Easing Overcrowded High Schools with Limited Capital...

Cefpi Annual Conference & Expo

Nashville, Tennessee

Easing Overcrowded High Schools with Limited Capital Funds

September 17, 2011

1Engage I Enlighten I Envision

Christina Lighthall, REFPSr. Director, Long Range Planning

Wake County Public SchoolsRaleigh, North Carolina

Easing Overcrowded High Schools with Limited Capital Funds

• Brainstorm and share creative solutions to relieve overburdened core facilities at high schools

Split shift modelsModified split shift models A trimester approachReconfigured school grades6th / 9th Grade CentersOther solutions

• Develop the program, school size, capacity model, and/or processes & procedures for adding capacity

High School Capacity

20000

25000

30000

35000

40000

45000

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11

TEMPORARY CAPACITY

PERMANENT CAPACITY

6,51717.4%

Engage I Enlighten I Envision 3

3,72010.7%


Add temporary classrooms on site

But there comes a point when the site and core facilities can only accommodate so many more students.

• Don’t add just classrooms, include science and/or computer labs

• Be sensitive to core issues: parking, specialized classrooms (Art, CTE), traffic (DOT road improvements), & dining

• Allow upper classmen to eat off campus – make it a privilege

• Garner High – 40 temporary classrooms• Wakefield High – 39 temporary classrooms• Apex High – 35 temporary classrooms


Solution: Split shift models

Example:Shift A attends from 7:30 AM until 12:10 PM (3 Periods)

7:30-9:00 / 9:05-10:35 10:40-12:10Shift B attends from 11:30 AM until 4:10 PM (3 Periods)

11:30-1:00 / 1:05-2:35 2:40-4:10

Entire enrollment divided into two shifts with a possible overlap in the middle of the day



Pros:Allows for two smaller versions with ample population to support the broad range of courses expected in the comprehensive high school.Shifts can be assigned based upon personal preferences, lifestyles, employment interests or dual enrollment college course interest.If the state approves a second shift as an autonomous second school, the staff of each shift can be relieved of working hours longer than in traditional schools.




Cons:Because of time constraints, the three periods limits opportunities for creditsAssure that students have access to meeting graduation requirements within a reasonable period of time.Transportation to provide the morning shift access to all co-curricular and extra-curricular activities.Sense of order may be disrupted when all students are on campus during the overlap period.



Solution: Modified Split shift models

Example:The regular school starts at 7:30 and ends at 2:15. The modified split shift school starts at 2:00 PM and runs through 8:50 PM.

An acceleration center for students who are more inclined to attend school in an after-hours scenario. The focus must be a narrow theme around which relevant learning will take place. A multidisciplinary and personalized approach to the school is necessary to achieve a themed school.



Pros:Engaging students in a smaller learning community which is focused on a specific theme is a research-based strategy This format could mesh with college courses currently being offered through the Community Schools program. Some buses “dead heading” to school for high school dismissals may now travel with a load of students.Purposeful scheduling can be used to accelerate students and provide for articulation with work environments.

An acceleration center for students who are more inclined to attend school in an after-hours scenario.



Cons:Shared space areas will require special attention to avoid space conflicts with the after school activities of the regular school.A special staff allotment may be needed to support the smaller program.Extra-curricular activities will be limited by necessity.A fourth tier of transportation will be needed to serve this program.

An acceleration center for students who are more inclined to attend school in an after-hours scenario.


Solution: Trimester Approach

The trimester model allows the students in a school to attend two of three 75-day trimesters within a year. The length of the school day is extended to meet contact hour requirements.

Example:Trimester #1 might run for 75 days between August 30 and December 22; Trimester #2 might run between January 3 and April 19; and Trimester #3 might run between May 1 and August 15




Pros:Supports articulation with the college calendarOpting for a third trimester for select students offers acceleration possibilitiesChoice among the trimesters allow students to personalize their education




Cons:A choice of which trimesters to attend will not likely be equally distributed. Forced assignment to a trimester will yield balanced enrollment in all three sessions.A smaller compliment of students in one of the sessions will inhibit course offerings.Significant attention will have to be focused on staffing in a twelve-month operating environment.


Solution: Reconfigured school grades

Current grade configurations of Elementary K-5, Middle 6-8, and High 9-12 could be manipulated into different alternative solutions if certain areas of the school system have surplus elementary and/or middle school seats.

Examples:Reconfigure area schools to be K-6, 7-9, and 10-12

or Create some K-8 schools, with some 6-9 middle schools


Solution: Reconfigured school grades

Current grade configurations of Elementary K-5, Middle 6-8, and High 9-12 could be manipulated into different alternative solutions if certain areas of the school system have surplus elementary and/or middle school seats.

Pros:Extends school experienceCreates better transition from one school level to the next

Cons:In any scenario, there would have to be sufficient seatsRequires significant reassignment of students


Solution: 6th Grade Centers

Certain areas of the school district may have surplus elementary and/or middle school seats. Convert an elementary or middle school or provide additional seats with a modular campus.

Pros:Provides transition from elementary to middle

Cons:There would have to be sufficient seats for conversionRequires reassignment of students with student shifts from high to middle A large 6th grade center would have to feed into several middle schools


Solution: 9th Grade Centers

Certain areas of the school district may have surplus elementary and/or middle school seats. Convert an elementary or middle school or provide additional seats with a modular campus.

Pros:Provides transition from middle to highRequires minimal reassignment of students9th Gr Ctr could be associated with one high school

Cons:There would have to be sufficient seats for conversionThere have have to be a high school with significant seating shortfalls and high expected growth.


Other solutions ??

• >


Solutions: Recap

•Add temporary classrooms on site

•Split shift models

•Modified Split shift models

•Trimester Approach

•Reconfigured school grades

•6th Grade Centers

•9th Grade Centers

•What else?


Conclusion:

WCPSS felt that 9th Grade Centers offer the best and most immediate solution.

Key Reasons: Association with an existing high school’s program

Availability of advanced and specialized programs

Least disruption to current assignment practices

Minimal capital costs - questionable


WCPSS’s Solution: 9th Grade Centers

Different Modifications:

1) a modified new elementary school

2) a middle school

3) a “small” modular campus

4) a renovated grocery store

5) a modified existing elementary school

6) a “large” modular campus



1) A modified new elementary school 2004-2006 - A new elementary school design was bid with “9th

grade center” modifications.

• Lockers verses Cubbies• Toilets•Serving Lines• Science casework

Costs to convert back to an elementary school: $540k



2) A middle school 2004-2008 – This was a simple occupancy “as is” after a year’s major renovation when the current middle school had moved to a new facility

• Move-in ready – no structural costs

That would not necessarily be the case today!



3) A “small” modular campus 2007-2011 - WCPSS set up three “Early Start” elementary schools in modular campuses due to accelerated growth.

One of those campuses was later converted to become a 9th Grade Center at a total of $330K.


WCPSS’s Solution: 3) Modular 9th Grade Center

Program Outline

Classrooms 23

Business Computer 1

Art/Drama 1

Health Education 1

Music Classroom 1

@ 24 each 27

Locker rooms 2

JROTC 1

Teachers’ Workroom 1

Science Storage 1

5

Media Center

Play Area

Administrative Offices

Student Support Offices

Kitchen & Dining Room

Admin 2,500 SF

Student Support 1,000 SF

Media Center 4,000 SF

Dining 3,000 SF

Kitchen, Serving 2,000 SF

32 CRs/Spaces

733 SF each

Schematic Layout

123 feet (9 units)

Play 3,000 SF

Typical site arrangement

requires 4-5 minimum acres,

- plus playfields.



4) A renovated grocery store 2007-Present – A windowless structure was addressed with color and creative lighting selections in a particular pattern at the intersections of the main corridors, giving the impression of a skylight.

54,385 SF Total budget = $ 8.1 M Construction costs = $ 4.4 M Construction = about 9 months


WCPSS’s Solution: 4) A renovated grocery store



5) A modified elementary school TBD 2013 > - This will be a community buy-in issue. The proposal includes a school’s conversion and modulars for four science classrooms and a FACS Lab to total $3.6M.

6) A “large” modular campus TBD 2013 > - WCPSS would set up a modular campus on available property near a high school. The proposal is estimated at $9.0M.


WCPSS’s Solution: 9th Grade Centers800 LARGE MODEL

When a 9TH Grade Center has a total of 37 teaching spaces its capacity is 797. Any

addition and/or subtraction of teaching spaces will impact capacity by a factor of 24

students per teaching space.

(A) (B) (C) (A*B*C*92%)

Description

Number of

Classrooms

Student / Teacher

Ratio

Functional %

Utilization

Traditional

Operational

Capacity

General Classroom 17 26 100% 407

Science Classroom/Lab 5 26 100% 120

Separate Services Classroom 1 9 100% 9

Occupational Course of Study 0 12 100%

Resource Classroom/ NovaNet?? 1 12 100% 11

General Ed. Support CR (ESL) 1 --- --- ---

Art Classroom 2 26 75% 36

Band Classroom/Multi-purpose 1 40 75% 28

FACS Lab/Classroom 1 26 75% 18

Fundamentals of Technology 1 26 75% 18

Career Technical Education (CTE) 2 26 75% 36

Business Education Lab 2 26 100% 48

Multi-purpose Room 1 26 75% 18

Health Education Classroom 2 26 100% 48

CAPACITY TOTAL 37 797



Different Modifications:

1) a modified new elementary school

2) a middle school

3) a “small” modular campus

4) a renovated grocery store

5) a modified existing elementary school

6) a “large” modular campus



Future Challenges: Science Classrooms

State Department of Public Instruction may require facility modifications for 9th grade science

NORTH CAROLINA STATE BOARD OF EDUCATION

Policy ID Number: TCS-P-005 Policy Title: Policy on Middle and High School Science Safety Standards for the Construction of Public School Facilities Current Policy Date: 03/04/2010

Disscussion / Questions


Easing Overcrowded High Schools with Limited Capital...

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