The proposed reductions fundamentally shift the district’s ability to deliver on its mission of providing high-quality, future-focused education. In the short term, cuts to teaching positions, professional development, student support roles, and administrative capacity will force the district to shift from a model of growth and innovation to one of basic management and compliance.

Here are the key impacts:

• Larger class sizes mean less individualized support for students, more classroom management challenges, and less time for teachers to engage deeply with curriculum. These conditions make it harder to meet student needs and ultimately result in reduced educational outcomes.
• Loss of professional development and instructional supports compromises the district’s ability to implement new curricula, respond to evolving student needs, and support teacher growth. It is difficult to ask teachers to innovate and adapt while removing the very tools and supports that enable that work.
• Long-term innovation is put on hold: With limited resources, the district must pause future planning and focus on short-term survival. Efforts aimed at continuous improvement, instructional innovation, and strategic goal advancement are no longer sustainable.
• Student needs are more complex than ever, requiring robust, coordinated support systems. Reductions in intervention staff, support roles, and key programs mean the district will struggle to meet those needs equitably.

In essence, the district will be forced to prioritize basic operational compliance and safety over vision, innovation, and continuous improvement. This shift undermines both short-term effectiveness and long-term progress toward a dynamic, high-performing educational system.

In light of current budget constraints, certain initiatives and needs for the school district may need to be delayed or put on hold until finances improve. The following are some of the key items that could be affected:

1. Maintaining Class Size Benchmarks (K-8):
   • The district aims to maintain class size benchmarks, but it may need to temporarily adjust the following class size ranges to ensure financial stability:
     • Kindergarten: 17-19 students
     • Grade 1: 18-20 students
     • Grade 2: 18-20 students
     • Grade 3: 19-22 students
     • Grade 4: 19-22 students
     • Grade 5: 19-22 students
     • Grades 6-8: 19-22 students
2. Reintroduction of Positions and Programs:
   • Middle-High School Librarian: The reintroduction of this position may be delayed until the budget allows for additional staff support.
   • Elementary Foreign Language (Grades 1-5): The reintroduction of foreign language instruction for elementary students may be postponed.
   • Grade 6 World Language: The introduction of world language education in grade 6 may be delayed until funding becomes more stable.
3. Curriculum Updates and Adoptions:
   • The selection, purchase, and implementation of updated curriculum across various subjects may face delays. Specifically, the following may be put on hold:
     • K-12 Science, Technology, and Engineering
     • K-12 Math
     • 6-12 Literacy
     • K-12 Health
     • K-4 History/Social Science
     • Some subjects may experience long delays in adoption due to budget constraints.
4. Performing Arts Coordinator:
   • The introduction of a dedicated Performing Arts Coordinator may be postponed, pending a more secure budget position.
5. Impact on Recruiting and Retaining High-Quality Staff:
   • The elongated and uncertain budget cycle has negative implications on the district's ability to recruit and retain high-quality professional staff. Uncertainty about financial stability makes it more challenging to offer competitive salaries, benefits, and long-term professional growth opportunities. Additionally, the delayed budget cycle often causes the district to miss the prime hiring period in early spring each year, further complicating recruitment efforts. This can lead to difficulty in attracting and retaining the best educators and support staff.

These are just a few of the initiatives that may need to be put aside temporarily in order to ensure the district can prioritize its core educational needs and maintain financial health moving forward.

If a single bus run is implemented for Manchester, students K-12 will experience longer ride times, which could present scheduling challenges for families, especially those with younger children. The buses will also become more crowded, which could make it more difficult to manage student behavior and ensure a comfortable ride for all students.

 

Under the fee-for-service model, several changes are expected in the music program:

• Chorus, Instrumental Band, and Rock Band: These programs are likely to be offered as stipend opportunities, contingent upon enrollment and the availability of a qualified advisor.
• Instrumental Small Group Lessons: Currently offered during the school day as part of the music program, these lessons would shift to a fee-for-service model. Like the current model, families would be responsible for leasing or purchasing their own instruments. In addition, families would need to cover the cost of the instructor and lesson time.
  • Possible Schedule Adjustments: It is uncertain whether these lessons would continue to be offered during the school day, or if they would need to be provided by an outside company before or after school hours.

Impact on Students:

• Access and Equity: Shifting to a fee-for-service model may limit access for some students, particularly those from families unable to afford the additional costs of instrument rental/purchase and lesson fees. This could lead to a decrease in participation or unequal access to music education opportunities.
• Disruption of Current Schedule: If small group lessons are moved outside of the school day, it may interfere with students' ability to fully participate in other extracurricular activities or academic commitments, particularly for those with limited transportation options or family schedules that conflict.

These changes are intended to manage costs, but they may significantly impact student participation and access to music education.

 

Under the contingency plan, the district will implement early release days to accommodate the need for additional teacher preparation time. The details of the schedule are as follows:

• Early Release Wednesdays:
  In addition to the 10 professional development days and two conference release days, there will be 28 early release Wednesdays throughout the year. On these days, elementary schools will release students at 1:25 PM (tentative), providing teachers with the necessary prep time. This results in a reduction of approximately 85 minutes of instructional time per week, or 40 hours over the course of the year.
• Other Half-Days:
  • On professional development and conference release days, dismissal will remain at 12:00 PM.
  • On half days before holiday periods (e.g., Thanksgiving), dismissal will be at 11:30 AM.

Impact on Students:

• Reduced Instructional Time: Students will lose approximately 85 minutes of instructional time per week. This totals about 40 hours over the course of the year. While this time is necessary for teacher preparation, students may experience less time in the classroom for core subjects, which could impact their learning progression.
• Potential Impact on Learning: With the reduction in instructional time, there may be challenges in meeting academic goals, particularly in subjects that require consistent learning and practice.

Impact on Families:
The early release schedule will require parents to find and pay for child care on Wednesday afternoons. This will apply to families at both elementary schools. The district is hopeful that local organizations, such as Manchester Park & Rec and YMCA, will offer after-school programs to help accommodate families, depending on availability.

The early release days are necessary to provide teachers with prep time, which is needed due to the reduction in the elementary PE/Wellness program.

 

The loss of a general education teacher at both Essex and Memorial elementary schools will directly impact how classrooms are structured and how instruction is delivered, particularly in the lower grades.

Larger Class Sizes

To adjust for fewer staff, one classroom section would need to be cut—likely at either kindergarten or first grade. This would raise class sizes significantly. For example, a first-grade class could have up to 26 students, assuming no additional enrollment changes. Incoming kindergarten classes are already projected at 26–27 students. These larger groups can reduce the amount of individual attention teachers can provide and may place additional demands on classroom management and instructional time.

Possible Multi-Grade Classrooms

To manage larger class sizes with fewer teachers, the district may need to implement multi-grade classrooms—for example, combining kindergarten and first-grade students. In this model, one teacher leads a class of students at different developmental stages. Instruction must be carefully differentiated—for instance, while kindergarteners work on letter recognition, first graders may be learning decoding strategies.

Balancing two sets of learning standards, assessments, and social-emotional needs in one room is complex. While some students adapt well to multi-age settings, these classrooms present challenges that can affect the consistency and depth of instruction.

A principal is responsible for overseeing the school’s instructional, operational, and managerial activities. This includes guiding teachers, ensuring student safety and well-being, managing resources, and fostering a positive school culture. They also collaborate with parents, staff, and the community to align the school’s efforts with district goals and ensure educational excellence.

Having a level-specific principal is important because each school level (elementary, middle, high) presents unique challenges. For example, a middle school principal focuses on the developmental needs of students aged 11-14, understanding their cognitive and emotional growth. They address specific behavioral concerns, instructional practices, and team-based teaching models that are crucial for this age group. A dedicated principal provides targeted leadership to support the distinct needs of each school level, ensuring both student success and effective school management.

 

Shifting to a shared model with one principal for both the middle and high schools, supported by two deans, could streamline leadership. However, it may also pose challenges in meeting the unique needs of middle school students. The middle school principal typically focuses on specialized needs, and a shared model might stretch leadership resources thin, potentially affecting the ability to provide adequate attention and support for both levels.

What impact will changes to the Middle School Academy (MSA) have?

• What is the Middle School Academy (MSA)?
  The Middle School Academy (MSA) is designed to provide additional support for students in developing their reading and writing skills. The program focuses on interdisciplinary instruction, specifically reading and writing in history and science. Data shows that students need extra help with non-fiction reading and writing, especially as they transition between different schools and settings.
• How will the elimination of the MSA impact teachers' workloads and expertise?
  If MSA is eliminated, the core teachers (English, Math, Science, and History) would be required to teach a fifth section unrelated to their area of expertise. This section could be structured in various ways, but in all cases, teachers would be teaching outside their content area, potentially impacting the quality of instruction.
• How will the change affect students’ ability to develop skills in the MSA-focused areas?
  The removal of MSA could limit the support that students receive in strengthening their reading and writing skills, particularly in non-fiction. Without the specialized focus of MSA, students may struggle to develop the skills taught in the program, especially as they transition between schools and content areas.
• What does it mean for 6th grade to move from 5 to 4 sections, and how will that impact class sizes?
  Moving from 5 to 4 sections in 6th grade would result in larger class sizes. Class sizes would increase from approximately 18-20 students to around 25-27 students, which could affect the individual attention teachers are able to provide.

Losing one reading teacher represents an approximate 50% reduction in reading service delivery.

• To partially cover this loss, we would reassign .4 FTE of our Learning Center (LC) teacher to reading. However, this reassignment will negatively impact our ability to provide Tier 2 supports in the LC, including reading, writing, math, and executive functioning.
• Currently, 16 students (approximately 6% of the middle school population) are enrolled in the LC in one-to-one and small group settings. The .4 FTE loss will impact general education students who need tiered supports and instruction.

The reduction of 3.5 content teachers at the high school will significantly affect both the academic experience of students and the school’s ability to offer a wide range of courses. This change, driven by budgetary constraints, will impact course availability, class sizes, and overall student scheduling in a variety of ways.

Overall, the reduction of 3.5 teachers at the high school will create a more limited academic experience for students. The larger class sizes and reduced course offerings will challenge students’ ability to receive individualized instruction and explore academic interests. These changes may also affect the competitiveness of students’ college applications, as they will have fewer opportunities to take advanced or specialized courses.

 

Elective Course Availability and Scheduling Challenges

One of the most immediate effects of reducing 3.5 teachers is a decrease in the number of available elective courses. With approximately 17.5 sections being eliminated, the school will prioritize preserving core academic subjects such as English, math, and science. This means elective and specialized courses are most likely to face reductions.

Students who have their preferred electives impacted may find fewer options when it comes to course selection. Reassignment efforts will be made to ensure that students can still access a variety of courses within their academic track, but some students may need to take courses outside their initial interests to fulfill graduation requirements.

 

While core academic courses like English, math, and science will be prioritized, the reduction in teachers will impact class sizes across all grade levels.

With fewer teachers, class sizes will inevitably increase. However, larger class sizes may reduce the amount of individualized attention that students receive, particularly in courses that were already larger to begin with. This shift will most likely affect elective classes, as those are often more flexible in terms of how students are reassigned.

 

Reassignment of Students to New Classes

When certain sections are eliminated due to the teacher reductions, students will need to be reassigned to other available classes. This process will be carried out thoughtfully, taking into account students’ academic needs and preferences:

• Subject Area: Efforts will be made to move students into similar courses that align with their academic track.
• Class Size: Students will be reassigned to classes with available space, prioritizing those that do not exceed class capacity.
• Teacher Availability: Students will also be reassigned based on teachers' schedules and availability.

 

While these efforts will help maintain course offerings, there may be some limitations on students' choices as they try to fit into available sections.

 

Long-Term Impact on Student Experience and College Preparation

The most significant impact will be on students’ ability to access elective courses, specialized classes, and AP courses, especially for juniors and seniors. With fewer sections available, students may have to choose courses outside their areas of interest, which can limit their ability to explore and deepen their academic passions.

For freshmen and sophomores, the largest immediate change will be in core courses, where larger class sizes could make the transition into high school more challenging. These students may not receive as much individual support from teachers, which can impact their overall academic experience.

 

For students aiming for college, the loss of elective courses and AP classes could hinder their competitiveness in the college application process. Colleges often look for students who have taken a diverse and challenging course load, and with fewer options available, students may struggle to demonstrate the academic rigor expected by selective institutions.

 

Course Availability and Student Flexibility

As the number of elective and AP course sections decreases, students may face greater difficulty in selecting the courses they want or need. The reduction in staff limits the number of available sections, which could make it harder for students to fulfill graduation requirements or pursue specific academic interests.

 

This reduction in flexibility could also impact students planning to apply for merit-based scholarships or honors programs, as they may not have access to the more specialized courses that are valued in those applications.

 

The contingency plan includes several changes to the athletics program, with adjustments to both fees and available sports offerings.

Fee Increases:

High School

• • 1st Sport: $475 → $513
  • 2nd Sport: $325 → $351
  • 3rd Sport: $125 → $135
  • Family Cap: $1,600 → $1,728

Middle School

• • 1st Sport: $385 → $416
  • 2nd Sport: $250 → $270
  • 3rd Sport: $100 → $108
  • Family Cap: $1,250 → $1,350

Sock Fee: $12 per pair or $24 for both home and away socks (white and green).

 

Program Reductions: The following programs will be eliminated: JV2 Basketball, 1 MS Golf, 1 MS Field Hockey, MS Boys Basketball, and HS Strength & Conditioning. Middle school students may play on high school teams under a unified principal.

Access to Athletics:

• Free/Reduced Lunch: User fees will continue to be waived for eligible families.
• Other Families: Delayed payment plans will be available, with the Athletic Department working individually with families to prevent financial barriers.

Support for Families: The Athletic Department will collaborate with families facing financial hardships to ensure students can continue to participate in athletics despite the fee increases.

 

 

Reducing the ELL Teacher to half-time may result in non-compliance with state-mandated services for English Learners (ELs). With reduced staffing, the district may struggle to meet required testing, screening, and monitoring obligations for EL students, which could lead to gaps in essential support. To mitigate this impact and ensure compliance, the district may need to implement a stipend or tutorial model to maintain basic coverage and continue providing necessary services to English Learners.

The School Resource Officer (SRO) plays a vital role in fostering a safe and supportive environment within our schools. The SRO’s presence not only ensures immediate safety but also strengthens relationships with students, contributing to a positive school culture. They support both proactive prevention efforts and effective responses in times of need. With the reduction of the SRO’s time on campus, we risk losing some of the daily connection and presence that students have come to rely on for both security and support.

In addition to maintaining safety, the SRO works closely with local police and fire departments, ensuring effective communication and a quick response in emergencies. The loss of the SRO’s time means a reduction in this important safety network.

Another impact of reducing the SRO’s time is the potential loss of the comfort dog, Daisy. Daisy has become an integral part of our school community, providing emotional support and enhancing the overall school culture. Her presence is deeply appreciated by students, and her absence would be felt by many.

Finally, this reduction in the SRO’s time would limit our ability to extend the SRO’s role to the elementary schools, preventing younger students from benefiting from the relationships and security the SRO provides.

The Mathematics Instructional Coach and the Literacy Instructional Coach provide professional learning that is thoughtfully and intentionally embedded into daily teaching and learning cycles. These K-5 positions support curriculum implementation and improve instructional practices leading to deepened opportunities for student learning and achievement. Their roles support coherence and alignment in our curriculum, instruction, and assessment both vertically (as students progress through the grades) and horizontally (across each classroom and town.) Research has shown instructional coaching as having a significant impact on instruction and increased student achievement in both mathematics and literacy. MERSD coaches support teachers across schools and grades, as well as departments, including our interventionists and special education.

Loss of the newly adopted instructional coaches would decrease staff access to training and professional development. Staff will no longer benefit from content-specific and pedagogical support, limiting their ability to adopt innovative practices and respond to changing student needs. Additionally, this removes professional training support for new and developing teachers.