Fern Ridge School District

While there are dozens of benefits, as well as many challenges of a K-2/3-5 model, we have narrowed each area down to three.  When describing the challenges we will share strategies the district will plan to use to mitigate their impact. 

BENEFITS:

1. Class size, distribution of students, and scheduling flexibility:
   • There are no blends.
   • Class sizes are balanced across grade levels.
   • High needs and or students requiring special services can be evenly spread out.
   • When new students arrive, there is increased flexibility in regards to assigning them to a classroom.
   • Scalability: In this system, the addition of a teacher at a particular level, or when a reduction is needed due to decreased enrollment, it makes it much easier and more equitable to implement in a way that supports all students. 
2. Stronger Instruction and Professional Development
   • Larger grade level teams (4 instead of 1 or 2) supports stronger Professional Learning Communities and data teams.
   • Buildings can focus on targeted professional learning that is more specific to narrower grade bands.
   • It allows us to maximize services that support all students. For example, small groups of students that specialists meet with are typically broken out by grade level, and or social/emotional development. With only 3 grade levels in a school, it allows for a greater variety of support to occur at each grade level. 
3. Create a culture of ONE district/system
   • Students arrive to FRMS knowing one another leading to less cliques, and bullying.
   • Eliminates the competition of identifying as a “VES student” or an “EES student”
   • Consistent experience and culture at each grade through the K-12 journey, which will provide better data to continue setting goals and improving outcomes.  

CHALLENGES:

1. Change:  Change is hard. Change breaks up long standing relationships and traditions and can be uncomfortable
   • Mitigation:  While this is something that will certainly occur at the onset, over time this will become the norm and our students and staff will see the benefit.  The district will need to dedicate intentional time to this topic in the first year or two for staff to be able to come together as a team and create a new culture
2. Busing:  In speaking with other districts who have gone to this model, or plan to, (Lincon County and North Bend), this has been a challenge.  
   • Mitigation: We have already met with our transportation providor (First Student), and have a solid outline of a plan. Significant time would be dedicated to this is the Spring of 27’, to ensure the plan we end up executing is efficent and supportive of students and families. The proximity of our two elementary schools makes this much easier than these other districts. 
3. Parent disruption:  For all families it add a school transition.  For those families who have multiple elementary students in different grade levels (of which there are approximately 75), it adds complexity. This results in more school events and scheduling challenges, in particular for those parents that pick up and/or drop off and do not use the district transportation system.
   • Mitigation:  The district will be working on coordinating “shuttle buses” for both the AM and PM. If, for example, a parent has a 2^nd and a 4^th grader, we will provide a shuttle bus at the K-2 school, that students can utilize to deliver them to the 3-5 school in time for the start of the day.  The same for after school. When the 2^nd grader is dismissed from school, they can hop on a bus that will deliver them to the 3-5 school, so that a parent that picks up their 4^th grader will only have to do one pick-up. 
   • Mitigation: The two elementary schools will dedicate additional focus to scheduling events. 

The January 1^st, 2026 District enrollment report shows the following:

 TOTAL FRSD ELEMENTARY ENROLLMENT On Jan 1, 2026= 578

• Elementary Enrollment History in FRSD
  • In looking at the last 6 years, from Jan. 1^st 2020 – Jan. 1^st 2026, Elementary enrollment has dropped by 12.0%
    • Jan 1^st 2020, FRSD elementary enrollment was  657

• What does the future (next 3 years) look like in regards to elemetnary enrollment:
  • The last 3 years we have had small Kinder classes.  They have averaged 80 each year.  
  • If we assume 80 in each grade level the next 3 years, (and some models predict this to be even lower) our K-5 standard classroom enrollment will be 480.  If we assume 23 additional students are enrolled in our specialized elementary classrooms, we end up with a K-5 enrollment of 503 in the Fall of 2029. This is a reduction 23.5% over 9 years. 
  • In looking at birth and fertility rates, the metrics that help up predict the size of our kinder classes, Oregon ranks near the bottom nationally. While the prediction of continued class sizes of 80 could come in higher, the numbers certainly could come in lower as well.

CURRENT YEAR:  IF the District WAS utilizing a K-2/3-5 model in the 2025-26 (current) school year, class sizes would be as follows:

There would be zero blends, class sizes within grade levels would be equal, with room to grow.

PAST SCHOOL YEARS:  In looking at this data for the last 10 years (eliminating 20-21 and 21-22 due to COVID) and assuming a K-2 / 3-5 model: we would never have needed blends, and class sizes would have been balanced within grade levels.  To view the spreadsheet that shows this data, click link here.  

K-2 / 3-5 IN FUTURE SCHOOL YEARS:  

As our Elementary school enrollment continues to drop, we will be required to adjust staffing appropriately. The K-2 / 3-5 model allows us to adjust without resulting in continued blends and large class size discrepencies.   

Q:  What is the timeline to make this decision, who will make it, and when would the new configuration start?

A:  The district will continue to investigate this option through the Spring and Summer of ‘26 through community outreach, listening to feedback, sharing information, and speaking to other districts that have moved or are planning to move to a similar model.  The FRSD School Board will be the ultimate decision makers regarding this proposal.  The decision to move to this model, or not, will be made in the Fall of ‘26, for a start in the Fall of ‘27.

Q:  What exactly is the proposed change?

A:  The proposed change is to reconfigure our elementary system and move to one school (VES) being a K-2 school, and the other school (EES), becoming a grade 3-5 school. 

Q:  Why consider this “grade center” model now?

A:  The reason for looking at this model now (it has been investigated in the past), is due to enrollment decline, increased needs of stduents, a shift in size between the two buildings, and the belief that this will be benefical to all students.  Some of the primary outcomes we would hope to experience would include:  

• Balanced class sizes among grade levels
• Eliminating the growing necessity of blended classrooms (two grades combined in one room, taught by one teacher)
• Improve the efficiency and focus of professional development
• Provide more age-appropriate services and opportunities to all
• Balance of workload for teachers
• Improve and increase the opportunities and educationl outcomes for ALL students

Q:  How will transportation work? What if I have students in both buildings? 

A:  The district plans to continue using our regular bus routes. Buses will drop off and pick up students at both buildings to ensure families with children in different grade bands are supported.

We understand that some families may have students in both buildings. To help make transportation as convenient as possible, the district is working through logistics for a potential shuttle option for families who prefer to drop off and pick up at only one location.

As plans are finalized, we will work closely with families and stakeholders to ensure communication is clear, consistent, and supportive of family needs. Additional details will be shared as soon as they are available.

Q:  How will the district support staff and students who are impacted emotionally by this model? 

A:  The district recognizes that transitions of this magnitude can bring a range of emotions for both staff and students. We also understand that many individuals feel a deep attachment to their current building or school community, and in some cases may experience a sense of loss. Those feelings are valid and will be acknowledged with care and respect.

To ensure a thoughtful and supportive transition, the decision regarding reconfiguration will be made early in the school year. This timeline is intentional and designed to provide ample opportunity for planning, communication, and community-building.

Support strategies may include:

• Monthly staff meetings focused on transition planning and open dialogue

• Facilitated discussions to provide space for questions, feedback, and collaboration

• Intentional staff and student activities designed to build relationships and strengthen community

• Alignment work, centered on reinforcing our shared district mission, vision, and values

While change can be challenging, the district firmly believes that creating a cohesive, unified K–2 and 3–5 structure is in the best interest of our students and the broader community. This model allows us to strengthen academic alignment, enhance collaboration, and provide a more consistent and supportive educational experience for all learners.

We are committed to leading this transition with transparency, empathy, and a strong focus on what is best for students.

Q:  How will Parent Groups (PALS, PTA) work?  

A:  This reconfiguration presents an exciting opportunity to streamline and strengthen parent group involvement across the district. By aligning efforts, we can enhance fundraisers, assemblies, student experiences, and staff support in ways that are cohesive and impactful.

At this time, no final structure has been determined. However, there are several possibilities being considered, including:

• Forming one larger, unified K–5 parent organization

• Maintaining a parent group at each building

• Creating a hybrid structure that promotes collaboration while maintaining building-level identity

Regardless of the final model, the goal will be to align district calendars, events, and activities to ensure strong communication, meaningful community input, and consistent support for students and staff K–12.

We look forward to working collaboratively with families and parent leaders to design a structure that maximizes involvement, strengthens community connections, and supports what is best for our students.

Q:  What about Afterschool Programs (Ex. Fern Ridge Child Developement Center, Champions)?

A: Afterschool childcare programs, such as Fern Ridge Child Development Center and Champions, operate independently from district operations. However, the district understands how essential these programs are for families and will continue to support them however possible during this transition.

Because transportation will continue at both buildings, families will be able to utilize the afterschool program that best fits their needs. Maintaining bus service to both locations helps ensure flexibility and access for families with students in either grade band.

As we move forward, there may also be opportunities to discuss whether aligning age groups within afterschool programs makes sense under the K–2 / 3–5 structure. Any such considerations would involve stakeholder input and thoughtful collaboration with program providers.

Our priority is to ensure families continue to have reliable, accessible childcare options that support their needs while aligning with the district’s reconfiguration model.

There are no other options that do this, however we can certainly stay in our current model and manage these issues as they arise. It should be noted that these issues will continue to increase as enrollment decreases. It has been proposed to the district to consider changing the attendance boundaries of the district or put class cap limits at each school.  Those models are described with some additional information below.

• CONTINUE IN OUR CURRENT MODEL:  This is certainly an option to consider, and if the School Board does NOT elect to pursue a K-2 / 3-5 confirguartion, it will be the strong recommendation of the district administration to stay with our current model and not make any other changes.  The result of staying with our current model will be the following.
  • The continued use of, and expansion of, blended classrooms (2 grade levels being supported in one room).
  • Large class size discrepencies between the 2 schools in specific grade levels.
  • The gap between the number of students attending each school will grow, resulting in inequitable services.  Currently the difference is 65 students. By the Fall of 2028, forecasts would expect the difference to be approaching 100, with approximately 300 students at VES, and 200 at EES.
  • Additional resources will need to be spent on staffing to support rooms with large numbers (such as an aide that was hired this year to support our classroom of 30 kinders at EES).
  • There will be fewer classroom/teacher options at specific grade levels (only 1 or 2). 
  • The balancing of students with special needs across more rooms, which supports all students, will not be possible.

• CHANGE THE BOUNDARIES:  A pro of this model is we could do this in a way that evens out the total enrollment in each school. However it does nothing to achieve any of the other benefits of a K-2 / 3-5 model. In fact, in may result in more blends, depending on the grade levels of the students that get bumped to the other schools initially. 

• CAP CLASS SIZES AT EACH SCHOOL:  This would help with some of the large discrepencies in specific grades (for example the large differences in Kinder classes this year).  However it would not result in any of the other benefits of a K-2/3-5 program.  In addition, it would create conflict when students/families are told they are the ones being transferred. This is a single year fix, and it will create additional challenges in following years. This will also create additional costs for the district to provide this transportation.

Learning: The district has recently met with North Bend and Lincon County to hear their experiences. 

North Bend School District began a conversation around moving to a K-2/3-5 model in September of 25, and their school board voted on February 5, 2026 to move to this model in the Fall of 2026.  Notes from FRSD/NBSD meeting can be seen by clicking here. NBSD’s website with complete information on their reconfiguation plan can be found by clicking here. 

FRSD leaders, including School Board chair Grover, attended a recent virtual meeting with Lincoln County School District who has moved to this structure in two of their sub-district areas. Notes from this meeting can be seen by clicking here.

Community virtual Zoom/Q & A:  In the coming months the district will schedule a virtual meeting/zoom to share information and answer quetsions.  If needed, we will schedule additional dates

Questions:  Anyone that has questions regarding this model can reach out to their current building principal, or email/call FRSD Superintendent Gary Carpenter or Director of K-12 programs Michelle Marshall (contact information below)

• Mr. Carpenter: gcarpenter@fernridge.k12.or.us or (541)-935-2253
• Mrs. Marshall: mmarshall@fernridge.k12.or.us or (541)-935-2253

Input:  Later this Spring the district will provide an opportunity for families to complete provide input and feedback.  (Stay tuned)