FAQ Archives

Posted Oct. 16,2025

Why does the Board want to increase class size?

The Board does not want to increase class sizes indiscriminately. Maintaining reasonably small class sizes is a priority. For example, K–2 classes are targeted to stay between 18 and 22 students. If Lincoln were repurposed this year, using current enrollment, K–5 would have:

• 15 sections with 13–17 students
• 62 sections with 18–22 students
• 11 sections with 23–25 students

This shows that most classes remain within recommended ranges while making efficient use of space across the District.

Why does the Board want to disrupt our most vulnerable students by moving them to other buildings?

The Board’s goal is to make decisions that support all students, including those who are most vulnerable. Any boundary changes or building repurposing are being carefully planned to minimize disruptions, prioritize student safety, and provide stable learning environments. The district is committed to supporting smooth transitions for all students, including additional resources and support where needed.

Does the Board want to limit access for southern Lakewood?

No. The Board’s goal is to expand preschool opportunities for all families, including before- and after-school care as well as summer programming. Currently, 101 of 180 preschoolers attend a program that is not at their home school, showing the demand for flexible, high-quality options. 

Does the School Board want to remove walkability for over 200 students?

No. Walkability remains a priority. Under the proposed Lincoln scenario, the average walking distance difference compared to existing boundaries is minimal—ranging from –0.05 to 0.20 miles, with most changes very close to zero. Students will continue to have safe, walkable routes to school wherever possible.

Why do community members sometimes say that many students leave Lakewood City Schools after 5th grade? 

We know that Lakewood City Schools has an attrition rate of 90%. In other words, when a child starts kindergarten with us, 90% of them graduate with us. These changes reflect normal transition patterns, often related to family moves, private or parochial school choices, or specialized programs—not necessarily concerns with our schools. Lakewood City Schools remains focused on strong academic programs, supportive transitions, and community partnerships that encourage families to stay and thrive within our district.

How will the district support families with socioeconomic needs if their child requires attendance at a centralized preschool?

If a centralized preschool is established, Lakewood City Schools will continue to support families with socioeconomic needs to ensure equitable access for all children. Preliminary conversations have included exploring transportation assistance for families who may face barriers, similar to the supports currently provided for students with special needs.

Our goal is to remove obstacles that could prevent any child from participating in early learning opportunities and to maintain equity across the district. It's essential to acknowledge that our district may have families struggling and living throughout the district. Parameters should be put into place to assist our students who need the most support. 

Why did the Superintendent add specialized program changes to her overall facilities recommendation?

The Superintendent included specialized program changes to ensure that the district’s facilities meet evolving student needs, support equitable access, and use space and resources efficiently. The decline in enrollment over the past six years has created additional classroom capacity, allowing students with mobility needs to be placed in buildings that provide full accessibility to classrooms and outdoor spaces without the need for elevators.

In addition, the goal was to stabilize class sizes, reduce teacher mobility, and balance building capacity while minimizing transitions for students and maintaining neighborhood walkability. To achieve these objectives, the administration assessed specialized classrooms to determine whether relocating a program could better support these priorities without compromising the quality of instruction or services.

The Superintendent was asked if the Lincoln recommendation resulted in the fewest student transfers.

Yes, when compared to the Grant scenario. The decision to recommend Lincoln was not solely due to the need for the number of students throughout the district to change buildings. Students are crossing major roads to preserve walkability. 

If we don't repurpose a school, will students still have to change schools?

Yes. Even if no school is repurposed, redrawing district boundaries may still be necessary to balance class sizes and enrollment across the district. As a result, students in every school could be affected by these adjustments.

What are some of the benefits of an Early Childhood Education Center?

An Early Childhood Education Center allows the district to bring all preschool programs under one roof, creating a cohesive, high-quality learning environment for our youngest students. Benefits include:

• Consistency and collaboration: Teachers can share resources, training, and best practices, leading to stronger instruction and smoother transitions into kindergarten.
   
• Dedicated spaces: Classrooms and play areas are specifically designed for preschoolers, supporting early learning and social-emotional development.
   
• Family support: Centralized before- and after-school care, as well as summer programming, make it easier for families to access services in one location.
   
• Efficient use of space: Repurposing an existing school allows the district to use facilities more effectively while maintaining equity and program quality.
   

Can we really fill it up and make it successful?

Yes. The District already serves a strong preschool population, and demand for early learning continues to grow due to state-funded and tuition-based programs. Centralizing these classrooms makes it easier to expand offerings and serve more children, while ensuring consistent program quality and staffing. By coordinating with community partners and families, the district can maintain strong enrollment and build a successful, sustainable center.

Will this plan increase the need for crossing guards?

Not necessarily. Student safety is a top priority, and the district will continue working closely with the City to review walking routes and strategically place crossing guards where they are most needed. Any adjustments to school boundaries or walking patterns will be carefully studied to ensure students have safe routes to and from school.

If changes create new traffic patterns or crossing points, the District and City will collaborate to add or adjust crossing guard coverage accordingly—so safety remains consistent or improves across the community.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Posted Oct. 6, 2025

What is your response to text messages and emails published by the Preserve Lakewood Schools group that show the Board was involved in choosing the members on the task force?

When forming the Elementary Planning Task Force, the Superintendent sought broad community representation. Board members and building principals were asked to share names of individuals they felt would contribute positively to the process. Every name that was submitted—by anyone—was invited to participate.

In total, over 100 invitations were sent to parents, community members, and staff. Additionally, anyone who expressed interest during the open invitation window was welcomed and added to the task force list.

Once the meetings began, it became difficult to add additional participants because each session built upon prior discussions, data reviews, and group work. The intent throughout this process was to ensure inclusivity, transparency, and meaningful participation from a wide cross-section of the Lakewood community.

Now that the superintendent has shared her recommendation with the Board, what happens next?

Now that the Superintendent has shared her recommendation with the Board of Education, the Board will take time to review the proposal individually. This includes considering community feedback and evaluating the data and rationale behind the recommendation. Any next steps or decisions will be discussed at the next regularly scheduled public meeting on October 20.

The recommendation stated that if the Board approves the Superintendent's recommendation on October 20th, the new configuration would not take effect until the 2027-2028 school year. Why?

If the Board approves the Superintendent’s recommendation on October 20, the new configuration would not take effect until the 2027–2028 school year to allow ample time for thoughtful planning and a smooth transition.

This timeline ensures that the District can:

• Develop detailed transition and implementation plans.
   
• Engage families, staff, and community members throughout the process.
   
• Complete any necessary facility updates or program adjustments.

• Collaborate with the City on safe, secure walking paths for all students.
   
• Support students and staff through any changes in assignments or locations.

• Collaborate with potential before, after and summer care partners to ensure we meet the needs of families requiring day care options.

The goal is to move forward in a deliberate, well-supported way that prioritizes stability for students, staff and families.

When would transition teams be put into place to start planning for the reconfiguration? 

If the Board approves the Superintendent’s recommendation on Oct. 20, transition teams would be established during the spring of 2026 to begin planning for the reconfiguration.

These teams would include administrators, teachers, staff, and family representatives from each affected school. Their role would be to develop detailed transition plans, address logistical needs, and ensure strong communication and support for students and families leading up to the 2027–2028 school year implementation.

When will I know what school my child will attend for the 2027-2028 school year?

Families will be notified of their child’s elementary school assignment for the 2027–2028 school year in the early fall of 2026.

How did the superintendent incorporate the feedback from the community table-top activity into her recommendation to the Board?

The Superintendent incorporated the feedback from the community table top by carefully considering the concerns, priorities, and suggestions raised during that event when shaping her recommendation to the Board. Specifically:

1. Acknowledging Community Input: She reviewed the perspectives shared by families, staff, and stakeholders at the table-top meeting, ensuring their concerns about safety, transitions, and program access were taken into account.
    
2. Balancing Practicality and Impact: Feedback about minimizing student disruption and maintaining stable school communities influenced her approach to boundary changes or building repurposing, prioritizing scenarios that would affect the fewest students.
    
3. Reflecting Data-Driven Adjustments: She aligned community concerns with enrollment trends, capacity data, and projected population growth, showing how adjustments could address both current needs and future demands.
    
4. Enhancing Communication and Transition Support: In response to feedback about uncertainty and community anxiety, she developed plans for transition teams, support for families, and clear communication strategies to facilitate a smoother implementation.
    

Why did the Superintendent add specialized program changes to her overall facilities recommendation?

The Superintendent included specialized program changes to ensure that the district’s facilities meet evolving student needs, support equitable access, and use space and resources efficiently. The decline in enrollment over the past six years has created additional classroom capacity, allowing students with mobility needs to be placed in buildings where they can access classrooms and outdoor spaces without needing an elevator.

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Posted Sept. 23, 2025

Why are the Superintendent and Treasurer exploring the possibility of repurposing a building?

As educational leaders, we are responsible for:

• Caring for and maintaining our facilities

• Regularly reviewing their use and role in supporting our mission

We approach this work in ways that are:

• Financially responsible

• Sustainable

• Focused on maximizing student opportunities and growth

How many classrooms do we use for instruction now compared to years past? 

 

 

 

 

 

 

The chart shows the total number of K-5 homeroom classrooms in use each school year. It reflects our needs for all general education and gifted students, kindergarten through 5th grade.

• Special classroom areas (art, music, physical education, STEM, library, and specialized education classrooms) are not included.

• Preschool is not included.

As you can see, the number of K-5 classrooms in use has steadily declined by 17%, from 106 in 2018-19 to 88 in 2025-26.

How many preschoolers attend a Lakewood City preschool that is not at their "home" school?

Out of 145 general education preschool students, 71 attend a preschool other than their home school (74 attend at their home school). Out of 35 special education preschool students, 30 attend a preschool other than the one at their home school (5 attend at their home school).

In total, 101 of 180 preschoolers attend a preschool that is not at their home school.

Why are we not looking to modify enrollment at the middle school level?

State law requires districts to provide busing for students who live more than two miles from school. Because Lakewood is a walking district, combining Harding and Garfield middle schools would create busing requirements and additional costs. Additionally, neither building has the capacity to accommodate all students in grades 6-8.

Why aren't we examining the enrollment decline at the high school?

Enrollment trends are monitored districtwide. As part of the 2022-2023 Facility Task Force review, it was determined that Franklin School of Opportunity needed a new home due to the building's age and the need for costly repairs. Since Lakewood High School had available capacity, the task force recommended relocating FSO there as the most efficient solution. This allowed us to sell the former Franklin building and boost capacity at LHS.

Would Lakewood City Schools need an increase in the levy request if we choose not to repurpose a school?

The District would need a minimum of 1.5 additional mills to maintain its current financial position without repurposing a school.

------------------------------------------------------------------------------------------------------------------

Posted Aug. 26, 2025

Will there be an opportunity for community input as the administration moves forward with its analysis and recommendation?

Yes. Community input and involvement have always been a priority and will continue to be part of the decision-making process. Going forward, community involvement at public Board meetings will be affirmed, and the District plans a public session, apart from regularly scheduled Board meetings, of which details will be shared in the next couple of weeks.

Did the Board of Education break Sunshine Laws?

The Board of Education does not believe so. While Friends of Lakewood Schools has alleged a violation of the Open Meetings Act, the meetings in question were organized by the superintendent as part of the Elementary Planning Task Force. Board members attended as observers — they did not deliberate as a board, nor sit together. The intent was to hear directly from community members, not to conduct Board business. Board members also did not attend the final two meetings, where key findings were developed. There was no intent to violate the law. 

Was the demand letter the only reason the task force work was paused and the final report was never presented?

Yes, it is why we paused initially, under the direction of Board legal counsel.  But as a reminder, the demand letter was sent to the District in the middle of May. Throughout the summer, our legal team communicated and attempted to reach a compromise with the Friends of Lakewood. Unfortunately, we are not sure a compromise can be reached.

Will the task force findings be made public in the future? 

The District hopes to publish the task force’s key findings report at some point. The thoughts, considerations, recommendations, and final analysis of this hard-working and citizen-based committee, with varying perspectives and viewpoints, deserve to be heard and understood by the community at large. Some task force members have publicly shared the group’s findings on their own. 

What is the new data the superintendent has said she intends to collect to help her arrive at her recommendation to the Board?

New data is being collected to make the best possible recommendation to the Board. The superintendent and her administrative team are currently working to obtain and analyze the most recent enrollment data, staffing, and current boundaries. The superintendent is in the process of developing a recommendation and decision timeline and will share that information in the next couple of weeks. 

Does the superintendent have the authority to recommend repurposing or closing a school without community input? 

Yes, but while the superintendent does have that authority to make such a recommendation to the Board, community input, administrative oversight, Board of Education feedback and direction, emails, phone calls, media inquiries, and other forms of community input have been offered through a variety of mediums for over 12 months. The superintendent intends to make the most advantageous decision for students’ best interests, one that affirms the community’s values as practically as possible, and one that is ultimately accountable to the taxpaying citizens of Lakewood for the responsible management of its school district.

Why can’t the District house a before-and-after care for preschool students in each elementary building?

Before and after preschool programs for children under 5 years old must meet stricter early childhood facility standards—including specific adult-child ratios, and age-appropriate spaces. If preschoolers are added to a K–5 building, these requirements still apply, regardless of the existing setup.

In addition, students concentrated in one building makes more economic sense:

• More kids under one roof = enough demand: When all preschoolers are in one building or fewer buildings, there are enough children needing care before and after school to make a care program worthwhile. 

• Spreading costs = lower price: Running care takes resources—staff, space, and supervision. When you have many children together, these costs (staff time, building rent, utilities) can be shared across more families. That means less cost per child, which translates to more affordable care. In economics, it's called economies of scale.

• Too few kids in separate buildings = too expensive: If each of the seven elementary schools has just a handful of preschoolers, it’s inefficient. You still need staff, space, and overhead—but few kids to share the cost—so the price for families becomes very high.

Why This Matters:

• Higher quality and sustainable care: When demand is sufficient, providers can offer consistent, reliable before-and-after care.

• Better affordability:  With more children in one location, the program can keep fees lower, making it accessible to more families.

• Less financial burden: Parents don’t have to pay excessive rates, which lessens stress and increases support for families.

Why did the District wait to start the Elementary Planning Task Force while the data shows a stabilization in the elementary enrollment? 

Timeline & Rationale Behind Starting the Task Force

• Decline and Stabilization Trends: The District had experienced a significant long-term decline—over 1,000 students lost since 2015—resulting in underutilized schools operating at an average of 66% capacity:

Building Capacity Utilization:

School	Utilization
Emerson Grant Harrison Hayes H. Mann Lincoln Roosevelt	64% 85% 65% 65% 53% 70% 60%
Overall Average	66%

 

• Right-Sizing Over Time: As enrollment declined, the District responded by right-sizing staffing through attrition—choosing not to replace retiring or departing staff—to manage costs responsibly before initiating major structural changes.

• Timing of Task Force Launch: The District convened the task force in August 2024, marking the transition from internal operational adjustments to a formal strategic and community-driven planning phase.

Why Start When We Did?

• Long-Term Underutilization Was Clear: Enrollment might have shown faint signs of stabilization, but the buildings remained significantly underused (down an average of 66% capacity). That alone justified a systematic approach to realignment.

• Fiscal Responsibility First, Structural Changes Later: The District prioritized managing costs through staffing adjustments (attrition) first—demonstrating fiscal responsibility—before escalating to potential school closures or repurposing.

• Need for Community Engagement and Legitimacy: Launching a transparent, multi-stakeholder task force (including parents, teachers, administrators, and community members) allowed for data-driven scenario development and community input, rather than top-down decision-making. It ensured the process was grounded in values like neighborhood preservation and walkability.