Tillicum Community Forum – October 24

Date: October 24, 2023

Forum Participants: 70

Summary

A note to the reader: This summary is intended to provide an overview of the consistent themes that came from the small group conversations at the forum. It is not exhaustive, but rather gives highlights of the feedback and responses. See below for the full set of combined notes from the meeting.

Responses to Question 1: What aspects of the middle school experience are most important to you/your student?

The dominant theme that emerged from this forum was one of community and what makes a community. This included:

• Community
  • Friendships and relationships for students
  • The proximity of the school to students’ homes – not wanting long commutes and to be within the community where kids are going to school.
  • The Spanish Immersion program community
  • Small class sizes
  • Teacher/student relationships
  • A sense of belonging

Additional themes were:

• Course offerings
  • Language
    • Spanish Immersion – continue to provide it, keeping the cohort together.
    • Chinese
  • Music
  • Electives
• Stability/safety

Responses to Question 2: If we were to consolidate one middle school, what priorities or factors do you think we should consider?

A consistent theme of the Tillicum community was their prioritizing of diversity, equity and the language immersion program. In addition, they asked about the option of de-centralizing the Advanced Learning program to all schools rather than at one school. They were concerned about transportation and commute times if Tillicum is consolidated.

Responses to Question 3: What questions do you have?

While the questions raised were wide ranging, many fell into the following themes:

• Facilities
  • How will the closed facilities be utilized?
  • What is our current utilization expectation?
• Big Picture / International
  • Can they be combined?
  • Where will they move?
• Transportation
  • How will the shortage of bus drivers be addressed?
  • How are walking and bus routes being considered?
• Engagement
  • How are students being included?
  • What will happen to our community feedback?
• Timing
  • Can we delay this decision?
  • Can we phase it grade by grade?
• Recruitment
  • What is the district doing to recruit more students to attend?
  • What is being done to draw students from neighboring districts?
  • What is the district doing to attract more students to its elementary schools?
• Language immersion
  • What will happen to the language immersion programs?

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Combined Notes

A note to the reader: These are the combined raw notes from the small group discussions at this forum. These notes have not been edited except to remove names and correct spelling or grammar. They have been consolidated to share the combined responses to each question.

Question 1: What aspects of the middle school experience are most important to you/your student?

• Class size (difference between schools)
• Proximity to my school (Neighborhood school)
• Equitable access to services such as advanced learning across schools. Breaking silos (Is this based on people who have means and access).
• Giving students options is important.
• Stability in schools
• Efficient use of resources
• Students’ mental health
• Equity (breaking silos)
• Coming to school and having a core group of friends. The friend group is expanded.
• While in middle school friendship groups change so students need a sense of safety and security.
• Being comfortable in your bubble is important and changing locations can have an impact on the comfort level of students.
• Teacher community impact of facilitating the relationships.
• Middle school is a big growth time for students and learning independence. This is easier when students can be in a neighborhood school instead of relying on parents for transportation across town.
• Community of the teachers and school foster kids with growth and changing friendships builds stability for kids.
• Education is important. Our kids are comfortable and thrive because of the teachers we have. How do students thrive with new teachers? Middle school is so important as a foundation when they move to high school and getting prepared.
• Transition from elementary to middle school is super hard. The impact of another move can be a challenge if it is in back-to-back years.
• Variety of choices of classes is important to my student. To be able to explore new interests is a valuable part of MS. Choir, Jubilee Sports, ISA, etc.
• Students can find what is special to them beyond the basic curriculum area of elementary school.
• Changing classes each period allows for new friendships.
• Core classes of ISA allow to continue elementary friendships and then meet new kids in electives. Cross grade level friendships happen in those classes as well.
• Sports and extracurriculars may be something that students haven’t done before and lets them build skills.
• With more kids will it limit the number of spaces that kids can play for a specific sport or activity?
• Connection with teachers and community and Spanish language cohort
• Keeping Spanish immersion program (in one middle school) and music (band) electives
• Keeping the Spanish immersion together.
• Social component and connection to teachers and 504 supports.
• Keeping friends together, don’t want the same effects from Eastgate closure, keeping students at the center so they understand, explain to the students.
• Feeling of stability and environment of school.
• School culture (staff community), course offerings.
• Students are in an important developmental stage that needs support and challenge as they develop their identity, need course offerings and clubs for them to explore their interests, school has clear expectations and community, 6th grade camp are specific to this community and how school culture is built.
• Keeping ISA at Tillicum based on where families live.
• Keeping Mandarin program also at Tillicum is important to the entire school community.
• Inclusion of Cascade students is another school community aspect.
• Teachers are accustomed to providing support to the students in the immersion programs (ex: ELA), it is an ecosystem.
• Making sure students are not tracked in master scheduling.
• Involvement of the immediate community in programs and events, proximity to Phantom Lake.
• Strong co teaching model here at Tillicum for a supportive inclusion model vs exclusionary model in special education.
• Community member – we call Bellevue home, we want to support students, what they are saying right now, they are worried about the unknown. We don’t know how moving students around will impact them. I sent the message it will be ok. The unknown, the fear, does this disrupt the sense of belonging, the support system? Many of the immigrant families don’t understand schools, let alone this process. Last year was hard for many families.
• Middle school, identify, sense of belonging, specifically with Tillicum, houses our language programs, how would they continue if Tillicum were to be consolidated, we chose Tillicum because of the language programs.
• We come to Tillicum for the programs, language, electives, we have been rocked once (impacted last year), important time in their development, powerful sense of belonging, finding their community and support, don’t want to take that away from them, impact on the students.
• Tillicum is a home school. Students have 504, how we take care of them with the services, low enrollment and impact of services worries me. Many can be handled in the classroom, but what about others? Jing Mei was put into a tough spot last year, with a lot of tension, uncomfortable, unsettling. Adults were tense, impacted students. Middle school students will really pick up what is happening. I want to protect the community from some of the negative things that happened. Shared what happened last year.
• This dialogue is helping, the middle schoolers will talk to each other, already conversations going, are those Spanish and Chinese students going to get better facilities, already racial tensions, language is most important, Jing Mei, and Tillicum, otherwise we would have gone to a private school, fantastic to see the progress at Jing Mei, a lot of different races learning Mandarin, important for my kids to continue their education in Mandarin. Commuting and moving is tough. I personally moved 5 times as a kid, taught me to be more adaptive. Our kids are adaptive, they can overcome. It is the uncertainty that worries them. We need to make the transition well. I need to know more about the IF first. I need to think about other data, does COVID have a generational impact? Representing Mandarin speakers, many are not here today. Many are intimidated and don’t want to sit in a small group.
• Phantom Lake parent, language program, integrated manner (unlike Jing Mei or Puesta del Sol), Phantom Lake is diverse, choice schools are not. Higher proportion of language learners. Don’t want to lose the imbedded programs at Tillicum. Worried that our choice schools are excluded from this process. You have to get on the wait list in the first year, otherwise you cannot get in. I don’t like the direction pushing choice schools without being available to every student. If we lose a general education school that supports everyone, it is very sad. Why can’t we bring in Big Picture or International School into this process? We were making promises to Jing Mei.
• Phantom Lake and Tillicum, we moved here because of the schools, we overpaid, so we could live here and in a safe school community, kids stay closed together, we have seen other schools, we see the newer facilities, programs, etc. are attractive, programs native to Tillicum are also unique, special, including after school programs.
• Video production program, other electives, kids are engaged, and kids are not saying school is boring. Kids are really interested in something.
• Dad of 7th grader TMS & 9th grader at SHS, Scouts leader: People move to Bellevue for the schools or choose to stay here for the schools. Good education is a top priority for families. We are attracted to stay here for the immersion Spanish language program. Language immersion choice is very important. Our kids plugged in to an amazing music program here as well. I’ve seen my kids blossom in music. Self-esteem, skill building, teamwork. We live in a STEM-heavy world. We need to continue to focus on STEM.
• Mom with students at Jing Mei & Advanced Learning Woodridge. Family has been impacted already. Kids are blossoming in MS. Interest in arts, sports academics. Support kids at all levels. What resources are there for kids falling behind? Are we challenging them in stem? Also, middle school is about friendship building. Daughter at is taking the bus for an hour now to elementary. She wants double acceleration in AL math. Kids are very different. TMS has the immersion language programs. If we close the school, where will the kids go? Why do we need to close schools now? A lot of families can’t afford private schools anymore. With the economic impact, more families can’t afford private school so they will come back. Let’s not cut programs if we foresee a downturn. We underestimate the enrollment rate (ex. Woodridge class size in AL is 30 kids, also Tyee examples – open new classes) Forecasts are always errors. Why the rush?
• Mom of 6th grader was at Phantom Lake. Felt stress on kids and families already. Too much anxiety trickling down. It left something that – I’m not sure how to explain. It impacted the kids even though Phantom didn’t close. Middle school is about community. We chose to open enroll to TMS so he can be with the friends from Phantom Lk. We also moved here to Bellevue for the schools even though we are from a rural area. Also passing levies history here has been important. Where we used to live, we never could pass levies. Building executive function skills are important.
• Dad of 6th grader – community – being uprooted is so difficult. If the Spanish program moves somewhere else, we would still stay here at TMS because we want a school in our neighborhood. It’s harder to be involved in a school you have to drive to. Our local school is at Odle even though we can walk from here to TMS. The boundary doesn’t make sense. For me, it’s about getting a good education. Our daughter fell through the cracks at Puesta. She has an IEP, but it took years to get that support. In this year, she lost her teacher. We had just asked her ‘What is the main thing you like about school?’ She says, “her teacher” and now, tomorrow is the teacher’s last day. It crushed my daughter. The support at Puesta wasn’t there. They weren’t able to support her Spanish development and the IEP. Important is knowing – the stability for families to plan out their lives. And truly society has a moral responsibility to provide great education in public schools. Private schools are not equitable. We can’t afford private school. We were so tempted during the pandemic because we wanted our kids to learn. I am personally torn. I would love it if society invested in public schools and gave more funding. I am concerned about the system having an open imagination. It’s being approached as a ‘one size fits all.’ It seemed a lack of imagination during the pandemic. Why online school? Kindergarten – get circus tents, ask parents for funds, but my other choice was to pay my kids to go to private schools. We really missed the opportunity with the pandemic.
• Mom 6th grader – was at phantom lake: started private school for pre-k. Decide to go public for kindergarten. Phantom lake was great. My daughter was super nervous for middle school. We are on the boundary and her friends go to Odle. We live seven blocks from Tillicum. Why split the boundaries for Phantom Lake to two middle schools? Community here has been amazing. The staff, especially the admin, is incredible. The people, the kids, are amazing for my daughter and me as a volunteer. It would suck to lose this school. A bus ride for an hour. Sports, scouts, community activities in the neighborhood all gone. We are a busy kid-centered community. It changes their lives to commute on a bus for a long time. We talk about work-life balance as adults. What does this look like for kids if we increase their commute times and then limit their activities or involvement at school? I’d hate to see us do that to kids.
• Dad of 7th grader (zoned for Odle, Spanish immersion, wife on staff), 3rd grader at Phantom Lake – My kids walk home from school together. That is an intangible thing to be able to walk home on safe streets in your neighborhood. There is a certain importance of the neighborhood, living close to school, friends nearby. It’s the embedded holistic neighborhood experience. Having a kid move from one school to another was a good change for us. Change isn’t always a bad thing. (Student moved from Puesta to Phantom)
• Mom of 9th, 7th, 3rd: for our HS student, he found his place and his people in middle school. It was centered around the band program. The staff blends the programs to create a whole school community. I went to Garfield and had been to a private school before. <shared personal experience of Garfield’s gifted program> It (Garfield HS) was two different schools which created major issues. That is not the story here at TMS. they came in with their Spanish friends, but he left with a much broader group of friends. Community. Specific learning opportunities here: band, music, language program. We can support our kid’s friends because it is close by. This is the age where kids need to be engaged with the social community. We go to sports, concerts, Scouts.
• 3rd grader has a 504 – we need support for all students that is personalized. (lots of agreeing from group)
• We used to truck our kids to Puesta and we could not engage in the school community in the same way that we can here at TMS where we live closer.
• Community, Geography (bussing) are major themes for the group.
• Pandemic closure, Consolidation impact.
• Due to population outmigration, declining birth rates, rising real estate prices, and some students transferring to private schools, the decrease in student numbers may also be a reason to consider consolidating middle schools.
• When considering consolidating schools, several factors need to be taken into account. It’s important to assess whether the curriculum content and teacher-to-student ratios can be improved, whether after-school activities can be increased, and if the dual program can continue to exist. Since my daughter is currently in a Chinese dual program, so I like it to continue.
• It’s worth exploring the possibility of combining the Chinese dual program from Tillicum to Tyee, especially if there is interest from students at Tyee to participate in such a program. Combining the programs could provide more opportunities for students to learn Chinese together.
• In the event that a school is closed due to a consolidate, it’s reasonable to consider allowing students from Tyee and Tillicum to merge into the same classes, particularly if they are part of the same Chinese program. This can help maintain continuity for the students and preserve the benefits of the program. However, the logistics of such mergers would need to be carefully planned and executed to ensure a smooth transition for all students involved. Also, will the school bus service be affected, and can it cover the area? Otherwise, parents will need to provide transportation.
• If the current enrollment is low and continues to decrease without consolidation, is there a possibility that the Chinese dual language program may be discontinued?

Question 2: If we were to consolidate one middle school, what priorities or factors are important that you think we should consider?

• I want Tillicum to stay open.
• Consider all schools for consolidation as well.
• Size of the student body.
• Age of buildings available
• Prioritizing staffing for extra curriculars such as school sports. Allow all students who want to play the opportunity.
• Consider moving AL program back to home schools. Keep language programs intact as it requires a specific skill set for instruction.
• Language programs may be impacted in terms of enrollment if it is moved to another location.
• Look at the number of students served within a school site. Prioritize larger neighborhood populations.
• Look at moving smaller populations/programs.
• Look at long term changes in the neighborhood, there are going to be more kids. Which area will grow more in the future?
• Consider the longevity vs attrition of teachers at each school.
• What divisions/segregation impacts will occur based on the consolidation choice? Consider the diversity.
• Are we looking for the easy option of moving a special program that is a cohort versus considering the impacts on the greater school community?
• Sustainability- how far will students need to travel, how efficient is the building that is being chosen.
• What would be the impact on the Cascade community? Considering the most vulnerable
• Since it is required to support AL students, it would be an easier program to divide among middle schools.
• Dual language vs Spanish immersion is not the same thing.
• Consider the number of students affected by the changes within the attendance area compared to the students already traveling.
• Consider the communities that were already consolidated at the elementary level, will it be the same community, we need to consider the impacts?
• How can this decision help set us up for success for the next steps for high school consolidation?
• Spanish Immersion program, been very important for our family, being part of Puesta community, now want that to continue into Tillicum, enriching family experience, Tillicum, wonderful variety, my daughter loves the band, so many elective opportunities.
• Diversity of student population at Tillicum, more representative of the Bellevue community, we want this diversity.
• Most students of color have a sense of belonging in some of the schools, like Tillicum, our students are often the forgotten voices, affordability to live in Bellevue, they love Tillicum.
• Diversity, modern facilities, proximity to elementary schools, really beneficial for the families in the neighborhood
• Example, Chinese New Year is celebrated at Tillicum, all little things they feel they belong, they don’t feel like outsiders, these are really important, respect and embrace culture, and diversity, taking pride, feel comfortable in their own, expands beyond cultural and ethnic groups, keep introducing new languages and cultures, choice schools have more students in the area (self-fulfilling process)
• Concern about travel
• Normalizing being unique, and differences, connects to sense of belonging.
• What a middle school size should be. I am not sure we know.
• Harder to go to a single choice school than attending a program.
• Importance of equity, getting to those who are disenfranchised.
• Considerations about IEPs must be top priority. You are putting more on the plates of staff at those buildings if you put more kids there with high needs. Every kid needs to be given what they need/ what they deserve. I have friends who feel like their kids with IEPS and 504s get lost. That’s sad. It shouldn’t be okay. It is not ok.
• Thoughtful planning, phasing. Give kids and families 3-4 years planning time.
• I’m concerned that this is the response. Why close schools? What about high schools? We only have four. Are we going to close a high school too? Funding is a huge issue. I get numbers, I’m in finance. To shut things off isn’t the path we need to go down. The pandemic sucked and hit our district hard, and they left for private schools or to move to rural areas like Idaho. People are moving back because now we have to go back to the office. People are coming back. They want this community and these schools again. Look at the pandemic losses. Look at the people moving back from their pandemic homes.
• Can the funding be explained clearly?
• Keeping kids in the programs together is important, especially the Spanish program. We have a huge time investment in it with our kids. Keeping that (language) program in central Bellevue makes sense. Where are kids being bussed to? Do we have big programs that are being bussed? Could we place AL in neighborhood schools? We cannot even staff the buses. We are cancelling routes. It’s not ok. Reduce the number of kids being bussed around. Keep siblings together. The morning shuffle is a challenge for everyone, try to reduce it.
• Leaving commutes short. Safe biking options. We no longer have a crossing guard at the Lake Hills Blvd & 159th and they are needed for safety. We used to be focused on safety. Geography and getting safe to school is a huge deal for us.
• Look at the possibility of kids getting to stay and finish out their year. Friends, building social networks. Is it possible to close it in phases for less impact (anxiety). (Shared personal example from her childhood when opening Eastlake high school (only 9th & 10th grade the first year).
• Is there a way to utilize buildings for other things? Example: Big Picture
• How do we help teachers with the transition? This is stressful for staff too.
• What is the expected class size for middle school after a consolidation? How can we support teachers and other staff through this? We have great teachers, and we would hate to see them leave because of stress, concern of losing schools
• Given the number of elementary AL schools (1:3 ratio), if we were to split AL to neighborhood schools how could the schools be staffed and still maintain integrity of the program.
• I don’t want the district to only listen to the rich people.
• Question: Are we broadening our imagination to find the best solution to this problem? I heard that we can’t have kids in the classroom during covid because of equitability issues. If we take a one size fits all approach, it won’t fit most people.
• Teachers: quality of instruction should be #1 priority. Quality teachers are the number one priority. Concerns about seniority rules in CBA. Don’t screw this up specifically for the teachers – trying not to push them out. Don’t dilute great staff cultures. I can imagine that this can go well or go badly. Nudge it in the right way.
• Can we hire assistant teachers (shared example from portables at Woodridge)
• I latched on to the phased approach to a consolidation. Is there a way the Board can explore a phased approach? If there are people rebounding from the private schools. We know a better day is coming. Can we consider what are other ways? Could we take a phased approach (eliminate one grade level), then see where numbers are? This could give Board folks some cover politically. We need to give this more time to play out with all the factors. The demographers can’t predict everything. The Board, they look like heroes if we take a small action and then learn its (demographer reports) not right and we don’t close schools. I see a lot of value in exploring a phased approach here.
• We operate in a system that is so narrow (ex. Class sizes). Can we eliminate the inefficiencies that limit our creativity?
• Big Picture is a choice school. Is it so large that it cannot operate inside another building? They had 13 graduate last year. Can we move Big Picture into a middle school? It gives the BP school kids an opportunity. (‘schools within a school’ are possible. The group agreed. And one parent shared that he went to an ‘Olympus’ school at Odle which was a school within a school. He was in the band and was able to be in both programs. Great way to blend programs and maximize resources.)
• We don’t want Tillicum to be closed, and that’s understandable given its favorable location, excellent teachers, and curriculum content.
• Due to our location in Eastgate, we want to ensure that our school is not closed. Eastgate has already been closed, and we are very satisfied with Tillicum. We wish not to face closure again. If the school were to be closed, it’s possible that children might have to switch to a different school district due to the location constraints.
• Parent of Odle 6th grader and Cherry Crest 3rd grader. He expressed against closing any middle school in Bellevue School District (BSD).
• The statistics from the BSD presentation do not match the online search that parent found.
• Birth rate is moving up according to the Evergreen Hospital website.
• Families have doubts about the birth rate drop affected by COVID, and it is moving up now.
• Student enrollment was increasing in private school during Covid, but now lots of students are starting to come back study in BSD, because parents see and hear the good program and performance in BSD, so willing to move in Bellevue to attend the school.
• It’s reduced our school district competitiveness and causes parents to choose to study in private school if BSD continues closing schools.
• Please give families more time to let them prepare better solutions and ideas/evidence to support BSD consolidation.
• Advance learning is very important for the students, if they cancel this program might cause concern for parents.
• BSD provides several learning resources, especially if they cancel AP program, it might be a sad decision for all the students.
• Parents are concerned middle school only has three years, when school consolidated, this will affect students feeling, emotionally and academically.
• Tyee has increasing enrollment, but school bus was cancelled almost every week, lots of parents had problems during the pickup time.
• BSD needs to increase our teaching quality, so it can attract more families to choose to study at BSD.
• PTSA research shows that all the evidence pointed out that closing school is leading to BSD losing students.
• Suggested board meeting can invite middle schoolers to express their thoughts and feelings about the consolidation.
• Eastgate elementary school was closed last school year, those students who were combined to another schools, does BSD knows those students are not happy, how’s their performance compared to last year.

Question 3: What questions do you have?

• How does funding work? (Levies and Bonds)
• What programs are unique in Bellevue for middle school?
• Why are schools closing when we just built them?
• How are class sizes determined?
• What would the boundaries look like with one building no longer serving as a middle school?
• What is the utilization expectation currently?
• Will the numbers be rerun before a recommendation is made?
• What happens to out of district students if buildings are consolidated?
• Can the consolidation wait longer? What are the impacts if consolidation is postponed?
• How will transportation work with driver shortage?
• Are areas that were consolidated last year in consideration for consolidation again?
• Will information be provided in time to decide where to send students next year? This includes ISA or other programs if programs are moved.
• What is the district doing to attract students to BSD?
• Would there be a positive impact to the district to wait on consolidation and work on attracting families to the district?
• Are there any plans to consolidate HS?
• What are the priorities for choosing a school for closure? Will it be the same reasons as were explained in elementary consolidation? Will Title 1 funding be an important component of the decision?
• How can we involve students in this decision?
• How can we engage with students to understand what’s important to them?
• How is the district/demographer considering the King County projections about new housing developments?
• How is immigration being considered in projections?
• How will the facilities be repurposed? Where will International building be moved?
• How will bus routes/walking routes/safety be considered around the middle school?
• Is there a scaffolded or staged transition to be considered? Only move 6th graders next year and let current 7/8 grades finish their middle school career?
• Is there a building that could house both Big Picture and International schools to consider the financial benefits?
• Will the boundaries be considered for the entire district at all levels? Is this the time to redraw for all boundaries to reconsider the bus/walking routes for each school? Could there be a phased in approach?
• How is Tyee being considered if they are the oldest building and overfilled?
• If a program like Spanish immersion is dismantled, how will this impact their neighborhood schools’ attendance?
• How are community inputs being considered and impacting the final decisions and decision-making process?
• What is the district doing to increase enrollment at lower enrollment schools?
• What is the district doing to recruit bordering neighborhoods?
• What will happen to the number of teachers and class sizes at these schools?
• How will the school board policy consolidation policy that is being rewritten affect the approach to this process?
• What will happen to language immersion programs?
• What would transition look like?
• What physically will happen? Will the programs stay together?
• Are we considering other schools? Why may certain schools be more of a consideration than others?
• Why are only general education schools considered?
• Unclear what the history was for Big Picture? Has it always been a choice school? Was it for students who struggled?
• Want to know more about some subcategories re: demographics. Are we looking at all the data? Immigration data? Where do students go? Transcripts?
• If we close the school, where will the kids go?
• Why the rush?
• Can the district research and publish a study about what works and what doesn’t (what is the larger impact on kids – the sense of loss) why are we rushing in again? What are the key learnings from the elementary consolidation?
• Questions about class size versus utilization.
• How is this affecting families from less wealthy backgrounds?
• What is the money that was saved by closing Eastgate? Where did the money saved last year go?
• Can the funding be explained clearly? What is the actual deficit that this enrollment loss represents? Are there other options?
• Is there a way to utilize buildings for other things? Example: Big Picture could co-locate with TMS?
• Where can I as a parent be more involved in helping the systems?
• Why can’t we market to the other districts? We have incredible programs. Other districts are too crowded.
• Are we being honest about communication? (felt burned by covid approaches)
• I have seen so many churches with vast numbers of people but then others with few and they still manage. Can we be small and nimble?
• Are we broadening our imagination to find the best solution to this problem?
• I’m glad that I have the opportunity to participate in this discussion. It’s important to have a platform where I can freely express opinions in Chinese, especially since there may not have been similar meetings for elementary schools consolidation last year.
• Tyee student’s enrollments are increasing this year, parents can see the teachers and staffs support are not enough. Doesn’t understand why the presentation says the classroom usage was going down.
• How does the budget affect this consolidation decision? Can this information be shared with the public?
• Last year elementary schools closed, and schools were consolidated, does BSD hire less teachers? If the teachers/staff were less, how come the class were using the screen time while teaching most of the time, like music class in middle school.

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