) for a total of 193 students. Forestville USD has a charter school for grades 2-8 and operates as a district of choice for K-1. There are 20 students in grades 7/8 from other districts. These students are included in the school’s ADA.

Teachers The total 7/8 FTE for the two schools is 9.9 FTE, this includes.9 FTE RSP teachers. All teachers are fully credentialed for the subjects taught. Guerneville USD has 4 full time core teachers who each teach in one content area at grades 6-8. Forestville USD has 9 teachers. Several of these teachers teach more than one content area and teach at grades K-6 and 7-8.

FTE by Content Area GuernevilleForestvilleCombined English Math History/SS Science PE 0.4 RSP Technology 0.2 Enrichment 0.6 Art TOTAL

Middle School Program Findings Caught in the Middle, California Dept. Of Education, 1987 “Middle grade students are unique.” “No other grade span encompasses such a wide range of intellectual, physical, psychological and social development....”

MS Program Recommendations EdSource Middle School Study, 2010 If we want to significantly increase the number of students who graduate from high school ready for work and college, we MUST start when students are younger by dramatically increasing the number of students who leave the middle grades ready to succeed in a rigorous high school curriculum.

MS Program Recommendations The National Middle School Association and the National Association of Secondary School Principals have developed middle school program recommendations. The following slides show which recommendations are already in place and which we might be able to add through working together on an enhanced 7-8 educational program option..

Recommendations Already In Place Students are educated in small and personal learning environments. The curriculum is aligned to standards and student progress on these standards is monitored. Adults reach out to form meaningful relationships with students. Teachers focus on active learning, project learning and provide interventions when students need them. Teachers are highly trained and fully credentialed for the subjects taught. There is a structured time for teachers to talk about instructional practice and to plan together.

Recommendations Not in Place The National Middle School Association recommends small schools of students. At very small schools, there are fewer opportunities for students to participate in extracurricular activities, including social events, which help bind students to school (Cotton, 2001). There is not a comprehensive advisory or program that ensures that each student has frequent and meaningful opportunities to meet with an adult to plan and assess the student’s academic, personal and social development. (Breaking Ranks, 2010) There is not a direct system to support students in the transition to high school. Due to school size, teachers have few opportunities for collaboration and articulation with peers in the same content area.

Potential student benefits Opportunities for more social development with a larger group of peers. Opportunities for more extracurricular activities due to a larger school size. Specific support/counseling for the unique development of students at a key transition time. Opportunities to develop interests and take classes that can be continued in high school. A smoother transition to high school. More students could be more prepared for core academics in high school due to increased curriculum alignment.

Additional potential staff benefits Forestville 7/8 Teachers Continuity of the existing middle school program model Fewer class preparations Increased district contribution for medical benefits More opportunities for collaboration and planning with peers Guerneville 7/8 Teachers Smaller class sizes with a similar middle school program model Fewer class preparations More opportunities for collaboration and planning with peers El Molino High School Teachers A robust middle school program could attract more students at HS grades More opportunities to articulate and align curriculum More students could come in with better preparation for electives

Potential District Benefits Forestville Union School District Maintain/expand upon existing middle school program model with a minimum of at least two classes per grade level. Because of the existing basic aid status, projected per student revenue will increase for grades K-6. Guerneville Union School District Maintain/expand middle school program model with smaller class sizes in core classes. Restore PE and technology programs. Enter basic aid status which would increase revenue for grades K-6. West Sonoma County Union High School District Increase articulation and more directly support students in the transition to high school. Potentially build a ladder for elective programs from middle school into high school

Financial Background Forestville USD is a basic aid district. This means that the local property tax revenue is higher than what the state would provide. If Forestville USD were to add the 7/8 students from Guerneville USD, it would no longer be a basic aid school district. There would be a reduction of $770 per K-8 student. Guerneville USD is a revenue limit school district with lower revenue limit funding than Forestville USD. If Guerneville operated as a K-6 school district at its current enrollment it would become a basic aid school district with an estimated $572 increase per K-6 ADA. It doesn’t work financially for all 7-8 students to be part of Guerneville USD or Forestville USD.

Financial Background High school districts receive a higher revenue limit per student than K-8 school districts. High school districts can offer grades 7-8, but not 6th. For several months we have tried to confirm whether 7-8 students would be funded at the high school level or if the revenue limit would needed to be blended. There is precedent for not blending the revenue limit. We received an from the CA Department of Education on September 29 th saying that the revenue limit would need to be blended. We are exploring options for at non-blended revenue limit.

Financial Analysis By adding 7/8 grade students from FUSD and GUSD, WSCUHSD would have increased revenue of $1,300,835 (non-deficited) if the revenue limit were not blended and $1,079,742 if it were blended. This is a difference of $204,061. WSCUHSD would also have the cost of operating a 7/8 program for ADA. An operating budget needs to be developed to determine the program that could be offered.

Logistical: Study Process to Date Information is collected and analyzed on the 7/8 program. Superintendents and a Board representatives meet with SCOE for an initial review of information. Detailed timeline and action plan is developed for the study. SCOE meets with CTA field representative to explain the purpose of the study. WSCUHSD begins analyzing operating costs for a 7/8 program. GUSD and FUSD develop K-6 operating budgets to understand impacts. Special education impacts are researched. Meetings are held with teachers to get input and identify additional considerations. Joint Board (three districts) meeting held to discuss content and issues related to the study.

Planning Process Going Forward Boards indicate interest in going forward with the study Districts plan a budget with and without blended revenue. Districts discuss options and process for transfer of 7/8 teachers. and identify site and district interests. Develop a planning team structure Develop a coordinated communications plan with opportunities for staff and parent input Develop a MOU between Districts that addresses: Transfer of staffing, seniority, salary schedule placement Facility Educational program description Student schedule Creation of a new combined school culture Special education OPEB issues

Logistical Planning Topics Address contractual issues and salary placement for existing MS staff. Plan staff, student and parent meetings that give opportunities for input on how the program will be developed. Identify transition costs and how costs will be paid. Confirm facilities and room utilization. Boards take action on 7/8 reconfiguration. Develop a daily student schedule. Clarify teacher schedule (preps., early release days) Address cultural issues – for example, Guerneville and Forestville students would continue in the family tradition of graduating from these schools. Address difference in 7/8 curriculum materials. Address different funding/providers for after school programs. Plan opportunities for teachers to begin working together on articulation and planning the new school culture.

Questions and Comments 1. Board questions and comments 2. Audience questions and comments

Are Boards interested in continuing to consider the option of converting to K-6 and 7-12 school districts as a means of enhancing resources and the program for 7/8 students? If interested, what is the suggested timeline for reviewing data on the option and making a decision to work together on a MOU? Is it reasonable to develop an MOU in October and take action on it in November? Board Discussion Questions