We have chosen to prioritize cuts to K-6 teachers first because we have been fortunate to maintain smaller class sizes, supported in part by temporary relief funds designed to help school districts manage the impacts of the pandemic. These funds enabled us to preserve staffing levels in ways that would not have been possible otherwise.

Both the Othello Education Association (OEA) and the Othello School District (OSD) agree that the initial step to right-size the district involves maximizing class sizes across K-12. Currently, the greatest potential for savings lies within the K-6 grade levels, which is why this area has been prioritized.

In deciding to reduce librarian positions rather than technology teacher roles, we took several factors into account. Transitioning to a classified support model for K-8 libraries aligns with regional trends seen in neighboring school districts, where classified staff successfully manage these spaces with certificated planning support. Many experiences offered in K-8 libraries can be effectively replicated by classified staff, and literacy activities typically conducted in libraries can be further enhanced within the classroom environment.

In contrast, the role of technology teachers is more specialized and difficult to replicate in a traditional classroom setting. The instruction they provide in critical areas such as keyboarding, coding, and using digital tools is essential. As students increasingly engage with online curricula and encounter state and local assessments that require proficient keyboarding skills, the need for dedicated technology teachers remains clear. However, at the elementary level, we will continue to evaluate and adjust our educational model, with technology instruction being the next area considered for redesign.

In our decision to reduce librarian positions, we aimed to maintain parity between K-6 schools and the 7-8 middle school. The classroom right-sizing implemented at McFarland last year, along with the adjustments in classrooms and libraries across the elementary schools this year, ensures consistency across the district.

As part of our commitment to the provisional model and to avoid a reduction in force (RIF), McFarland has the opportunity to place its current librarian in a certificated role, aligning with a provisional teacher match. This approach reflects the shared goals of both the Othello Education Association (OEA) and the Othello School District (OSD) to support staff while considering system-wide impacts.

Additionally, the responsibilities of the dean position will be reassigned to McFarland Middle School’s administrative staff. This change will necessitate careful consideration of employee evaluation and classroom observation processes, as these responsibilities will transition from OEA members back to the administration. This decision emphasizes our commitment to fairness and consistency across the district, ensuring a balanced distribution of duties and impacts at all school levels.

When library services are managed by classified staff, their role shifts to focus primarily on operational tasks and basic student support. Here’s what you can expect:

• Daily Operations Management: Classified staff will manage tasks such as cataloging, checking materials in and out, and maintaining organization in the library.
• Student Assistance: They will assist students in finding resources and recommending age-appropriate materials.
• General Library Support: Staff will provide general library assistance, but formal instruction will not be part of their responsibilities.
• Maintenance Focus: The emphasis will be on maintaining the library's functionality rather than developing new programs or initiatives.
• Limited Collaboration: There will be limited or no collaboration with teachers on curriculum development.
• Basic Technical Support: While classified staff can offer basic technical support, they will not lead technology instruction.

In summary, classified staff will primarily handle the logistical and operational aspects of the library, providing essential support to students and staff without engaging in formal instruction or curriculum planning.

This is the second year of our right-sizing plan, and many have asked if this will be the only year of cuts. The reality is that we may need to continue making adjustments. As we move forward, we will revisit our current planning and take a closer look at Pre-K services, and elementary technology teachers.

Additionally, we will carefully manage class sizes and explore potential staff reassignments to accommodate the varying cohort sizes moving through our schools.

How many more years of right-sizing will be necessary is still uncertain. Much will depend on how state legislators address the growing school budgeting crisis in Washington. We remain committed to evaluating our needs annually and making decisions that best support our students while navigating the financial realities facing our district.

At this time, we have chosen not to prioritize the preschool due to the current lack of early learning services available in our community. The establishment of the school district preschool has significantly impacted local providers, and closing the preschool without adequate notice would create a total gap in services for families.

However, we want to emphasize that relocating the preschool remains a priority if the district needs to implement further reductions in expenditures in the future. Our commitment to early childhood education is essential, and we will continue to explore options that best serve our community’s needs.

We understand the importance of staffing decisions and the impact they have on our students and schools. Here’s why we are prioritizing the elimination of teaching positions over administrative roles:

1. Previous Reductions in Administration: Since 2021, we have already proactively eliminated seven non-classroom and administrative positions, optimizing our administrative team. We are now eliminating two additional positions. These actions have streamlined our administrative functions and minimized redundancies.
2. Current Enrollment Trends: Our staffing adjustments are driven by changes in student enrollment. Reducing teaching positions allows us to align our resources more closely with the number of students we serve while preserving the administrative support needed to facilitate effective education.

Our goal is to create a balanced and effective educational environment for all students while managing our district’s resources responsibly.