CUSD Class Size and Staff Matter!

May 2019

Dear Superintendent Churchill and Members of the CUSD Board,

With gratitude for your work on behalf of our children, the undersigned parents of Carlsbad Unified School District students are writing to strengthen our partnership with you by clearly communicating our priorities looking ahead to the 2019-2020 school year. We are writing this letter in response to district decisions to create large class sizes, fill teaching positions after the start of the school year, move principals, and eliminate playground space that have, and we believe will, be detrimental to our children and their education.

1) Small Class Size
As classroom numbers rise the amount of academic differentiation, individual parent communication, personalized feedback, development of student agency, and support for student social and emotional needs drops. In addition, larger class size demands more teacher time which takes a toll on teachers' energy, morale, and time for further training and collaboration. The majority of the reliable research supports small class size for improved student outcomes (Center for Public Education citing research studies). While most of the research is focused on grades K-3, based on other research that suggests these are the critical years in a child's school age development (Center for Public Education), common sense supports the practice throughout all the grades. While class size is not the only factor, well designed programs and teacher support and training are also critical (Center for Public Education), it is an essential piece.

2) Early Staffing
Effective teaching requires teachers are given the time to thoughtfully prepare both the physical environment of the classroom (the "third teacher") and the curriculum (Essential Elements of Instruction). The first weeks of school are critical in establishing bonds between teachers and students and students and their classmates. It requires the first weeks to establish the classroom expectations and procedures before a deep dive into curriculum can take place. Creating new classes at the last minute, or worse after the year has begun, essentially shrinks the academic year. It also puts undue stress on principals, teachers, and our students.

3) Continuity of Staff at School Sites
The relationships and programs established at school sites are fundamental to the success of schools and forced change without significantly pressing reasons causes confusion, hurt feelings, and upheaval. Changes at school sites should come from clearly communicated expectations and trainings. Many, many students and staff are upset about the shuffle of leadership at the elementary schools and confused as to the reasons.

4) Playground Access
Makers spaces are a wonderful addition to our schools that will support STEM / STEAM learning. However, they must not come at the expense of critical playground space that elementary school students need to have a positive recess experience both physically and socially. If recess does not go well it impacts the learning when students return to the classroom. For instance, many students use the tether ball courts at Buena Vista. There are just a few options for play and taking away one that creates a comfort zone for students wanting to play games, but who are not comfortable with soccer or basketball, is a mistake.

Of course, budget is a hurdle. We understand you are operating under regrettable financial constraints. We also understand there are formulas you use as guidelines for classroom size and are responsible to the state in terms of averages, not individual classes. However, even within those limitations there is some discretion on the part of the Superintendent and School Board. With 39 students in a fifth-grade classroom, we are not setting students up for success for the increased academic demands of middle school. Large numbers hurt the reputation of our district, our property values, and worst of all our students. The community supported the district with the bond measure in November. However, it is challenging to focus on maker spaces and improved technology when our children's basic needs are not being met. The discretionary decisions being made seem to tip away from the best interests of our students in favor of other expenditures and extreme caution. Thank you for listening to our concerns. We look forward to partnering with you to create the best environment for our young learners and those who work to care for them.

Respectfully Submitted