Campus Reconfiguration

Key Questions and Answers Related to Campus Reconfiguration

Last Updated on 05/22/2025

Our dedicated education professionals are working diligently to create safe campus environments, focused on deep learning and rooted in strong culture as we prepare to welcome students in the fall.

Please continue to revisit this page and look for it to be updated frequently.

General Questions

Will junior and senior high students be in separate/dedicated spaces on campus?

This is a strong commitment and one that we are working through. We can ensure that junior and senior students will have:

• Different bell schedules, so they will start/end school at different times and passing periods between classes will be different
• Dedicated main entrance and exit to campus
• Separate lunch and socialization areas

Where are the dedicated spaces for junior high students at Montgomery and Santa Rosa Jr./Sr. High Schools?

Montgomery: (Updated 5/22/25) - The bottom floor of the new building on campus is dedicated to junior high students including classrooms, restroom facilities (eating and social spaces, while shared will be on different schedules to maintain separation).

Santa Rosa: (Updated 5/22/25) - The De Soto building is dedicated solely to junior high student facilities including classrooms, restrooms, and eating/social spaces.

* We can assure our community that the facilities work at these two campuses focuses on separate classrooms/learning environments, dedicated restrooms for the junior high students, and social space for breaks, lunch and other activities.

The site administration and staff continue to work together to finalize classroom assignments.

What is currently being done to strengthen safety measures at SRCS schools?

(Updated 5/22/25) - As part of our Districtwide Facilities Master Plan, the Board of Education approved a contract to increase our safety infrastructure measures which includes installation of perimeter fencing at schools districtwide, starting with Montgomery and SR Jr/Sr High Schools. We are also in the process of designing and installing electronic access and locking controls at each of our schools that can secure an entire campus in an emergency with the push of a button. The District is committed to maintaining our school-based therapist positions. We have also secured a grant that allows us to add wellness coaches to many of our secondary sites.

Is there any update regarding the possible return of school resource officers on campuses?

(Updated 5/22/25) - The Santa Rosa City Council recently voted unanimously in support of an MOU to bring School Resource Officers (SROs) back to our schools.  The MOU was also passed by the school board in March.  Now our organizations turn our attention to finding the funding to support the return of SROs, starting with the Montgomery and Santa Rosa Jr/Sr High campuses.  Grant options are being explored, and the Council’s support is a strong message that we all share in the responsibility of creating safe communities for our children. 

When will we have additional details about junior/senior campus configurations? 

Our teams meet weekly to pin down these details. As you can imagine, there are many moving parts and topics that must be discussed with our labor partners, whom we must respect for their collaboration and flexibility with all this work. Please refer back to this page frequently as additional details will be provided as they are available.

Will the junior high students have separate/dedicated restrooms?

At the Santa Rosa High School campus, we will have separate areas with dedicated restrooms. At the Montgomery campus, the first floor of a new building under construction will provide dedicated learning spaces and restrooms for junior high students. If that space is not ready for the start of school, we are working on a contingency plan, with a firm understanding that this is a priority for students and families.

When will we know the entrances and will they be separate for the junior and senior high students?

• Drop off and pick up areas will be separate for junior and senior high students.  
• We will have separate PE classes for jr/sr students. There will be times that students will overlap in the locker room. We are currently developing a plan to ensure locker room supervision.

Will the school mascots and colors stay the same?

The current high school mascots and colors will remain unchanged.

What will you do to help the junior high students create and maintain their identities?

We will work with the junior high students to help them form their unique identities, such as maintaining their own yearbook, clubs and social activities.

Will the elementary schools be changing their colors or mascots?

The elementary schools that are welcoming students from other campuses will keep their same colors and mascots.

Will there be opportunities for junior and senior high school students to participate in shared programs? Will there be opportunities for mentoring and tutoring?

These are some of the exciting opportunities that we are eager to explore. We will examine closely the interactions and shared activities once the new school year starts. The teams on site can help develop plans that they feel are positive and will nurture healthy and productive interactions for students.

Why did the district shift from describing the school as 7-12 to a junior/senior high school?

Santa Rosa City Schools wants to clarify and reinforce that there will be two educational programs, one serving students 7-8, and one serving students 9-12 in models that are consistent with our current curriculum and programmatic offerings. Two programs on one site. In simple terms, junior/senior clarifies that students in grades 7-8 will not be in academic classes with students in grades 9-12. 

We hear about Empower Team meetings. What is the Empower Team? Who is on the team? What is their role?

The Empower Teams were created to provide as much decision-making ability to the sites as possible during the transition period. These teams, made up of school staff, meet with principals and vice principals, as well as district administrators. They bring their familiarity with the campuses, the students and student needs, and a practical lens to this work. The teams have direct access to key administrators from the District Office who can answer questions along their areas of expertise.

Programmatic Offerings – Academics and Enrichment

Will all the academic programs that are currently available to middle and high school students remain the same?

All curriculum is based on California state standards, and there will be no changes to junior or senior core content offerings. We will continue to meet the state standards through our district adopted curriculum.

When will we know which electives are being offered?

We are working to bring all current elective offerings from the middle schools over to the high school campuses. Some may look slightly different because of logistical challenges, including differences between facilities.

Montgomery Junior High Student Electives:

Art, AVID, Band, Orchestra, Choir, Guitar, CTE Wheel, Dance, Theatre, Industrial Technology, Leadership, Yearbook, Media, Spanish, and Spanish for Spanish Speakers

The Culinary Program is being evolved and will be incorporated into an exploratory College and Career Technical course that will introduce students to a wide range of career options.

Santa Rosa Junior High Student Electives:

Leadership, Gardening, Exploring College & Career, Art, Band, Orchestra, Digital Media, and Drama. 

Will the staff members be able to collaborate at the junior/senior high schools?

Yes, we believe that creating space for education professionals to strategize in service to our students will help strengthen their academic gains across their secondary learning journey.

Will our junior high students have access to all sports and extracurricular that they knew at their middle schools?

Yes, we will have access to the fields and locker rooms at the middle schools, and all sports currently offered will continue to be available to our students. We know that offering our students access to extracurricular programs helps them connect to school; build stronger, more positive learning experiences; and make friends and healthy social networks. 

Facilities-Related Questions

Where are the dedicated spaces for junior high students at Montgomery and Santa Rosa Jr./Sr. High Schools?

Montgomery: (Updated 5/22/25) - The bottom floor of the new building on campus is dedicated to junior high students including classrooms, restroom facilities (eating and social spaces, while shared will be on different schedules to maintain separation).

Santa Rosa: (Updated 5/22/25) - The De Soto building is dedicated solely to junior high student facilities including classrooms, restrooms, and eating/social spaces.

* We can assure our community that the facilities work at these two campuses focuses on separate classrooms/learning environments, dedicated restrooms for the junior high students, and social space for breaks, lunch and other activities.

The site administration and staff continue to work together to finalize classroom assignments.

Some teachers have expressed concern about whether their new classrooms will have sinks. Will the junior high classrooms on the Montgomery and Santa Rosa campuses have enough sinks to support science, art, and other classes that use sinks?

Our leadership and transition teams have heard teachers’ concerns and are working to ensure the new facilities meet the needs of teachers and students as we get ready to welcome our 7th and 8th graders in the fall.

As our district moves forward with the reconfiguration of school campuses, we are guided by a clear commitment to continue to improve educational opportunities and outcomes for all students. This process presents a unique opportunity to enhance resource allocation, expand access to support services, and foster new opportunities for learning, collaboration, and community-building while allowing the district to address the fiscal impact of decreased enrollment and to gain long-term fiscal sustainability. Reconfiguration of elementary schools allows for more efficient and equitable resource allocation, helping to ensure that all students benefit from comprehensive educational programming. Larger school communities can offer more robust services, including access to counseling, special education, and mental health supports. Additionally, expanded peer groups and more diverse learning environments will help foster student growth—socially, emotionally, and academically. With more teachers at each grade level, we also anticipate increased collaboration and professional support, improving the quality of instruction and enrichment. 

Preparing for a Seamless Transition 

We are committed to a thoughtful, student-centered transition process: 

• Student Data and Placement:  Schools are collaborating to transfer important student information, focusing on academic needs, program supports (like RSP, ELD, 504 and counseling), and strengths. Forms will highlight student preferences and effective strategies for learning. This data will inform thoughtful classroom placements, considering social connections, learning styles, and equitable support.
• Staff Collaboration:  Teachers, counselors, and administrators  from both school communities are working together to align teaching assignments, provide continuity of support, and prepare to welcome students with intentional planning and training.
• Transition Activities for Students and Families: 
  • Campus visits, field trips, and student buddy programs
  • Family welcome events and information sessions 
  • ELAC outreach and information for English learner families
  • Welcome packets with school details and key contacts Ensuring Continuity of Support 

We recognize that successful transitions depend on the smooth transfer of services and systems:

• Student Records:  Cumulative files will be transferred  accurately and securely.
• Support Services:  Counselors, RSP specialists, and  instructional support staff will coordinate to maintain student services.
• Restorative and Instructional Practices:  Staff will  continue using proven strategies and receive professional development on trauma-informed practices to promote inclusive, supportive classrooms. 

Curriculum 

Students will continue to receive grade-level instruction in all academic content areas aligned with the State Standards using district-adopted curriculum. Staff will maintain rigorous instruction while differentiating to meet the individual needs of students. The instructional focus will remain on foundational literacy in grades K–2, reading comprehension in grades 3–6, and strengthening mathematical practice. 

This consolidation is more than a logistical change—it is an opportunity to reimagine how we serve our students and families. With care, transparency, and collaboration, we will ensure every student is welcomed, supported, and set up to thrive in their new school community.

 

In 2025-2026, Santa Rosa City Schools will implement a junior/senior high school model in two of its schools, at Montgomery High School and Santa Rosa High School. This model allows us to create cohesive, developmentally aligned pathways that begin in 7th grade and continue through high school graduation—offering stronger continuity, expanded course offerings, and earlier access to college and career readiness opportunities. The goal is to enhance educational opportunities, preserve and expand vital programs, and build a more cohesive and effective system for all students. At the same time, we recognize this allows us to align our staffing and facilities with current enrollment and budget realities. This transition is not only necessary to ensure long-term fiscal sustainability, but it also supports the academic redesign of our secondary schools to better serve students into the future. 

One Campus, Two Programs 

The junior / senior high schools will have one campus, two programs. Students will continue to have extracurricular and sports opportunities and in the next several years, the district will look to add additional options as interest and capacity increases.  They will also have a junior high experience and will have a dedicated section of the campus.  Students will continue to have sports and in the next several years, the district will look to add sport options as interest and capacity increases. 

Benefits of This Model 

This model was chosen because it has many research-based benefits and it aligns with our two-district structure.  A main benefit of this model is the decrease in transitions: 

• Studies have found that schools with more grade levels per school site (i.e., fewer number of transitions) demonstrate higher academic achievement, and also better attendance rates, self-esteem and attitudes towards school, with fewer suspensions and behavior problems, regardless of socioeconomic status. 
• Research and data shows that minimizing transitions is correlated with improvements in student achievement and that longer grade spans within schools is positively correlated with student achievement . 
• Specifically, of the secondary school configurations studied (7-12, 9-12, and 10-12), the lowest high school dropout rates were seen in secondary schools where students transitioned in at grade 7. 
• While fewer transitions can be beneficial, it's important to consider the unique developmental needs of early adolescents (grades 7-8) and ensure appropriate programming and support systems are in place. For this reason, SRCS junior senior high schools will need to prioritize programming and support systems for our 7th and 8th grade students. 

This model also increases access to instructional programs: 

• Schools with a broad span of grade levels present opportunities that do not exist in middle schools, such as early access to CTE, foreign language, VAPA programs, and clubs. We are beginning this work through our middle school / high school Empower Teams. 
• A larger grade span allows for staff to collaborate on student needs across grade levels, increasing vertical articulation. 
• Professional development initiatives can be aligned to ensure consistent vertical application of research-based strategies. 
• Being on a campus for 6 years instead of 2 or 4 allows staff to get to know students’, improve Multi-Tiered Systems of Support to address all students' needs, and are able to address and support them. 
• Sites are able to ensure continuous International Baccalaureate (IB) implementation support. 
• Sites are able to expand Advancement Via Individual Determination (AVID), VAPA, and CTE pathways to younger students. 
• The success of a 7-12 model relies heavily on a positive school culture, strong leadership, and effective teaching practices, this is the main reason our Empower Teams were developed and are fully supported by the central office. 

Defining Success

Academic Growth and Outcomes 

• Improved student achievement across grades 7–12, as measured by standardized assessments and course completion. 
• Increased A–G completion and college/career readiness rates.
• Enhanced participation and success in advanced coursework (e.g., AP, dual enrollment).
• Increased CTE pathway completion. 
• Increased outcomes in language acquisition for ELL students. 
• Increased outcomes for students receiving specialized support. 

Student Engagement and Belonging 

• Higher rates of student connectedness and belonging as measured by student surveys.
• Decreased absenteeism and increased attendance rates across all grades. 
• Increased student involvement in extracurriculars, leadership, and school-based programs. 

Positive School Climate 

• Reduction in suspensions, expulsions, and behavior referrals (particularly among junior high school students).
• Evidence of positive peer relationships and cross-age mentorship between junior and senior high school students.
• Strong implementation of restorative practices and tiered behavioral supports. 

Retention and Enrollment Stability

• High rates of 7th and 8th grade students choosing to remain for senior high school.
•  Decreased student attrition to charter or private schools.
• Stable or increased enrollment trends across the school site. 

Operational and Fiscal Efficiency 

• Demonstrated cost savings or efficiencies in staffing, facilities use, or program delivery.
• More equitable access to specialized programs, electives, and student services across grade levels. 

Family and Community Satisfaction 

• Increased satisfaction was reported by families in surveys and community engagement sessions.
• Strong family engagement and continuity in family-school relationships from grades 7 through 12.
• Increased support for multilingual families. 

Measuring success

• Student Achievement—Improvements in standardized  test scores, literacy and math proficiency, reclassification, exiting special education services, and overall academic growth. 
• Enrollment and Attendance—Stabilization or growth in student enrollment and increased attendance rates.
• Resource Optimization—More efficient use of staffing,  facilities, and funding, including reduced operational costs and improved access to instructional resources. Staff collaboration across junior and high school to increase student academic achievement and engagement
• School Climate and Culture—Positive feedback from  students, staff, and families measured through surveys, focus groups, and engagement levels.
• Equity and Access—Increased access to academic programs,  extracurricular activities, and support services across all student populations.
• Smooth Transitions—Successful integration of students  and staff, reflected by minimal disruption to instruction and continuity of services. 

These metrics will be regularly reviewed and shared with stakeholders to ensure transparency, accountability, and continuous improvement throughout the process.

 

Teams and Structure

Design Team
The Design Team provides strategic oversight and coordination, ensuring that all aspects of the transition align with district decisions and labor agreements. The team includes:
• Superintendent
• Department Representatives (One from each: Communications, Educational Services, Special Services, Business Services, Wellness & Engagement, and Human Resources)
• SRTA Representatives
• CSEA Representatives

Implementation Team
The Implementation Team is responsible for carrying out transition initiatives, ensuring departmental coordination, and problem-solving challenges. It includes multiple leads from each division/department and representatives from SRTA and CSEA. The team meetings are fluid and the various directors update the group as to what is being done and this information is then taken by the design team members for the weekly updates shared with the community.

Empower Team
Empower Teams are site level groups representing equal staffing ratios from both middle and high school to support and guide the process of becoming a Junior-Senior High School. The goal of the Empower Team meetings is to share about the structures of the schools, the types of events and processes that are essential to the essence of the schools, to engage in conversations centered on the climate and culture that defines each campus that will serve to build on, and discuss SPSA goals to find commonalities and areas for vertical goals. Empower Teams are intended to provide as much decision-making ability to the sites as possible during the transition process, exceptions include items that are subject to negotiation. Decisions that cannot be made by any other body will be made by Cabinet and/or the Board of Trustees.