Email sent 9/18/26

Dear Dr. Witherspoon,

I am Jean Clipperton (DSM Lincoln grad!) writing on behalf of the Legion of Data Nerds with what I hope will be a helpful recap of what we’ve learned from analyzing the SDRP 3 data and methodology over the last year, specifically dealing with closures and consolidation. I would like the opportunity to meet briefly (via zoom or in person) to go over data, methodology, and process concerns in more detail. We believe it is critical to recognize and be aware of the underlying assumptions of a financial stability plan that features consolidation. If you can provide me with your availability, I will make something work on my end.

Methods

  • Measurement/operationalization: there were many concerns about the variables used in the scorecards. For example, capacity seems like an objective measure, but how classrooms are designated (e.g. STEP vs monolingual) affects the total capacity and resulting numbers for a school, which impacts utilization calculations. These differences will have implications for which schools are high- and low-scoring.

  • Models and feeder patterns: the models kept students in feeder patterns and limited the possible reallocation of students. Schools geographically near two feeder patterns for middle schools (e.g. Nichols/Chute or Haven/Nichols), were less likely to be identified for closure relative to other schools. Thinking more broadly about school consolidation can present opportunities to more effectively use school space.

Communication, Transparency, and Trust

The following information is based on lessons learned from being actively involved in the school closure discussions and execution over the last year.

  • Stakeholder engagement sessions: these are an important opportunity to connect and set the tone for these changes. Although emotions will be running high, these engagements offer an important opportunity to receive and weigh collective feedback. Unfortunately, the sessions conducted last year did not instill a sense of transparency and cooperation with the community.
    • How will feedback from engagement sessions taking place before the plan is released inform the plan?
    • Will engagement sessions also take place after the plan is released to collect feedback?

  • Clear plans with steps and tradeoffs: the costs and benefits of different choices were not clear and the public was presented with many options. While the multiple options presented allowed for a menu of scenarios, they led to a feeling of zero-sum that further divided the community.

  • Trust: the process last year did not seem to build trust with the community. Instead, in many cases it fostered distrust because the public perceived that the administration made decisions to protect itself, which was also reflected by the discord among board members.

Transitions

There needs to be a clear plan for transitions with a dedicated person/team.

  • Aftercare has been frustrating for many families. The district had the data on how many kids were at Kingsley for aftercare, so this could have been anticipated.
  • Traffic and bikes: bike racks needed at welcoming schools.
  • Clear communication plan and timeline: it seems the Kingsley transition experience has varied by school and by principal – one clear comms strategy would be helpful with dates, messages, etc. that could go out to families.

Vision and Outcomes

There was no conversation around how consolidation/closures would impact student learning.

  • What is the goal of consolidation/closures? What is the theory of change to achieve the envisioned objectives?
  • How does this lead to better educational outcomes?
  • What will class sizes be?
  • How do these decisions lead to positive outcomes for families and students?
  • How will negative impacts be mitigated?

Finances

  • What, if any, savings were generated from closing two schools, or did spillovers swamp them?
  • What is the plan to generate revenue to close the wedge (negative differential inflation projections) between revenue vs. cost projections?

We are keen to support the district in marshalling data and evidence to design, socialize, and implement the most effective plan possible to support a thriving district.

Thank you for the opportunity to discuss this further,

Jean Clipperton Reference slides