School board revisits grade-level school structure

The Churchill County School District Board of Trustees revisited one of the district’s long-running structural questions last week: whether elementary students should continue attending grade-level schools or whether the district should consider returning to a more traditional K-5 model.

The item was listed on the May 19 agenda as a discussion-only item regarding the current grade-level schools, a review of minutes from previous board meetings, and a discussion about the benefits and deficits of each model. Because the item was for discussion only, trustees took no formal action and did not vote to change the current school structure.

Churchill County’s current elementary structure separates students by grade level rather than assigning them to neighborhood-style K-5 schools. According to the district’s May enrollment report, Northside Early Learning Center serves preschool students, Lahontan Elementary serves kindergarten and first grades, E.C. Best Elementary serves second and third grades, and Numa Elementary serves fourth and fifth grades. Sixth, seventh, and eighth grades attend Churchill County Middle School.

Superintendent Derild Parsons presented information from prior board minutes and district records showing that the current grade-level model was adopted during a previous budget deficit. At the time, the board considered several options to reduce operating costs, including modified grade-level schools, K-5 schools, full grade-level schools, and a four-day school week. The full grade-level school model was selected because it had the largest estimated savings at $1,101,425. Other options showed estimated savings of $586,740 for modified grade-level schools, $770,785 for K-5 schools, and $924,000 for a four-day week.

Parsons said district staff could not find a detailed breakdown showing exactly how the estimated savings were calculated or whether the projected savings were fully realized over time. During the discussion, trustees also noted that the original savings were not tied only to the school reconfiguration. The district was facing a larger deficit at the time, and other cuts, including reductions to administration and specials such as art and music, were also part of the overall savings plan.

The board packet summarized several advantages that were considered when the district moved to grade-level schools. Those included financial savings, stronger teacher collaboration among same-grade teachers, more equalized resources and class sizes, more flexibility in student placement, reduced rivalry among schools, and an easier transition into middle school because students would already know one another.

The disadvantages identified in the review included frequent school transitions, disruption for families with children on multiple campuses, loss of older student role models, inconsistent behavioral and academic expectations between schools, and concerns about potential academic effects, including lower test scores or inconsistent teaching terminology.

Parsons said his recommendation at this point would be not to move immediately toward a K-5 model, largely because of the disruption and cost of another major transition. He said there are benefits to both systems, including the continuity of traditional K-5 schools and the collaboration and resource alignment possible in grade-level schools. But he said the district needs to decide whether it is “all in” on whatever model it uses and work to solve the problems inside that model.

“If we stick with it, which would be my recommendation, is that we’re all in with it,” Parsons said during the discussion. He said the district has already taken steps to improve consistency between schools, including adoption of curriculum intended to create more common academic expectations as students move from one campus to another.

Board President Gregg Malkovich said the board would need staff, teacher, principal, and parent input before considering any major change. He said he hears often from people who want to go back to K-5 schools, but said trustees do not yet know whether that reflects broad community opinion or only the loudest feedback. He also said any change should not be made suddenly or by “hiring moving trucks” and disrupting everyone at once.

Trustee Julie Guerrero-Goetsch said she and Trustee Joe McFadden had requested the discussion so the board could begin looking at the issue. Goetsch said the district should remember that the grade-level decision was made during a budget crisis, not primarily as an educational reform. She said research on school transitions and student achievement should be part of the discussion, along with district data, community input, and the long-term needs of students.

McFadden said many of the concerns listed when the district first debated grade-level schools are still concerns trustees hear today. He said he would like to see the issue move another step forward with a stakeholder survey to better understand what parents, staff, and the community think about the current structure and whether they would support a change.

Other trustees cautioned that the district is also dealing with budget constraints and that returning to K-5 schools would likely carry significant costs. The board packet said changing to K-5 schools would require planning, possible transportation route changes, movement of furniture and classroom materials, library adjustments, playground changes, and restroom modifications at some schools. Estimated physical upgrade costs included $50,000 to $75,000 for restroom changes and $200,000 to $250,000 for playground equipment relocation or additions, depending on the decisions made.

Several administrators were also asked to weigh in. Numa Principal Shawn Purrell said Numa was opposed to the grade-level model when the change was first made and said he continues to believe a traditional setting offers stronger continuity for students. He said Numa receives students in fourth grade, often with only paperwork to show their prior needs, and that continuity can be difficult to maintain when students change schools multiple times.

E.C. Best Principal Brad Barton offered a different perspective, saying the grade-level model gives Fallon a unique opportunity to keep students together as a class cohort. He said there is value in students growing up together and building identity as a graduating class. He also said he is not convinced the grade-level model can be identified as the cause of academic challenges, noting that declining test scores and student apathy are concerns seen beyond Churchill County.

Trustees ended the discussion by agreeing the issue should continue, but not as an immediate decision. They discussed using the district’s master plan task force, along with administration, to develop a framework for gathering community input. No vote was taken.