Closing a school causes massive disruption to a child's routines and emotional well-being, which directly impacts their ability to learn. What specific, data-backed evidence do you have that moving students out of these 20 schools will improve their literacy rates rather than cause them to fall further behind?

If we are saving money by closing these schools, exactly what percentage of those savings will be directly reinvested a model that invests in reading specialists, high-dosage tutoring, and classroom resources for the receiving schools?

School closures historically impact specific neighbourhoods harsher than others. What equity analysis was done to ensure these 20 closures don't disproportionately affect the most vulnerable student populations in our city?

2) How can we not continue a legacy of harming communities by closing functioning neighborhood schools?

3) Why not fight the larger longer-term battle of reversing enrollment decline and restoring community confidence in public education?

How many staff members would actually be displaced under each model?

How will teacher morale and retention be affected?

What evidence from other districts shows that PK-8 schools improve student outcomes?

How will savings be reinvested directly into classrooms?

We need to SLOW DOWN and track real data to see if this plan will work. After closing the first 5 schools in year one track how much money was actually saved. Where did the students go? Did they attend the schools the district suggested? Did we re-purpose the buildings? Did we retain staff? Did the plan work or did it fall apart.

If it failed to do what we said we need to start over. If the intended outcomes took place then proceed with the next 5.

Closing 15 schools at once will do more harm to the Northside than good

One other comment, these conversations need to be had at the schools with the parents students and staff these will directly impact. Even if the school only has 100 students they deserve for someone to look them in the eye and explain why their school is closing.

-Does the district still have to fund the abandoned/closed buildings?

-Pk-8 schools seem good for the community but the buildings absolutely have to be configured to be sure that the elementary and middle school students are not together

-Research states when moving to a K-8 model, one grade level at a time should be implemented, not all at one time

-The turn around time seems very ambitious. How will the district prepare to configure the buildings in 2 months? (summer of 2027)

• Less movementwith movementof Education Levels

• Consistency for parents with Schools

• Pathway knowledge of knowing what school the student will attend.

• HS students should use Public Transportation and paid and monthly stipend.

  
  

Then gifted screening at 2nd only.

3 - 8 is all state tested grades

help keep them in their neighborhoods and also show students exactly what trades look like. Our students could do internships. Another idea would be to not close all the schools like a light switch. Give us a 3- 5 year vision that is amazing. The superintendent can make the decision to have smaller class sizes. Creat a relationship to make sure we have affordable housing. The district also needs be more vocal. What are y’all doing to get the families back here?

However, I do believe that collaboration between the school district and the city is an absolute must.

Both have roles in creating healthy and vibrant communities and schools should be a central amenity to every community.

As a parent, this dream was sold to me as the way CSMB and CVPA would be when they moved to the same campus. This was not and is not the case.

When neighbourhood schools close, transit times increase. At a rate of $30M+, what is the district's specific plan to ensure that longer commutes, shifted bus routes, or changing boundaries won't actually decrease attendance and push families to leave the district entirely?

Kindergarten to 5th grade together

6th in there own building.

9th - 12th grade together Do to the safety of our children. Neighborhood schools that in small areas need parents, teachers, and transportation communications. We can make sure can put schools that are good be prepared in Model B

Other districts with many more students have way fewer, better high schools.

1. Will students have to go to their neighborhood school option or can they enroll in any school if families provide the transportation and maintain attendance? I think this idea will appeal most to families who favored the magnet schools. 

2. If the district goes with Option C, how will small elementary schools hold 400 students? I think some of these building capacity numbers are off. Max class size should be 20 students.

3. If the district is planning to reduce all the various school staff, I hope they're also going to reduce the number of network superintendents.

4. If each building is going to have about 300-400 students, each building should have a principal, asst principal, 2 social workers, 2 counselors, 4 building subs, 2 academic coaches and 2 secretaries to properly meet student needs.

5. How will any of these options impact the bell time discussion that was going on? Hopefully we can get rid of late start schools and go to 2 bell times. 

6. If high schools are going to have about 700 students, I hope they can also get a grade level principal for each grade and a head principal like other districts. High schools will also need about 3 social workers/counselors, 6 building subs, 2-3 academic coaches, and 3-4 secretaries.

7. Hopefully these consolidations don't lead to oversized classrooms, more unreasonable teacher expectations and more unrealistic demands from support staff.

8.Will intervention staff such as reading and math specialst be brought back into the schools along with paraprofessionals?

9. I like that this means schools may not have to share support staff such as social workers, FSS, nurses, and related arts teachers.

10. Will all schools have more electives like other districts such as family & consumer science, drivers ed, foreign language, band, orchestra, choir, speech and drama, and technology classes?

The way this “community engagement” process is being run feels like nothing more than a check-the-box situation, which is honestly how every engagement opportunity comes across as a parent of an SLPS student. Meetings are almost always at 5:00 and advance notice is rare (this is not new to you—why can’t we get dates at least a month out?) Many families don’t have childcare at this time. Why are there no virtual options around lunch? Where is the survey for the district community as a whole? Not everyone can show up in-person, and they still deserve a voice. All these choices add to the narrative that the district doesn’t actually want partnership from the community that funds it. SLPS has a lot of work to do to rebuild the community’s trust after the leadership debacle of the last several years. It’s time to make a real effort to get feedback—and not just try to sell us on what you’ve already decided the solutions are.