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Lexington's middle schools, roughly speaking, are organized on the basis of Teams averaging 85 pupils, which is generally equivalent to 4 sections per team and would typically be housed, in a "pure team" model, in a team space of three general classrooms, a science classroom, and support space. Diamond and Clarke are each intended to have the capacity for 3 teams per grade in 3 grades, for a total of 9 teams. Both schools currently function according to this model, but with some compromises. Probably their most difficult period in this regard was the 2006 -07 school year, when total MS enrollments peaked at 1569. Enrollments have dropped since then, and projections show them continuing to drop to 1200 or less by FY 2019. The reason that compromises are necessary is that the scope of the built projects was reduced. As presented in the 1997 Master Plan, the expansion projects for Clarke and Diamond provided enough classroom and science room space to accommodate 9 teams in a pure "team- taught" model. However, the projects as approved and constructed were significantly reduced in size, by 12,000 GSF in the case of Clarke and by 16,700 GSF in the case of Diamond. This was accomplished largely by reducing the number of general classrooms. The educational impact of this is that, while the number of science classrooms per school remains at 9, allowing science rooms to be assigned to each team, the number of general classrooms is insufficient for this. It is therefore necessary that both students and teachers rotate or "hot -bed" through classrooms. This situation is somewhat more complicated at Diamond because Diamond has insufficient teacher planning space to allow each teacher a "home base" (minimally, a desk and a secure place for coat and personal belongings). This means that, even with the extra modular classrooms, some teachers must "double up" with desks in classrooms. Because of the degree of operational accommodation that has become routine at these two schools over the years, it is difficult to say with precision how many additional classrooms Diamond actually needs to function. However, It is safe to say that, with current enrollments, Diamond would be seriously disadvantaged if it could not retain at least 3 of the 6 modular classrooms currently in place. On the question of when in the future Diamond could fully function without the modulars, the answer is probably that this can only occur when the number of teaching teams is reduced from 9 to 8 (which, among other things, will probably require that at least one team be multi- grade). If we assume 85 pupils per team, this will happen when the enrollment at Diamond drops to 680 or below. We can project this happening in either of two ways: 1. If we assume no re- districting at the MS level, then this enrollment drop at Diamond probably will not occur until the District -wide MS enrollments drop Design Partnership of Eamhridga