According to the new survey [which is posted for only 1 week and allows no space for the public to contribute to the most important option—the lease of an off-site space—as admitted by the BSD], the WMS staff and students are on a slippery path for total assimilation.  Although the latest BSD survey claims that WMS staff and students will be relocated in teams, Sherri Brown has emphatically stated that these students will not function as WMS—but rather, they will be absorbed and administrated by the buildings they are embedded in.  Also, it is important to note that all middle schools use teams—thus, the language or rhetoric of this “survey” promises the dissolution of the WMS teams.  Who they will be teamed with, what they will be teaching, who they will be teaching, is deliberately not stated or promised. There is also no language or guarantee or promise that WMS staff will be teaching what they currently teach.

Here is a key lie embedded within the rhetoric of this new survey:  “The district will not consider any option that costs the district money”—however, assimilation costs [transportation, portables [at the tune of $30,000-50,000 PER PORTABLE], new materials, new technology, furniture, etc. WILL COST MONEY!!!  What the district is really saying is this:  We want to SAVE money by dissolving WMS.  The emphasis is placed on cost—but NO WHERE DOES THE BSD TALK ABOUT THE SAVINGS THEY WILL INCUR BY ASSIMILATION.  WHERE ARE THOSE FIGURES??!

We must remember: Parents have been told to their faces by Sherri Brown that they do not possess the knowledge necessary to contribute to the decisions that will affect their children’s lives for the next 2-3 year—thus, they are not allowed at the table for critical discussions and decisions. 

What might the “options” look like had the parents been allowed at the table?  For one, the parents STRONGLY support another option that would embed WMS staff/students/administrators in two schools in relatively close proximity—such as Happy Valley and Fairhaven Middle School; however, Sherri Brown REFUSES to pursue such an option.  The inevitable question is: WHY NOT?  And why is Lowell Elementary being reopened at .5+ million dollars in spite of the dire economic forecast painted by the BSD? 

The message is clear:  South end children [less than 200] are more important and valuable that those who attend WMS [nearly 600].  The needs of an entire community of people INCLUDING CHILDREN who are writing weekly about their experience and loss, are being completely dismissed and disregarded. If this “process” were truly a process, then wouldn’t there be an articulated commitment to meet as many of the WMS needs as is reasonable?  Without question:  “Options” 2 and 3 DECIMATE the community and culture of WMS. 

Explain how sending 8th graders to high school preserves their developmental RIGHTS that we will afford to every other eighth grader in our district?  [At some point, the realities of embedding 8th graders in high schools—including electives and various courses have to be squarely named.  For example: there is NO WAY most folks want their 8th grade daughters mixing with high school guys!] Explain how keeping 6th graders at a grade school acknowledges the distinct and important psychological, emotional, and physical, shifts that are the very reason we place them in a middle school, in the first place? 

THESE “OPTIONS” ARE A TRAVESTY FOR THE FAMILIES/STUDENTS/TEACHERS, AND MAKE A MOCKERY OF SUPPOSED “EXPERTS” IN EDUCATION.  Experts in the 21st century believe in collaborative decision-making; and experts crave the input and support of those they represent. 

The Bellingham School Board needs to hear from this community.  What a shame if many of these parents pull their kids out of the BSD because of the disenfranchisement they’ve been treated to.  What kind of financial problems will we have then?

Throughout this whole process, I have received an education in how a school board and school district administration can choose to interact with those they are elected and hired to represent.  And perhaps my assumption that those that are leaders in our schools, district, and community would act with transparency, inclusivity, etc. before pushing and making decisions that impact all of us, perhaps that is my fault. But I have had to question whether they do actually represent their stakeholder’s interests and needs in action, and not just their “interpretations” or “understandings” (read personal agendas) as to what constitutes the community’s “best” interest.

I am NOT saying or claiming to know “the right way” to “manage” a district or objectively make decisions that impact huge numbers of people.  However, I do know that as a member of this community, the way this situation has been handled does not sit right with me.  I believe that there can and should be equitable collaboration and communication between parents/students, district officials, and school board members.  Aren’t these the types of relationships and interactions we look for one-on-one with our student’s teachers and individual schools’ administration and staff? Why then, would we accept something different from others with more influence and power?

What is the answer?  I don’t know.  I do know, though, that in the hiring of a new superintendent, and in the face of the challenges that our community and district will face due to budget issues, etc., we as community members have an opportunity.  Though this situation, regrettably, has not represented, included, or accessed the wealth of resources that our community has (people, ideas/options, funds, support, etc.), I do believe that we have an opportunity to insist that our opinions count and should be reflected in district decisions.  Because bottom line, those decisions affect OUR CHILDREN. 

If schools exist to meet the needs of their students, shouldn’t that responsibility and right extend to all students, in all schools?  My child shouldn’t be forced to “be adaptable” when the very situation that created that supposed need to be adaptable was outside of their control, their teachers’ control, their administrations’ control, and their school’s control.  Where are the stories about what our children are feeling and experiencing—because those do have value and should be acknowledged.  This tragedy is NOT something to put behind us, it is a part of all of us now—it is a part of my child’s experiences and identity.

Again, I don’t have an answer.  But I have to believe that a district/board members should remember that they represent and impact the lives of actual people.  We are not, our students, teachers, and administration are not faceless numbers meant to help balance a budget.