AUSD October 21, 2010 School Closure Presentation
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Transcript of AUSD October 21, 2010 School Closure Presentation
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8/8/2019 AUSD October 21, 2010 School Closure Presentation
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Master Plan Scenario B:Closures and Consolidations
October 21, 2010Ruby Bridges Elementary School
Community Engagement andSpecial Board Meeting
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Master Plan Scenario B (Phase I and II)With failure of the Parcel Tax, the Board directed
AUSD to plan for consolidation/closure of schools.Phase I
The Superintendents implementation plan shall recommend restructuringand/or closure of one or more of the Districts secondary schools (middleand high schools). The plan shall also recommend the closure of one or
more elementary schools for implementation at the commencement of the2011-2012 school year.
Phase II
Phase 2 of the Superintendents implementation plan shall recommendrestructuring and/or closure of additional elementary schools to realize themaximum cost savings for implementation at the commencement of the2012-2013 school year.
The Board of Education decides on an option on December 14.
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Summary of AUSD Budget Deficit
AUSD is experiencing a structural deficit. AUSD is surviving on one-time monies.
Parcel taxes from Measure A and H expire in 2012-2013.
Temporary categorical funding flexibility from the CaliforniaDepartment of Education is set to end in 2012-2013.
Failure of parcel tax in June of 2010 AUSD multi-year budget
0
1
23
4
5
6
7
8
2010-11 2011-12 2012-13
Reduction In school Programs (Millions)
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Projected Revenue & Expenditure (as of 3/2010)
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REVENUE & EXPENDITURE
$65,000,000
$70,000,000
$75,000,000
$80,000,000
$85,000,000
$90,000,000
$95,000,000
2009-10 2010-11 2011-12 2012-13
Expenditures
Revenue
$18.2M
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AUSD Budget CutsAhead (as of 10/6/2010)
AUSD must still cut up to $5 million in 2011-2012.
AUSD must cut another $8 million in 2012-2013.
Thats $13 million on top of $7 million we just cut.
Failure of the Parcel Tax in June 2010 along withsunset of Measure A and Measure H now force
AUSD to plan and enact Master Plan Scenario B,wherein AUSD schools may be closed/consolidatedin a Phase I/II approach in 2011-12 and 2012-13.
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Key Criteria for Closure/Consolidation
The following criteria list factors that must be consideredfor Phase I of the implementation plan according to theBoard Resolution 10-0083 adopted on June 29, 2010.
Cost savings and economic benefits
Quality of instructional program Facility needs and requirements
Maintaining neighborhood schools where possible
According to Board Resolution 10-0083, Phase II willrecommend closure/consolidation of additionalelementary schools to realize additional cost savings.
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Public Feedback
September 29 Public Hearing
This is the number of responses marked on the forms collected on 9/29.Since then, more forms have been submitted by other school PTAs, andthis public input will be included in future presentations.
Online survey response to Option I: Alameda and Encinal High Schoolsreconfigured as 7-12 secondary schools (closing Wood and Lincoln MiddleSchools). All AUSD elementary schools would be reconfigured as K-6 schools.
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Feedback
Forms
Economic
Benefit
Facility
needs
Neighborhood
schoolsQuality of
instruction
11 # 1 0
#2 1
#3 6
#4 1
#1 0
#2 0
#3 2
#4 5
#1 6
#2 3
#3 0
#4 2
#1 5
#2 5
#3 0
#4 0
I would consider this
option 54%
I would not consider
this option 46%
Total respondents 135
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Online
Survey
135
responses
MostImportant
Important Somewhat
Important
Least
Important
Average
Economic
benefit/
cost savings
4 - 3% 24 - 18% 46 - 34% 45 - 33% 2.74
Quality of
Instruction78 - 58% 43 - 32% 3 - 2% 2 - 1% 1.34
Facility needs
and
requirements
1 - 1% 14 -10% 60 - 44% 46 - 34% 2.91
Maintainingneighborhood
schools if
possible
51 - 38% 43 - 32% 11 - 8% 22 - 16% 1.91
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Considerations for Closure/Consolidation
Tonight the following information will be presented tohelp inform discussion and review the following:
Projected enrollment capacities to calculate and determine
facility needs as well as anticipate required boundary changes
Site facility modifications needed (if any) by site to implementOption 1 Phase 1 and requested consideration of K-8 schools
Quality of Instructional Program
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Option 1 Assumptions Phase 1 Class sizes for grades 7-12 would be 32:1 for 7-8 and 35:1 for 9-12.
Class size for K-6 would be 32:1. Cost for initial modifications to sites will represent one-time costs.
Savings realized by closing a school or increasing class sizes willrepresent ongoing savings over time.
Standard classroom is more than 700 square feet. *(Master Plan) Smaller classrooms (spaces) are less than 700 square feet.
All elementary schools will be able to maintain a media center,multi-purpose area and computer lab.
Some will have media center/computer lab (lab in media center).
Some schools require a classroom to accommodate a computer lab.
If a classroom is being used for child care, it will be noted.
Negotiations with AEA will be required.Page 10
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1100
1000
900
800
700
600
500
400
300
200
100
Elementary School Use vs. Capacity (class size 32:1)
Washing
ton
484
594
417308
420476
478
364
641
278
4460 elementary students (10/15/10)7440 capacity @ 10 sites
2980 seats (available)
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1100
1000
900
800
700
600
500
400
300
200
100
Elementary School Use vs. Capacity
Class size (K-3 25:1) (4-6 32:1)
Washington
543
685
485357
493542
541
395
723
315
4460 elementary students (10/15/10)
6284 capacity @ 10 sitesK-3 @ 25:1 & 4-6 @ 32:1
1824 seats (available)
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3000
2750
2500
2000
1750
1500
1250
1000
750
500
250
Secondary School Use vs. Capacity (35:1 class size)
projected for 7-12 (*EHS includes 8th grade Alameda Academy students)
577
925 1033
1873*1500 (7-12)
*2500 (7-12)
EHS/AHS capacity 4090 students
7-12 projected 4950 students
Boundary conditions limit options forchanging AHS boundary(move from Union to Willow)
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Current school configuration
EHS 9-12
1,873
1,033
925
594
616
308
478
278
420
364
484
476
417
AHS 9-12
LMS 6-8
WMS 6-8
Earhart
Bay Farm
Otis
Edison
Lum
Franklin
Washington
Haight
Paden
Ruby Bridges
Elementary K-5
577
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Based on projected enrollment numbers for 2011-12.Special Education enrollment included.
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Facilities: Option 1 Phase 1 B
EHS 7-12
2500
1500
AHS 7-12 Elementary K- 8
Earhart
Bay Farm
Otis
Edison
Lum(AHS & EHS)
Franklin
Washington
Haight
(AHS & EHS)
Paden
Ruby Bridges
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7-12 boundary change to Willow
Note: This new configuration envisions the potentialfor three (3) sites most conducive to K-8 configuration.Based on projected enrollment numbers for 2011-12.Special Education enrollment numbers are included.New boundaries would need to be drawn.
Elementary K-6
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Option 1Phase I 2011-2012 Overview
Alameda High School opens as a 7-12 high school (2500) Encinal High School opens as a 7-12 high school (1500)
Lincoln and Wood Middle Schools close
All elementary schools open as K-6 grade schools
If K-3 (25:1) and 4-6 (32:1)
Franklin Elementary would require a portable if K-3 (25:1)
If K-6 elementary school class sizes increase to 32:1
Ongoing savings All elementary schools can support K-6 at class size of 32:1
Attendance boundaries change at both K-6 and 7-12 schools
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No cost savings
$1.1 million cost savings
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Option 1 Phase 1
New Portables 7 $466,000
Restrooms 2 $196,075
Drinking Fountains 0 $0
Special Education 8 $0
Lockers 600 $104,000
PE Facility (2 gyms)
Lunch Capacity (considering 2 lunch periods)
(grades 7-9 as closed campus & 10-12 open campus)
Changes Required Cost
enrollment09-10
sitecapacity
Boundary Changes: Union to Willow (Willow addresses would attend AHS)Transportation: AC Transit 20, 21, 51A, 631, 663
Total one-time cost : $766,075
Alameda High School 7-12 (projected enrollment 2500)
1873
2230Classrooms: 79 (35:1)
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Classrooms needed: 7
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Option 1 Phase 1
Relocated Portables 7 $252,000
Restrooms 2 $196,075
Drinking Fountains 0 $0
Special Education 8 $0 Lockers 600 $104,000
PE Facility (2 gyms)
Lunch Capacity (considering 2 lunch periods)
(grades 7-9 as closed campus & 10-12 as open campus)
Changes Required Cost
enrollment09-10
sitecapacity
Boundary Changes: Union to Willow (Willow addresses attend AHS)Transportation: AC Transit 20, 21, 51A, 631, 663
Total one-time cost : $552,075
Alameda High School 7-12 (projected enrollment 2500)
1873
2230Classrooms: 79 (35:1)
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Classrooms needed: 7
O ti 1 Ph 1
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Option 1 Phase 1
Portables 0 $0
Restroom 0 $0
Drinking Fountain 0 $0
Lockers 0 $0 PE Facility (gym & fields) 0 $0
Added lunch rooms needed 1 $0
Special Education 8 $0
2 lunch periods (separating grades 7-9 and 10-12)
Changes Required Cost
enrollment09-10
sitecapacity
Boundary changes: Union to Willow (EHS takes in addresses west of Willow)Traffic : AC Transit 31, 631, 663
Total Cost $ 0
Encinal High School 7-12 (projected enrollment 1500)
1033
1860Classrooms: 62 (35:1)
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Classrooms available : 6
B F El t S h l K 3 (25 1) 4 8 (32 1)
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Grade
Level
K-6 K-8
K 3 3
1 3 3
2 3 3
3 3 3
4 3 3
5 3 3
6 3 3
7 3
8 3
Day Care 1 1
SPED 1 2
Total 23 30
Bay Farm Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 26 Media Center: 1 Multi-Purpose Room: 1 Computer Lab:
within Media Center
Changes required Cost
K-6 0 0
K-8 4 portables
2 restrooms
$ 266,000
$ 196,000
Total Cost
K-6 0
K-8 $ 462,000
Boundaries: Current
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Edison Elementary School K 3 (25 1) 4 8 (32 1)
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Grade
Level
K-6 K-8
K 3 3
1 3 3
2 3 3
3 3 3
4 2 2
5 2 2
6 2 2
7 2
8 2
Day Care 1 1
SPED 1 2
Total 20 25
Edison Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 20 Media Center: 1 Multi-Purpose Room: 1 Computer Lab: 1
Changes required Cost
K-6 0 0
K-8 5 portables2 restrooms
$ 321,000$ 196,000
Total Cost
K-6 0
K-8 $ 517,000
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Boundaries: Current
Franklin Elementary School K 3 (25:1) 4 8 (32:1)
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Grade
Level
K-6 K-8
K 2 2
1 2 2
2 2 2
3 3 3
4 2 2
5 2 2
6 2 2
7 2
8 2
Day Care 1 1
SPED 0 0
Total 16 20
Franklin Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 14 Media Center: 1 Multi-Purpose Room: 1 Computer Lab: 1
Changes required Cost
K-6 2 portables $ 140,000
K-8 6 portables
2 restrooms
$ 376,000
$ 196,000
Total Cost
K-6 $ 140,000
K-8 $ 572,000
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Boundaries: Current
Haight Elementary School K 3 (25:1) 4 8 (32:1)
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Grade
Level
K-6 K-8
K 3 3
1 3 3
2 3 3
3 3 3
4 2 2
5 2 2
6 3 3
7 2
8 3
Day Care 1 1
SPED 1 2
Total 21 27
Haight Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 27 Media Center: 1 Multi-Purpose Room: 1 Computer Lab:
in Media Center
Changes required Cost
K-6 0 0
K-8 0 0
Total Cost
K-6 0
K-8 0
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Boundaries: Current
Lum Elementary School K 3 (25:1) 4 8 (32:1)
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Grade
Level
K-6 K-8
K 3 3
1 3 3
2 3 3
3 4 4
4 2 2
5 2 2
6 3 3
7 2
8 2
Day Care 1 1
SPED 1 2
Total 22 27
Lum Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 26 Media Center: 1 Multi-Purpose Room: 1 Computer Lab:
Within Media
Center
Changes required Cost
K-6 0 0
K-8 1 portable $ 70,000
Total Cost
K-6 0
K-8 $ 70,000
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Boundaries: Current
Otis Elementary School K 3 (25:1) 4 8 (32:1)
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Grade
Level
K-6 K-8
K 3 3
1 3 3
2 4 4
3 4 4
4 3 3
5 3 3
6 2 2
7 2
8 2
Day Care 1 1
SPED 1 2
Total 24 29
Otis Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 23 Media Center: 1 Multi-Purpose Room: 1 Computer Lab: 1
Changes required Cost
K-6 1 portable $ 70,000
K-8 6 portables
2 restrooms
$ 376,000
$196,000
Total Cost
K-6 $ 70,000
K-8 $ 572,000
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Boundaries: Current
Paden Elementary School K-3 (25:1) 4-8 (32:1)
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Grade
Level
K-6 K-8
K 3 3
1 2 2
2 2 2
3 2 2
4 2 2
5 2 2
6 2 2
7 2
8 2
Day Care 0 0
SPED 2 3
Total 17 22
Paden Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 22 Media Center: 1 Multi-Purpose Room: 1 Computer Lab: 1
Changes required Cost
K-6 0 0
K-8 0 0
Total Cost
K-6 0
K-8 0
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Boundaries: Current
Ruby Bridges Elementary School K-3 (25:1) 4-8 (32:1)
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Grade
Level
K-6 K-8
K 4 4
1 5 5
2 4 4
3 4 4
4 4 4
5 3 3
6 3 3
7 2
8 2
Day Care 1 1
SPED 2 2
Total 30 34
Ruby Bridges Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 34 Media Center: 1 Multi-Purpose Room: 1 Computer Lab: 1
Changes required Cost
K-6 0
K-8 0
Total Cost
K-6 0
K-8 0
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Boundaries: Current
Washington Elementary School K-3 (25:1) 4-8 (32:1)
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Grade
Level
K-6 K-8
K 2 2
1 1 1
2 2 2
3 2 2
4 1 1
5 2 2
6 1 1
7 2
8 1
Day Care 0 0
SPED 4 5
Total 15 19
Washington Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 24 Media Center: 1 Multi-Purpose Room: 1 Computer Lab:
within Computer
Lab
Changes required Cost
K-6 0 0
K-8 0 0
Total Cost
K-6 0
K-8 0
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Boundaries: Current
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Options School Modifications Needed Total Cost
K-6 Elementary 3 portables (if K-3 is maintained 25:1)
Franklin 2 portables
Otis 1 portable
$210,000
K-8 Elementary 23 portables
4 sets of bathrooms
Bay Farm 4 portables
1 set of bathrooms
Earhart 1 portable
Edison 5 portables1 set of bathrooms
Franklin 6 portables
1 set of bathrooms
Lum 1 portable
Otis 6 portables1 set of bathrooms
$2,263,000
7-12 Secondary AHS 7 portables
1 set of bathrooms
600 lockers
New: $666,075
Used: $552,075
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Option 1: Facility Needs and Requirements
We continue to review projected enrollment capacities and
facility needs as we analyze changes in attendance boundariesrequired of closures/consolidations.
We have worked to account for facility needs and requirementsresulting from the implementation of Scenario B Option 1.
The next part of the presentation provides a review ofconsiderations of the impact made by Scenario B Option 1 onthe quality of instructional program.
Stakeholders from AUSD secondary schools were included in aworking group to discuss the potential for a 7-12 configurationand plan for how Scenario B Option 1 could be implemented.
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Option 1: Quality of Instructional Program
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Option 1: Quality of Instructional Program
This is an important time to look at alternative options that provide a
sound educational opportunity for students based on research while
we also look to maximize our limited resources.
A review of the literature in various educational research studiesreveals that the United States is currently the only nation whereelementary students spend time in a middle or junior high schoolbefore entering high school.
John Hatti: Research analysis revealed that the least impacts onstudent achievement were those related to the physical attributes
(e.g., class size or grade configurations) of the school structure.Meanwhile, the greatest impact on student achievement was foundto be teacher feedback, a students prior cognitive ability andimprovements in instructional quality.
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Key Criteria for Closure/Consolidation
Quality of instructional program (continued)
Combs: In a summary of research on instruction vs. configuration,most researchers agreed that generally the quality of the schooland the quality of instruction (as well as the educational level ofteachers) were more important than the grade configuration in
viewing academic progress of students.
Gregg: Multiple grade spans and increasing number of studentsper grade increase students transitions from school to school,thereby negatively impacting student achievement.
Moffitt: Various studies show more time spent at the same schoolincreases students sense of community and connection.
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Key Criteria for Closure/Consolidation
Quality of instructional program (continued)
Renchler: Multiple transitions cause other negative psychosocialoutcomes. Transitions impose stress on students and negativelyinfluence both sense of school identity and sense of community.
Alspaugh: Significant achievement loss results in each additional
transition year. Students with fewer transitions need fewer yearsto make up for achievement losses caused by transitions.
Alspaugh: All things being equal, the dropout rate is found to belower in 7-12 configurations and higher in 10-12 configurationswhen considering the impact of increased transitions.
Alspaugh, Alspaugh & Harting: Research indicates that numerousschool transitions over time may have a negative effect onacademic achievement, resulting in more high school drop-outsand lower attendance rates once children reach high school.
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Gaining Ground in the Middle Grades:
Why Some Schools Do Better (EdSource Study, 2010)
FindingsOne domain was the strongest in differentiating higher-performingschools and dominated in every analysis we ran: a schoolwide,comprehensive, intense focus on improving student outcomes.
One domain dominated; six domains were strong but varied in effect.
Focuson
Out
comes
Co
heren
tInst
ruc
tion
Superin
ten
de
ntLea
ders
hip
Teac
her
Compe
tence
Princ
ipa
lLea
ders
hip
Ex
tens
ive
Useo
fDa
ta
Aca
dem
icInterven
tions
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Strongest Finding According to EdSource Research:
An Intense Schoolwide Focus on Student Outcomes
The significant practices in this domain reflected a strong,integrated, comprehensive approach that clearly made improvedoutcomes Job #1 for higher performing schools:
setting measurable goals on standards based tests
a shared school mission that is future-oriented to prepare students
academically for a rigorous high school curriculum
adults accept accountability for improved student outcomes
the school expects students and parents will share the responsibilityfor student learning
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Key Finding (EdSource): Extensive Use of Assessment
and Other Student Data to Inform Improved Instruction
Districts strong leadership role regarding provision and use of data
Facility with and frequent use of data as changing role for principals
Extensive use of assessment data by teachers as a culture shiftwith student outcomes at the center of instructional practice
Researchers found no clear, consistent or significant associationbetween schoolwide outcomes on California Standards Tests and
school grade configuration: a focus on instructional outcomes isclearly indicated as key to improvement of student performance
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How Leaders Envision Strong 7-12 School Communities
AUSD instructional leaders at middle school and high school levels
all agree that building a strong school community matters greatly.
These practitioners view 7-12 as a potential opportunity to creategrade level advisories where students are grouped by grade level tocontribute to efforts aimed at promoting a strong school community.
Grade level advisory period objectives would include the following:
Developing a strong school cultureDelivering better communication to studentsSupporting student activities and upcoming eventsHelping students with individual course selectionIncluding character development in the school dayFocusing instruction through particular learning strategiesProviding grade level specific information/needs
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How 7-12 Could Provide Increased School Articulation
AUSD instructional leaders at middle school and high school levels
all agree a 7-12 configuration could provide increased opportunitiesfor articulation between curricula and practice in numerous areas.
Currently articulation between middle schools and high schools isproblematic because of a separation of sites and their practitioners.
This impacts the transition from middle school to high school asstudents enter high school having completed introductory coursesin mathematics and world languages while actually receiving fewerinstructional minutes and less content coverage in those courses
because a 7-period day schedule in middle school offers lessclasstime than a 6-period schedule typically offered in high school.
Leaders view 7-12 as an opportunity to address articulation needs.
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How 7-12 Will Still Provide Key Aspects of Middle School
Grade 7-8 athletics could still be supported by AEF and stillprepare students for a better transition to high school teams.
Grade 7-8 activities and events can be structured to include
grade level assemblies, dances for a younger age group,talent shows and science faires expected at middle school.
Grade 7-8 participation could also be carefully structured to
include early experiences in high school dramatic productionsand musical programs, athletic events, schoolwide spirit daysand ongoing inclusion in Alamedas Close-Up excursions.
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How 7-12 Will Still Provide Key Aspects of High School
Grades 9-12 would still benefit from high school activitiesthat the Alameda community has come to expect for students.
A 7-12 secondary school would still provide for assemblies,
athletics, dances, dramatic productions, musical programsand other activities that would be specifically geared to olderAUSD students as is currently the case.
Reconfiguring Alameda and Encinal High Schools would stillallow students a wide range of Advanced Placement coursesand interscholastic athletic team participation opportunitiesstudents benefit from as part of their high school experience.
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Highlighting the Advantages of a 7-12 Program
Encinal High School recently spent time reviewing the
potential for a new 7-12 secondary school program with theEHS Principals Council and the EHS School Site Council.
Some advantages included: increased parental involvement
(six years instead of just three or four), career awarenessactivities and intro courses in Career Technical Education,more access to technology courses for younger students,longer relationships over time with teachers and counselors,increased opportunities for college and career advising,
mentoring by students through Link Crew or other programs,continuity in programs for Special Education students,increased exposure at an earlier age to community service,and earlier awareness to college preparation requirements.
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Some Concerns Raised About a 7-12 Program
Parents and the public have raised potential concerns about
reconfiguring middle and high schools to 7-12 programs.
Some concerns included: space limitations that could impactprograms (like PE on rainy days), risks of negative influences
on younger students, worries over appropriate school attire,different social/emotional needs for the younger students,increased traffic/transportation concerns of bigger schools,and potential for increased risk of bullying by older students.
Secondary leaders have brainstormed alternative scheduleswhereby younger (7-9) and older (10-12) students could havedifferent start and stop times for the school day along withdifferent facilities set aside to structure positive interactions.
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Addressing Concerns Raised About a 7-12 Program
Alameda and Encinal High School administrators have beenworking to brainstorm facility and scheduling alternatives topromote safe transitions for younger grades to high school.
Both AHS and EHS have identified buildings on campusesthat can serve as grade-specific wings to both help alleviateovercrowding and provide students with grade-level spaces.
Meanwhile, alternative scheduling can also actually help
alleviate existing traffic and transportation concerns also byproviding staggered schedules that promote better flow oftraffic than is currently experienced at both school sites.
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Developmental Concerns Raised About a 7-12 Program
Some have raised concerns about potential risks associatedwith delinquency and gangs at a 7-12 secondary school.
While it is hard to speculate about criminogenic effects of a7-12 secondary model, research by the Rand Institute (2004)on national school safety statistics actually shows thatphysical conflict is especially problematic in middle schoolsand that the concerns about safety in the middle gradespredict emotional distress that can compromise academic
performance. Their research indicates that middle schooldisengagement and social alienation not only are related tolow academic achievement but also predict dropping out.Thus, alternatives to middle schools are now encouraged.
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General Advantages from Another Point of View
Alameda High School leaders met with East Bay ROP staff
to discuss advantages of a 7-12 model from that perspective.
These advantages included: fewer transitions (specificallythe difficult transition from middle to high school), consistency
of curriculum and opportunities for teachers to createsequenced project-based courses that build over the years,increased leadership opportunities for older students andincreased learning opportunities for younger students, andincreased awareness of college and career earlier on in life.
Meanwhile, a 7-12 secondary school allows for opportunitiesto see firsthand what college and career readiness activitieslook like as younger students see what older students can do.
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General Advantages from A CTE Point of View
Currently students are not exposed to awareness activities
promoting Career Technical Education until high school.Research shows school and career planning in grades 7-8greatly reduces negative behaviors and increases studentaspirations to college and career attainment (Chaplin, 2010).
Thus, the 7-12 configuration allows for new opportunities:Systematic, progressive college and career explorationthrough East Bay ROPs online Career Planning SystemCreation of a lifelong career development portfolio
Creation of a 6-year college and career educational planJunior membership in Career Technical Educationstudent organizations like DECA, HOSA and HEROCreation of a Work Ready Certificate of Achievement
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O ti Ch t S h l F t
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Options: Charter School Facts
school configuration enrollment current site
BASE 9-12 115 students WEC
Lease agreement
ACLC 7-12 270 students EHS
(added 2 rooms in 2009-10)
NEA K-10 350 students Longfellow
AUSD still maintains use of some rooms as well as mutual space.
Academy 6-8 479 Alameda students Chipman
AUSD still maintains use of some rooms as well as mutual space.
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Prop 39 proposals are due November 1, 2010 for the 2011-12 year.
Next Steps
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Next Steps
At the 11/23 Board of Education meeting,
final recommendations for Option 1 will bepresented by staff for the Boards review.
On 11/23 we will present detailed analyses
on savings and costs that can be anticipatedfrom Option 1s 7-12 school reconfiguration.
At the December 14 BOE meeting, the
Board will decide upon any final Phase I/IIclosure/consolidation options planned for the2011-2012 and 2012-2013 school years.