RECONFIGURATION TASK FORCE
MINUTES
I. Research Results – Committee members shared their observations from the research:
·
The
Informed Educator ERS – 2004:
The research is inconclusive; more schools are K-5 and may have more materials for this configuration; class size is an issue; room size is an issue; we must remember to be clear to our parents and community about why we are looking at a change.
·
Elementary Grade Configuration Report, Frost
and
The positive points
in PK-5 are opportunities for vertical coordination; fewer transitions;
cross-aged activities; the negative points in PK-5 are division of the
curriculum; division of materials; bilingual and special education staffing.
·
Grade Span. http://cepm.uoregon.edu/publications/roundup/S00.html Renchler, Ron
Increased opportunity for role modeling; fewer transitions; we should build on our strengths regardless of configuration; K-8 research shows positive results for 7th and 8th graders.
·
Grade Configuration in K-12 School shttp://ceep.crc.uiuc.edu/poptopics/gradeconfig.html
McEntire,
The research is inconclusive; there are gender specific benefits to keep children at the elementary campus.
·
Research Summary on Grade Level Configurations Grade Level Configurations and Student
Achievement: What Does the Research Say? http://www.nsba.org/site/doc.asp?TRACKID=&DID=9534&CID=282
The focus should be on the educational needs; the decisions should be age appropriate; build on the strengths of the system; it is the quality of the leaders and teachers that make the difference; drop-outs increase with the number of transitions.
II. Pro’s & Con’s - What do our colleagues say?
· Keep current grade configuration and provide more time for cross grade collaboration; PK teachers want to be part of an elementary campus; going K-5 may cause more forced transfers; if transitions are bad why are we going to move everyone?; whatever we do a decision and action needs to take place soon; concern over bilingual and special education numbers at each campus; concerns about behavior and influences of 5 year olds with 11 year olds; the task force should visit K-5 campuses in the region; this is already a done deal and my comments will not be heard.
III. Barriers- These are comments that have been acknowledged and will be addressed when a recommendation to superintendent is made:
Changing Campuses
Changing grade levels
Don’t want to change anything
Don’t want to teach at another school
What if I don’t want to move from my campus?
I’ve already moved campuses recently
Who decides who moves and who stays?
How do we fit all the kids in the building?
Playground equipment
We are happy where we are
It will break up our staff family
Teachers don’t want to move
Library books are off level
Do not want to split up inventory of library books
PK wants to be on a campus with other grade levels
We need more money to fund curriculum needs
The move will be a huge chaotic mess
Where is the money coming from?
Science labs and extra classrooms for special programs (BIGS) are lacking
Primary campuses are already full
It will take a lot of money for distribution of materials
Superlab grade span will require additional staff
If we go to K-5 the administration needs to provide communication and direction
Title I issues Rich vs Poor schools
What about the new apartments?
IV.
Planning for Staff /Community Night
Publicity – Hereford Brand (Brisendine) Article and happenings
Format – Brief Presentation (Power Point compiled by Moulton/Aranda) followed by small group comments, concluding with shared comments. Attendees will be placed in groups according to handouts provided upon entry.
Recording – Attendees will be able to share their concerns and comments in small groups led by pairs of the task force. It will be important that we collect information without personal bias and assure attendees that this is not a done deal.
Parent
letter - (Coneway,
Communication prior to October 13 community meeting will be by e-mail
Next Meeting: