While Option 6 (Three large K–6 schools) creates a "new" system similar to Option 5, it was critiqued for its sheer scale, which leaders felt undermines inclusivity.
● Loss of Connection: Respondents argued that schools approaching 1,000 students (Option 6) shift the role of the principal and erode the feeling of "being known" as a student or family member. ● Community Fragmentation: There was concern that such large communities would inevitably have to be "split in some ways" to feel welcoming, whereas Option 5 allows for smaller, more distinct identities via grade bands.
3.4. Opportunity for Shared Identity
Leaders viewed Option 5, v2, not just as a logistical solution, but as a "hard reset" that offers a unique opportunity for cultural definition.
● Defining New Values: Because so many stakeholders are affected equally, Option 5 provides the chance to "collaborate on core values" and define "who we are" as a new district, rather than simply preserving historical roots. ● Unity: The grade-banded model was described as the option that gives the district "more unity" and a "greater sense of shared values" across the entire Acton-Boxborough community.
4.0 Sustainable District Systems
Based on the detailed qualitative responses in the Leadership Strategic Assessment , the rationale for the rankings in Sustainable District Systems & Operations indicates that while Option 6 offers the greatest theoretical financial efficiency, leaders overwhelmingly preferred Option 5, v2 as the most operationally sustainable model that balances resource flexibility with effective leadership.
4.1. Strategic Resource Allocation and Flexibility
Leaders prioritized Option 5, v2 (Grade Banding) because it creates a system capable of adapting to future changes. Unlike the current fragmented model, this option allows the district to "streamline scheduling, reduce redundancies, and allocate specialized staff more flexibly.” ● Contract and Expand: Respondents noted that grade-banded schools (or larger schools) give the district the ability to "contract and expand" based on future population shifts with the "least impact and most fluidity," whereas maintaining five unique K–6 buildings (Options 3/4) locks the district into the current rigidity. ● Shared Resources: The model allows for "stacking" support; specifically, it enables the district to "strategically allocate resources" and place students with higher needs more thoughtfully across a wider pool of classrooms at a single grade level.
4.2. The "Leadership Sustainability" of Option 6
Made with FlippingBook Digital Publishing Software