Master Plan Scenario B:

Closures and Consolidations

Community Engagement and
Special Board Meeting

October 21, 2010

Ruby Bridges Elementary School
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 Superintendent’s implementation plan shall recommend restructuring
and/or closure of one or more of the District’s secondary schools (middle
and high schools). The plan shall also recommend the closure of one or
more elementary schools for implementation at the commencement of the
2011-2012 school year.”

Phase II
“Phase 2 of the Superintendent’s implementation plan shall recommend
restructuring and/or closure of additional elementary schools to realize the
maximum cost savings for implementation at the commencement of the
2012-2013 school year.”
The Board of Education decides on an option on December 14.

Page 2
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 California
Department of Education is set to end in 2012-2013.
• Failure of parcel tax in June of 2010
• AUSD multi-year budget 8
7
6
5
4
3
2
1
0
2010-11 2011-12 2012-13

Reduction In school Programs (Millions)

Page 3
Projected Revenue & Expenditure (as of 3/2010)

REVENUE & EXPENDITURE

$95,000,000
Expenditures
Revenue
$90,000,000

$85,000,000

$80,000,000 $18.2M
$75,000,000

$70,000,000

$65,000,000
2009-10 2010-11 2011-12 2012-13

Page 4
AUSD Budget Cuts Ahead (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.

• That’s $13 million on top of $7 million we just cut.

• Failure of the Parcel Tax in June 2010 along with

sunset of Measure A and Measure H now force
AUSD to plan and enact Master Plan Scenario B,
wherein AUSD schools may be closed/consolidated
in a Phase I/II approach in 2011-12 and 2012-13.

Page 5
Key Criteria for Closure/Consolidation
• The following criteria list “factors that must be considered
for Phase I of the implementation plan” according to the
Board 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 will

recommend closure/consolidation of additional
elementary schools to realize additional cost savings.”

Page 6
Public Feedback
• September 29 Public Hearing
Feedback Economic Facility Neighborhood Quality of
Forms Benefit needs schools instruction
11 #1 0 #1 0 #1 6 #1 5
#2 1 #2 0 #2 3 #2 5
#3 6 #3 2 #3 0 #3 0
#4 1 #4 5 #4 2 #4 0

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, and
this public input will be included in future presentations.
Online survey response to Option I: Alameda and Encinal High Schools
reconfigured as 7-12 secondary schools (closing Wood and Lincoln Middle
Schools). All AUSD elementary schools would be reconfigured as K-6 schools.
I would consider this I would not consider Total respondents 135
option 54% this option 46%

Page 7
Online Most Important Somewhat Least Average
Survey Important Important Important
135
responses
Economic 4 - 3% 24 - 18% 46 - 34% 45 - 33% 2.74
benefit/
cost savings

Quality of 78 - 58% 43 - 32% 3 - 2% 2 - 1% 1.34

Instruction

Facility needs 1 - 1% 14 -10% 60 - 44% 46 - 34% 2.91

and
requirements

Maintaining 51 - 38% 43 - 32% 11 - 8% 22 - 16% 1.91

neighborhood
schools if
possible

Page 8
Considerations for Closure/Consolidation

• Tonight the following information will be presented to

help 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 implement

Option 1 Phase 1 and requested consideration of K-8 schools

• Quality of Instructional Program

Page 9
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 will
represent 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
 Elementary School Use vs. Capacity (class size 32:1)
1100 4460 elementary students (10/15/10)
7440 capacity @ 10 sites
1000
2980 seats (available)
900

800

700

600
641
500 594

Washington
478
400 484 476
420
417
300
364
308
200

100 278

Page 11
 Elementary School Use vs. Capacity
1100 Class size (K-3 25:1) (4-6 32:1)
4460 elementary students (10/15/10)
1000
6284 capacity @ 10 sites
900 K-3 @ 25:1 & 4-6 @ 32:1

800 1824 seats (available)

700

600
723
500 685

Washington
541
400 543 542
493
485
300
395
357
200

315
100

Page 12
 Secondary School Use vs. Capacity (35:1 class size)
projected for 7-12 (*EHS includes 8th grade Alameda Academy students)
3000
EHS/AHS capacity 4090 students
2750
*2500 (7-12)
7-12 projected 4950 students
2500

Boundary conditions limit options for

2000
changing AHS boundary
1750
(move from Union to Willow)
1873
1500 *1500 (7-12)

1250

1000
925 1033
750

577
500

250

Page 13
 Current school configuration 594 Earhart

AHS 9-12 484 Bay Farm

LMS 6-8 478 Otis

1,873
925 417 Edison

Elementary K-5 476 Lum

EHS 9-12 420 Haight

WMS 6-8
308
1,033 577 Franklin

278 Washington

364 Paden
Based on projected enrollment numbers for 2011-12.
Special Education enrollment included. 616 Ruby Bridges

Page 14
 Earhart
Facilities: Option 1 Phase 1 A 685
LMS 6-8 543 Bay Farm
AHS 7-12
close
541 Otis
2500
485 Edison
Elementary K-6
7-12 boundary change to Willow Lum
542 (AHS & EHS)
WMS 6-8
EHS 7-12 493 Haight
Close (AHS & EHS)

357 Franklin
1500
315 Washington

395 Paden
Based on projected enrollment numbers for 2011-12.
Special Education enrollment included. 723 Ruby Bridges
Page 15
 Facilities: Option 1 Phase 1 B Elementary K-6
Elementary K- 8
AHS 7-12 Bay Farm

Earhart
2500 Otis

Edison
7-12 boundary change to Willow
Haight
(AHS & EHS) Lum
EHS 7-12 (AHS & EHS)

Franklin
1500 Ruby Bridges
Washington
Note: This new configuration envisions the potential
for three (3) sites most conducive to K-8 configuration.
Paden
Based on projected enrollment numbers for 2011-12.
Special Education enrollment numbers are included.
New boundaries would need to be drawn.
Page 16
Option 1
Phase 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) No cost savings
• Franklin Elementary would require a portable if K-3 (25:1)
• If K-6 elementary school class sizes increase to 32:1
• Ongoing savings $1.1 million cost 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
 Option 1 Phase 1
Alameda High School 7-12 (projected enrollment 2500)
Classrooms: 79 (35:1) Classrooms needed: 7
2230
Changes Required Cost
1873 • 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)
Boundary Changes: Union to Willow (Willow addresses would attend AHS)
Transportation: AC Transit 20, 21, 51A, 631, 663

enrollment site Total one-time cost : $766,075

09-10 capacity
Page 18
 Option 1 Phase 1
Alameda High School 7-12 (projected enrollment 2500)
Classrooms: 79 (35:1) Classrooms needed: 7
2230
Changes Required Cost
1873 • 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)
Boundary Changes: Union to Willow (Willow addresses attend AHS)
Transportation: AC Transit 20, 21, 51A, 631, 663

enrollment site Total one-time cost : $552,075

09-10 capacity
Page 19
 Option 1 Phase 1
Encinal High School 7-12 (projected enrollment 1500)
Classrooms: 62 (35:1) Classrooms available : 6
1860
Changes Required Cost
1033 • 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)

Boundary changes: Union to Willow (EHS takes in addresses west of Willow)

Traffic : AC Transit 31, 631, 663
Total Cost $ 0
enrollment site
09-10 capacity
Page 20
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

Grade K-6 K-8

Level
K 3 3
Changes required Cost
1 3 3
K-6 0 0
2 3 3
K-8 4 portables $ 266,000
3 3 3
2 restrooms $ 196,000
4 3 3

5 3 3
Total Cost
6 3 3
K-6 0
7 3
K-8 $ 462,000
8 3
Boundaries: Current
Day Care 1 1

SPED 1 2
Total 23 30 Page 21
Earhart Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 33 Media Center: 1 Multi-Purpose Room: 1 Computer Lab:
in Media Center

Grade K-6 K-8

Level
K 4 4
Changes required Cost
1 4 4
K-6
2 4 4
K-8 1 portable $ 70,000
3 4 4

4 3 3

5 3 3
Total Cost
6 3 3
K-6 0
7 3
K-8 $ 70,000
8 3
Boundaries: Current
Day Care 1 1

SPED 1 2
Total 27 34 Page 22
Edison Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 20 Media Center: 1 Multi-Purpose Room: 1 Computer Lab: 1

Grade K-6 K-8

Level
K 3 3
Changes required Cost
1 3 3
K-6 0 0
2 3 3
K-8 5 portables $ 321,000
3 3 3
2 restrooms $ 196,000
4 2 2

5 2 2
Total Cost
6 2 2
K-6 0
7 2
K-8 $ 517,000
8 2
Boundaries: Current
Day Care 1 1

SPED 1 2
Total 20 25 Page 23
Franklin Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 14 Media Center: 1 Multi-Purpose Room: 1 Computer Lab: 1

Grade K-6 K-8

Level
K 2 2
Changes required Cost
1 2 2
K-6 2 portables $ 140,000
2 2 2
K-8 6 portables $ 376,000
3 3 3
2 restrooms $ 196,000
4 2 2

5 2 2
Total Cost
6 2 2
K-6 $ 140,000
7 2
K-8 $ 572,000
8 2
Boundaries: Current
Day Care 1 1

SPED 0 0
Total 16 20 Page 24
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

Grade K-6 K-8

Level
K 3 3
Changes required Cost
1 3 3 K-6 0 0
2 3 3
K-8 0 0
3 3 3

4 2 2

5 2 2
Total Cost
6 3 3
K-6 0
7 2
K-8 0
8 3
Boundaries: Current
Day Care 1 1

SPED 1 2
Total 21 27 Page 25
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

Grade K-6 K-8

Level
K 3 3
Changes required Cost
1 3 3
K-6 0 0
2 3 3
K-8 1 portable $ 70,000
3 4 4

4 2 2

5 2 2
Total Cost
6 3 3
K-6 0
7 2
K-8 $ 70,000
8 2
Boundaries: Current
Day Care 1 1

SPED 1 2
Total 22 27 Page 26
Otis Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 23 Media Center: 1 Multi-Purpose Room: 1 Computer Lab: 1

Grade K-6 K-8

Level
K 3 3
Changes required Cost
1 3 3 K-6 1 portable $ 70,000
2 4 4
K-8 6 portables $ 376,000
3 4 4
2 restrooms $196,000
4 3 3

5 3 3
Total Cost
6 2 2
K-6 $ 70,000
7 2
K-8 $ 572,000
8 2
Boundaries: Current
Day Care 1 1

SPED 1 2
Total 24 29 Page 27
Paden Elementary School K-3 (25:1) 4-8 (32:1)
Standard Classrooms: 22 Media Center: 1 Multi-Purpose Room: 1 Computer Lab: 1

Grade K-6 K-8

Level
K 3 3
Changes required Cost
1 2 2 K-6 0 0
2 2 2
K-8 0 0
3 2 2

4 2 2

5 2 2
Total Cost
6 2 2
K-6 0
7 2
K-8 0
8 2
Boundaries: Current
Day Care 0 0

SPED 2 3
Total 17 22 Page 28
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

Grade K-6 K-8

Level
K 4 4
Changes required Cost
1 5 5
K-6 0
2 4 4
K-8 0
3 4 4

4 4 4

5 3 3
Total Cost
6 3 3
K-6 0
7 2
K-8 0
8 2
Boundaries: Current
Day Care 1 1

SPED 2 2
Total 30 34 Page 29
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

Grade K-6 K-8

Level
K 2 2
Changes required Cost
1 1 1 K-6 0 0
2 2 2
K-8 0 0
3 2 2

4 1 1

5 2 2
Total Cost
6 1 1
K-6 0
7 2
K-8 0
8 1
Boundaries: Current
Day Care 0 0

SPED 4 5
Total 15 19 Page 30
 Options School Modifications Needed Total Cost
K-6 Elementary 3 portables (if K-3 is maintained 25:1) $210,000
• Franklin 2 portables
• Otis 1 portable
K-8 Elementary 23 portables $2,263,000
4 sets of bathrooms
• Bay Farm 4 portables
1 set of bathrooms
• Earhart 1 portable
• Edison 5 portables
1 set of bathrooms
• Franklin 6 portables
1 set of bathrooms
• Lum 1 portable
• Otis 6 portables
1 set of bathrooms
7-12 Secondary • AHS 7 portables New: $666,075
1 set of bathrooms Used: $552,075
600 lockers

Page 31
Option 1: Facility Needs and Requirements
• We continue to review projected enrollment capacities and
facility needs as we analyze changes in attendance boundaries
required of closures/consolidations.

• We have worked to account for facility needs and requirements

resulting from the implementation of Scenario B Option 1.

• The next part of the presentation provides a review of

considerations of the impact made by Scenario B Option 1 on
the quality of instructional program.

• Stakeholders from AUSD secondary schools were included in a

working group to discuss the potential for a 7-12 configuration
and plan for how Scenario B Option 1 could be implemented.

Page 32
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 studies

reveals that the United States is currently the only nation where
elementary students spend time in a middle or junior high school
before entering high school.

• John Hatti: Research analysis revealed that the least impacts on

student 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 found
to be teacher feedback, a student’s prior cognitive ability and
improvements in instructional quality.

Page 33
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 school
and the quality of instruction (as well as the educational level of
teachers) were more important than the grade configuration in
viewing academic progress of students.

• Gregg: Multiple grade spans and increasing number of students

per grade increase students’ transitions from school to school,
thereby negatively impacting student achievement.

• Moffitt: Various studies show more time spent at the same school
increases students’ sense of community and connection.

Page 34
Key Criteria for Closure/Consolidation
Quality of instructional program (continued)
• Renchler: Multiple transitions cause other negative psychosocial
outcomes. Transitions impose stress on students and negatively
influence 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 years
to make up for achievement losses caused by transitions.

• Alspaugh: All things being equal, the dropout rate is found to be

lower in 7-12 configurations and higher in 10-12 configurations
when considering the impact of increased transitions.

• Alspaugh, Alspaugh & Harting: Research indicates that numerous

school transitions over time may have a negative effect on
academic achievement, resulting in more high school drop-outs
and lower attendance rates once children reach high school.
Page 35
Gaining Ground in the Middle Grades:
Why Some Schools Do Better (EdSource Study, 2010)

Findings
“One domain was the strongest in differentiating higher-performing
schools 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.
Superintendent Leadership

Academic Interventions
Extensive Use of Data
Teacher Competence
Coherent Instruction

Principal Leadership
Focus on Outcomes

Page 36
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 improved
outcomes 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 responsibility
for student learning

Page 37
Key Finding (EdSource): Extensive Use of Assessment
and Other Student Data to Inform Improved Instruction

•District’s 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 shift

with student outcomes at the center of instructional practice

•Researchers found no clear, consistent or significant association

between schoolwide outcomes on California Standards Tests and
school grade configuration: a focus on instructional outcomes is
clearly indicated as key to improvement of student performance

Page 38
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 create

grade level advisories where students are grouped by grade level to
contribute to efforts aimed at promoting a strong school community.

•Grade level advisory period objectives would include the following:

•Developing a strong school culture
•Delivering better communication to students
•Supporting student activities and upcoming events
•Helping students with individual course selection
•Including character development in the school day
•Focusing instruction through particular learning strategies
•Providing grade level specific information/needs

Page 39
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 opportunities
for articulation between curricula and practice in numerous areas.

•Currently articulation between middle schools and high schools is

problematic because of a separation of sites and their practitioners.

•This impacts the transition from middle school to high school as

students enter high school having completed introductory courses
in mathematics and world languages while actually receiving fewer
instructional minutes and less content coverage in those courses
because a 7-period day schedule in middle school offers less
classtime than a 6-period schedule typically offered in high school.

•Leaders view 7-12 as an opportunity to address articulation needs.

Page 40
How 7-12 Will Still Provide Key Aspects of Middle School

• Grade 7-8 athletics could still be supported by AEF and still

prepare 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 productions
and musical programs, athletic events, schoolwide spirit days
and ongoing inclusion in Alameda’s Close-Up excursions.

Page 41
How 7-12 Will Still Provide Key Aspects of High School

• Grades 9-12 would still benefit from high school activities

that the Alameda community has come to expect for students.

• A 7-12 secondary school would still provide for assemblies,

athletics, dances, dramatic productions, musical programs
and other activities that would be specifically geared to older
AUSD students as is currently the case.

• Reconfiguring Alameda and Encinal High Schools would still

allow students a wide range of Advanced Placement courses
and interscholastic athletic team participation opportunities
students benefit from as part of their high school experience.

Page 42
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 the
EHS Principal’s Council and the EHS School Site Council.

• Some advantages included: increased parental involvement

(six years instead of just three or four), career awareness
activities 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
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 impact

programs (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 schedules

whereby younger (7-9) and older (10-12) students could have
different start and stop times for the school day along with
different facilities set aside to structure positive interactions.
Page 44
Addressing Concerns Raised About a 7-12 Program

• Alameda and Encinal High School administrators have been

working to brainstorm facility and scheduling alternatives to
promote safe transitions for younger grades to high school.

• Both AHS and EHS have identified buildings on campuses

that can serve as grade-specific wings to both help alleviate
overcrowding and provide students with grade-level spaces.

•Meanwhile, alternative scheduling can also actually help

alleviate existing traffic and transportation concerns also by
providing staggered schedules that promote better flow of
traffic than is currently experienced at both school sites.

Page 45
Developmental Concerns Raised About a 7-12 Program

• Some have raised concerns about potential risks associated

with delinquency and gangs at a 7-12 secondary school.

• While it is hard to speculate about criminogenic effects of a

7-12 secondary model, research by the Rand Institute (2004)
on national school safety statistics actually shows that
“physical conflict is especially problematic in middle schools”
and that the “concerns about safety” in the middle grades
“predict emotional distress that can compromise academic
performance.” Their research indicates that middle school
“disengagement and social alienation not only are related to
low academic achievement but also predict dropping out.”
Thus, alternatives to middle schools are now encouraged.
Page 46
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 (specifically

the difficult transition from middle to high school), consistency
of curriculum and opportunities for teachers to create
sequenced project-based courses that build over the years,
increased leadership opportunities for older students and
increased learning opportunities for younger students, and
increased awareness of college and career earlier on in life.

• Meanwhile, a 7-12 secondary school allows for opportunities

to see firsthand what college and career readiness activities
look like as younger students see what older students can do.
Page 47
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 7-8
greatly reduces negative behaviors and increases student
aspirations to college and career attainment (Chaplin, 2010).

• Thus, the 7-12 configuration allows for new opportunities:

•Systematic, progressive college and career exploration
through East Bay ROP’s online Career Planning System
•Creation of a lifelong career development portfolio
•Creation of a 6-year college and career educational plan
•Junior membership in Career Technical Education
student organizations like DECA, HOSA and HERO
•Creation of a “Work Ready” Certificate of Achievement
Page 48
Options: Charter School Facts
Prop 39 proposals are due November 1, 2010 for the 2011-12 year.

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
Next Steps

• At the 11/23 Board of Education meeting,

final recommendations for Option 1 will be
presented by staff for the Board’s review.
• On 11/23 we will present detailed analyses
on savings and costs that can be anticipated
from Option 1’s 7-12 school reconfiguration.
• At the December 14 BOE meeting, the
Board will decide upon any final Phase I/II
closure/consolidation options planned for the
2011-2012 and 2012-2013 school years.
Page 50