Project RightSize

Project RightSize is RISD’s school and facility consolidation plan to support long-term student and teacher success.

COMMITMENT STATEMENT

RISD is committed to standing by our families and employees and supporting them through the changes and transitions in this plan. We believe this can be achieved by honoring the following commitments:

Communicating with our stakeholders in a clear, transparent, and timely manner.

Remaining focused on the academic growth of all students and programs to support student growth and development.

Ensuring equity of consolidations and resources across RISD’s four learning communities.

Honoring the legacy and history of our impacted campuses and facilities.

Prioritizing the placement of students and employees impacted by Project RightSize.

The goal of Project RightSize is to stay focused on the district’s North Star Goal while also honoring the district’s vision and beliefs.

EVERY CHILD. EVERY TEACHER. EVERY LEADER. EVERY DAY.

NORTH STAR GOAL

Every student, teacher, and leader will meet or exceed their academic growth goals.

CALL TO ACTION

RISD will build upon students’ individual strengths so that all will grow and graduate empowered with knowledge, life-ready skills, and a vision for how to thrive.

BELIEFS

To ensure academic success for all RISD students, we believe…

• In creating a safe learning environment that empowers every student in RISD to take risks, be creative, find acceptance, and grow.

• That education is an effective tool that can prepare every student in RISD for life after high school, including teaching of life skills.

• Every student in RISD will have the capability and desire to learn and rise to the level of expectations for individual success.

STRATEGIC PLAN

In support of our Strategic Plan 20232028, we are committed to the outcomes of each goal, including Goal 5, which states:

The school district will increase efficiency and effectiveness in operations and personnel and seek additional fiscal resources to accomplish the Call to Action.

Specific results for this goal include:

• Year 1: Ensure operations are conducted in a financially efficient and effective manner.

• Year 2: Advocate for additional funding within the state legislature.

• Year 3: Ensure all RISD buildings and learning environments will have the facilities to function efficiently and effectively for the users’ needs.

• Year 4: Increase revenues through additional funding methods.

RISD Community,

This document represents a major element of our school district plan to reduce the 2024-25 projected operating budget deficit and simultaneously address longtime inefficiencies in how RISD elementary schools are zoned and operated.

Community Budget Steering Committee

The recommendation to consider consolidation of elementary schools was one of several recommendations from the RISD Community Budget Steering Committee (CBSC) to help RISD and our elected trustees prioritize budget resources during a time of lower K-12 enrollment across Texas and the U.S., historic inflation, and no additional per-pupil funding increases from the Texas legislature since before the pandemic.

are significantly below capacity. We currently have more than 9,000 empty elementary school seats, and project more than 12,000 empty seats once our students complete the move to middle schools. For context, competing district Lewisville ISD, here in the DFW metroplex, serves close to 50,000 students (compared to RISD’s 37,000 students) and operates two fewer elementary schools.

The CBSC, which included more than 60 parents, community members, business partners, and campus employees, met for six months to study RISD’s financial data and situation to arrive at recommendations that were provided to RISD Trustees in December 2023. The recommendations, of which elementary school consolidation is one, are being considered by RISD trustees who are tasked with “rightsizing” RISD’s operating budget to ensure the district has allocated its limited resources to be able to continue successful student outcomes based on academic growth. The goal with Project RightSize is to ensure we are able to focus our finite budget dollars on student programs, activities, and continued academic growth, as well as prioritize compensation so the district can continue to recruit and retain the best educators and staff in North Texas.

Inefficient Utilization of Elementary Schools

The fact is, RISD currently operates the least efficient elementary school model among all of our comparison school districts. Our average elementary school enrollment is lower than the districts we compete with, and many of our schools

Factors Considered

Much thought and study has gone into these elementary school consolidation recommendations. A goal of Project RightSize is to impact the fewest number of students and staff possible while also protecting instructional programs. I encourage you to review this document to learn more about the factors considered when preparing this plan, including:

• Excess classroom capacity

• Enrollment trends and projected enrollment decline

• Enrollment among residents within existing neighborhood attendance boundaries

• Building ages and conditions

• Academic opportunities

• Natural combinations of attendance zones

• Students being able to walk/bike to school

• Maintaining feeder patterns

• Bus routes and transportation costs

• Central programs like special education and bilingual classes

People-First Focus

We understand that the topic of consolidating schools can be an emotional one. Starting with this proposed plan, if school consolidations are approved, our team is committed to ensuring the thoughtful and people-centered implementation for next school year.

I am proud of our students and teachers, and those who support them, and our duty is to continue to leverage our limited resources to provide the tools to meet academic growth goals. The current budget challenges are a problem for us to solve, and not something that defines who we are as a school district community.

Staying Informed

As we move through the second semester, I invite all RISD stakeholders to engage in our budget discussions and proposals. All are welcome at RISD Board meetings and comprehensive information is available online at www.risd.org/budget. As we are progressing through this process, our administration and Board continue to welcome parent, staff, student, taxpayer and community questions and feedback. Connect and engage with us at www.risd.org/budget

I have every certainty that RISD will emerge from these budget challenges as strong as ever, more efficient, able to continue to attract and retain the very best educators, while also ensuring the high quality of education that the children of our community deserve.

Respectfully,

PLAN SUMMARY AND BENEFITS

Greenwood Hills Elementary, Springridge Elementary, Spring Valley Elementary, and Thurgood Marshall Elementary to be consolidated or repurposed with partnering elementary schools beginning with the 2024-25 school year.

Dobie Pre-Kindergarten School to be repurposed in 2025-26.

RATIONALE

Factors considered when identifying schools for inclusion in the consolidation plan:

• Equity of consolidations across the four RISD learning communities.

• Current and projected utilization of space in schools.

• Current enrollment and projected enrollment decline among residents within existing attendance boundaries.

• Age and condition of buildings and underlying mechanical, electrical, plumbing, and HVAC systems.

• Available capacity and condition of facilities of partnering schools.

• Location and facility fit for central programs (special education or bilingual) that serve students residing across multiple elementary attendance boundaries.

• Demographic makeup of schools to ensure consistent engagement and support opportunities among consolidated and partnering campuses.

• Geographic location and distance from partnering schools; natural combinations of attendance boundaries.

• Reducing the overall need to bus students –creating or preserving the ability for students or families to walk to school, if possible.

• Remaining within the same learning community (high school feeder pattern), if possible.

BENEFITS

Consolidations are one of several cost reductions and revenue enhancements that will allow RISD to operate more efficiently, attract and retain quality educators, and continue to focus on academic growth.

Additional benefits include:

• Projected annual savings of $10.5 million and estimated one-time increase of $10 million.

• An elementary model aligned with RISD’s lower post-pandemic elementary enrollment.

• More efficient utilization of existing elementary campus space.

• Less overall students requiring bus transportation and more students who can walk or bike to school.

• Fewer bus routes, reflecting an estimated operating savings of $300,000.

• Addition of pre-K classrooms and overall reduction of approximately 4,600 empty elementary seats.

GREENWOOD HILLS ELEMENTARY

The consolidation of Greenwood Hills1 impacts partnering schools Mohawk Elementary, Northrich Elementary, Canyon Creek Elementary and Dover Elementary.

ATTENDANCE BOUNDARY CHANGES

Canyon Creek Elementary • 2100 Copper Ridge • Richardson

Families residing in the University Place development, currently zoned to Mohawk, will be rezoned to Canyon Creek Elementary (estimated 86 students) and remain in the Pearce Learning Community.

Mohawk Elementary • 1500 Mimosa • Richardson

Families residing on the west side of West Shore Drive will attend Mohawk Elementary (estimated 79 students) and remain in the Pearce Learning Community.

Northrich Elementary • 1301 Custer • Richardson

FACILITY IMPACT

The building that houses Greenwood Hills will be unused for 2024-25 and maintained by RISD for potential future use as the district considers adding programs of choice with district-wide appeal.

Northrich Elementary is scheduled to begin renovations and updates in summer 2024 as part of the 2021 Bond package.

Families residing on the east side of West Shore Drive will attend Northrich Elementary (estimated 162 students) and remain in the Pearce Learning Community

2023-24 Enrollment: 418 Students 1

NON-CONTIGUOUS BOUNDARY CHANGES

See pages 16-17 for more information.

Dover Elementary • 700 Dover Dr. • Richardson

Families residing in Windham Chase2 near Dover and currently zoned to Greenwood Hills, will be rezoned to return to Dover (estimated 94 students).

Families residing in Huntington Townhomes3 near Dover and currently zoned to Northrich will be rezoned to return to Dover (estimated 11 students)

Families residing in Shenandoah Apartments4 near Dover and currently zoned to Northrich will be rezoned to return to Dover (estimated 19 students)

• Greenwood Hills Elementary is currently is utilizing 59% of the building’s capacity.

• Greenwood Hills enrollment among families in the current attendance area has declined and is projected to further decline over the next five years.

• The Greenwood Hills building is an older building with higher facility needs per the RISD Facility Condition Index (FCI).

• Mohawk Elementary recently completed a major renovation, and – with students north of Campbell Road rezoned to Canyon Creek – can accommodate additional enrollment from GWHE. The net estimated enrollment difference for Mohawk is 7 fewer students.

• Northrich Elementary can currently accommodate increased enrollment from Greenwood Hills. The net estimated enrollment difference for Northrich is 162 additional students. Northrich is scheduled for cosmetic renovations in Summer 2024.

• Canyon Creek Elementary has the capacity to accommodate increased enrollment from Mohawk.

• It is difficult for Mohawk students residing north of Campbell Rd. to walk

to school due to crossing Campbell Road, yet those students do not qualify for bus transportation. The boundary change allows RISD to provide a transportation option to those families.

• Families returning to Dover will attend the school closest to their home.

• Families impacted will remain in the Pearce Learning Community, with the exception of noncontiguous boundary families returning to Dover.

Greenwood Hills

Northrich

Canyon Creek

SPRINGRIDGE ELEMENTARY

2023-24 Enrollment: 275 students

The consolidation of Springridge Elementary1 impacts partnering schools Dartmouth Elementary, Forestridge Elementary, and Yale Elementary, as well as the future Little Rams/Wildcats Child Learning Academy.

ATTENDANCE BOUNDARY CHANGES

Yale Elementary • 1900 E. Collins, Richardson

A portion of the current Dartmouth boundary, north of Columbia Dr. and Drake Dr., will be rezoned to Yale Elementary (estimated 94 students) and remain in the Berkner Learning Community.2

Dartmouth Elementary • 417 Dartmouth, Richardson

FACILITY IMPACT

The building housing Springridge Elementary will be maintained by RISD and a portion will become a future Little Rams/Wildcats Child Learning Academy for RISD employees in the Berkner Learning Community.

Most students at Springridge Elementary will be rezoned to partnering school Dartmouth (estimated 221 students) and remain in the Berkner Learning Community.

NON-CONTIGUOUS BOUNDARY CHANGES

See page 18 for more information.

Forestridge Elementary Families residing in Forest Gardens3 near Forestridge Elementary and currently zoned to Springridge Elementary, will be rezoned to return to Forestridge Elementary (estimated 42 students) and remain in the Berkner Learning Community.

1 Springridge Elementary, 1801 E. Spring Valley Rd., Richardson,

3 Forest Gardens, 12119 Plano Rd

RATIONALE AND BENEFITS

• Springridge Elementary is currently utilizing 59% of the building’s capacity.

Campbell Rd E

• Springridge enrollment among families in the current attendance area has declined and is projected to further decline over the next five years.

Arapaho Rd E

Drake Dr

• The Springridge building is an older building in average condition per the RISD Facility Condition Index (FCI).

• Dartmouth Elementary was renovated in 2013 and can accommodate increased enrollment from Springridge.

• Yale Elementary was renovated in 2016 and can accommodate increased enrollment from Dartmouth.

• Families impacted will remain in the Berkner Learning Community.

Belt Line Rd E Buckingham Rd

• A portion of the building housing Springridge will be converted into needed space for teacher and employee childcare in the Berkner Learning Community (Little Rams/Wildcats Child Learning Academy). RISD employee Child Learning Academies are tuition-based programs and a proven incentive for educator recruitment and retention. Child Learning Academies are licensed daycares and operate at a small portion of the cost of a standard elementary campus.

• Families returning to Forestridge will be able to attend the school closest to their home.

Columbia Dr

SPRING VALLEY ELEMENTARY

2023-24 Enrollment: 368 students

The consolidation of Spring Valley1 impacts partnering schools

Northwood Hills Elementary and Hamilton Park Pacesetter Magnet, as well as the RISD Professional Development Center.

ATTENDANCE BOUNDARY CHANGES

Northwood Hills Elementary • 14532 Meandering Way • Dallas Students zoned to Spring Valley Elementary will be rezoned to partnering school Northwood Hills Elementary, and attendance boundaries will be changed to combine the two school communities (estimated 249 students). All families will remain in the Richardson Learning Community.

Hamilton Park Pacesetter Magnet • 8301 Towns • Dallas Families residing in Citadel at Preston2 and currently zoned to Spring Valley Elementary will be rezoned to partnering school Hamilton Park Pacesetter Magnet (estimated 5 students) and remain in the Richardson Learning Community.

FACILITY IMPACT

The building housing Spring Valley Elementary will be repurposed as office space for central RISD employees who currently work at the RISD Professional Development Center, which will be sold.

Northwood Hills Elementary has the capacity to accommodate the additional enrollment without the need for construction, and will receive substantial cosmetic refreshes. The school will also receive additional gifted and talented student programming support.

1

2

RATIONALE AND BENEFITS

• Spring Valley Elementary is utilizing 56% of the building’s capacity.

• Spring Valley Elementary enrollment among families in the current attendance area has declined and is projected to further decline over the next five years.

• 24 students in the Spring Valley Elementary attendance zone already attend Northwood Hills Elementary.

• The Spring Valley Elementary building is 55 years old and in fair condition per the RISD Facility Condition Index (FCI).

• Northwood Hills Elementary was renovated in 2017 and can accommodate increased enrollment from Spring Valley Elementary.

• Families impacted will remain in the Richardson Learning Community.

• The sale of the Professional Development Center will generate significant one time funds for the district to aid the updates and cosmetic refreshes of some partnering schools, including Northwood Hills Elementary.

THURGOOD MARSHALL ELEMENTARY

2023-24 Enrollment: 497 students

The consolidation of Thurgood Marshall1 impacts partnering elementary schools Audelia Creek, Forest Lane Academy, Forestridge, Northlake, and Skyview.

Thurgood Marshall Elementary is situated within a unique attendance boundary that includes I-635, busy major streets, and borders attendance boundaries of six other RISD elementary schools.

ATTENDANCE BOUNDARY CHANGES

Forestridge Elementary • 10330 Bunchberry • Dallas Families residing east of the KCS rail line and west of Plano Rd. will attend Forestridge Elementary (no current students impacted) and shift to the Berkner Learning Community2.

WalnutSt

Audelia Creek Elementary • 12600 Audelia • Dallas Families residing east of Audelia Rd. and west of Skillman St. will attend Audelia Creek (estimated 156 students) and shift to the Berkner Learning Community2.

Forest Lane Academy • 9663 Forest Lane • Dallas Families residing north of I-635 and west of Audelia Road and east of Skillman St. will attend Forest Lane Academy (estimated 119 students) and remain in the Lake Highlands Learning Community.

WalnutSt

Skyview Elementary • 9229 Meadowknoll • Dallas Families residing south of I-635 and west of Skillman St. will attend Skyview Elementary (estimated 157 students) and remain in the Lake Highlands Learning Community.

FACILITY IMPACT

The Thurgood Marshall building will become the Thurgood Marshall Learning Center and home to the following programs:

• Thurgood Marshall Accelerated Academy - Accelerated high school graduation program currently named Memorial Park Academy.

• Thurgood Marshall Center for Law - A new district-wide law-based program for secondary students.

• The district alternative education program, currently housed at the Christa McAuliffe Learning Center.

The current Christa McAuliffe3 building will be repurposed for the transportation department.

The current location of Memorial Park Academy4 will be utilized as meeting and professional learning space.

Northlake Elementary • 10059 Ravensway • Dallas Families residing south of I-635 and east of Skillman St. will attend Northlake Elementary (estimated 19 students) and remain in the Lake Highlands Learning Community.

1 Thurgood Marshall, 9666 Ferris Branch Blvd., Dallas 75243

2 Families wishing to remain in the Lake Highlands LC for middle and high school may request a transfer.

3 Christa McAuliffe Learning Center currently located at 900 S. Greenville, Richardson

4 Memorial Park Academy, currently part of the Arzell Ball Center at 410 S. Greenville

RATIONALE AND BENEFITS

• Thurgood Marshall Elementary is utilizing 59% of the building’s capacity.

• Thurgood Marshall enrollment in the current attendance area has declined and is projected to further decline over the next five years.

• Thurgood Marshall’s building is 20 years old, which is a factor in it being repurposed to the Thurgood Marshall Learning Center and housing multiple student programs.

• Audelia Creek (built 2004), Forest Lane Academy (renovated 2013), Forestridge, Northlake (renovated 2010) and Skyview (major renovation 2020) can accommodate additional students without additional renovations or expansion.

• The current Christa McAuliffe Learning Center building is adjacent to RISD’s school bus transportation lot and will be used by the RISD transportation department.

• The current Memorial Park Academy program is located in the Arzell Ball Center. Its space will be utilized for meeting and professional development, helping offset the loss of space from the sale of the RISD Professional Development Center.

• Current Thurgood Marshall students will be rezoned to a partnering school based on proximity to their residence so the majority of students will be closer to their new school or not have to cross I-635 to get to school.

• The repurposed Thurgood Marshall Learning Center will become home to two current student programs as well as a new student program focused on the legal system in recognition of Justice Marshall’s contributions and legacy.

Royal

Walnut

Buckingham Danville

635

Forest Lane

Audelia Creek Forestridge

REMOVAL OF NON-CONTIGUOUS BOUNDARIES

The removal of non-contiguous boundaries impacts elementary schools Dover, Forestridge, Greenwood Hills, MST Magnet, Skyview, and Springridge.

RATIONALE AND BENEFITS

• Non-contiguous boundaries are no longer needed for managing enrollment growth.

• Most students in these area require bus transportation. Rezoning to the neighborhood school eliminates the need and expense of transportation and allows more students to the choice to walk to school.

• Schools receiving students (Dover, Forest Lane, and Forestridge) can accommodate additional students without renovation.

• Students currently in grades 4 and 5 at MST Magnet, Northrich, and Skyview can stay at their current elementary school on a transfer so they can finish elementary school with their friends and peers.

FAMILIES RESIDING IN THE FOLLOWING MULTIFAMILY COMPLEXES WILL BE REZONED (RETURNED) TO THE ELEMENTARY CLOSEST TO THEIR HOME

More than 25 years ago, RISD’s strategy to accommodate enrollment growth included rezoning small, densely-populated areas containing multifamily complexes away across school boundaries to schools that had available space. These areas are no longer necessary. Project RightSize will eliminate non-contiguous boundaries and rezone families back to the elementary closest to their home. Belt Line

Note: The total number of students residing in a complex may be higher than the number enrolled at their zoned school.

Zoned to Greenwood Hills – Returning to Dover Elementary Windham Chase, 1330 W. Spring Valley Rd.

Estimated 114 students Spring Valley

Campbell Rd W

Greenwood Hills

Arapaho Rd

ring Valley Rd

Zoned to Northrich – Returning to Dover Elementary

Huntington Townhomes, 910 Spring Valley Plaza

Estimated 22 students

Shenandoah Apartments, 939 Allegheny Ct.

Estimated 79 students

Spring Valley

3

Zoned to MST Magnet – Returning to Dover Elementary

Hillsdale Garden

800 W. Spring Valley Rd.

Estimated 25 students

Lakefront Villas

900 W. Spring Valley Rd.

Estimated 19 students

Lakeside on Spring Valley

1000 W. Spring Valley Rd.

Estimated 16 students

Northgale Village

900 Weatherred Dr.

Shadow Lake Condos, 970 S. Weatherred Dr.

Estimated 14 students

The Wexler

1800 W. Spring Valley Rd.

Estimated 10 students

Hillsdale

Lakefront

Lakeside

Northgale

Shadow

4

Zoned to Springridge – Returning to Forestridge Elementary

Forest Gardens, 12119 Plano Rd.

Estimated 41 students

One Orleans Place Condos,

Multiple individual addresses

Estimated 4 students

Reserve at Lake Highlands, 11601 Audelia Rd.

Estimated 17 students

Spring Tree Condos, 11311 Audelia Rd.

Estimated 18 students

Summerwood Cove, 9821 Summerwood Cir.

One Orleans Place Condos Reserve at Lake Highlands

Estimated 30 students Royal Ln SkillmanSt Forest

DOBIE PRE-KINDERGARTEN SCHOOL

Starting with the 2025-26 school year, Dobie consolidation impacts Carolyn Bukhair Elementary, RISD Academy and pre-K classes in other area schools.

Dobie does not have an attendance zone and solely serves pre-k students who may reside in attendance areas around RISD. Under Project RightSize, Dobie will be repurposed starting with the 2025-26 school year. Students at Dobie return to their home attendance area school for kindergarten.

FACILITY IMPACT

Through a partnership with the City of Dallas and Dallas County, Dobie will potentially become a community center and park for residents in the Esperanza Corridor.

Unlike when Dobie became a Pre-K campus in 2019, RISD now offers pre-K classes at a wide variety of campuses around the district, and a separate pre-K only school is no longer necessary. The majority of Dobie students reside in the Carolyn Bukhair Elementary and RISD Academy attendance zones, and families will be served at those campuses for pre-K (or their home elementary school).

RATIONALE AND BENEFITS

• Dobie became a pre-K school at a time when most RISD elementary schools did not offer pre-kindergarten. RISD has aggressively increased the number of pre-K classes across the district in recent years, and because most elementary campuses now offer pre-K, a

Dobie does not have an attendance zone, so no attendance zones will be changed by the consolidation, and because Dobie only serves pre-K students, no partnering schools are necessary to identify.

separate pre-K only campus is no longer necessary.

• Most students will be able to start their school career in pre-K at the elementary school in their attendance area, and not have to change schools when moving from pre-K to kindergarten. Under Project

RightSize, high quality, full day pre-K will be offered at 33 of 36 RISD elementary schools by 2025-26.

• More families of pre-K students will be able to walk to their attendance area school, and those requiring bus transportation will be reduced.

1 Dobie Pre-Kindergarten School, 14040 Rolling Hills Lane, Dallas 75240

ELEMENTARY SCHOOL UTILIZATION

An important factor driving the need for Project RightSize is the imbalance between RISD elementary schools’ capacity (the maximum number of students that a school can safely accommodate) and actual enrollment (how many students attend the school). Factors that determine enrollment capacity include the number of classrooms in a school and the number of students who can be assigned to each classroom. Our average elementary school enrollment is lower than that of surrounding districts, and many of our schools are significantly below capacity.

Without Project RightSize, RISD has more than 9,000 empty elementary seats. After Project RightSize, we will have reduced that number by approximately 4,600 while adding many pre-K classrooms across the district.

UTILIZATION

BEFORE AND AFTER PROJECT RIGHTSIZE

The chart below provides the percentage of elementary school utilization (the percentage of enrollment to school capacity) before and after Project RightSize. Impacted schools are italicized. *Updated

NEW ATTENDANCE ZONES

The campuses listed below and labeled in red on the map have new attendance boundaries for the 2024-25 school year:

• Audelia Creek Elementary

• Canyon Creek Elementary

• Dartmouth Elementary

• Dover Elementary

• Forest Lane Elementary

• Forestridge Elementary

• Hamilton Park Pacesetter Magnet

• Mohawk Elementary

• MST Magnet*

• Northlake Elementary

• Northrich Elementary

• Northwood Hills Elementary

• Skyview Elementary

• Yale Elementary

WHY DID THE BOUNDARY CHANGE?

As a result of the consolidation of specific elementary campuses, certain school attendance boundaries have also been adjusted to ensure efficiencies with both district facilities and operations.

Even though overall district enrollment growth has decreased, there are still developing residential areas in the district. At the same time, some more established neighborhoods include fewer students, particularly at the elementary level. This unique challenge requires thoughtful solutions as the district continues to remain committed to using tax dollars wisely with a focus and priority on students and buildings that enhance student learning.

WHAT IS A CENTRAL PROGRAM?

School districts offer central programs in some school buildings to provide services for students beyond general education, often based on individual student learning needs. All central programs do not exist in every school, and RISD places central programs at schools based on capacity, geographic location, demand within a central program, and suitability and condition of facilities/equipment to host specific types of programs. Examples of central programs in RISD include different types of special education classes and bilingual programs. Some campuses may host multiple central programs, and some campuses may not.

TRANSFERS BASED ON CENTRAL PROGRAMS

Central programs can and periodically do move from school to school over the course of time based on the factors above. When considering attendance boundary changes, central program locations are an important element, because they are often a reason that families physically residing in one school’s attendance area may not attend that neighborhood school if the central program needed or sought is not located there. They are a primary reason (with intra-district transfers being a lesser reason) for the difference between the number of RISD students living in a geographic area and the number of students enrolled at the school serving that area. Students attending a school for a central program but who don’t reside in that school’s attendance boundary are not considered part of that school’s attendance boundary.

Project RightSize has considered central program locations as part of the overall proposed plan to better utilize existing available capacity and resources while still providing required programming and providing a high quality education and options to all enrolled families.

BILINGUAL PROGRAMMING

Dual language is a research-based bilingual program model used worldwide to foster language and literacy development. It is recommended by the State of Texas as the most successful bilingual model demonstrating high academic achievement through the development of bilingualism, bi-literacy, and socio-cultural competence among all participating students.

www.risd.org/

With the implementation of Project RightSize, RISD will ensure that there is a continuation of services and support for our bilingual students and staff. In order to maximize our program resources, we will be transitioning some bilingual programs to new campuses for the 202425 school year. Outside of specific special situations, all families who will be affected by the Project RightSize will be made aware of any new program placements by May 15, 2024.

SPECIAL EDUCATION

Richardson ISD offers a variety of services and programs designed to address all students served through Special Education and Section 504. Some of these programs are currently housed on campuses that will be consolidated for the 2024-25 school year and will be operating in new locations next year. The Special Student Services Department will continue to evaluate each centrally based program and individual student and family needs in order to make appropriate new campus placement decisions. Outside of some special situations, all families receiving special education services who will be affected by Project RightSize will be made aware of any new program placements by May 15, 2024.

Additional questions may be directed to Special Student Services at 469-593-7500.

PRE-K

High-quality pre-K is a proven intervention to achieve educational equity and prepare students for social and academic success. RISD is committed to continuing to expand opportunities for pre-K programming at all elementary campuses. Part of Project RightSize includes adding 20 additional pre-K classes across RISD for 2024-25 and potentially more for 2025-26. By 202526, RISD expects 33 of 36 elementary schools to offer high-quality, full-day pre-kindergarten.

www.risd.org/prek

Supporting those impacted by Project RightSize is the highest priority for the district. We want to ensure all students and families feel welcome, accepted, and comfortable at any one of our schools. Partnering schools will be intentional in planning events and activities that honor and welcome new students to a campus, as well as celebrate and respect the legacy of a consolidated campus.

STUDENT SUPPORT

Students may feel a range of emotions when they learn they will be attending a new school. RISD’s Counseling and Prevention Services department will be working with impacted students and schools to build connections so they can continue to learn and grow at the highest levels.

Counseling staff will continue to deliver a safe, innovative, welcoming, and comprehensive school counseling program that provides:

• Access to high quality learning

• Advocacy for the needs of all students through superior guidance lessons, responsive services, and individual planning

• Support for the RISD Graduate Profile and the development of emotional intelligence

• Leadership that enables student success in future college, career, and military readiness exploration

In addition to the typical, ongoing guidance happening for students throughout the spring semester, Counseling and Prevention Services will provide opportunities for affected students to meet individually with their campus counselor. Also, counselors from their new school will plan visits during the spring to introduce themselves and begin to build positive relationships with students.

FAMILY SUPPORT

RISD is committed to keeping families affected by Project RightSize informed about important news, information, and decisions impacting their school transition for the 2024-25 school year.

LISTENING TOURS

The district will host a series of Listening Tours to answer questions and clarify information provided in this document. Please refer to the schedule below:

Lake

RISD Academy

AVAILABLE FAMILY SUPPORT

• In addition to our Listening Tours, RISD will offer families sessions, tools, tips, best practices and information on topics to help students succeed at their newly assigned campus.

• Counseling and Prevention Services will be available for conversations and productive processing around Project RightSize.

• Both district and campus staff are designing engagement activities and opportunities so everyone feels ready to continue to learn and grow.

• Page 34 includes resources for how to talk with students and how to navigate change personally.

CAMPUS AMBASSADOR TEAMS

RISD values our students and their families. As part of Project RightSize, support for families transitioning to a new campus is a priority. Each partnering school will identify a team of campus staff and educators to serve as liaisons to strengthen the connection between the retiring school and the new home campus. Campus Ambassador Teams will include employees in various roles with accurate knowledge of Project RightSize, and they will serve as the primary resource for direct questions from families.

The responsibilities of each Campus Ambassador Team includes:

• Meeting with new families to provide campus information (welcome packets, parent meeting dates, calendar of school events, school traditions, local clubs/organizations, and PTA and other parent groups)

• Ensuring new families are included in school communications (emails, newsletters, event invitations, and parent letters)

• Providing outreach by developing a system of local campus support, phone calls, or home visits

• Ensuring language or interpretation services are provided as needed

• Welcoming new families to the school through a destination event

• Ensuring counseling services are in place for students who need support getting acclimated to their new school

COMMUNITY EVENTS

One of the district’s primary strategic goals is to create meaningful opportunities to engage with our RISD community. This is even more important with the implementation of Project RightSize. We recognize change can be hard. We want to honor our retiring campuses through legacy events, and we want to celebrate the new school communities being created through destination events. Getting to know a school, meeting new friends and teachers, and having the opportunity to learn and grow together is an important part of any successful school culture.

DESTINATION EVENTS

Destination events will be hosted during the late spring semester through June of 2024. These events are one way for campus educators and staff to develop connections and relationships with students transitioning to a new campus. The goal of these events is to welcome new students, families, and staff, as well as unite campus PTAs, business partners, and local community partners to support the transition to a consolidated campus.

Prior to the event, the partnering school principal will visit the retiring campus to invite new students, staff and administration to the destination event. Destination events will include:

• Welcome reception

• Welcome bags

• Information about the school

• Tour of the school

LEGACY/RETIREMENT EVENTS

Honoring the history of retiring RISD campuses is also an important part of Project RightSize. Schools are places of learning, fun and fellowship, where memories are developed by students, teachers and families. In Richardson ISD, generations of families have attended some of the same schools where many significant events in their lives have occurred and been celebrated.

Legacy events will commemorate the heritage of a school as it is retired from its current operation. These events will be held by the end of May 2024 (late spring semester). Legacy events will welcome both current and former students, staff, and administration to celebrate the history of the school and interact with memorabilia.

TRANSITION RESOURCES FOR PARENTS

TALKING TO YOUR CHILD ABOUT CHANGE

Change can be hard for anyone, especially children. Everyone handles change differently, and learning about changing schools next year will likely mean some questions from your child. Here are some helpful tips for talking with your child about change:

1. Listen and acknowledge their feelings about the change.

Ask your child what they think about changing schools and listen to their responses. Whatever their response, listen without interrupting and let them know you understand their feelings. If they struggle to explain it, help them label the feeling as “sad”, “excited”, or another feeling that fits for them. Explain that you will be there to support them with this change and all of the staff at their new school will be there to support them as well.

2. Talk about the positives of the change.

Make a list with your child about the positives of a new school. Keeping a focus on the positives will help outweigh the negatives of the change. Post the positive changes where you and your child can see them and review or add to them when needed. This will help your child adjust and feel less anxious about changing schools.

3. Talk about how to cope with the change.

Help your child build their coping skills by:

• Helping them problem-solve by asking questions like, “who would you go to at school if you are worried about something or someone?” Tell them it’s okay to ask for help. Make a list of who they can ask at their new school for help.

• Being their cheerleader! Tell them they are strong and can do hard things like change schools. Hearing from you that you believe in them will enhance their confidence.

The Koala Who Could by Rachel Bright

The Invisible String by Patrice Karst

ENROLLING FOR 2024-25

WHERE TO ENROLL

Enrollment for the 2024-25 school year opens on February 27, 2024. If families impacted by an attendance boundary change have already registered for the 2024-25 school year, their registration will automatically be transferred to their new school. If eligible students have not enrolled for next school year, they should register to attend their new attendance area school.

STUDENTS ATTENDING A RETIRING SCHOOL ON A TRANSFER

www.risd.org/enroll

If a student is currently attending Greenwood Hills, Springridge, Spring Valley, or Thurgood Marshall on a transfer and the family does not want the student to attend their zoned neighborhood school, parents should submit a new transfer request to another RISD school for 2024-25. If the new transfer request is not submitted, the student will be assigned to their attendance area school.

REQUESTING A TRANSFER

Some families impacted by Project RightSize may be interested in exploring a transfer to another RISD school. The district has a specific process for initiating a transfer request. Parents must first complete the enrollment process via PowerSchool, then request a transfer.

Transferred students are not eligible for RISD transportation to or from their requested school. Even though notification of the decision for most transfers is within sixty (60) days, due to space limitations and/or teacher allocations, some requests may not be eligible for consideration until the beginning of the school year. Transfers are not considered after the start of a semester, except in extenuating circumstances.

If parents have questions about transfer guidelines and the window for transfer requests, please refer to the transfer request information posted at www.risd.org/enrollonline/transfer-requests

HUMAN RESOURCES TEAM

Our staff transition plan focuses on working together with employees to find the best next step in their RISD journey. The RISD Board of Trustees and district leadership are committed to engaging with employees involved in this transition with dignity and respect. Our goal is to provide a clear road map for the journey into the 2024-25 school year and beyond.

We are focused on collaborating with impacted staff to find the best fit for their new campus home. The heart of Project RightSize is a commitment to the following vision and beliefs as employee decisions are made:

OUR VISION

In HR, we respect, value, serve and support all.

OUR BELIEFS

In HR, we believe that…

• It is important to provide elite customer service.

• There is value in working together as one unit to achieve our goals.

• Every person is important and has a contribution to make.

• Perception matters.

• Prompt and courteous communication is key.

• Everyone deserves respect.

• You should always put others first.

• We can strengthen our team by assuming positive intent.

• Confidentially should always be maintained.

• Accountability should not come at the expense of dignity.

WHO TO CONTACT

Questions can be directed to hr@risd.org and a member of the Human Resources team will respond within 48 hours.

Dr. Christopher B. Goodson Assistant Superintendent of Human Resources christopher.goodson@risd.org 469-593-0254

Charles Bruner Executive Director charles.bruner@risd.org 469-593-0256

Nancy Kinzie Executive Director nancy.kinzie@risd.org 469-593-0389

Dr. Terry Harris Executive Director, Support Services terry.harris@risd.org 469-593-0266

Misty Wilson Executive Director misty.wilson@risd.org 469-593-0259

STAFF TRANSITION PLAN TIMELINE

CAMPUS CONSOLIDATION ANNOUNCEMENT

Community and impacted employees will be notified. Informational meeting will occur.

TRANSITION PREFERENCE FORMS OPEN

A Google form will be sent to all impacted employees requesting input as to their preference for the 2024-25 school year.

TRANSITION PREFERENCE FORMS DUE AND TRANSFER WINDOW WILL OPEN

The Google Transition Preference Form must be submitted to HR by this date and HR will open the transfer application window.

EMPLOYEE PLACEMENT PROCESS BY HUMAN RESOURCES

Staff will be placed based on certification area and district needs. Preference forms will be used in this process.

EMPLOYEE ASSIGNMENT NOTIFICATIONS

Employees will receive an official letter from HR with new campus assignments.

PREFERRED EMPLOYEE JOB FAIR

If desired, attend this targeted job fair focused on placement for ESSER teachers, Project RightSize impacted campuses, and employees without an optimal placement who have applied for a transfer as part of the Middle School Transition (overages).

ASSIGNMENT PROCESS BY POSITION PAY PROTECTION

In most scenarios, employee compensation will be protected for the duration of the 24-25 school year. Assignments will be in a similar position at another campus based on years of service and applicable certifications and qualifications.

The following is a general guide to how placements will occur. We have provided examples of the various positions that may be affected by the transition. This is not intended to be an exhaustive list, but rather a general explanation of the process. Additional questions can be sent to hr@risd.org.

CAMPUS-BASED SPECIALISTSCRS/CMS/IC/CULTURE COACH

• Campus-based specialists will be placed as a classroom teacher at another RISD campus.

• Instructional Coaches will still work five extra days for 24-25 school year to ensure the current salary is bridged for next year.

• Specialists may apply for a specialist role at another campus through the transfer process.

TEACHER

• Classroom teachers will be placed at another campus as a classroom teacher based on years of service and certification.

• Stipends will be included in protected pay for the 2024-25 school year only. Starting with the 202526 school year, stipends will be contingent upon appropriate work assignment.

SPECIAL EDUCATION PARAPROFESSIONAL

• Special Education paraprofessionals will be reassigned to a campus for a special education paraprofessional position.

• If a position is not available, the employee may be reassigned to a different paraprofessional position at a campus.

FRONT OFFICE STAFF/ PARAPROFESSIONALS

• Front office paraprofessionals will be reassigned to a campus in a similar paraprofessional position.

• If a position is not available, the employee may be reassigned to a different paraprofessional position at a campus.

CAMPUS ADMINISTRATORS

• Campus administrator assignments will be coordinated by the Superintendent, Chief of Staff and the Area Superintendents.

• Administrators may also be placed as additional administrative support at another campus if a position is not available.

CENTRAL-BASED SPECIALISTS

• Specialists assigned by a central department will be reassigned to a different campus to fulfill the same job responsibility.

CENTRAL-BASED INTERVENTIONISTS

• Central-based interventionists will be reassigned to a similar position by the Department of Leadership and intervention.

• If the same position is not available, interventionists may be reassigned to a campus based position.

TIA TEACHERS/STAFF/ ADMINISTRATION

• Employees currently at a campus participating in the Teacher Incentive Allotment will be reassigned to another TIA campus.

• TIA allotments can only be generated according to existing TEA and RISD guidelines.

• If an employee does not work at a designated High Needs Campus, the district will bridge the RISD High Needs Campus stipend for the 24-25 school year only.

COUNSELORS/LITES/NURSES

• Counselors, LITES and nurses will be reassigned to a similar position by their respective departments.

CHILD NUTRITION/CUSTODIAL

• Assigned by department.

READINESS CHECKLIST FOR EMPLOYEES

Read through the Project RightSize plan.

Attend a staff support meeting (see following page).

Note the transition plan timeline (see page 38).

Complete the Individual Choice Request form.

Attend the Project RightSize Job Fair on April 27.

Accept or reject the agreement decision.

STAFF SUPPORT MEETINGS

The district understands and prioritizes the importance of two-way communication with employees as part of Project RightSize. There will be numerous opportunities for staff to engage with district leadership and Human Resources to understand the plan as well as ensure a smooth transition to their new campus and/or position as part of the plan.

Initial staff support meetings will be held Feb. 23, 2024.

Peggy Dillon

Dr. Kristin Leeper

Katie Barrett

Nancy Kinzie

Lorie Squalls

Dr. Melissa Heller

David Pate

Mike Evans

Dr. Chris Goodson

Dr. Gina Ortiz

Misty Wilson

Jennie Bates

Sandra Hayes

Henry Hall

Leticia McGowan

Charles Bruner

Mike Jasso

Dr. Matthew Gibbins

Katy Phinney

Shawna Ballast

Dr. Terry Harris

ADDITIONAL STAFF SUPPORT

Counseling Services will prepare a customized support plan which will allow time and opportunities for conversations and productive processing around Project RightSize.

MOVING TRANSITION TEAM

The RISD Facilities Department will be responsible for moving instructional resources, equipment, materials in need of disposal, chemicals, specialized equipment, playground equipment, etc. Our VIP Customer Service Plan for moving schools will offer efficient and effective processes to minimize disruption and offer comprehensive coordination.

VIP CUSTOMER SERVICE WILL INCLUDE:

• Providing timely communication to the Campus Moving Point of Contact (POC)

• Centralizing the coordination/scheduling moving of resources

• Providing a direct program point of contact for guidance on specific resources and records

• Offering a comprehensive one-stop portal for all things related to the move

• Ensuring the contracting of service providers to support the moving of resources and assist with unpacking

• Ensuring that program departments offer guidance on the viability and usefulness of instructional resources in preparation for early donation, recycling, and disposal

• Offering early pickup of donated, recycled, and disposed of materials

• Ensuring all packing resources are available to campuses

WHO TO CONTACT

Sandra Hayes

Assistant Superintendent of Operations

sandra.hayes@risd.org

496-593-0377

James Watson

Senior Executive Director of Operations

james.watson@risd.org

469-593-0170

Le Korte

Executive Director of Planning, Design & Construction

le.korte@risd.org

469-593-0172

• Providing employees with simple, easy-to-use inventory tracking system for instructional resources

MOVING CAMPUS RECORDS

Retention of student records varies in length of time. Staff should refer to RISD’s Records Retention Schedule at intranet.risd.org/domain/2153 for specific retention requirements. If employees have any questions about the retention requirement for a document found or stored on your campus, please reach out to the Records Management Department at 469-593-0361.

RECORDS ROLES AND RESPONSIBILITIES

RESOURCE

Types of resources provided by the campus, Records Management Committee for disposal, storage or transfer to new school

STUDENT ACADEMIC RECORDS

Includes academic, attendance, grades and cumulative folders

STUDENT HEALTH RECORDS

SIGN-0FF

Department responsible for verifying campus records for move, storage or disposal

RETENTION & RECORDS REQUIREMENTS

Length of time the district is responsible for retaining the record

PEIMS

Includes student health records, discipline and counseling Student Services

STUDENT SPECIAL RECORDS

Includes special population, Special Education, Section 504 and dyslexia

PERSONNEL RECORDS

Includes campus personnel and staffing records that must be retained based on state guidelines of personnel records

FINANCIAL RECORDS

Includes any financial records and MOUs. Refer to state guidelines on financial records

CAMPUS RECORDS

Special Student Services

Retention requirement will be from 1 year to permanent retention depending on the record.

Retention requirement will be from 1 year to date of student’s withdrawal + 7 years, or until the student’s 21st birthday, whichever is later.

Retention is generally required until the cessation of services + 5 years.

Human Resources

Financial Services

Includes food service, transportation, and voter registration School Leadership

Personnel records commonly on the campus are required to be kept a minimum of 5 years.

Financial records are commonly required to be maintained for the fiscal year plus 5 years.

Retention requirements will generally be from 2 years to the end of program year + 5 years.

MOVING INSTRUCTIONAL RESOURCES

Our objective is to efficiently and effectively move instructional resources for teachers from one school to another while also ensuring the safe transfer of curriculum kits, technology, textbooks, classrooms libraries, and student records.

PHASE 1: PREPARING FOR TRANSITION

Resource assessment prioritization and allocation

• Identify and categorize resources

• Complete an inventory

• Determine which resources will be moved immediately or phased in

• Facilitate move and communicate with stakeholders

• Secure warehouse space and mover bids

PHASE 2: PACKING AND MOVING

Develop clear guidelines for packing

• Provide teachers with time, extra duty pay and resources to categorize, pack and label boxes

• Provide teachers with safety packing instructions

• Provide resources to maintain organized digital records

• Provide temporary staff to support textbooks and libraries

PHASE 3: TRANSITION AND EXECUTION

Coordination and verification

• Deploy a moving team

• Communicate regularly with the moving team to ensure resources are transported as planned

• Implement a verification process at the new school to ensure resources have been received

• Cross reference inventory lists

PHASE 4: POST TRANSITION

Resources setup, teacher support, and record maintenance

• Collaborate with teachers to organize classrooms and set up resources

• Offer assistance in ensuring that technology is set up

• Verify that all student records are securely transferred to authorized personnel

PHASE 5: CONTINUOUS IMPROVEMENT

Feedback, documentation and review

• Seek feedback from teachers, staff and stakeholders regarding the transition process

• Document the entire transition process including best practices and challenges faced

PACKING AND LABELING

Use the guidelines below to pack your classroom materials to ensure that they will be moved safely to your new classroom.

PACKING MATERIALS

Packing resources are subject to change once the moving companies are selected. Information will be updated.

• Each classroom teacher will receive the necessary supplies such as crates, gondolas (large cardboard boxes for large items), and a mobile shelving unit used to transfer book collections.

• Recycle and disposal materials will be collected in May, including out-of-adoption materials.

• The district cannot move or pack personal items due to liability. Personal items must be removed from the school by June 1.

PACKING PROCEDURES

• Follow guidelines to evaluate and sort materials for donation, disposal, and moving prior to packing.

• All classroom materials must go in boxes unless they are larger than the provided 18 x 12 x 9 in. boxes.

• Pack like items together. (Books in one box, math manipulatives in another, etc.)

• Items too large for boxes should be clearly marked with a district moving label.

• DO NOT place liquids or chemicals in boxes.

• DO NOT pack boxes to exceed 40 lbs.

• Use the Inventory Tracking Form for all packed boxes and RISD tagged items for relocation.

• Identify objects to be moved/disposed of that cannot be boxed using the RISD tag number.

• Fill out and label each box as you pack.

• Tape each box shut and make sure that the box label is secure to the side so that it will be delivered to the appropriate campus.

• Inform your campus administrator when complete so that your items can be moved to the pick-up location.

LABELING PROCEDURES

• All labels and tags provided must be completely filled out prior to relocation

• Each labeled box or tagged item must include teacher/staff name, contents, and location (room numbers, if known) of where the items are to be delivered

• Classroom resources will NOT be collected without a completed label attached to the front of the box and an additional label inside the box.

RIGHTSIZING MOVE: CLASSROOM MATERIALS

7 NO MORE THAN 40 LBS. PER BOX

NO LIQUIDS OR CHEMICALS

NO PERSONAL ITEMS

SENDING SITE:

RECEIVING SITE:

TEACHER NAME:

GRADE/SUBJECT:

DELIVERY LOCATION:

FRAGILE?

YES OR NO

BOOKS SCHOOL SUPPLIES TEACHING SUPPLIES

OTHER:

CONTENTS:

BOX OF PACKING DATE:

Short Edge

If you have questions about this plan, please submit them through Let’s Talk: www.risd.org/letstalk

ENGAGE WITH US

We recognize that implementation of Project RightSize is a disruptive change for our school district community. The goal with this plan is to maximize efficiency with district facilities and operations to ensure budget dollars can remain prioritized for student programs and staff compensation. This can help facilitate our North Star Goal, which is for every student, teacher, and leader to meet or exceed their academic growth goals.

QUESTION INDEX

Answers to the following questions can be found at the pages indicated below. Additionally, a list of Frequently Asked Questions (FAQs) will be continually updated at www.risd.org/budget (click on the Project RightSize icon ).

Why is rightsizing needed?

What do we mean when we talk about building capacity?

What are the benefits to Project RightSize?

What campuses are being consolidated as part of Project RightSize?

What is the timeline for implementing the proposed school consolidations?

What is the plan for the consolidated school buildings? Will they be torn down or sold?

What other cost saving measures has the district implemented to address the current budget shortfall?

Will any staff lose their job as a result of Project RightSize?

How do I know if my attendance zone has been impacted by Project RightSize?

I have already enrolled for a campus that is impacted by Project RightSize. Do I have to re-enroll in my new attendance zone school?

What campus will bilingual, pre-K and Special Education program students attend next school year?

Will transportation be provided for families impacted by Project RightSize?

How will the district continue to engage with the community as well as honor the consolidated campuses?

See subsection “Community Budget Steering Committee” in Superintendent’s Tabitha Branum’s opening letter.

See “Elementary School Utilization” on page 21.

An overview of the benefits can be found on page 7. For benefits specific to each consolidated/ repurposed campus, see pages 9, 11, 13, 15, 16, and 19.

See page 7.

Trustees will meet in March to take action on the recommendations. If approved, the school consolidations will be effective for the 2024-25 school year.

See “Facility Impact” on pages 8, 10, 12, 14, and 19.

Visit www.risd.org/budget for a complete list.

No staff will lose their job due to consolidation. See page 39 for more information.

See page 22.

See page 35.

See “Central Programs” on pages 24-27.

All student transportation is based on district guidelines and state law. Overall, Project RightSize will reduce the number of bus routes and more students can walk to school. Visit www.risd.org/transportation for more information.

See page 33.

Language support is available. For questions or to obtain a version of this information in your native language, please contact Teresa Ordóñez at 469-593-0312.

Se ofrece asistencia en otros idiomas. Si tiene preguntas o desea obtener una versión de esta información en su idioma, diríjase a Teresa Ordóñez al 469-593-0312.

ىجری ،ملأا كتغلب تامولعملا هذه نم ةخسن ىلع لوصحلل وأ ةلئسلأل .حاتم يوغللا معدلا

469-593-0312

مقرلا

ىلع )Teresa Ordóñez( زینودروأ

የቋንቋ ድጋፍ ይገኛል። ለጥያቄዎች ወይም ይህን መረጃ በአፍ መፍቻ ቋንቋዎ ለማግኘት፣ እባክዎን Teresa Ordóñez ን በ 469-593-0312 ያግኙ።

Có sẵn dịch vụ hỗ trợ ngôn ngữ. Nếu có thắc mắc hoặc để nhận phiên bản thông tin này bằng tiếng mẹ đẻ của quý vị, vui lòng liên hệ với Teresa Ordóñez theo số 469-593-0312.

ولوک هسلارت هخسن وتامولعم ېد د ېک هبژ ۍنروم هپ وساتس ای هراپل ونتښوپ د .يرل نوتش ړتلام ېبژ د .ئسینو هکیړا هرس Teresa Ordóñez هل ېک 0312-593-469 هپ ئړکو ينابرهم ،هراپل

ےک ےنرک لصاح ںیم نابز یردام ینپا نژرو اک تامولعم سا ای تلااوس ۔ےہ بایتسد ددم یک نابز

۔ںیرک ہطبار ےس)Teresa Ordóñez( زینوڈروا اسیریٹ رپ 469-593-0312 مرک هارب ےیل

ናይ ቋንቋ ደገፍ ክርከብ ይኽእል እዩ። ንሕቶታት ወይ ትርጉም ናይዚ ሓበሬታ ብቋንቋኹም ንምርካብ፣ በጃኹም ንተረዛ ኦርዶነዝ (Teresa Ordóñez) ብቁጽሪ ቴለፎን 469-593-0312 ተወከሱ።

.دیریگب سامت 469 -593-0312

هرامش هب Teresa Ordóñez اب افطل ،دینک تفایرد