More information will be available in the fall of 2024 when plans are finalized on grade span configurations, as well as the locations of any special programs.  While greater efficiencies may be found, one example would be to follow the University-Fairview model (with ALPS split between schools) and have one of the two schools start at a “middle tier” at 9:15 a.m. This time structure already exists in our system.  ​

Parents would not have to drop off students at the same time.  They could elect to drop off and pick up at one school and then do the same at the other school. The non-synchronous start would make this feasible. All families would have the opportunity to utilize transportation provided.

Parents that have transportation barriers or time issues would be able to utilize MCCSC transportation for one or more of their children for either beginning or end-of-day routing.  MCCSC also provides extended day opportunities for two hours at all of our elementary schools.  School-to-school shuttles will likely exist as well based on the likelihood of all buses dropping students off at one school and then driving directly to the second school.

Consultation has been made with teachers through official MCEA union discussions as well as specifically-held meetings with teachers from both of the impacted schools.  Three board members observed both of the merger meetings held.  Of note, a Board policy specifically prohibits the Board from directly consulting with teachers.

MCCSC’s Title 1 funding will not be affected because Title 1 funding is provided based on district-level poverty.  However, the amount dispersed to individual schools varies on an annual basis based on individual school free/reduced lunch counts.  However, any reduction in funding to a school based on free/reduced lunch count reductions would be delayed one additional year. Regardless, with the proposed merger, Templeton would likely receive less Title 1 funding after the 2026-2027 school year.  Most likely, Childs would receive Title 1 funding as a targeted school if the merger occurs; Childs Elementary currently receives no Title 1 funding.

The multi-age program will continue.  The ultimate design of the multi-age program will be finalized during the 2024-2025 school based on required teacher discussion as well as community input.

The IB program will remain. Templeton Elementary also is an IB PYP (primary years programme) school.  Recently, teachers from both schools received additional IB PYP training.

The Board stated through its resolution that the goal is to create greater SES balance between elementary schools.

MCCSC would have fewer students in each classroom needing concentrated support based on SES.  In other words, the density of poverty will be dispersed.  Ultimately, metrics of success could include IREAD, Dibels, and ILEARN data.

While academic growth for all students through more equitable access is the primary goal and benefit of the merger, students will also benefit from more social opportunities for peer-to-peer interactions with a more diverse group of students. Additionally, more resources and support will be available to all students as there will be larger grade levels and an expanded pool of students, parents and resources for various clubs, programs and activities.  

Based upon the successful consolidation of these two schools and a Board’s desire to continue to create greater SES balance, the merger will provide a great opportunity for research and could be repeated elsewhere in the district.

Generally, there is no consensus regarding a perfect grade-span configuration or the number of years a student stays in one building. However, having students at any one school for at least three years allows more time for relationships to be made.  

These decisions can be made at the beginning of the 2024-2025 school year based on teacher and community feedback.  Examples could include the “Trust Based Relational Intervention” professional development, preview days such as when MCCSC moved the ALPS program, and other similar examples. Again, many more possibilities exist and these decisions are best made after additional input is received.

Most impacts to students with disabilities are seen as positive, including an opportunity to learn and socialize with a more diverse group of students.  However, any negative impact (such as one additional transition) will be addressed through case conferences and individual student learning plans to ensure optimal learning environments and supports.  This approach currently exists at Rogers-Binford elementary schools, for example.

Paraprofessional support staff are assigned to schools based on size; these positions are called “preventionists”/ ”remediation assistants”.  Additional paraprofessionals are assigned to schools based on poverty, as the greater the percent of poverty and the greater density of poverty, the greater the need for additional support staff.  Special education paraprofessionals are assigned through the special education department based on individual student needs.  Finally, large classroom sizes can sometimes warrant the addition of a paraprofessional.  ​

All special education assignments are created based on individual student need and considerations can be made for the amount of staffing needed to assist students with disabilities when they transition.