1. Can you summarize what you believe to be the relative merits of both K-5 and K-8 elementary school configurations, and also provide your opinion of which configuration is best designed for SUSD to compete with private and charter schools, as well as other school districts?

The success of any model of learning environment depends, first and foremost, on the collective leadership at the school and how in tune they are to each other and to community needs. Parental involvement, classroom teachers, and school leadership are the most important factors determining student success. While there is some recent research available as to the merits of K-8 over an elementary vs. middle-years school model, it is self-admittedly limited and relatively new. While benefits are noted for the middle-years learner, there is less evidence of a commendable effect on the younger children when the middle-years learners are on campus. As a benefit, there are figures that indicate higher scores in 9th grade by students who have attended K-8 rather than middle schools. However, there is question as to whether or not that advantage is maintained over the entire high school experience. The same sort of long-term benefits have not fully been established regardingsocial benefits of K-8. Certainly, there is evidence that students who attend K-8 schools havefewer social behavior adjustment problems during those years. There is thought to be meritin K-8 because they do not have that transition period in the middle school during which theymust adjust to new social conditions and re-establish their place within a new environment (as do students who move from one school, district, state, or country to another, as well.) But eventually, they will have to do so when they attend high school and college, and this is where the research is lacking. The evidence that one less transitional period is beneficial over the entire educational experience is not included in the research. Is it possible that the transition itself is an important learning opportunity? Are students who experience that transition better prepared for the larger changes they are sure to face in high school and college? The researchers have admittedly not caught up to all of the issues, so we do not know for certainty if the immediate benefits of a K-8 configuration on the middle-school learner are lasting or demonstrably beneficial in the larger picture. It remains a choice.

It is true that parents and teachers are also uncomfortable with change. I have personally watched parents and teachers at a K-8 school threaten near anarchy over the splitting of the school into K-5 and 6-8. Eight years later, I saw a whole new group of parents and teachers at the SAME SCHOOL react just as vehemently against changing their school BACK to a K-8 (for which it was originally designed). Living through these situations taught me a lot; mostly that the children didn’t suffer once they had full support from the parents and teachers. In both instances, I think the negative reaction was mostly due to the manner in which the district handled the situation. In both cases it neglected to consult with those who were most affected before announcing the decisions...not unlike the current facilities issues.

I truly believe that is where success lies...in getting those who are going to be affected involved in the decision-making process. I don’t think the entire district needs to change to K-8, but I would support K-8 options, especially if all schools within a complex preferred K-8. I think that SUSD is strongest when it allows for choice. Many parents and students prefer the extra-curricular and expanded curricular programming options available to larger groups at middle schools. Others like the less competitive, friendlier feel of an elementary school. Parents are more apt to financially support and be involved in the middle years if theschool is K-8. Simply put, there are pluses and minuses to both. I think we should let parents have the choice that best suits their child, both in the younger years and in high school. That choice will give SUSD one advantage over other schools or districts.

2. There was a significant amount of backlash concerning the Facilities Utilization discussions and Community Input Forums held last spring/summer. Specifically, parents and school communities believe that many feasible proposals were ignored or too quickly dismissed by the administration and Governing Board. If elected, how do you plan on reaching out to the community and showing parents that their input is both valued and given proper consideration?

I think the backlash was due to a similar situation that I described in Question #1…not enough pre-decision community involvement. If elected to the Governing Board, I would listen to all stakeholders, participate in all community input forums, and keep an open mind regarding solutions, realizing that the best solutions are the ones that the entire community can support. Often the best and most creative ideas come from those who are most closely affected, not necessarily leadership or administration. Change is always difficult, but student achievement is best maintained when the adults around them are exhibiting positive thought and leadership. I thought that the summer forums which brought the complexes together was a good initial concept, although the implementation was not as well developed and the facilitators were not trained, as was made obvious by visiting different complexes and seeing the vastly different approaches that complexes were taking. I don’t think all of SUSD has to look the same. For example, if a particular complex would all choose, by consensus, to go to a K-8 educational configuration, I would support that. However, I could not support one school imposing their concepts on another just to pass the problem along to someone else

3. Given the current economic climate, what are your views on the feasibility of the planned 2009 bond proposal? What items on it do you consider to be priority, and what questions would you like answered before it is finalized?

This economic climate is so volatile and uncertain that I could not support the planned 2009 bond proposal as it was presented, and I don’t think the Scottsdale community will entertain the idea, either. Safety must be considered first as a priority. Other priorities would include repairing buildings that could prove significant energy savings if rebuilt (especially in light of the insufficient utilities funding in Arizona) and rebuilding schools that have considerable need of repair. Many of our schools are not wired for technology, and I would consider it an equity issue if students are not able to utilize technology equally across the district. I am not convinced that the “right-sizing/rebuilding” approach is going to serve the district long-term, as I am not convinced that other options presented in the community forums and through complex discussions would not be cheaper and more beneficial

As for questions,

1. I would like to see an estimate of energy savings that could be returned to the classrooms if an inefficient building were built to efficient standards.
2. I would like to see the cost/benefit to building a "green" campus versus simply an energy efficient campus – along with the district or builder definition of "green."
3. I would like to see the annual cost of repairs to sub-standard contract work (work that was done during the years when the district was forced to take the lowest-cost bids rather than a bid based on quality vs. cost) that takes funding from the classrooms.
4. I would like to see the cost/benefit to retooling K-5 or K-6 buildings to meet theneeds of middle-years learners vs. rebuilding a middle school, and will additional lunchrooms, gyms, labs, counselors offices, ball fields, and other rooms be needed?
5. I would like to know how K-8 schools will share lunch, physical education, music, and art facilities if new facilities can’t be built to accommodate these grades.
6. I would like to know the impact on exploratory options available to our middle-years students if there are not enough students enrolled in those middle-years grades in K-8 buildings to offer a full rounded educational experience. (Example: would there be a full offering of band, strings, visual art, or vocal music staff if the numbers of older students in K-8 can’t support all options? Will the level of teaching and learning be the same?). Will all classes (including non-academic) have enough students to beable to articulate seamlessly to the high school grades from any eighth grade classroom in the district? In my eyes, this could prove to be another equity issue.

4. How do you envision SUSD five years from now?

My answer now is going to be different than even one or two months ago, because of the volatility of the economy and the political uncertainties at the Arizona legislature and even at the Federal Department of Education. With an economic crisis that some describe as the worst since the Great Depression, I don’t think anyone can say with certainty what all of the effects will be within one year, let alone five years.

Having been involved in education for over 25 years, I do know that budget cuts trigger divisiveness between educational factions that would normally support each other. It will not be pleasant, and in many cases will be much less than civil. Schools may be pit against each other, as may programs, and even teachers. The more that SUSD can stay focused on maintaining a positive learning environment for our students and teachers, the better we will weather the storm.

It is imperative that SUSD leadership builds a clear pathway to common goals during tough times. As has been shown in the recent past, in-fighting (even during good economic times) drains energy, resources, and precious time needed to react to the changing environment. We need to stay focused on positive results for our students and choices for our parents and students. We need to also delineate a course for corrective action when the economy improves.

In tough economic times, there are always winners as well as losers. I vow to help SUSD remain one of the winners, possibly even strengthening our educational footprint in the northeast valley. My knowledge of educational and local history will help to avoid the pitfalls that have not worked in the past. Along with hiring the most dedicated educators, our broad network of individuals who feel free to contact board members and work with administrative leaders and political leaders in education will be of tremendous value to keep the end goal in mind…the very best educational opportunities designed to address individual learners PreK-12 in Scottsdale.

Bonnie Sneed
www.bonniesneed.com
sneed4susd@gmail.com
480-323-9636