AUSD October 21, 2010 School Closure Presentation

8/8/2019 AUSD October 21, 2010 School Closure Presentation

1/50

Master Plan Scenario B:Closures and Consolidations

October 21, 2010Ruby Bridges Elementary School

Community Engagement andSpecial Board Meeting


2/50

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.

Page 2


3/50

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)

Page 3


4/50

Projected Revenue & Expenditure (as of 3/2010)

Page 4

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


5/50

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.

Page 5


6/50

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.

Page 6


7/50

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.

Page 7

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


8/50

Page 8

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


9/50

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

Page 9


10/50

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


11/50

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)

Page 11


12/50

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)

Page 12


13/50

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)

Page 13


14/50

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

Page 14

Based on projected enrollment numbers for 2011-12.Special Education enrollment included.


15/50


16/50

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

Page 16

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


17/50

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

Page 17

No cost savings

$1.1 million cost savings


18/50

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)

Page 18

Classrooms needed: 7


19/50

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)


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


Page 19

Classrooms needed: 7

O ti 1 Ph 1


20/50

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)


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


Page 20

Classrooms available : 6

B F El t S h l K 3 (25 1) 4 8 (32 1)


21/50

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

Page 21


22/50

Edison Elementary School K 3 (25 1) 4 8 (32 1)


23/50

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


K-6 0 0

K-8 5 portables2 restrooms

$ 321,000$ 196,000

Total Cost

K-6 0

K-8 $ 517,000

Page 23

Boundaries: Current

Franklin Elementary School K 3 (25:1) 4 8 (32:1)


24/50

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)



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

Page 24

Boundaries: Current

Haight Elementary School K 3 (25:1) 4 8 (32:1)


25/50

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)


in Media Center


K-6 0 0

K-8 0 0

Total Cost

K-6 0

K-8 0

Page 25

Boundaries: Current

Lum Elementary School K 3 (25:1) 4 8 (32:1)


26/50

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)


Within Media

Center


K-6 0 0

K-8 1 portable $ 70,000

Total Cost

K-6 0

K-8 $ 70,000

Page 26

Boundaries: Current

Otis Elementary School K 3 (25:1) 4 8 (32:1)


27/50

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)



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

Page 27

Boundaries: Current

Paden Elementary School K-3 (25:1) 4-8 (32:1)


28/50

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)



K-6 0 0

K-8 0 0

Total Cost

K-6 0

K-8 0

Page 28

Boundaries: Current

Ruby Bridges Elementary School K-3 (25:1) 4-8 (32:1)


29/50

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)



K-6 0

K-8 0

Total Cost

K-6 0

K-8 0

Page 29

Boundaries: Current

Washington Elementary School K-3 (25:1) 4-8 (32:1)


30/50

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)


within Computer

Lab


K-6 0 0

K-8 0 0

Total Cost

K-6 0

K-8 0

Page 30

Boundaries: Current


31/50

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

Page 31


32/50

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.

Page 32

Option 1: Quality of Instructional Program


33/50

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.

Page 33


34/50


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.

Page 34


35/50


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.

Page 35


36/50

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

Page 36


37/50

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

Page 37


38/50

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

Page 38


39/50

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

Page 39


40/50

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.

Page 40


41/50

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.

Page 41


42/50

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.

Page 42


43/50

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.

Page 43


44/50

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.

Page 44


45/50

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.

Page 45


46/50

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.

Page 46


47/50

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.

Page 47


48/50

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

Page 48

O ti Ch t S h l F t


49/50

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.

Page 49

Prop 39 proposals are due November 1, 2010 for the 2011-12 year.

Next Steps


50/50

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.

Documents

AUSD October 21, 2010 School Closure Presentation