The process of school closure in the Salt Lake City School District has left stakeholders with uncertainty.  We know potentially which schools could close, but not how many.  We also have no idea where students and programs will move with closure.  This uncertainty is driving a lot of the frustration in the community.  In order to rectify this we are advocating the following:

1. Identify exactly how many schools are targeted to close as soon as possible.
2. Come up with 3-4 plans (or more) of how to close that number of schools. 
   • These plans may contain different schools in them.
   • All plans are comprehensive with boundary changes, projected student numbers, program shifts, and transportation needs addressed.  
   • These plans consider the feedback we have already obtained from stakeholders.
   • These plans are presented to the Board and it votes to further study these plans.
3. Evaluate the plans approved for further study in an effort to pick one final plan.
   • Feedback is received on these plans.  
   • Then the District decides which is the best of the plans.
   • They make adjustments to this plan based on feedback.  
   • This plan is presented to the Board and the Board votes to continue to study this plan.
4. Final Evaluation.
   1. Community feedback is obtained on the selected plan and final adjustments are made.  
   2. A final Board vote occurs on whether to go with the selected plan.
5. The District moves to implementing the approved plan.

We can still fix this process if we give stakeholders more information on the outcomes of school closure.  The Board needs to vote on plans that show the downstream effects of closing each school - they need to know the implications of their vote.

We realize that this might push a timeline back some, but stakeholders need a better idea of what will happen to them and their families.

The District NEEDS to fix the process. That much is clear from what we have been gathering by talking to others, listening to District meetings, and following news reports.