May 2016 Planning Document - Bozeman Public Schools Public... · for Bozeman High School....

[Re]Imagine Bozeman High SchoolMay 2016

Understand the DetailsDiscover the EssentialsCreate Permanence

Planning Document

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3Bozeman Public SchoolsHigh School Planning

TOC

Planning BookMay 2016

1 Introduction ........................................................................................ 3

Advisory Team Members................................................................................ 5Timeline ....................................................................................................... 6Purpose of the Committee ............................................................................. 8Majority Consensus Recommendation ............................................................ 9

2 Visioning Discussions ............................................................... 11

Visioning Exercise - Hopes and Fears ........................................................... 12Visioning Exercise - Key Words and Phrases ................................................. 18Visioning Exercise - What Does a High School Look Like? .............................. 19

3 Guiding Principles ....................................................................... 21

Goals - Student Development....................................................................... 22Goals - Culture/Climate ............................................................................... 23Goals - Programs ........................................................................................ 24Goals - Parity / Equity .................................................................................. 25Goals - District Operation............................................................................. 26

4 Curriculum Leadership ............................................................ 29

Discussion - The Ubiquitous Learner ............................................................ 30Discussion - Great Learning Spaces ............................................................. 31 Department Head Workshop Results............................................................. 32Teacher Workshop....................................................................................... 34

5 Case Studies ................................................................................... 37Marysville School District ............................................................................. 38Kalispell Public Schools ............................................................................... 43

6 BSD Operations Analysis ........................................................ 49

Transportation ............................................................................................. 49Operations .................................................................................................. 49Technology ................................................................................................. 50Food Service ............................................................................................... 50

7 Program Analysis ......................................................................... 53

Existing BHS Program Space Lists .................................................................53Existing and Projected Utilization Efficiencies .................................................53 At 86% Utilization .............................................................................53 At 71% Utilization .............................................................................53

8 Site Analysis ..................................................................................... 59

Existing Site .................................................................................................61Site 1 ..........................................................................................................62Site 2 ..........................................................................................................63

9 Scenarios ............................................................................................. 65

Scenarios - Part 1 ........................................................................................65Scenarios - Part 2 ........................................................................................71Scenarios - Part 3 ........................................................................................77

10 Scenario Analysis ......................................................................... 79

Montana AA High School Comparison ............................................................79Scenario Pros and Cons ...............................................................................81Scenario Facility Timeline Comparison ...........................................................86Capital and Operational Cost Comparison ......................................................87

11 AppendixMeeting Minutes ..........................................................................................89Public E-Mails ..............................................................................SupplementalScenario Support Survey ..............................................................Supplemental Pros and Cons Evaluation Survey ..................................................Supplemental



01introduction

Advisory Committee Members

Rob Watson .............................................................................. BPS SuperintendentSteve Johnson ...............................................................BPS Deputy SuperintendentTodd Swinehart ...................................................................... BPS Facilities DirectorMarilyn King ..................................................BPS Deputy Superintendent InstructionJerry Reisig ............................................................................. BPS Athletic DirectorElizabeth Williamson .......................................BPS School Board of Trustees MemberDouglas Fischer .............................................BPS School Board of Trustees MemberKevin Conwell ...........................................................Bozeman High School PrincipalLisa Werner .................................................Bozeman High School Teacher (German)Eric Humberger ................................................Bozeman High School Teacher (Math)Derek Strahn ................................................ Bozeman High School Teacher (History)Becca Stevens .....................................Chief Joseph Middle School Teacher (English)Peter Strand ........................................ Irving Elementary School Teacher (5th Grade)Nick Lux .................................MSU Assistant Professor of Curriculum and InstructionLeeAnn Burke ...........................................................Outlying District Representative

(Principal /Superintendent of LaMotte School)Cynthia Lencioni .......................................................Outlying District Representative

(Anderson School District Trustee)Scott MacFarlane ............................................................Monforton Trustee MemberBrit Fontenot .............................................................................. City Representative

(Bozeman City Economic Development Director)Daryl Schliem ........................................................................District Representative

(Bozeman Chamber of Commerce CEO)

Bozeman Public Schools and A&E Architects, with Integrus Architecture, would like to thank all those who have participated in the planning and programming process for Bozeman High School. Appreciation is also extended to the Bozeman High School and School District Staff who gave their time and energy while envisioning what creates and supports excellent learning environments for Bozeman High School students. This process has been successful as a result of the comments, suggestions, feedback, time, and hard work of many people.

Advisory Committee

Design Team

Addi Jadin .............................................................................County Representative (Gallatin County Planner & Parent)

Tanya Reinhardt ............................................... Current Bozeman High School ParentBecky Ellig ....................................................... Current Bozeman High School ParentKatie Daughenbaugh ........................................................ Future High School ParentKara Neil ....................................................................... Future High School ParentSam Bittner ......................................................................................... BHS StudentMarguerite Gaillard .............................................................................. BHS StudentShaun Vandervelde ............................................................................CJMS StudentAliza Lewis ......................................................................................... SMS StudentJen Pawlak ................................................................................................... ParentAmy Webbink ............................................................................................... ParentCrystal Stanionis ........................................................................................... ParentPatricia Maddock ...........................................................Online Learning Coordinator

/A2X-Freshman Strategies Paraprofessional

Brad Doll .......................................................................................... A&E Architects Dusty Eaton ...................................................................................... A&E Architects Brian Carter ............................................................................. Integrus ArchitectureJolene Dale ...................................................................................... A&E Architects

6 Bozeman Public SchoolsHigh School Planning

introduction

COMMUNITY INVOLVEMENT

CURRENT FACILITY ASSESSMENT

PROGRAMMING REQUIREMENTS

& OPTIONS

DRAFT FACILITIES PROGRAMMING

PROPOSAL

ADOPTION & IMPLEMENTATION

Process Diagram Bozeman High School Programming 2015 October November December January February March April

Bond Passes November 2016

2016

Oct.

15th

& 1

6th

PIR

Day

Nov.

25t

h - 2

7th

Than

ksgi

ving

Bre

ak

Nov.

30t

hPI

R Da

y

Dec.

21s

t - J

an. 1

stW

inte

r Bre

ak

Jan.

25t

h &

26t

h PI

R Da

y

Feb.

15t

h Pr

esid

ents

Day

Mar

. 14t

h - 1

8th

Sprin

g Br

eak

April

8th

PIR

Day

WS1

ProjectKick-off

GOALS & PRINCIPLES

CURRICULUMREVIEW & BEST

PRACTICES

WS2

SITE ANALYSIS

WS3

PROGRAM & CURRICULUM

OPPORTUNITIES EXPLORATION

WS4

PROGRAM & SITE STRATEGIES

WS5


REVIEW

WS6


REVIEW

WS7

DRAFT EDUCATIONAL SPECIFICATION

WS8

WS9

FINAL PLAN

DOCUMENT DEVELOPMENT

BEGIN DEVELOPING NEXT STEPS & PRE-BOND OUTREACH PLAN

FACILITY / SYSTEMS WORKSHOP

ADVISORY COMMITTEE

KICK-OFF

EXISTING FACILITY CONDITION ASSESSMENT

FACILITY PLAN, SPACE EXPLORATIONS, AND SITE DEVELOPMENT OPTIONS

FACILITY DESIGN GUIDELINES

CURRICULUM LEADERSHIP

KICK-OFF

CURRICULUM OPPORTUNITIES


REVIEW


REVIEW

CURRICULUM LEADERSHIP REVIEW MTG.

SITE DEVELOPMENT

STRATEGIES REVIEW

SCHOOL BOARD MTG.

UPDATE & OVERVIEW

STUDENT WORKSHOP

SITE CONCEPTS

SCHOOL BOARD MTG.

UPDATE & OVERVIEW

SCHOOL BOARD MTG.

UPDATE & OVERVIEW

SCHOOL BOARD MTG.

UPDATE & OVERVIEW

SCHOOL BOARD MTG.

UPDATE & OVERVIEW

SCHOOL BOARD MTG.

UPDATE & OVERVIEW

SCHOOL BOARD MTG. FINAL PLAN

SUSTAINABILITY BEST PRACTICES

COMMUNITY FOCUS GROUP

COMMUNITY OPEN HOUSE


FACILITY & SPACE USE OPPORTUNITIES








STUDENT WORKSHOP

COST/PROGRAM ANALYSIS JOINT USE

PARTNERSHIPS

COST/PROGRAM ANALYSIS


STUDENT WORKSHOP

STUDENT WORKSHOP

STUDENT WORKSHOP

STUDENT WORKSHOP

JOINT USE PARTNERSHIPS

FINAL PLAN


ENERGY GOALS

GOALS & VISION

PROJECT KICK-OFF

PROGRAMVALIDATION

PROGRAM DEVELOPMENT

TimelineDescriptionA work plan was established to identify the flow of activities that would take place throughout the planning process. The work plan is graphically represented as a timeline, or workflow of meetings and explorations, as each relates to a different thread in the overall schedule. The graphic, dubbed by the team as “The Squid”, clarifies the relationship of each activity to the others, and the iterative nature of the process, working from general to particular.

A second graphic shows a color coded series of meetings and touch bases with different committees and groups within the BSD community. Each meeting graphic lists a rough agenda outline, and the meetings are represented across time. The purpose of this graphic is to clarify participation points and expectations to all community members.



01introduction

Bozeman Public Schools

Curriculum Workshop - C1

thursdayLocation: BHS LibraryTime: 3:30-5:30

• Introductions• Review Existing Curriculum and Departments• Best Practices Discussion: PBL, PLE, Technology Strategies, Ubiquitous Learners• Review/Discuss 2,600 Student Program• Group Exercise: “Learning Space Adjacencies”

17

High School Planning Schedule

GROUP KEY:

B: EXECUTIVE COMMITTEE

A: ADVISORY COMMITTEE C: DISTRICT STAFF

D: COMMUNITY OPEN HOUSE

COLLABORATELISTEN APPLYNOVEMBER DECEMBER JANUARY FEBRUARY

UPDATED 01/29/2016

MARCH APRIL

29tuesday

School Board Meeting

mondayLocation: Willson LibraryTime: 6:00-8:00

• Committee Meeting Updates• Project Status and Overview

9

25

Executive Committee Workshop - B2

thursdayLocation: WillsonTime: 10:30-11:30

• Review updated schedule• Discuss/Review site parameters• Next steps: Curriculum Workshop C2• Discuss vetting for transportation, facility maintenance, administration/staffing, athletics• Next steps for Advisory Committee

19

Community Open House - D1Location: BHS South CafeteriaTime: 6:00-8:00

• Public Forum and Listening Stations• Program Opportunities• Analyze and discuss site options• Hopes, Fears, Goals and Aspirations

wednesday16

2016


Location: Willson LibraryTime: 6:00-8:00


monday14


Location: WillsonTime: 9:30-10:30

• Project Update• Review results regarding transportation, facility maintenance, administration/ staffing, athletics• Review results of C2 curriculum discussion• Next Steps for Advisory Committee

thursday17

Teacher Workshop - C2Location: BHS South CafeteriaTime: 8:30-11:30 tuesday

• Introductions• Process Recap• Site Review• Group Exercise: “Scenario Discussion”

26

tuesday



• Project Update • Program Review• Scenarios Update• Community Outreach Opportunities• Next Steps for Advisory Committee

thursday14

tuesday




monday11

Community Open House - D2Location: BHS South CafeteriaTime: 6:00-8:00 wednesday

3

• Public Forum and Listening Stations• Site Discussion• Scenarios



• Final Ed Specs Review• Final Existing Facilities Assessment• Final Site Imagery Review• Next Steps for Advisory Committee

thursday10



• Review/Discuss input from C3 Workshop• Review Draft Preferred Scenario• Discuss Preferred Scenario Budget and Schedule

thursday18

Advisory Committee Workshop - A6Location: Willson LibraryTime: 11:30-1:30

• Final Ed Specs Review• Final Scenario Review• Review Next Steps• Thank You for Your Participation

thursday10

tuesday




monday8

tuesday



• Present Final Report • Next Steps

monday11

Community Open House - D3Location: BHS South CafeteriaTime: 6:00-8:00

• Public Forum and Listening Stations:• Education Specifications Final Report• Preferred Scenario• Schedule

wednesday 9


thursday


• Review schedule and process• Discuss district messaging tools• Identify district leadership contacts (curriculum, operations, etc.)

5

19Advisory Committee Workshop - A2


• Review/Discuss “Hopes & Fears” results• Review/Discuss “Key Word” results• Develop initial project goals• Existing BHS program, spaces, utilization• Presentation: Great Learning Spaces for Ubiquitous Learners• Group Exercise: Great Learning

Spaces• Next Steps: Site discussion, program discussion, three case studies

thursday

Kickoff w/ Advisory Committee - A1


• Introductions• Review Project Schedule • Review Educational Specification Process• Advisory Committee mission• Group Exercise: Hopes & Fears• Reimagine High School Discussion• Group Exercise: Key Word Exercise• Discussion: Multiple Intelligences• Summary/Review Next Steps

thursday5


• Review Results from C3 Teacher Workshop • Scenario Refinement

- Enrollment - Staffing Costs - Operating Costs - Program Capacity - Site Development

• Next Steps

thursday18


• Review Group Exercise: “Site Opportunities/Constraints”

• Scenario Planning: - Scenario 1 - Scenario 2 - Scenario 3

• Group Exercise: “Scenario Opportunities and Constraints”• Finalize Program Parameters/Utilization Matrix• Next Steps

thursday14


• Review Project Goals• Discussion: [Re]imagine High School Blog• Case Studies: “A Tale of Three Districts”• Site Analysis: Three Site Options• Group Exercise: “Site Opportunities/ Constraints”• Program Space List Update - 2,600 Students• Next Steps

thursday17

tuesday




monday7


introduction

Purpose of the CommitteeDescriptionThe first meeting of the Advisory Committee began with an effort to clearly define the mission and the purpose of the committee. By the time the Advisory Committee was formed and first convened, Bozeman School District, Bozeman High School, and the greater Bozeman community already had engaged a rich, values driven discussion about the future of secondary school education in our community. It was important to define the mission to ensure the Advisory Committee had a clear understanding both for why it existed, and to help define it’s deliverables to the school board. Thus the mission of the committee is as follows:

“The Advisory Committee will provide a recommendation to the school board regarding future facilities needs for secondary education programs”.

To align mission with a purpose for the District, the Advisory Committee asked itself to answer a single fundamental question: “As a community, what do we want to look like when we have 2600 high school students in the Bozeman School District?” The answer to that question would be found in a thorough exploration and discussion of community values, curriculum/program needs, current and future education pedagogy, student growth and development desires, and district operations requirements.

Of special note is the absence of any description of a proposed solution within, or around, the mission and purpose of the Advisory Committee. From the onset of our exploration, the Advisory Committee had no preconceived solutions of an expanded single Bozeman High School, or two separate but similar high schools of equal capacity, or a variation of either.



01introduction

DescriptionAs the Advisory Committee approached completion of the original planning and decision making timeline, the group successfully eliminated one of the three scenarios under consideration. The group decided that current and future capacity needs would need to be accommodated on an additional site (Scenarios 2 and 3). As a result of committee member concerns of the operating budget impacts of Scenario 2, District leadership proposed an additional option for consideration. New scenarios included in the final meetings were:

Scenario A: Two High Schools of equal size on two sites

Scenario B: District realignment of grade capacities to include K-4 at existing elementary schools, 5-7 at existing middle schools, a single 8-9 school on the existing BHS campus, and building a single Bozeman High School, grades 10-12, on the new site.

The timeline for a decision was extended approximately 6 weeks to include 3 additional advisory committee sessions, plus an additional community outreach meeting and group sessions at all schools in the District to discuss grade alignment thoughts with teachers and staff from all grade levels. During the extended deliberations, the advisory committee worked to determine which scenario would best accommodate both program and participation opportunities for Bozeman students, and which scenario offered the greatest number of opportunities to advance the guiding principles established at the beginning of the process.

Critical factors in the deliberation included how well each scenario accommodated participation in after school activities, operating cost challenges, and student transition. Factors that were specifically excluded from the discussion as falling outside the responsibility of the Advisory Committee included boundary adjustment and decisions related to specific program offerings.

Majority Consensus Recommendation

Formats for the final three Advisory Committee meetings were changed to accommodate consensus style discussions. District leadership and the design team presented research data, and the committee asked clarifying questions. The group was able to share thoughts and concerns prior to consensus voting. In the end, while a unanimous agreement on one option was not achieved, the committee did reach majority consensus on Option A as the best option to move forward with a recommendation to the school board. The consensus vote was 24 in favor (thumbs up), 7 still with questions (thumbs sideways), and 0 not in favor of Option A (thumbs down). The most critical factors that swayed the committee included:

Research shows student transition challenges are a real issue that must be overcome in Scenario B.

Increasing extracurricular athletic participation in Scenario B requires adding a second varsity team in each sport at BHS, which involves significant obstacles by MHSA.

Enthusiasm for grade realignment was not consistent across the entire District’s certificated teaching staff.

Continued discussions regarding teaching and learning resolved that both existing program support and new program innovation could be accomplished with Scenario


02visioning discussions


What can a new high school be?In order to push the boundaries of the Advisory Committee, the team engaged the members in a series of visioning discussions and exercises. The activities set out to envision an idealistic future for the Bozeman High School community. Through these discussions and activities a framework would begin to develop that would shape the values, visions, and concerns for the future. In addition to establishing a framework, the activities proved to be a tool to connect the committee and generate thought provoking discussions among the committee and community.

Visioning Discussions: Overview


visioning discussions

Planning for the FutureThe early days of school programming can bring both excitement and apprehension. To address these feelings, the Advisory Committee engaged in a group activity called “Hopes and Fears.”

Six topics common in school design were posted as initial points of discussion: Parity / Equity, District Operations, Culture / Climate, Student Development, Programs, and Maintenance / Operations. The Advisory Committee discussed, along with the design team, their hopes and fears surrounding these topics. As they talked, committee members wrote down their feelings on sticky-notes and posted them beside the topics. At the end of the exercise, a comprehensive documentation of the committee’s hopes and fears remained.

The purpose of this exercise was to start to find common ground between those involved in planning the future of Bozeman High School, as well as discover their concerns early as we start planning future discussions.

The following is a documentation of the Hopes and Fears discussed surrounding these points:

Parity / EquityDistrict OperationsCulture / ClimateStudent DevelopmentPrograms

Visioning Exercise: Hopes and Fears




// HOPES & FEARSBOZEMAN PUBLIC SCHOOLS

11/19/2015


11/19/2015

Parity / Equity

Hopes and FearsParity / Equity


visioning discussions// HOPES & FEARSBOZEMAN PUBLIC SCHOOLS

11/19/2015


11/19/2015

Hopes and FearsDistrict Operations District Operations





11/19/2015


11/19/2015

Culture / Climate

Hopes and FearsCulture / Climate


visioning discussions// HOPES & FEARSBOZEMAN PUBLIC SCHOOLS

11/19/2015


11/19/2015

Student Development

Hopes and FearsStudent Development





11/19/2015


11/19/2015

Programs

Hopes and FearsPrograms


visioning discussions

Visioning Exercise: Key Words and PhrasesStream of ConsciousnessThe Advisory Committee members asked themselves two questions, and responded with key words and phrases that came to mind. The exercise is designed to jump-start a discussion about what a new high school could mean for Bozeman, and to find commonality between the committee members.

· Technology · Multi-learning opportunities · Adaptable · Higher student/teacher ratio · Flexible · Stem · Customized to individual goals · Full spectrum learning · How to find answers rather than answer · Constrained by time · Energy efficient/alternative energy · Feedback loops · Readiness for workplace · Collaboration · Relevant · Diverse · Connected

What are the key attributes of a 21st century high school?

· Innovative · Creative · Connected with community · Inclusive · Global awareness · Problem-solvers · Kind · Respectful · Engaged · Critical thinkers · Future thinkers · Humanistic · Nature sustainable · Interactive · Healthy · Dynamic

What makes adolescent learners successful?

· Grit · Feeling safe · Being noticed · Failure (learning to) · Self-advocacy · Structure · Parental support · Belonging · Invested · Adaptive learning · Independent learning · Teachers · Technology · Adults who care · Self-understanding · Stress management · Physical environment · Attendance · Opportunities · Individualized support · Mentor programs · One-on-one time · Sleep · Work study/transition to work environment

· Comfort · Hard work · Good instruction · Relevance · Challenged · Strong relationships · Student centered · Exposure · Guidance · Healthy · Individual attention · Connection to future · Mentorship · Confidence · Passion · Collaboration · Purpose · Play· Good Communication · Self-awareness · Invested · Time · Access · Choice




21st Century LearningThe Design Team presented “What does a High School Look Like?”. The series of slides graphically displayed ideas about 21st Century learning environments as well as innovation and adaptation from learning techniques developed in the 1920s.

Learning Environments:• Collaborative Environments create spaces where students can gather, socialize, and work together.

• Technology and how technology continues to change the way we learn, think, and gather information.

• Smaller Learning Communities and what they look like? How big are they? How Distinct? How connected or unconnected? Are electives and AP courses included or separate?

• Gardner’s Multiple Intelligences identifies seven distinct intelligences which documents the extent to which students possess different kinds of minds and therefore learn, remember, and understand in different ways.

Visioning Exercise: What Does a High School Look Like?


03guiding principles


The Principles:• Culture/Climate: Develop and maintain facilities that support the

historical successes of the BSD community, and that provide a supportive setting for cultural vibrancy and the natural evolution of the BSD ethos.

• District Operations: Create a network of campuses that best serve all Bozeman School District community members, and that enhance the District’s ability to satisfy it’s mission while being responsible stewards of community resources.

• Parity/Equity: Ensure that each facility plays a supportive role in the BSD’s commitment to provide breadth and depth of opportunities to all students and to be a resource to the BSD community.

• Programs: Provide facilities that are flexible and adaptable in nature, to support a variety of programs throughout the day, and to adapt over time to shifts in teaching pedagogy and curriculum models.

• Student Development: Create facilities that support development of the whole student, including personal, academic, social, and emotional development.

Guiding PrinciplesA Guiding HandThe information gathered from the “Hopes and Fears” and “Key Word” group exercises established the first guiding principles. The committee broke into small groups to discuss, refine and set goals for the guiding principles presented to them. Over the course of the planning process, the committee continued to refine the guiding principles, while using them to inform and guide the decision-making process.


guiding principles // GUIDING PRINCIPLES & GOALSBOZEMAN PUBLIC SCHOOLS12/17/2015

Create facilities that support development of the whole student, including academic,

personal, social, physical, and emotional development.

Create facilities that promote connection and a

sense of belonging.

Create facilities that

promote connection and a

sense of belonging.

Provide fl exible learning

opportunities to support

students’ personalized

needs.

[Sponsor an atmosphere of

engagement, excitement

and solution-making,

through encouragement

and mentorship.]Facilities which are able to adapt to innovation –

“Future-Proof.”

Global connectivity for all students.

Facilities which promote a sense of comfort and

safety for all students.

Student DevelopmentStudent Development




// GUIDING PRINCIPLES & GOALSBOZEMAN PUBLIC SCHOOLS12/17/2015

Develop and maintain facilities that support the historical successes of the BSD

community, and that provide a supportive setting for cultural vibrancy and the natural

evolution of the BSD vision, mission, and values.

Culture / Climate

Student centered and individual teaching and

learning environment.

Connecting with

community.

Develop and maintain

adaptable and fl exible

opportunities.

Capture cultural vibrancy locally and globally.

Create a welcome, safe, and inclusive environment.

Culture / Climate



Provide facilities that are fl exible and adaptable in supporting quality programs

that are adaptable over time to shifts in best practices in teaching and learning, technology

and growth, and curriculum models.

Invest in programs.

Integrate core curriculum.

Develop and maintain

adaptable and fl exible

opportunities.

Exploration of innovative ways to provide equity in

opportunities.

Preparing/planning for future growth and upgrades.

ProgramsPrograms




// GUIDING PRINCIPLES & GOALSBOZEMAN PUBLIC SCHOOLS12/17/2015

Ensure that facilities support and provide breadth and depth of opportunities to all

students and the BSD/Bozeman community.

Make all students life-long learners.

[Help prepare all students for the future -

college-bound or otherwise.]

[Facilitate communication and engagement with

the community to promote wide-spread support

for change]

Parity / EquityParity / Equity



Create a sustainable network of campuses that best serve the Bozeman community,

and enhance the District’s ability to satisfy it’s mission while being responsible stewards

of resources.

Create community-centered network of

facilities which link different communities and

schools together.

Right-size facility for current needs but plan for

future fl exibility.

Provide technology infrastructure to support growth.

Use environmental

stewardship as a teaching

tool.

Optimize the effi cient use

of human, environmental,

fi nancial, and district

resources.

[Promote innovative

operational practices that

anticipate growth and

are fl exible enough to

accommodate it.]

District OperationDistrict Operations


04curriculum leadership


Curriculum LeadershipDescriptionIn addition to the series of advisory committee discussions, the teacher workshops, administrative and operations input, and community listening sessions, several sessions were held with BSD and BHS curriculum and instructional leadership. The first focused curriculum discussion included participation from BSD’s Assistant Superintendent for Instruction (Marilyn King), Bozeman High School Department Heads, and Bozeman High School Principal (Kevin Conwell).

The purpose of the discussion is to establish a broad understanding of the District’s position on student growth and development in a 21st century learning environment.

The understanding developed in our discussion, “The Ubiquitous Learner”, guided subsequent leadership sessions with BHS Department Heads, the Advisory Committee, and during an all BHS staff workshop.


curriculum leadership

The Ubiquitous LearnerThe Bozeman School District and Bozeman High School continue to evolve their thinking about how their students learn and grow, and what kinds of instructional models they need to engage in order to best serve their community. The District’s curriculum leadership shared their thoughts during a focused small group discussion, in preparation for curriculum focused discussions with the Advisory Committee and with BHS Department heads and staff.

In BSD’s current and future instructional models, students are seen as ubiquitous learners; learning can and does occur in a variety of settings, accommodating all learning styles, with information and the world of knowledge available and accessible everywhere. Bozeman secondary students in the future will be able to chart their own “glide paths” through instruction and coursework, engaging content aligned with their particular interests, and focusing on application of content and on collaboration with peers.

Building infrastructure that supports Bozeman’s ubiquitous learners will need to evolve from the current facilities model that focuses on the classroom as the centerpiece for the instructional model. Classrooms, typically ideal for direct instruction, will continue to play a supporting role for the ubiquitous learner, but large group space ideal for direct instruction will be supported by spaces for individual study, small group collaboration, application and fabrication activities, testing and presentation. In the future, as students chart their own glide paths, distance learning and “flipped classroom” environments will become more prevalent, and students will spend more of their academic day at school with mentors, both teacher mentors and professional mentors.




Great Learning SpacesTo support our mission of providing a facilities recommendation to the school board, The Advisory Committee explored the question, “what does a high school look like for a 21st century learner?” To begin the discussion, the committee reviewed some of the most common features and activities associated with 21st century learning that traditional 20th century high school buildings struggle to support, including:

Maker spaces: 21st century learning emphasizes application of knowledge as much as acquisition of knowledge. Application needs active space, often referred to as “maker space”, to accommodate fabrication, testing and presenting student work.Collaboration zones: Learning to work together, discovering common goals, and building on the strengths of our peers is one of the most important and fundamental aspects of today’s instructional models that aim to make every student college and career ready, and able to succeed in today’s workforce. While traditional classrooms work well for direct instruction, smaller spaces with collaboration tools and ability to reconfigure orientation are more important in a 21st century setting.

Integrated technology: Tools of technology are becoming increasingly transparent between students and teachers in the 21st century learning environments. More than building a robust infrastructure, a 21st century school facility needs to assume that omnipresent information will be accessed in a multitude of ways, creating increased flexibility when thinking of which spaces can accommodate which programs. Direct instruction can be decentralized, or even provided remotely, offering the opportunity to turn traditional directional spaces such as classrooms into highly flexible learning zones.

Personalized learning environments: Student success in a 21st century learning environment is based largely on the strength of student/teacher and student/mentor relationships. A modern school building supports those student connections by creating opportunities for both formal and informal interaction, chance encounters, display and presentation of student work, and appropriate class sizes to allow teachers to know their students.



· Future of learning · Flexible and accommodating for future changes

· Smaller learning areas · Comfortable and inviting spaces · Convertible and adaptive · Access to technology · Natural light · Multi-use · Collaborative (students and staff) · Safety · Close proximity for specialized areas · Appropriate storage · Personalized spaces to celebrate the student in a “special” space

· Appropriately sized spaces for content delivery and student safety

· Thermal comfort · Creative space (d. school) · Multi-disciplinary · Auditorium/performance space · Specialized electives adjacency to foster collaboration with both instructors and students

· Welcoming space · All spaces connected to the “bigger world”

What kind of instructional environment do you need to personalize learning for your students?

Department Head Workshop ResultsThe leadership team met for a round table discussion to brainstorm ideas about the type of high school facility that will support current and future trends in teaching and learning. The brainstorm discussion was organized by asking for response and discussion around four broad questions.

· Variety of space types and sizes · Ability to adjust and manipulate spaces quickly

· Innovative teaching spaces (teal room) · Efficiency in student circulation (adjacency of key related programs)

· Create smaller and more intimate learning environment

· Spaces which support a variety of learning modalities

· Create community · Spaces which support personal relationships (teacher/student)

· Teacher/student collaboration space with the ability to transform as needed

· Spaces support a variety of team teaching opportunities

· Dining/social spaces as a priority for students

· Increased safety without losing the transparent collaboration opportunities

· Celebrate student success through spaces for display/performance

· Maintain a community school feel · Heighten student responsibility through “ownership” of areas




· Passionate, engaged teachers · Ensure connectivity for all students all the time

· Visual connection to the function of the space

· Celebratory activities within the spaces · Student spaces – autonomy · Visual/physical connection to outdoors · Outdoor activities supported by space with close proximity

· Engaging environment that encourages after hours student activity and opportunities

· Student choke in space and curriculum opportunities

· Spaces to connect · Spaces and course offerings which respond to every students’ needs

· Differentiating instruction within a classroom to accommodate all students’ needs

· Connecting with community partners · Space to accommodate and enhance community partners

· MSU students (Art due to gallery) · PBS – Media class · Medical staff · Gallatin college

· Professional relationships for student development (Job shadowing)

· Create engaging space that reflects this place and style

· Places to showcase a variety of student work to promote and encourage creativity

· Interactive spaces to foster engagement and inspire curiosity

· Spaces that students can manipulate to make their own for a specific need

· Spaces to inspire spontaneous ideas and collaboration

· Interactive walls and spaces for communication

· Community mural · Give students ownership and responsibility in the facilities

· Temporal flexibility · Create personalized space through careful program adjacencies to support collaboration

· Color to support creativity · Spaces to celebrate student work · Way-finding

How can a high school be the most engaging place in a student’s life?

How can a high school foster lifelong learning?

How do you nurture and celebrate creativity?



Teacher Workshop There is no better source of reflection of an existing school and future of a school than those who live it every day. The teacher workshop included all of the BHS teachers in a single room and placed into small groups for focused discussions and exercises. The teachers were presented the guiding principles that the Advisory Committee generated and then had the opportunity to provide feedback in a Hopes and Fears format. Teachers at this point had an opportunity to raise any significant hopes or fears to the entire group for further discussion. These early activities grounded the teachers for the basis of the scenarios.

The second portion of the workshop included direct conversations around each of the six scenarios. Each small group focused their table around each scenario independently and had the opportunity to clarify the scenarios as well as learn from the dissenting opinions at their table. After each small group had a chance to digest and discuss each scenario they worked as a group to provide a recommendation as to which Scenario their table was in favor of. While the results were pretty mixed, there seemed to be a small majority that felt Scenario 2 was the best route forward.


05case studies


A Couple of PrecedentsThe process of planning for a new high school in a previously one-school district presents a unique challenge. An additional high school creates an added layer of complexity that can require additional expertise and guidance. A helpful step is to look at case studies of school districts that have gone through the same process, and examine solutions to issues that are similar to those facing Bozeman Public Schools. The Design Team presented two such case studies: Glacier High School and Marysville Getchell High School. One, a local Montana project, and the other a project of similar scope and size located in Washington.

Case Studies


case studies

[re]imagine high schoolBozeman Public Schools District Information

Marysville Pilchuck High School

rates. Through the process of opening Marysville Getchell High School, the community explored ideas to revamp its curriculum. The planning team along with the district leadership and community all advocated for smaller learning communities that focused on individualized attention on the whole student. Through this main goal of the individual student was born the Academy Model curriculum that lives in both Getchell and Pilchuck High Schools today.

Marysville School DistrictThe Marysville School District was the first case study the team explored. Although Marysville is quite different than Bozeman, there were definitely some key takeaways. Marysville was a fast growing community but struggled with graduation rates under its existing educational model. When the community of Marysville felt it was time to expand into an additional high school, the leadership along with the community agreed it was time to explore an alternative educational model to improve graduation


05case studies


Marysville Pilchuck High SchoolHigh School Student Population:2,800 Students

How many elementary and middle schools feed into the HS?Elementary Schools: 8 Middle Schools: 4

Size and configuration of the existing high school:Single-story, distributed but interconnected campus.

What were the issues the school district was facing?The district was facing overcrowding, 50% graduation rates and in 2004 was faced with a state record-setting 49-day teacher strike. At this point, over 15 years of accumulated bond failures were behind them.

How did the district face these issues?The new superintendent in the district set the focus on academics and was able to rally the community and district behind this focus. The decision was made to move from a comprehensive teaching model to the use of Small Learning Communities, under the direction of five guiding principles.

What was the process for engaging the district and the community?The core leadership was comprised of two groups: The Advisory Committee (~15 people, comprised of planners, architects, and district personnel). The Design Committee (a larger group that the Advisory Committee reported to, to ensure accountability to the Guiding Principles, general design input, etc.)

The district was committed to maintaining a transparent process with the community through outreach, open houses, etc.


case studies

The Guiding Principles1. Relationships at the CenterStudents feel known, valued and inspired to perform at their highest potential. Collaboration (student-to-staff, student-to-student, parent-to-student) personalized learning. Every student has an adult advocate who encourages high achievement. Positive relationships are promoted.

2. Focused LearningStudent learning, starting with literacy, drives all decisions, including those related to instruction and construction. Purposeful teaching is responsive and challenges each student to meet or exceed district/state standards. Hands-on, interest-based, collaborative experiences allow all students to experience success on a daily basis.

3. Identity-PurposeEach small learning community has a distinct, well articulated vision, mission and focus embraced by all and embedded in the school’s culture. This vision/purpose acts as the foundation for building design, curriculum, instructional approaches, and ongoing professional development. Students choose small learning communities reflective of their unique learning needs and interests.

4. CommunitySchool/community partnerships promote real-life learning experiences. Each student’s cultural background and experiences are respected, valued and connected to the curriculum. Resources are equitably distributed to ensure success for every student. Students are connected to the community through internships, job shadowing and community projects.

5. AccountabilityOutcomes are specific and measured. Members of the school community work together, share expertise, employ data, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, are provided with appropriate flexibility, and accept accountability for decisions. Parent/guardians partner in the responsibility for student engagement and success.


05case studies


[re]imagine high schoolBozeman Public Schools Outcome

Marysville Pilchuck and Getchell High Schools

Marysville Pilchuck and Getchell High Schools


case studies [re]imagine high schoolBozeman Public Schools Outcome

Marysville Getchell CampusStudent Capacity:1,600 Students

Program:Small Learning Communities (SLC) on a unified campus. Each SLC is an individual school with independent leadership and with its own learning focus. There are four small learning communities: Academy of Construction and Engineering; Bio-Med Academy; International School of Communications; and the School for the Entrepreneur.

Size and configuration of the high school:Organized into 4 discreet SLC buildings (2-story), sharing a community commons and athletic practice field.

[re]imagine high schoolBozeman Public Schools

Marysville Getchell High SchoolLessons learned:• Transparency with the community was vita

support (and foster the project’s success).• Marriage of academy models and compre

assured community support• Used the process to apply shift in instructi


Marysville Getchell CampusSpecial features:Independently-focused small learning communities, with the advantage of shared resources for commons and athletics. Each SLC lacks hallways; every space is one that is available as a learning space. The SLCs were designed to be flexible to fit new curriculums and teaching modalities.

Outcome: What did the district and the community achieve?

Marysville Getchell CampusStudent Capacity:1600 Students

ProgramSmall Learning Communities (SLC) on a unified campus. Each SLC is an individual school with independent leadership and with its own learning focus. There are four small learning communities: Academy of Construction and Engineering Bio-Med Academy International School of Communications School for the Entrepreneur

Size and Configuration of the High School:Organized into 4 discreet SLC buildings (2-story), sharing a community commons, gym, and practice fields. Each SLC lacks hallways; every space is one that is available as a learning space. The SLC’s were designed to be flexible to fit new curriculum and teaching modalities.

What did the district and community achieve?In addition to eliminating overcrowding, the district was able to drastically increase extended graduation rates from 50% to 89% three years after implementing the new educational model (first year after the new high school). The student-focused guiding principles and SLC model fostered a sense of belonging and community within the student body.

Lessons Learned:Transparency with the community was vitally important to gain their support (and foster the project’s success)

Marriage of academy models and comprehensive program amenities assured community support

Used the process to apply shift in instructional models at all secondary schools


05case studies



Flathead High School

Kalispell Population – 22,000

second high school was the right fit for Kalispell. Their experience showed they were able to double the athletic and extracurricular activity opportunities students had available, which Principal Callie Langohr of Glacier noted to be the most beneficial outcome of the expansion. The District has continued to see more students find their “place” in the smaller schools, according to Langohr. The case study was widely discussed by the BPS Advisory Committee because of its regional relevance and similar size to Bozeman.

Kalispell Public SchoolsThe team explored Kalispell Public Schools as a relevant case study from within the State who recently faced very similar challenges to Bozeman. The growing district expanded from one high school to two in 2007 with the opening of Glacier High School. Throughout the planning process Kalispell discussed and passionately debated very similar issues to Bozeman, including programming, participation, class size, community input, and athletic impacts. After in-depth interviews with the Principals from both Flathead and Glacier High, it was clear that the opening of a


case studies


Flathead High School (Kalispell, MT)

Student Population:1,800


Size and configuration of the high school:Single-story, interconnected campus.

Flathead High SchoolHigh School Student Population:1,800 Students


Size and configuration of the existing high school:Single-story, interconnected campus.

What were the issues the school district was facing?Growing CommunityLimited Opportunities for StudentsLimited Capacity for Growth (but not facing immediate overcrowding issues)

How did the district face these issues?Primary focus for the District Leadership was to expand and diversify opportunities for high school students

How did the single HS accommodate programs?Comprehensive High SchoolAP ProgramStrong Vo-Tech ProgramFull Class AA MHSA Opportunities

In what ways was the existing facility and/or capacity issue impacting instructional program?With over 1800 students in a single HS the District leadership was concerned about limited opportunities for all students


05case studies



Flathead and Glacier High Schools


Glacier High School

Flathead and Glacier High Schools

Glacier High School



case studieshigh schoolublic Schools Outcome

ead High Schoolnt Capacity: 000

nt Population:

ehensive high school on a single campus

er High Schoolnt Capacity:

nt Population:


ead High Schoolnt Capacity: ,000

nt Population:


er High Schoolnt Capacity:

nt Population:


Flathead High SchoolStudent Capacity:1600 Students

Current Population:1400 students

ProgramComprehensive high school on single campus

Glacier High SchoolStudent Capacity:1500 Students

Current Population:1300 students

ProgramComprehensive high school on single campus


05case studies


• Student participation in ath• Diversified learning opport• Provided capacity for the g

significantly increasing the District’s diversityFlathead High School: International Baccalaureate (IB) ProgramGlacier High School: Advanced Placement (AP) Program

Outcome: What did the district and the community achie• Student participation in athletics and activities went up signif• Diversified learning opportunities and program offerings• Provided capacity for the growing community

Kalispell Public Schools - Expansion to 2 High SchoolsProgramOffer unique opportunities/programs at each school - significantly increasing the District’s diversity. Flathead High School: International Baccalaureate (IB) Program Glacier High School: Advanced Placement (AP) Program

What did the district and community achieve?Student participation in athletics and activities went up significantly

Diversified learning opportunities and program offerings

Provided capacity for the growing community

Lessons LearnedTransparency with the community was critically important

District underestimated the perception “impact” that existing Flathead HS would take for being the “old” school. Lesson: Must allocate adequate funds for updates to existing school The district feels strongly it is critical to offer unique programs on par with the other high school, but not to mirror the program offerings.

District leadership never anticipated the dramatic increase of student involvement in athletics and activities. They see this as the greatest benefit they never expected.

Establishing the school’s identity before it opens was vitally important Lesson: Establish a strong leader to manage the school identity at least one year before it opens.


06BSD operations analysis


Transportation· District currently contracts busing. · Contracted with First Student (5 year contract) · Paid on a per mile account · Some routes go to a transfer point.

- Transfer points are generally at a school but does not necessarily have to. - Largest transfer point is existing high school - 11th Street neighbors at existing high school are concerned about traffic flow

· New high school could serve as another transfer site · District to provide percentage of high school students riding a bus daily. · Stucky/Cottonwood site minimizes walkability · Current bus bard located behind Costco and is leased out to bus contract company · Currently busing mixes ages of students – based on location of where students are traveling to and from. · Elementary students cannot be dropped off prior to 8am. · The district does not provide transportation for students involved in after school activities · Currently the district utilizes the contracted busing company to transport activities teams or groups to locations 90 miles or less.

BSD Operations AnalysisDescriptionA part of any facility planning process should include a deep understanding of the operations of the school district. The planning team had several meetings with members of the Bozeman Public Schools operations team. These members ranged

Operations· It is important to consider the operational costs of the existing building if portions of it remain vacant after a capacity expansion occurs. - Should a portion of the building be demolished? - Should a portion of the building be leased out? · All schools operate as a self-sufficient entity. Supplies and storage are provided by capacities available. · Custodial need is set by a per square foot model. · Snow removal is contracted out. Smaller amounts of snow removal is by the school itself

from food service and transportation to technology and overall operations. As a part of these meetings, the team discussed current practices and potential needs or improvements for the future that could be addressed.


BSD operations analysis

· June of 2016 – intend to have a fiber network plan connecting all schools · Cottonwood/Stucky site is not currently on the overall fiber planning route · Centralized IT staff in Wilson · Distributed network with centralized servers at Willson · Future Tech Park is likely near 19th and Garfield, just west of MSU · Noted potential for STEM/MSU extension of high school · Consider the high school having its own data center · Pathways and line of site are most critical items to technology infrastructure · Current software on Chrome Books is uploaded and maintained over network.

· All food is prepped at the food services central building · Food is shipped cold/frozen the day before – minor prep happens at each site · Trucks pick up trays in the afternoon and return next day · The high school does 50% of its own food prep. They receive their own deliveries outside of the central facility. · The high school does not utilize the federal program – all other schools currently are still enrolled in the federal program. · Future high school would continue the same model the current high school uses - 50% on site prep and 50% delivered from central facility. · Current high school is an open campus at lunch. · Future facility ideas: - Explore small distributed (stores, carts, etc.) food service around the campus. - Need concessions · (1) Lunch period works and should remain – utilized to allow for various clubs and teachers to be available for meetings.

Technology

Food Service


07program analysis


DescriptionThe planning team along with the district studied the utilization of the existing facility. Utilization rate is a study that defines the use of each teaching space throughout the day. For instance, for Bozeman High School that has a seven period day, a classroom that is used 5 periods for teaching out of the seven periods has a 71% utilization rate. Research indicates that a utilization rate of 75% is optimal to efficiently and effectively operate a high school. Through the planning team’s study, the team found that 81 of the 108 teaching spaces have a utilization rate of 71% or higher. The average utilization rate for the entire school is 80%. Based on these utilizations and using 26 students/classroom as a baseline, the team studied the overall capacity of the school utilizing existing spaces that were used by Gallatin College and other programs to verify growth capacity within the existing facility:

Total Capacity (100% Utilization) : 2808 Students 86% Utilization: 2415 Students 71% Utilization: 1994 Students

In conclusion, the planning team can surmise that the existing facility has already surpassed an efficient utilization rate based on a seven period day and that efficient planning and use of the facility will continue to be more difficult to optimally plan and use as growth continues if classrooms are maintained as prep spaces for teachers. Many teachers need to be in their classrooms during prep periods in order to make it ready for future classes and lesson plans but many departments and schools are beginning to provide teacher planning areas in order to function with higher utilization rates.

Existing Program and Utilization Analysis


program analysis


07program analysis



program analysis


07program analysis



08site analysis


Site AnalysisSite Opportunities and ConstraintsThrough the various Advisory Committee Meetings and Community Meetings, the planning team along with the district weighed the many pros and cons related to the available sites for any sort of future expansion. As a part of the site studies, the teams looked at both pedestrian and vehicular circulation, zoning around the sites, property extents and size, existing and future infrastructure needs as well as elements of the weather that can be utilized sustainably.

Along with the analysis of the of the sites, the team met with the City of Bozeman planning and building departments to discuss future development on all of the sites. The basis of these discussions were to outline and understand any impacts that would be required in developing any of the sites further.

Existing Site:If the existing site was to be developed further, any increase in road widths or paths would need to be extended onto the district’s property. This was especially evident on 11th Avenue and 15th Avenue as there is particular concern at these streets as they are highly utilized as access point to the school. It was also noted that any change in infrastructure (gas, sewer, water) would need to be evaluated by the City Engineering Department but that the feeling was there wasn’t too much concern about change or the of size of utilities.

Flanders Mill Site (Cottonwood & Oak):If the Flanders Mill site was to be developed as a future site for development of a new high school all infrastructure and road improvements to and around the site would be required to be paid for by the district. As many of the utilities are in close proximity to the site, a rough estimate of about $2.5 million is estimated as the cost for infrastructure improvements at this site. As more development occurred around the site, the district would be eligible for inclusion in special payback districts for improvements of roads and certain utilities. The city would pay for any increase in utility sizing increases as a part of this development.

Stucky Site (Cottonwood & Stucky):If the Stucky site was to be developed as a future site for development of a new high school all infrastructure and road improvements to and around the site would be required to be paid for by the district. It is estimated to cost roughly $6 million to provide the necessary utilities and road improvements to the Stucky site as it is more remote and lacks close proximity to the necessary utilities.

Conclusion:For many of the reasons addressed above, the Advisory Committee felt it reasonable and prudent to not consider the Stucky Site any further for any school development as part of this process.


scenarios

// SITE ANALYSISBOZEMAN PUBLIC SCHOOLS12/17/2015

Site 1

Site 2

Existing BHS

BOZEMAN SCHOOL DISTRICT POTENTIAL SITE LOCATIONS

HUFFINE

E MAIN ST.

W KAGY AVE.

19TH

AV

E.

S C

HU

RC

H A

VE

.

7TH

AV

E.

N R

OU

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AV

E.

I- 90

CO

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NW

OO

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Proposed Site Locations


08site analysis


// SITE ANALYSISBOZEMAN PUBLIC SCHOOLS12/17/2015

BOZEMAN HIGH SCHOOL EXISTING FACILITY SITE ANALYSIS

RESIDENTIAL

RESIDENTIAL EMPHASISMIXED USE

RECREATION

INSTITUTIONAL

POTENTIAL SITE LOCATIONS MAP

IMAGE KEY

COMMERCIAL BUSINESS

PROPOSED SITE

EXISTING AND FUTURE STREET NETWORKS

Site 1

EXISTING BHS

Site 2

LAND USE DESIGNATION AND EXISTING AND FUTURE STREET NETWORKS IS BASED ON THE CITY OF BOZEMAN’S ZONING, FUTURE LAND USE, AND TRANSPORTATION MASTER

PLAN MAPS AND DIAGRAMS.

EXISTING AND POTENTIAL FUTURE LAND USE

PARKING

WINTER SOLSTICE 20 degreesSUNRISE 8:02amSUNSET 4:43pm

SUMMER SOLSTICE 66 degreesSUNRISE 5:35amSUNSET 9:17pm

PARKING

PARKING

PRACTICE FIELD

FOOTBALL FIELD

SOCCER FIELDS

FOOTBALL FIELD & TRACK

BASEBALLFIELD

SOFTBALLFIELDS

TENNIS COURTS TENNIS

COURTS

BHS 2007 ADDITION

ORIGINAL BHS

PARKING

BUS DROP OFF / PICK UPBOZEMAN SWIM

CENTER

FOOD SERVICE & SUPPORT SERVICES

COLLECTOR STREET

STREAMLINE

STREAMLINE

PRINCIPAL ARTERIAL STREET

MINOR ARTERIAL STREET

COLLECTOR STREET

WINTER / SUMMER WIND SE

Existing Site Analysis


site analysis

Proposed Site #1 Analysis


09scenarios


Proposed Site #2 Analysis


09scenarios


Scenarios - Part 1All Options on the TableSix initial scenarios were presented and discussed by the advisory committee for a couple of meetings. The scenarios outlined below varied from expansions on the existing site to varied sizes of facilities on an additional site. Through the process, the committee split into smaller groups to focus discussions on the various scenarios independently. After the small group discussions were complete, the committee was brought back into a larger group to open up the discussion the whole group.

Scenario 1Scenario 1 would maintain the existing comprehensive high school at the existing Bozeman High School site. The existing facilities would be modernized and reconfigured to ensure that the infrastructure eventually could accommodate a 3000 student capacity, with an immediate modernization to accommodate 2400 students. This scenario has the potential to accommodate several instructional and organizational models, including continuation of the current departmental organization structure at BHS. Models that could be accommodated in whole or as hybrids include:

Scenario 1A - 1 Comprehensive High School on existing siteScenario 1B - 5 (600) Student Academy Schools on existing siteScenario 1C - 2 Comprehensive High Schools on existing siteScenario 1D - 1 Comprehensive High School and 1 Grade Aligned School on existing site.

Scenario 2Scenario 2 develops a second comprehensive high school on a new site. The goal would be to operate two (2) separate, distinct high schools for the Bozeman community of roughly equal size. Under this scenario, a new high school facility would be built to accommodate 1300 students, including practice fields, grounds, parking and other site infrastructure to eventually accommodate 1500 students. The existing BHS capacity would be reduced to 1500 students through demolition or adaptive reuse of portions of the existing facility that are beyond their useful life, and modernization/additions to other spaces. Fields, stadium and other site amenities would remain. To support the division of the student population, some programs or special course offerings may move to the new school site, although core departments will be replicated.

Scenario 3Scenario 3 will keep Bozeman High School as a single comprehensive high school and add one smaller school on a new site that could accommodate a variety of programs. Under this scenario, the existing campus would be modernized to accommodate 1800 students long term and a new facility with 800 student capacity would be built on a new site. The 800 student capacity facility could accommodate a specialized program such as a STEM school, a Tech school, or a grade aligned center. Under this scenario, future capacity needs beyond 2600 students can be accommodated by developing the new site and the existing BHS facility can be capped at 1800 students.


scenarios

// FACILITY SCENARIOSBOZEMAN PUBLIC SCHOOLS1/14/2016

FLANDERS MILL SITE

EXISTING BHS

STUCKY SITE

EXISTING SITE - LARGER SCHOOL EXISTING SITE - SMALLER SCHOOL

DR

OP

OFF

NEW PARKING

NEW PARKING

EXISTINGPARKING

EXISTINGPARKING

EXISTINGPARKING

EXISTINGPARKING

DROP OFF

EXISTINGPARKING

NEW PARKING

NEW PARKING

EXISTINGPARKING

FOOD SERVICE


PRACTICE FIELDS

TENNISCOURTS

TENNISCOURT

PRACTICE FIELDS

FOOD SERVICE


PRACTICE FIELDS

TENNISCOURTS

TENNISCOURT

PRACTICE FIELDS

SW

IM

CE

NTE

R

SW

IM

CE

NTE

R

HATCH INDICATES EXISTING BUILDING AREA FOR POTENTIAL REMODEL AND/OR DEMOLITION.

NEW 2 STORY SCHOOL600 STUDENTS SCENARIO - 1D

NEW 2 STORY SCHOOL1500 STUDENTSSCENARIO - 1A, 1B, &1C

EXISTING SCHOOL1500 STUDENTS


PROGRAMS- Greater opportunities for expansive course offerings, including shop offerings, foreign languages, etc.- Greater emphasis on departmental organization and thus more difficulty developing integrated instructional models.

STUDENT DEVELOPMENT- Scale makes the development of a sense of belonging more challenging.- Single comprehensive school limits participation in varsity athletic programs and other honors activities.

DISTRICT OPERATIONS- Inherent sustainable efficiencies in reusing what exists. - Limited opportunity for future growth and expansion.

CULTURE / CLIMATE- Maintains the cultural history of BHS and BHS’ place in the greater Bozeman community. - As population grows, it becomes more difficult to maintain student centered environments in a comprehensive high school.

PARITY / EQUITY- A single school eliminates chance of developing inequity on two campuses through different offerings and/or boundary adjustments.- Larger schools are more focused on department models and content. Do they help to support a passion to develop lifelong learning?

SCENARIO RESPONSE TO GUIDING PRINCIPLES

Scenario 1 would maintain the existing comprehensive high school at the existing Bozeman High School Site. The existing facilities would be modernized and reconfigured to ensure that the infrastructure eventually could accommodate a 3000 student capacity, with an immediate modernization to accommodate 2400 students. This scenario has the potential to accommodate several instructional and organizational models, including continuation of the current departmental organization structure at BHS. Models that could be accommodated in whole or as hybrids include:

1A – 1 Comprehensive High School on existing site1B – 5 (600) Student Academy Schools on existing site1C – 2 Comprehensive High Schools on existing site1D – 1 Comprehensive High School and 1 Grade Aligned Academy on existing site

NARRATIVE

EXISTING SITE GROWTHSCENARIO #1

Scenario 1Existing Site Expansion Scenarios


09scenarios



FLANDERS MILL SITE

EXISTING SITE

FLANDERS MILL SITE

EXISTING BHS

STUCKY SITE

STUCKY SITE

EXISTINGPARKING

EXISTINGPARKING

EXISTINGPARKING

FOOD SERVICE


PRACTICE FIELDS

TENNISCOURTS

TENNISCOURT

PRACTICE FIELDS

SW

IM

CE

NTE

R

DR

OP

OFF

NEW PARKING

PLAY FIELDS

PLAY FIELDS

DR

OP

OFF

PLAY FIELDS

PLAY FIELDS

NEW PARKING


NEW 2 STORY SCHOOL1500 STUDENTS



TWO COMPREHENSIVE SCHOOLSSCENARIO #2

PROGRAMS- Has the potential to accommodate weaving integrated and other instructional models into a departmental organization.

STUDENT DEVELOPMENT- Provides more opportunities for participation in varsity athletics and other honors programs.

DISTRICT OPERATIONS- Two campuses allows the opportunity for future growth and expansion. - Two campuses to maintain and operate.

CULTURE / CLIMATE- A new school has an opportunity to create a new culture and place in the community.

PARITY / EQUITY- Opportunities for diversity of program offerings. - Inefficiencies / inability in duplicating programs at both schools.


Scenario 2 would develop a second comprehensive high school on a new site. The goal would be to operate two separate, distinct high schools for the Bozeman community of roughly equal size. Under this scenario, a new high school facility would be built to accommodate 1300 students, including fields, grounds, parking and other site infrastructure to eventually accommodate 1500 students. The existing BHS capacity would be reduced to 1300-1500 students through demolition or adaptive reuse of portions of the facility that are beyond their useful life, and modernization/additions to other spaces. Fields, stadium and other site amenities would remain. To support division of the student population, some programs or special course offerings may move to the new school site, although core departments will be replicated.

NARRATIVE

Scenario 2Second Comprehensive High School Scenario


scenarios


EXISTING SITE

FLANDERS MILL SITE

EXISTING BHS

STUCKY SITE

STUCKY SITE

FLANDERS MILL SITE

DR

OP

OFF

EXISTINGPARKING

EXISTINGPARKING

EXISTINGPARKING

FOOD SERVICE

FOOTBALL / TRACK FIELD

PRACTICE FIELDS

TENNISCOURTS

TENNISCOURT

PRACTICE FIELDS

SW

IM

CE

NTE

R

DR

OP

OFF

NEW PARKING

NEW PARKING

PLAY FIELDS

PLAY FIELDS





PLAY FIELDS

PLAY FIELDS

ONE COMPREHENSIVE & ONE SMALLER SCHOOLSCENARIO #3

PROGRAMS- Great opportunities to explore forward thinking and innovative programs and delivery methods.

STUDENT DEVELOPMENT- Does not create more opportunities for varsity athletics.- More personalized learning environments for students in a smaller school.

DISTRICT OPERATIONS- Depending on the focus and programs within a smaller school, there may not be a need to increase all the site/field amenities as would be constructed in a comprehensive model.- Provides great flexibility to right-size square footage now for anticipated immediate growth, while leaving opportunities to grow the new campus in the future.

CULTURE / CLIMATE- Specialized schools tend to encourage business/professional relationships in the community.

PARITY / EQUITY- Most likely creates equity issues because not all students can participate.


Scenario 3 will keep Bozeman High School as the single comprehensive high school, and add one smaller school on a new site that could accommodate a variety of programs. Under this scenario, the existing campus would be modernized to accommodate 2000 students long term, and a new facility with a 600 student capacity would be built on a new site. The 600 student capacity facility could accommodate a specialized program such as a STEM school, a Tech school, or a 9th grade academy. Under this scenario, future capacity needs beyond 2600 students can be accommodated by developing the new site, and the existing BHS facility can be capped at a 2000 student capacity.

NARRATIVE

Scenario 3Second Smaller High School Scenario


09scenarios


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f th

e B

SD

com

mun

ity,

and

tha

t p

rovi

de

a s

upp

orti

ve s

etti

ng f

or c

ultu

ral

vib

ranc

y a

nd t

he n

atu

ral e

volu

tion

of

the

BS

D v

isio

n, m

issi

on, a

nd v

alu

es.

DIS

TR

ICT

OP

ER

AT

ION

Cre

ate

a s

usta

ina

ble

net

wor

k of

ca

mp

uses

tha

t b

est

serv

e th

e B

ozem

an

com

mun

ity

and

enh

anc

e th

e D

istr

ict’s

ab

ility

to

sa

tisf

y it

’s m

issi

on

whi

le b

eing

res

pon

sib

le s

tew

ard

s of

re

sour

ces.

SCENARIO 1A1 COMPREHENSIVE HIGH SCHOOL ON EXISTING SITE

SCENARIO 1B(5) 600 STUDENT ACADEMY SCHOOLS ON EXISTING SITE

SCENARIO 1C(2) COMPREHENSIVE HS ON EXISTING SITE

SCENARIO 1DGRADE ALIGNED ACADEMY ON EXISTING SITE

SCENARIO 22 COMPREHENSIVE HS ON 2 SITES

SCENARIO 31 COMPREHENSIVE HS | 1 SMALL HS

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

// SITE SCENARIO | GUIDING PRINCIPLE ANALYSISBOZEMAN PUBLIC SCHOOLS

Please utilize this matrix to analyze and evaluate the various site options against the guiding principles generated by the Advisory Committee.

1 = Poor3 = Fair5 = Excellent

Please return by 4pm on Tuesday, January 19th to one of the following locations:

1. [email protected]. A&E Office 428 E. Mendenhall3. BSD Facilities Office 404 W Main Street

Scenario AnalysisScenario | Guiding Principle Evaluation


scenarios

Dis

tric

t O

pe

rati

on

Cre

ate

a s

usta

ina

ble

ne

two

rk o

f

ca

mp

use

s t

ha

t b

est

se

rve

th

e

Bo

zem

an

co

mm

un

ity

an

d e

nh

an

ce

the

Dis

tric

t's a

bilit

y t

o s

ati

sfy

it'

s

mis

sio

n w

hile

be

ing

re

sp

on

sib

le

ste

wa

rds o

f re

so

urc

es.

Pro

gra

ms

Pro

vid

e f

ac

ilit

ies t

ha

t a

re f

lex

ible

in

su

pp

ort

ing

qu

ality

pro

gra

ms t

ha

t

are

ad

ap

tab

le o

ve

r ti

me

to

sh

ifts

in

be

st

pra

cti

ce

s in

te

ac

hin

g a

nd

lea

rnin

g, t

ec

hn

olo

gy

an

d g

row

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an

d c

urr

icu

lum

mo

de

ls.

Stu

de

nt

De

ve

lop

me

nt

Cre

ate

fa

cilit

ies t

ha

t su

pp

ort

de

ve

lop

me

nt

of

the

wh

ole

stu

de

nt,

inc

lud

ing

ac

ad

em

ic, p

ers

on

al,

so

cia

l, p

hy

sic

al,

an

d e

mo

tio

na

l

de

ve

lop

me

nt.

Pa

rity

| E

qu

ity

En

su

re t

ha

t fa

cilit

ies s

up

po

rt a

nd

pro

vid

e b

rea

dth

an

d d

ep

th o

f

op

po

rtu

nit

ies t

o a

ll stu

de

nts

an

d

the

BS

D|B

oze

ma

n c

om

mu

nit

y.

Cu

ltu

re |

Cli

ma

te

De

ve

lop

an

d m

ain

tain

fa

cilit

ies

tha

t su

pp

ort

th

e h

isto

ric

al

su

cc

esse

s o

f th

e B

SD

co

mm

un

ity

,

an

d t

ha

t p

rov

ide

a s

up

po

rtiv

e

se

ttin

g f

or

cu

ltu

ral v

ibra

nc

y a

nd

the

na

tura

l e

vo

luti

on

of

the

BS

D

vis

ion

, mis

sio

n, a

nd

va

lue

s.

SCENARIO 1A 78 76 61 85 81 381

SCENARIO 1B 65 84 80 79 73 381

SCENARIO 1C 69 74 75 77 73 368

SCENARIO 1D 75 75 72 75 80 377

SCENARIO 2 91 99 106 99 98 493

SCENARIO 3 83 85 89 73 83 413

0

20

40

60

80

100

120

DISTRICT OPERATIONS

PROGRAMS

STUDENT DEVELOPMENTPARITY | EQUITY

CULTURE | CLIMATE

SCENARIO 1A SCENARIO 1B

SCENARIO 1C SCENARIO 1D

SCENARIO 2 SCENARIO 3

Scenario AnalysisScenario | Guiding Principle Evaluation ResultsIn order to evaluate the scenarios, the committee completed a ranking matrix that evaluated the scenarios against the five guiding principles. The committee was asked to rank the scenarios between 1 and 5 with 1 being that scenario did not capture the guiding principle well and 5 meaning that the scenario responded well to the guiding principle. Results showed a clear majority opinion that Scenario 2 seemed to capture and achieve all of the guiding principles set forth by the committee.


09scenarios


Scenarios - Part 2How Best To Grow CapacityAfter much time vetting all of the scenarios, the committee moved to narrow the scenarios down to three. The discussions focused on growth and how best each of the scenarios related back to the guiding principles.

Scenario 1Scenario 1 would maintain a comprehensive high school at the existing Bozeman High School site. The existing facilities would be modernized and reconfigured to ensure that the infrastructure eventually could accommodate a 3000 student capacity, with an immediate modernization to accommodate 2600 students. This scenario has the potential to accommodate several instructional and organization models, including continuation of the current departmental organization structure at BHS with (1) comprehensive high school on the existing site.

Scenario 2Scenario 2 develops a second comprehensive high school on a new site. The goal would be to operate two (2) separate, distinct high schools for the Bozeman community of roughly equal size. Under this scenario, a new high school facility would be built to accommodate 1300 students, including practice fields, grounds, parking and other site infrastructure to eventually accommodate 1500 students. The existing BHS capacity would be reduced to 1500 students through demolition or adaptive reuse of portions of the existing facility that are beyond their useful life, and modernization/additions to other spaces. Fields, stadium and other site amenities would remain. To support the division of the student population, some programs or special course offerings may move to the new school site, although core departments will be replicated.

Scenario 3Scenario 3 will keep Bozeman High School as the single comprehensive high school and add one (1) smaller school on a new site that would accommodate a comprehensive freshman program. Under this scenario, the existing campus would be modernized to accommodate 1800 students long term, and a new facility with an 800 student capacity would be built on a new site. Future capacity needs beyond 2600 students can be accommodated by developing the new site and the existing BHS facility can be capped at an 1800 student capacity. The 800 student freshmen school has the potential to expand in the future and become a second comprehensive high school.


scenarios


FLANDERS MILL SITE

EXISTING BHS

STUCKY SITE

EXISTING SITE

NEW PARKING

NEW PARKING

EXISTINGPARKING

EXISTINGPARKING

EXISTINGPARKING

FOOD SERVICE

FOOTBALL & TRACKFIELD

TENNISCOURTS

TENNISCOURT

SW

IM

CE

NTE

R

NEW 2 STORY ADDITION1100 - 1500 STUDENTS


EXTENDED DROP OFF

PRACTICE FIELDS

PRACTICE FIELDS

NEW PARKING

NEW CIRCULATION LOOPScenario 1 would maintain a comprehensive high school at the existing Bozeman High School site. The existing facilities would be modernized and reconfigured to ensure that the infrastructure eventually could accommodate a 3000 student capacity, with an immediate modernization to accommodate 2600 students. This scenario has the potential to accommodate several instructional and organizational models, including continuation of the current departmental organization structure at BHS with one (1) comprehensive high school on the existing site.

NARRATIVE

EXISTING SITE GROWTHSCENARIO #1

Scenario 1One Comprehensive High School


09scenarios



FLANDERS MILL SITEEXISTING SITE

FLANDERS MILL SITE

EXISTING BHS

STUCKY SITE

EXISTINGPARKING

EXISTINGPARKINGEXISTING

PARKING

FOOD SERVICE

FOOTBALL & TRACK FIELD

PRACTICE FIELDS

TENNISCOURT

PRACTICE FIELDS

SW

IM

CE

NTE

R

DROP OFF

PRACTICE FIELDS

NEW PARKING



NEW PARKING

TENNISCOURTS

PRACTICE FIELDS

NEW CIRCULATION LOOP

EXTENDED DROP OFF

NEW CONNECTION ADDITION.

PRACTICE FIELDS

NEW PARKING

HATCH INDICATES EXISTING BUILDING AREA TO BE DEMOLISHED.

TWO COMPREHENSIVE SCHOOLSSCENARIO #2

Scenario 2 develops a second comprehensive high school on a new site. The goal would be to operate two (2) separate, distinct high schools for the Bozeman community of roughly equal size. Under this scenario, a new high school facility would be built to accommodate 1300 students, including fields, grounds, parking and other site infrastructure to eventually accommodate 1500 students. The existing BHS capacity would be reduced to 1300-1500 students through demolition or adaptive reuse of portions of the facility that are beyond their useful life, and modernization/additions to other spaces. Fields, stadium and other site amenities would remain. To support division of the student population, some programs or special course offerings may move to the new school site, although core departments will be replicated.

NARRATIVE

Scenario 2Two Comprehensive High Schools


scenarios


FLANDERS MILL SITE

EXISTING BHS

STUCKY SITE

EXISTING SITE FLANDERS MILL SITE

DROP OFF

NEW PARKING

PRACTICE FIELDS


POTENTIALBUILDING EXPANSION

POTENTIAL PARKINGEXPANSION

EXISTINGPARKING

EXISTINGPARKINGEXISTING

PARKING

FOOD SERVICE

FOOTBALL & TRACK FIELD

PRACTICE FIELDS

TENNISCOURT

PRACTICE FIELDS

SW

IM

CE

NTE

R

HATCH INDICATES EXISTING BUILDING AREA TO BE DEMOLISHED.


NEW PARKING

TENNISCOURTS

PRACTICE FIELDS

NEW CIRCULATION LOOP

EXTENDED DROP OFF

POTENTIAL PARKINGEXPANSION

NEW PARKING

POTENTIAL ADDITIONALPRACTICE FIELDS

ADDITION300 STUDENTS

ONE COMPREHENSIVE & ONE SMALLER SCHOOLSCENARIO #3

Scenario 3 will keep Bozeman High School as the single comprehensive high school, and add one (1) smaller school on a new site that would accommodate a comprehensive freshman program. Under this scenario, the existing campus would be modernized to accommodate 1800 students long term, and a new facility with an 800 student capacity would be built on a new site. Future capacity needs beyond 2600 students can be accommodated by developing the new site, and the existing BHS facility can be capped at an 1800 student capacity. The 800 student freshman school has the potential to expand in the future and become a second comprehensive high school.

NARRATIVE

Scenario 3One Comprehensive High School and One Smaller High School


09scenarios


PR

OG

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MS

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e fa

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ies

tha

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re fl

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at

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phy

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ITY

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e th

at

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ties

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ema

n co

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y.

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RE

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por

t th

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stor

ica

l suc

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es o

f th

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SD

com

mun

ity,

and

tha

t p

rovi

de

a

sup

por

tive

set

ting

for

cul

tura

l vib

ranc

y a

nd t

he n

atu

ral e

volu

tion

of

the

BS

D

visi

on, m

issi

on, a

nd v

alu

es.

DIS

TR

ICT

OP

ER

AT

ION

Cre

ate

a s

usta

ina

ble

net

wor

k of

ca

mp

uses

tha

t b

est

serv

e th

e B

ozem

an

com

mun

ity

and

enh

anc

e th

e D

istr

ict’s

ab

ility

to

sa

tisf

y it

’s m

issi

on

whi

le b

eing

res

pon

sib

le s

tew

ard

s of

re

sour

ces.

SCENARIO 11 COMPREHENSIVE HIGH SCHOOL ON EXISTING SITE

// SITE SCENARIO | GUIDING PRINCIPLE ANALYSISBOZEMAN PUBLIC SCHOOLS

Please utilize this matrix to analyze and evaluate the various site options against the guiding principles generated by the Advisory Committee.

1 = Poor3 = Fair5 = Excellent

SCENARIO 22 COMPREHENSIVE HS ON 2 SITES

SCENARIO 31 COMPREHENSIVE HS | 1 800 STUDENT 9TH GRADE CENTER TO TRANSITION INTO A COMPREHENSIVE HS AS GROWTH IS REALIZED.

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

NAME :

03/02/16

Scenario AnalysisScenario | Guiding Principle Evaluation


scenarios

0

10

20

30

40

50

60

70

80

DISTRICT OPERATION

PROGRAMS

STUDENT DEVELOPMENTPARITY | EQUITY

CULTURE | CLIMATE

SCENARIO 1

SCENARIO 2

SCENARIO 3

Dis

tric

t O

pe

rati

on

Cre

ate

a s

usta

ina

ble

ne

two

rk o

f

ca

mp

use

s t

ha

t b

est

se

rve

th

e B

oze

ma

n

co

mm

un

ity

an

d e

nh

an

ce

th

e D

istr

ict'

s

ab

ilit

y t

o s

ati

sfy

it'

s m

issio

n w

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be

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on

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le s

tew

ard

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f re

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urc

es.

Pro

gra

ms

Pro

vid

e f

ac

ilit

ies t

ha

t a

re f

lex

ible

in

su

pp

ort

ing

qu

ality

pro

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ms t

ha

t a

re

ad

ap

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le o

ve

r ti

me

to

sh

ifts

in

be

st

pra

cti

ce

s in

te

ac

hin

g a

nd

le

arn

ing

,

tec

hn

olo

gy

an

d g

row

th, a

nd

cu

rric

ulu

m

mo

de

ls.

Stu

de

nt

De

ve

lop

me

nt

Cre

ate

fa

cilit

ies t

ha

t su

pp

ort

de

ve

lop

me

nt

of

the

wh

ole

stu

de

nt,

inc

lud

ing

ac

ad

em

ic, p

ers

on

al,

so

cia

l,

ph

ysic

al,

an

d e

mo

tio

na

l d

ev

elo

pm

en

t.

Pa

rity

| E

qu

ity

En

su

re t

ha

t fa

cilit

ies s

up

po

rt a

nd

pro

vid

e b

rea

dth

an

d d

ep

th o

f

op

po

rtu

nit

ies t

o a

ll stu

de

nts

an

d t

he

BS

D|B

oze

ma

n c

om

mu

nit

y.

Cu

ltu

re |

Cli

ma

te

De

ve

lop

an

d m

ain

tain

fa

cilit

ies t

ha

t

su

pp

ort

th

e h

isto

ric

al su

cc

esse

s o

f th

e

BS

D c

om

mu

nit

y, a

nd

th

at

pro

vid

e a

su

pp

ort

ive

se

ttin

g f

or

cu

ltu

ral v

ibra

nc

y

an

d t

he

na

tura

l e

vo

luti

on

of

the

BS

D

vis

ion

, mis

sio

n, a

nd

va

lue

s.

SCENARIO 1 48 44 40 48 48 228

SCENARIO 2 63 65 72 61 66 327

SCENARIO 3 57 56 53 50 54 270

Scenario AnalysisScenario | Guiding Principle EvaluationAfter further scenario exploration and greater detail into the scenarios, the committee once again evaluated the scenarios against the five guiding principles. The committee was asked to give their opinion to how they felt the scenarios best responded to District Operation, Programs, Student Development, Parity | Equity, and Culture | Climate. From the results, it was again clear that the majority of the committee felt Scenario 2 best achieved the goals and values of the guiding principles.

Based on the in-depth discussions around the scenarios and the matrix results, the committee approved a motion to move forward with any future development on a new site to some capacity. This approved motion eliminated Scenario 1 and any future growth on the existing facility.


09scenarios


Scenarios - Part 3District ImpactsIn order to ensure that all options were being considered by the committee and the community, the committee decided to lengthen the process to consider a new scenario brought to the table. The committee felt Scenario B had a lot of merits and felt it was appropriate to take more time to consider the Pros and Cons of the two scenarios under consideration as well as give the community an opportunity to hear the options and provide comments.

Scenario AScenario 2 develops a second comprehensive high school on a new site. The goal would be to operate two (2) separate, distinct high schools for the Bozeman community of roughly equal size. Under this scenario, a new high school facility would be built to accommodate 1300 students, including practice fields, grounds, parking and other site infrastructure to eventually accommodate 1500 students. The existing BHS capacity would be reduced to 1500 students through demolition or adaptive reuse of portions of the existing facility that are beyond their useful life, and modernization/additions to other spaces. Fields, stadium and other site amenities would remain. To support the division of the student population, some programs or special course offerings may move to the new school site, although core departments will be replicated.

Scenario BScenario B would encompass a district-wide restructured grade alignment. As a part of this scenario a new 10th-12th grade facility at the Flanders Mill site, 8th-9th graders would be located at the existing BHS campus, 5th-7th grades would be located in the existing middle schools and K-4th grades would be located at the existing elementary schools. This realignment would provide needed flexibility at the elementary schools and would delay the need for elementary school #9 another 10+ years. Freshmen students would still be considered high school students and participate in high school athletics and activities. The existing BHS capacity would be reduced to 1500 students through demolition or adaptive reuse of portions of the existing facility that are beyond their useful life, and modernization/additions to other spaces.


10scenario analysis


Scenario AnalysisMontana AA High School Comparison


scenario analysis

Scenario AnalysisMontana AA High School Comparison


10scenario analysis


// FACILITY SCENARIOS PROS & CONSBOZEMAN PUBLIC SCHOOLS4/12/2016

Create facilities that support development of the whole student, including academic, personal, social, physical, and emotional development.

Student Development

SCENARIO ‘A’ PROS SCENARIO ‘A’ CONS

SCENARIO ‘B’ PROS SCENARIO ‘B’ CONS SCENARIO B

SCENARIO A

• Benefits of creating smaller school environment

• Smaller student populations increases the opportunity for personal relationships such as student to staff, student to student, and staff to staff

• Fewer transitions for students at various grade levels

• Large student population at 10-12 can seem more impersonal

• Adds an additional transition for students to move from middle school to 8th & 9th grade and then to 10-12th grade

• Minimizes 9th grade interaction with upperclassmen

• Total quantity of course offerings will decline slightly which may reduce opportunities for students to engage in a diverse range of academic courses

• Provides the opportunity for students to engage in a diverse range of academic courses and pursue their interests in higher level courses

• Provides potential student development benefits at K-4, 5-7, 8-9.

• Impacts on rural school districts -Students joining at the 9th grade level vs. the 8th grade level

Scenario AnalysisPros | Cons - Student Development


scenario analysis


ProgramsProvide facilities that are flexible and adaptable in supporting quality programs that are adaptable over time to shifts in best practices in teaching and learning, technology and growth, and curriculum models.



SCENARIO A

• Unique opportunity to offer greater diversity of programs over time as well as develop different opportunites at each school

• Course offerings management is more easily operated and maintained

• Provides opportunity for new programs and electives to grow and develop

• Total quantity of course offerings will decline slightly

• Class size will increase

• Provides the best opportunity to maintain and expand instructional status quo, including quantity of AP and elective courses offered

• Class size will remain the same (or could be less when compared to Scenario A)

• Provides other program benefits at K-4, 5-7, and 8-9

• Course management becomes increasingly more difficult with growing student population

• May limit opportunities for 9th graders taking some elective courses

• Some teachers will teach only 8th and/or 9th grade (primarily core course work)

• Allows opportunities for more student participation in extracurricular activities and athletics

• Population growth may not accommodate increased participation opportunities in athletics and extracurricular programs

• 9th grade athletic teams not located with main High School

- Transportation of 9th graders to and from BHS for some activities

Scenario AnalysisPros | Cons - Programs


10scenario analysis



Parity / Equity Ensure that facilities support and provide breadth and depth of opportunities to all students and the BSD/Bozeman community.



SCENARIO A

• Provides an additional high school to address student and community growth

• Creates opportunity for different program options at each school

• Opportunity to increase program/curriculum diversity - different at each school

• Will create a new school vs. old school perception

• Could create a situation where one particular program is only offered in one school

• Community remains undivided at grades 8-9 and 10-12

• Maintains breadth of programs and allows availability to all students more easily

• Maintains Parity/Equity at K-4

• Increases Parity/Equity at 5-7 and 8-9

• Does not increase MHSA participation opportunities when compared to Scenario A

• Could limit opportunities for 9th graders - as they are separate from 10-12

• Increases course opportunities for Grade 5 and Grade 8 that don’t exist in the current alignment

Scenario AnalysisPros | Cons - Parity | Equity


scenario analysis


District Operations Create a sustainable network of campuses that best serve the Bozeman community, and enhance the District’s ability to satisfy it’s mission while being responsible stewards of resources.



SCENARIO A

• Practice fields are located at each site

-No transportation costs to bus students to/from practice / playing locations

• Provides a flexible solution which allows for long-term growth and capacity changes

• Avoids “bond fatigue”

• Higher annual operating costs from increasing/duplicating certain resources

-Duplication of athletic & extracurricular - Duplication of some staffing

• Initial infrastructure costs required to develop the new site

- Utilities, road development, etc.

• Maintaining a single high school format more efficiently uses the operations budget when compared to Scenario A

• Moving 10th-12th graders to a new site will alleviate traffic congestion and parking problems at existing site

• 10-12 building could be designed more efficiently than current site

• Initial infrastructure costs required to develop the new site

- Utilities, road development, etc.

• Higher initial construction cost

• Duplication of some staffing

• Higher maintenance / operating costs, more total square feet than Scenario A

• Reduced population at existing site will help alleviate traffic, congestion, and parking problems

• Could provide space for Pre-K at current elementary schools should legislation require it in the coming years

• Will delay the need for a new elementary school by 10 years based on current projections

• Would delay need for boundary realignment

• Infrastructure costs at existing site to improve traffic flow (entry/exit)

Scenario AnalysisPros | Cons - District Operations


10scenario analysis



Culture / ClimateDevelop and maintain facilities that support the historical successes of the BSD community, and that provide a supportive setting for cultural vibrancy and the natural evolution of the BSD vision, mission, and values.



SCENARIO A

• Allows students to create a unique culture and climate at new school

• Opportunity to create a community of healthy competition and increased participation in all MHSA activities

• Potential to build on and expand the cultural vibrancy and diversity within the Bozeman community

• Discontinues the history and tradition of Bozeman having a single high school

• Isolates 8th graders, 9th graders and some staff to a separate site

• Reduces 9th grade interaction with upperclassmen

• School size of 10-12 has potential to have impacts on culture/climate

• Perpetuates the history and tradition of Bozeman High School as a single school

• Potential to create a unique an innovative solution to high school athletics within one school

• Creates culture/climate benefits at k-4, 5-7, and 8-9

• Allows 9th graders to participate in the full high school experience

Scenario AnalysisPros | Cons - Culture | Climate


scenario analysis

// FACILITY SCENARIO TIMELINESBOZEMAN PUBLIC SCHOOLS4/19/2016

9-12 ENROLLMENT PROJECTIONS AND FUTURE

CAPACITY NEEDS


CAPACITY NEEDS

K-5 ENROLLMENT PROJECTIONS AND FUTURE

CAPACITY NEEDS

2016

2018

2020

2022

2024

2026

2028

2030

2032

2034


CAPACITY NEEDS


CAPACITY NEEDS


CAPACITY NEEDS

SCENARIO B

2016

2018

2020

2022

2024

2026

2028

2030

2032

2034

K-4 ENROLLMENT PROJECTIONS AND FUTURE

CAPACITY NEEDS

SCENARIO A CURRENT CAPACITY

CAPACITY

3145

1448

2119

3253

1674

2426

3551

1777

2749

3769

1884

2878

3994

2003

3057

1489

1122

1493

2608

1693

1246

1704

2710

1719

1296

1978

2881

1877

1412

2093

3149

1994

1502

2222

3336

= NEED FOR FACILITY CAPACITY GROWTH

DESIGN / CONSTRUCTION







2400

1780

3402 3219

1540

2274

3349

1706

2563

3448

1718

2708

3657

1829

2788

3880

1945

2963

1624

1107

1636

2666

1669

1331

1819

2799

1769

1333

2008

2967

1822

1370

2026

3056

1937

1455

2155

3241

2200

1500

1780

3375




Scenario AnalysisScenario Facility Timeline Comparison


10scenario analysis


// COST ANALYSISBOZEMAN PUBLIC SCHOOLS4/19/2016

AUDITORIUMS AT NEW &

EXISTING HS

BASELINE CONSTRUCTION COST + $24M + $20M

1500 HUNDRED STUDENT 9-12 HIGH SCHOOLAND RENOVATION TO

EXISTING HIGH SCHOOL AND STADIUM

ELEMENTARY SCHOOL #9

2021

BASELINE CONSTRUCTION COST + $30M + $12M

2200 HUNDRED STUDENT 10-12 HIGH SCHOOLAND RENOVATION TO

EXISTING SCHOOL FOR 8-9 AND STADIUM

AUDITORIUM AT NEW HS

ATHLETICS &EC

COSTSTOTAL STAFFING COSTSFOR TWO COMPREHENSIVE

HIGH SCHOOLS

TOTAL STAFFING COSTS +$80

0K

+$50

0K

OPERATION &MAINTENANCE

COSTS

ATHLETICS &EC

COSTSTOTAL STAFFING COSTSFOR 10-12 HIGH SCHOOL

AND 8-9 JUNIOR HIGH SCHOOL

TOTAL STAFFING COSTS +$50

0K

IF ATHLETICS ARE DOUBLED

+

OPERATION &MAINTENANCE

COSTS

*ACTUAL COSTS TO BE REFINED TO REFLECT DEFINED EDUCATIONAL SPECIFICATIONS AND DESIGN STANDARDS

*ACTUAL COSTS TO BE REFINED TO REFLECT DEFINED EDUCATIONAL SPECIFICATIONS AND DESIGN STANDARDS

SCENARIO A

SCENARIO B

SCENARIO A

SCENARIO B

CAPITAL COSTS

OPERATIONAL COSTS

Scenario AnalysisCapital and Operational Cost Comparison


11appendix


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PROGRAMMING FOR FUTURE HIGH SCHOOL NEEDS

MEETING MINUTES FOR ADVISORY COMMITTEE – A1

Thursday, November 05, 2015 11:30 AM - 1:30 PM

Willson School Second Floor Library

I. Lunch / Sign-In / Welcome Committee members arrived, signed in, and were able to grab some lunch before the

session began. Superintendent, Rob Watson, gave a brief introduction about the process and what

BSD7 wants to accomplish throughout the process.

II. Did You Know? Architectural Design Team showed “Did You Know?” video as inspiration to ways of thinking and designing as technology advances and continues to advance in the future.

III. Introductions Advisory Committee members and attendees introduced themselves to the group, which included:

• School/District Administration • Current Parents • BHS Staff • Future Parents • Community Educators • Current BHS Students • City/District/County Representatives • General Public • A&E / Integrus Design Team • Neighbors

IV. Schedule & Process The team discussed a mission for the Advisory Committee, along with a schedule of meetings. Meeting goals, process, and the roll of the Advisory Committee within the community were also discussed.

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The Mission: The Advisory Committee will provide a recommendation to the school board regarding future facilities needs for secondary education programs.

The Question: What do we want to be when we have 2600 high school age students in the Bozeman School district?

The Schedule includes Executive Committee Meetings, Advisory Committee Meetings, Community Focus Groups, District Staff and Student Workshops, and Community Open Houses. The Advisory Committee meetings are sequenced and outlined to work from general to particular; Listen, Collaborate, Apply, and Finish.

Ground Rules were covered as a means to address off-topic issues, encourage engagement in forward thinking, discuss challenging ideas, and ultimately accomplish successful sessions.

V. Hopes & Fears Exercise Members were asked to write their Hopes & Fears on sticky notes and place them on large boards. Each board described a different topic of discussion. Topics included; Parity/Equity, Student Development, Culture and Climate, Programs, and District Operations.

After Hopes & Fears were documented, members were then asked to place colored dots on comments in which they agreed or disagreed.

All information will be recorded and organized for discussion at the second Advisory Meeting.

VI. What is a High School? The team presented “What Does a High School Look Like?”. The series of slides graphically displayed ideas about 21st Century learning environments as well as innovation and adaptation from learning environments developed in the 1920’s. Learning environments discussed were;

Advisory Meeting - A1

Meeting Minutes


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Collaborative Environments create spaces where students can gather, socialize, and work together.

Technology and how technology continues to change the way we learn, think, and gather information.

Smaller Learning Communities and what they look like? How big are they? How distinct? How connected or unconnected? Are electives and AP courses included or separate?

Gardner’s Multiple Intelligences identifies seven distinct intelligences which documents the extent to which students possess different kinds of minds and therefore learn, remember, and understand in different ways.

VII. Small Group Exercise: Key Words & Phrases The large group was broken into three (3) smaller groups. The groups were given two (2) questions and participants were encouraged to throw out key words and phrases that came to mind.

Question #1: What are they key attributes of a 21st Century high school? Question #2: What makes adolescent learners successful?

Each group’s Key Words & Phrases will be compiled for discussion at the second Advisory Meeting.

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VIII. Next Steps Develop and review high school design objective and considerations from Key

Words & Phrases exercise results. Develop and discuss goals that capture both community aspirations and boundaries

defined by and reflective of community values. Review and discuss existing Bozeman High School curriculum and programs. Review and discuss case study best practices.

IX. Homework

Participants will receive an e-mail which will invite them to become an author on [RE]imagine High School in Bozeman. Participants are encouraged to upload images and post to the blog to keep the conversations and ideas flowing.

Social media users are asked to use the #BHSfuture when posting comments or thoughts about the process in order to keep the conversation thread organized an in one place.

End of Meeting Minutes Next Meeting Scheduled 11/19/15


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MEETING MINUTES FOR ADVISORY COMMITTEE - A2

Thursday, November 19, 2015 11:30 AM - 1:30 PM


I. Lunch / Sign-In / Welcome Committee members arrived, signed in, and were able to grab some lunch before the

session began. Superintendent, Rob Watson, gave a brief introduction for those who were unable to

attend the first Advisory Committee Meeting.

II. Introductions Advisory Committee members and attendees introduced themselves to the group, which included:


III. Schedule & Progress Review The team reviewed the committee’s schedule and next steps in the process. Parameters were discussed regarding the decisions to be made and the team explained the process of working from general to particular as a means to achieve a final recommendation to the board.

IV. Review Group Exercise: “Hopes & Fears” & “Key Word” Results The team presented the information that was collected, assessed, and organized from the A1 “Hopes & Fears” and “Key Word” exercises.

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V. Group Exercise : Develop Guiding Principles and Project Goals The information gathered from the “Hopes & Fears” and “Key Word” group exercises established the first iteration of guiding principles. The committee broke into small groups to discuss, refine and set goals for the guiding principles presented to them. First iteration of guiding principles included:

Culture/Climate: Develop and maintain facilities that support the historical

successes of the BSD community, and that provide a supportive setting for cultural vibrancy and the natural evolution of the BSD ethos.

District Operations: Create a network of campuses that best serve all Bozeman School District community members, and that enhance the District’s ability to satisfy it’s mission while being responsible stewards of community resources.

Parity/Equity: Ensure that each facility plays a supportive role in the BSD’s commitment to provide breadth and depth of opportunities to all students and to be a resource to the BSD community.

Programs: Provide facilities that are flexible and adaptable in nature, to support a variety of programs throughout the day, and to adapt over time to shifts in teaching pedagogy and curriculum models.

Student Development: Create facilities that support development of the whole student, including personal, academic, social, and emotional development.

Key discussion topics, goals, and refined principles were presented by individual groups to the whole committee. This information will be assessed for the A3 meeting.



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VI. Existing BHS Space List Exploration The team presented progress of work to date on the existing BHS space list, utilization, quantitative and qualitative efficiencies analysis.

A series of diagrams was presented as the beginning stages of analyzing existing program, space use, and efficiencies. Members were able to see space use changes throughout the day from Period 0 to Period 7.

An example of a Program Area Summary was presented to show how each space will be broken down and evaluated in order to determine the current and future high school needs and area requirements.

Qualitative space was discussed through imagery of the existing facility.

VII. The Ubiquitous Learner Group presented the qualities of a day in the life of the “ubiquitous learner”, and the types of spaces that support those activities.

Recap on Gardner’s Multiple Intelligences, which identifies seven distinct intelligences and the extent to which students possess different kinds of minds and therefore learn, remember, and understand in different ways.

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VIII. Next Steps Review and discuss three case study best practices. Refine guiding principles and goals. Review agenda and content for pending curriculum discussions. Explore opportunities and constraints for three potential sites. Detailed review of existing BHS space, utilization, and space needs.

IX. Homework Explore Dr. Howard Gardiner’s Multiple Intelligences. Post and share imagery, articles, and anything interesting in relation to the future of

BHS!



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Thursday, December 17, 2015 10:30 AM - 1:00 PM


I. Welcome and Update Committee members arrived and signed in. Attendees included:


The team gave a brief update regarding accomplishments of the previous meetings. These accomplishments included the development of goals, hopes, dreams, aspirations and visions about the future. The upcoming meetings will focus on the exploration of existing BHS programs, uses, and studies of best practice solutions from other communities.

II. Review of Guiding Principles Brief review of the A2 Guiding Principles exercise and the committee’s revised Guiding Principles.

III. [Re]Imagine High School Community Meeting #1 Results The committee was updated on the outcome of the December 16th Community Meeting. The Community Meeting was organized to maximize input from the community. Listening Stations were arranged and community members were encouraged to review and give input on Guiding Principles and Hopes and Fears, 21st Century Learning Environments, and potential Site Locations. The community input will be reviewed and added to the work of the Advisory Committee.

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The Advisory Committee was then asked to review acquired information from the Community Meeting, further revise the Guiding Principles, and partake in a 21st Century Learning Environment exercise.

IV. Case Studies The team presented two (2) case study examples of school districts within the region, which have made the decision to move from one (1) high school to two (2) or more campuses.

Marysville Pilchuck High School (Marysville, WA) was the first case study

discussed. The issues faced by the district, the process in which the district faced these issues, and the district’s solutions were analyzed and discussed. The district’s solution was to create another campus, Marysville Getchell, which consists of independently-focused small learning communities, with the advantage of shared resources for commons and athletics.

Flathead High School (Kalispell, MT) was the second case study discussed. Like Marysville, the issues faced by the district, the process in which the district faced these issues, and the district’s solutions were analyzed and



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discussed. The district’s solution was to build another high school, Glacier High School. Flathead High School and Glacier High School each offer different unique opportunities and programs which significantly increase the district’s diversity.

Additional questions and comments from the committee were compiled for further research and discussion at upcoming meetings.

V. Program and Utilization Review of Existing BHS The team presented an analysis of current and optimal physical capacity, utilization, and efficiency of the existing Bozeman High School. Quality of existing spaces based on space utilization were also briefly discussed.

VI. Session Wrap-Up & Next Steps The team discussed additional items to be covered in the A4 meeting, such as; District Operations Summary Review, Site Analysis Workshop, and remaining steps to achieve the April completion date.

VII. Homework Post and share imagery, articles, and anything interesting in relation to the future of BHS!

End of Meeting Minutes

Next Meeting Scheduled 1/14/16


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Thursday, January 14, 2016 11:30 AM - 1:30 PM




II. Case Study Follow-Up The team gave a brief review of the two (2) case studies presented at the A3 meeting, which were in the Marysville School District and the Kalispell School District. The team then answered follow-up questions, which were asked by committee members at the previous meeting.

III. Curriculum Leadership & Operations Meeting Summary Review The team reviewed discussion topics from the Curriculum Leadership and Operations Meeting. The purpose of this review was to help committee members prepare for the Scenario Workshop.

Topics discussed at the Curriculum Leadership Meeting included instructional learning environments to personalize learning, how to create an engaging high school for students, fostering lifelong learners, and nurturing and celebrating creativity.

Topics discussed at the Operations Meeting included transportation, technology, food service, and facility operations.

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IV. Site Analysis Review The team gave an overview of the three (3) potential site locations which include the existing site, the site on Flanders Mill and Oak, and the site on Stucky and Cottonwood. The analysis of each site included climate, site adjacencies, current and future transportation, and impacts of building on each site. This overview, along with the Curriculum Leadership and Operations Meeting review, provided a foundation for the Site Scenario Workshop.

V. Site Scenario Workshop The committee broke into two groups where they were presented with three (3) general site scenarios. Each team then explored and evaluated each scenario against the previously developed Guiding Principles and Goals. The teams generated thoughts and discussed various opportunities and constraints to each scenario.

At the end of the Scenario Workshop each committee member was given a Site Scenario / Guiding Principle Analysis worksheet which compared each scenario to the Guiding Principles. Each member was responsible for evaluating each scenario in conjunction with the Guiding Principles and returning their results to the Planning Team.

VI. Session Wrap-Up & Next Steps The team discussed steps moving forward and goals of the next meetings to achieve the April completion date.

VII. Homework Complete and turn in Site Scenario / Guiding Principle Analysis worksheet. Continue to post and share imagery, articles, and anything interesting in relation

to the future of BHS!




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Thursday, February 18, 2016 11:30 AM - 1:30 PM




II. Review Scenarios The team reviewed the three (3) previous Scenarios, which were presented at the A4 Meeting, Teacher Workshop, and the Community Meeting. The A4 homework had been reviewed and documented. Those results were also presented to the group.

III. Summary of Input from Workshops The team summarized the goals, process, and outcome of a recent Teacher Workshop and Community Meeting. Teachers and community members wrote down comments relating to each Scenario. These comments were compiled and documented for the Advisory Committee’s use.

Topics discussed at both the Teacher Workshop and Community Meeting included goals, process recap, instructional models, site review, and scenario discussion.

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IV. School Size Discussion The team presented data and research which related to the impacts of school size. Basic information regarding class size and class averages throughout the country were discussed.

V. Presentation of Modified Scenarios The team presented the three (3) modified Scenarios, which were revised by compiling and analyzing teacher and community comments and input. The modified Scenarios were presented along with program, instructional model impacts, program space list summaries, comments from teachers and community members, site development, and cost information relating to each Scenario.

VI. Modified Scenario Workshop In a large group format, the team reviewed and evaluated each revised Site Scenario. Opportunities and constraints, along with program and cost impacts, were discussed for each Scenario. The committee had questions in which they would like investigated prior to the next meeting. Further examination of these questions and comments will ultimately help the Advisory Committee reach a recommendation.

VII. Next Steps The team discussed the goals of the final Advisory Meeting, which is to make a decision and recommendation to the Board regarding the future of BHS. The planning team will explore requested questions and continue to assess the revised Scenarios.

Continue to post and share imagery, articles, and anything interesting in relation to the future of BHS!


Next Meeting Scheduled 3/10/16



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Thursday, March 10, 2016 11:30 AM - 1:30 PM




II. Review of Advisory Committee’s Scope and Timeframe The team reviewed the Advisory Committee’s role in setting a trajectory forward for the district’s continued development of the Bozeman High School District’s future. The team also discussed the timeframe for the recommendation to the board from the committee, as well as the timeframe in shaping the information for the bond.

The scope of the committee was discussed and includes site selection, pros/cons of scenarios, majority support of committee, voter education plan/community outreach, and language of recommendation to the board.

The future planning outside of the scope of the committee includes school boundaries, course offerings/programs, transition plan in any scenario, potential budget cuts or additions, and design of recommended scenario.

III. Consensus Item #1 – Development on One Site vs Two Sites The team reviewed the Pros | Cons of each scenario along with development strategies on the Flanders Mill and existing site for each scenario.

Scenario 3 discussion and comments were not limited to, but included; o Potential for a grade aligned hybrid o Scenario 3 being the most flexible option o Opportunities for continued curriculum and current electives o May not capture participation issues o May be less expensive initially but more expensive long term

Scenario 2 discussion and comments were not limited to, but included; o Impacts of creating smaller school environments o Division of the community o Impacts of creating a school on the west side of town

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o Timeline to implement AP/IB enriched programs o Duplication of administration, staff, custodial, food service, etc.

Scenario 1 discussion and comments were not limited to, but included; o The “tipping point” of Scenario 1 o Efficiency of operation budget o Ability to maintain and expand quantity of AP and elective course offerings o Growth capacity limitations to existing site

Following discussion, comments, and clarifying questions regarding the Pros | Cons of each scenario, an Advisory member made a recommendation to move forward with development on two (2) sites vs one (1) site. With the consensus of the committee, the decision was made to move forward with development on two (2) sites and dismiss Scenario 1.

IV. Next Steps The planning team will develop an extended list of Pros | Cons, which categorizes

each pro and con under the Guiding Principles for each scenario, per the Advisory Committee’s recommendation.

It was determined additional meeting(s) will be scheduled as a means to finalize the recommendation to the board.

End of Meeting Minutes Next Meeting(s) Scheduled 3/28/16 & 3/29/16



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MEETING MINUTES FOR

ADVISORY COMMITTEE – A7

Tuesday, April 19, 2016

11:30 AM - 1:30 PM


I. Welcome and Update

Committee members arrived and signed in. Attendees included:

• School/District Administration • Current Parents

• BHS Staff • Future Parents

• Community Educators • Current BHS Students

• City/District/County Representatives • General Public

• A&E / Integrus Design Team • Neighbors

II. Review of Advisory Committee’s Scope and Time Frame

The team briefly reviewed the Advisory Committee’s role and process in setting a

trajectory forward for the district’s continued development of the Bozeman High School

District’s future. The team also discussed the scope of the committee, future planning

beyond the Advisory Committee, and the time frame and dates of upcoming meetings.

• Community Listening Session – Monday, April 25th 6PM – 8PM

• Advisory Committee Meeting – Monday, May 3rd 11:30AM - 1:30PM

• Recommendation to School Board – Monday, May 9th

III. MHSA - Participation

The District presented their findings from their meeting with MHSA and the potential impacts

on varsity athletics/teams for each Scenario.

• The committee discussed the challenges of creating two (2) sets of MHSA activities in

one (1) school.

o The District would have to pursue changing the MHSA bylaw, which currently

allows one (1) set of MHSA teams per school. This would be a challenging

process that would need a 2/3 vote from all MHSA affiliates and would require

the doubling of all activities.

o Or, The District would have to create two (2) schools under one (1) roof, which

would permit two (2) sets of MHSA activities and allow BHS to maintain/grow

current programs and curriculum. This option would require boundaries to place

students in a specific school, and would also create difficulties with managing

administration as well as reporting to OPI.

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• Due to the difficulties and uncertainties of doubling programs through MHSA, the

committee came to the consensus that Scenario B would be best represented to

contain only one (1) set of MHSA activities.

IV. Capacity / Growth / Timeline

The team presented and discussed the overall timeline of enrollment and potential impacts

of facility capacity needs under each Scenario based on today’s enrollment projections.

V. Cost Analysis

• Capital Costs

The team discussed the potential capital cost differences between Scenario A and

Scenario B. Costs included; new facility, renovation and upgrades to existing facility,

auditorium, and the impacts on future capacity needs throughout the District. The

physical construction of Scenario B would be roughly $30M more to house the

additional 700 students. In contrast, Elementary School #9 would not have to be built

until 2035 instead of 2023. It is estimated that Elementary School #9 would cost

roughly $20M.

• Operational Costs

The team presented and discussed the potential operational cost differences between

Scenario A and Scenario B. Due to duplication of staffing and athletics, Scenario A will

cost approximates $1.3 million dollars more to operate than Scenario B due to

additional staffing needs as well as the doubling of athletics and activities.

VI. Next Steps

The next steps will include discussion regarding the impacts of each Scenario as it relates

to student development (academic, emotional, and social), comparison of AA schools, and

a review of Scenario pros and cons.


Next Meeting(s) Scheduled 5/3/16



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DEPARTMENT HEADS WORKSHOP Thursday, December 17, 2015 The leadership team met for a roundtable discussion to brainstorm ideas about the type of high school facility that will support current and future trends in teaching and learning. The brainstorm discussion was organized by asking for response and discussion around four broad questions.

I. What kind of instructional environment do you need to personalize learning for your students? • Future of learning • Flexible and accommodating for future changes • Smaller learning areas • Comfortable and inviting spaces • Convertible and adaptive • Access to technology • Natural light • Multi-use • Collaborative (students and staff) • Safety • Close proximity for specialized areas • Appropriate storage • Personalized spaces to celebrate the student in a “special” space • Appropriately sized spaces for content delivery and student safety • Thermal comfort • Creative space (d. school) • Multi-disciplinary • Auditorium/performance space • Specialized electives adjacency to foster collaboration with both instructors and students • Welcoming space • All spaces connected to the “bigger world” • Variety of space types and sizes • Ability to adjust and manipulate spaces quickly • Innovative teaching spaces (teal room) • Efficiency in student circulation (adjacency of key related programs) • Create smaller and more intimate learning environment • Spaces which support a variety of learning modalities • Create community • Spaces which support personal relationships (teacher/student) • Teacher/student collaboration space with the ability to transform as needed • Spaces support a variety of team teaching opportunities • Dining/social spaces as a priority for students • Increased safety without losing the transparent collaboration opportunities • Celebrate student success through spaces for display/performance • Maintain a community school feel

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o Timeline to implement AP/IB enriched programs o Duplication of administration, staff, custodial, food service, etc.

Scenario 1 discussion and comments were not limited to, but included; o The “tipping point” of Scenario 1 o Efficiency of operation budget o Ability to maintain and expand quantity of AP and elective course offerings o Growth capacity limitations to existing site

Following discussion, comments, and clarifying questions regarding the Pros | Cons of each scenario, an Advisory member made a recommendation to move forward with development on two (2) sites vs one (1) site. With the consensus of the committee, the decision was made to move forward with development on two (2) sites and dismiss Scenario 1.

IV. Next Steps The planning team will develop an extended list of Pros | Cons, which categorizes

each pro and con under the Guiding Principles for each scenario, per the Advisory Committee’s recommendation.

It was determined additional meeting(s) will be scheduled as a means to finalize the recommendation to the board.

End of Meeting Minutes Next Meeting(s) Scheduled 3/28/16 & 3/29/16

Department Heads Workshop


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// SCENARIOS

01/26/16

Scenarios Teacher Input Scenario 1

Tuesday, January 26, 2016 Scenario 1A Support

• Positive: Full equity for students with regard to accessing class offerings. • More exposure to different programs allows students to explore. • Advantage for open campus on this site. • Interested in the large campus that could look more like a college campus. • Greater elective opportunities. • Lower impact fees than 2 and 3. • Single custodial staff, administration, library, cafeteria, utility bills. • Preserves academic integrity and provides activity opportunities. • Rich curriculum. • We prefer Scenario 1A, but want J-Wing addressed. Let’s turn J-Wing and the old library into the

music/world language department space. • We do like that the staff would remain together. • Important - Keeping rich curriculum for all students. • Consider parity/equity – No split. • We could keep lower class sized because we’re not spending on duplication.

Opposition

• The growth is happening west of town and traffic congestion to existing site would increase substantially.

• This would be a ten year fix. Let’s think long term. • Does not allow the district flexibility moving forward – Lacks vision for the future. • Doesn’t necessarily increase a sense of comfort and safety for students. • This scenario doesn’t meet flexibility standards for the future. • This does not reflect guiding values, therefore makes a sense of belonging more challenging.

o Example: Students not able to participate in sports as much as other Montana schools. • Eventually we have to build another school. • Consider traffic, congestion, and parking. • We are concerned about the long-term solution – Eventually we will need a high school west of

town. • Consider traffic around high school. • “Kicking the can down the road.” • Existing space

o A, B, C feel “clustery.” o Isn’t forward-thinking enough for growth in two decades. o Develop second school now with potential. o Cannot share athletic space if both comprehensive. o How far into the future are we thinking? o Neighborhood high schools?

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// SCENARIOS

01/26/16

o Two mega high schools? o Four small high schools (St. George).

• Bite the bullet now and build a new school. • If Bozeman grows a lot, this property is not sustainable. • Don’t lose playing fields. • Negative: School continues to grow. • 3,000 students are a lot to manage. • Not as many students can play sports. • We will outgrow bigger school.

Questions

• Green space lost? • Loss of competition for sports seems misguided. • Space for Outdoor Athletics? • Less operating costs? • Cheapest scenario – What of classes when building? • Is this a real long-term solution? • What about the “feeder” or rural schools? • The current location requires a lot of travel for some communities.

Scenario 1B Support

• Comprehensive academy would be the best way to keep programs. • 1B – This seems a little messy. Would it be tracking into certain programs? But could it better serve

student needs and create smaller communities within a big one? It could be really cool if done the right way.

• 1B – More college and career ready. More goal oriented. Opposition

• Academy idea: Students lack vision in high school to make those choices; students need to be exposed to different environments.

• Academy programs may not work because students don’t know what they want to specialize in. • Academies don’t necessarily offer fluidity between academies. • Negatives:

o Demoralization of students crossing campus for specific programs (if grade based). o Research shows smaller schools are more effective. o May still feel like a huge high school. o Congestion of people. o Overwhelmed administration. o Current poor evacuation plan.

Teacher’s Workshop - Scenario 1 - January 26, 2016


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Scenario 1C Support

• Positives: o Being able to access all students on one campus. o Avoids having to split programs. o Central location near resources. o 1C is preferred option.

• Savings on impact fees and non-replication of administration/utilities, etc. means that we could build an auditorium for 1,500 (scenario 1C).

Opposition

• Concern over two different high schools on the same site – Seems problematic. • Scenario 1C – Concern about two sets of sports teams and access to practice fields/gyms and

sharing space with increased number of PE classes require • How does this scenario address athletics?

o Growing intramurals program. • 1C – Fear of duplicating resources and staff/administration. • 1C – We can’t fathom this one. Would we share the gyms? Weird.

Scenario 1D Support

• Why don’t we talk about a senior academy? We could make this a transition school focused on time to explore college and career options, providing support towards adulthood growth.

• Positives: o Maintain programming. o Don’t need to do groundwork. o Keep status of AA location central. o More economical – Splitting general fund. o Freshman academy – Helps climate.

• 1D – Would be cool to collaborate more with Gallatin College. We wouldn’t have to double facilities. We like being able to include the freshman on campus, culture/climate wise.

• 1D – We think this might make good financial sense. The building for freshman academy could go up with little impact on kids currently attending. Would that be cheaper than mobiles, etc.?

Opposition

• Do not like the idea of 9th grade academy. • 600 capacity is already too small for freshman academy. • Solution to freshman transition issue is not an infrastructure issue. It could be solved through other

social programs. • Scenario ID: Great solution for extending life of this campus, but not what we need right now. • Freshman academy – Postpones problem. • Freshman credits “count,” but it is hard to convince kids in your high model (7, 8 9). • 1D – Won’t help with culture and climate in Bozeman (brought up 5 years ago).

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• Freshman academy is a bad idea – Simply a Band-Aid. Questions

• Freshman class 2016-17 – 620 students – 600 student academy? • Logistics of students from academy moving to and from main building.

o Bus transfer? • Why is academy not closer to Thibault Way?

Miscellaneous Comments

• 3,000 is too small. • It does not eliminate sprawl. • We need to allow students to generalize now because careers are becoming so specialized. • Exposure to something new is good (Pixar University as example). • Use this site for a middle school due to growth demands. • How does splitting affect Food Service? • Limit parking instead of building parking lots – Park and ride? More bussing. • Which scenario is most cost effective?

o But also consider opportunities for creativity. • Don’t sell to Gallatin College.

o But also Dual Credit? • Who is responsible for traffic infrastructure here? • Swim Center – Talk to city about ownership. • Green space lost? • Take care of Mandeville Creek. • Alternate scheduling – Early, late, etc. to manage space. • Consider the need for an auditorium and remodeling the old library area. • Selling old wing may result in a loss of functional access • Consider location of Bridger. • Scenario 1E combines these together. • Green Space. • Saving space – Parking garage options? • Land across main from the high school – Are there possibilities of purchase for parking with

pedestrian bridges? • Large School vs. Smaller School

o We would like to see information to understand the ramifications for our population. o More community support (Bozeman parents).

• Creative use of land – How do we fit it all? • Old part of building should be demolished or sold. It is too costly and inefficient. • Flexibility (or not in the long term). • Better scenario for music and shop. • Traffic • Let us see what rest of community says.



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• Will corporations moving here contribute? • Losing status of AA? • Fluidity between high schools is important. • In the beginning for equity. • J-Wing – It’s like maintaining a beater car from the 1980s. • The old library is a total waste of space. • Avoiding sprawl. • #1 Priority – Place for people to congregate (green space).

o Courtyard is enclosed and a winter green space. • How to develop Student Center? • Consider a place to plug in computers. • Will we use the building in the summer? • Consider cost of temporary housing for students. • Issues with Creek restoration. • Student drop off might take more practice fields. • Keeping such a large school – When where we are currently seems so big. • Parking issue. • What happens during renovation with seniors? • Will new parking affect field use? • Is Bridger still integrated? • Parking is essential – Without adequate parking, students fail classes due to poor attendance. • Postpones problem (A, B, C, D). • What happens to the creek? • Can’t predict what education will look like in 50+ years. We should design a school based on

predictable numbers (5-ish years). Plan for what we need, not what we THINK we need. Numbers and money matter. We need to know those numbers.

• All 1 – Would this leave enough practice field and gym space? Is that why we’re talking off campus space? That complex could be cool!

• Scenarios 1A – 1D – Good for operating costs. • Scenarios 1A – 1D – Concern for safety and space due to numbers. • Scenarios 1A- 1D – Need to create small sense of community no matter what scenario. • We need to reconfigure traffic patterns. • Save Creek renovation/restoration - $500,000 investment.

End of Exercise



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Tuesday, January 26, 2016

Scenario 2 Support

• We like Scenario 2 better – Avoids “bond fatigue.” • Scenario 2 is a better long-term solution. • Provides potential for growth. • Provides more opportunities for all students. • Flanders has neighborhood there – Neighborhood schools (elementary, CJ High School). • Soccer field could be an amenity. • Growth is west. • Comprehensive education for all students – Facilitates collaboration between departments. • Safer transportation and traffic. • Flanders – Walkability makes sense; already a sense of community. • Morningstar, CJ, and a new high school would be nice for residents in the area. • Like the idea of the north site because students can transport easier. • Central education experience for nearby families. • Build two new high schools on new property. • Capacity for growth is increased, longer term solution. • Might lose some programing, electives, etc. in the short term, but it makes more sense in the long

term. Programs will regrow. • Offering a neighborhood option is a plus. • Flanders Mill seems like the better option. • Possibilities for sharing fields, auditoriums, event centers, indoor tennis, etc. throughout town. • Provides for future growth. • IB/AP – Create two smaller enrollment schools to better meet teacher and student needs. • Seems to be a better long-term solution than Scenario 1, but still not far sighted enough. • Positives:

o Ability to expand beyond 3,000 students. o Students can participate in sports activities. o If we could duplicate all programs – long range plan.

• Reduces congestion. • Increased students’ participation in activities. • Closer to areas of growth. • School safety and climate.

o Relationship building. o Staff to staff. o Student to staff. o Student to student.

• Opportunity for growth and programs both exist at the previously existing location. • If one draws from Sac and one from CJ, does that create a discrepancy between the schools?

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Opposition

• Negative: Higher operating budget. Is it possible to duplicate programs? • The vision is not big enough; it does not include enough potential for growth. • Is increased participation in varsity athletics worth the cost?

o Money o Sacrificed teacher prep time. o Disregard for other non-varsity athletic programs.

• Parity/Equity: o Decreased diversity of program offerings. o If there is diversity of programs, does that mean that attendance areas are not geographic?

• Negatives: o Budget issues.

• Doubled operation costs with no increase in funding. • Higher impact fees on site. • Student drivers near elementary schools • Two inferior high schools.

o Loss of specialty classes. o Loss of AP single course offerings. o Single course sections gone.

• We will have two schools that don’t represent Bozeman’s educational goals. • What about the operating costs? The annual budget may require cuts to FTE and/or program

availability. • Most problematic costs are city infrastructure are roads and impact fees. • Negatives:

o Not able to offer vocational, music, etc. at both schools. o Have to bus students. o Have to split technology. o Scheduling difficult if moving between high schools. o Zoning – Do we end up with haves and have nots.


• It is important that current resources are divided equally. • It is important to remain adhesive and collaborative between two schools. • Instructional coaches should facilitate communication. • Consider building a second structure or facility that is not yet operational. • Flanders must exceed 1,500 students; capacity is not ideal for a school (lack of room is an

unpleasant environment). • 1,500 students in new school may not be enough. • Must ask community for funds up-front to do the job right.



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• Good use of money means doing a good job with funds, rather than cutting corners and ending up with the same problems.

• Plan smart for growth and be adaptable. • We want to be good stewards of the resources we receive from the community. • Share building space with Meadowlark. • Part out high school – District Offices, Middle School. • Sell Willson for money. • The population dividing lines. • Ecology to design with on Stucky area. • Do it right now so we don’t have to do it again. • Creates equity/parity issue.

o Unless we build a “crappy” new school. • Stucky site is not ready. • Stucky Site would help Bozeman infrastructure grow.

o Big subdivisions won’t be done until others jump in. o No fiber optic connectivity.

• Flanders Mill more developed. o Less infrastructure cost. o But unforeseen costs on roads? o Only two roads to upgrade. o Move space for expansion.

• Programming equity. • Communicate with community that old school has been re-vamped and is as good, if not better,

than new school. • Accessibility to soccer fields. • It seems that Kalispell had a lot of success with this, but we are smaller. • No guarantee that the new culture/climate will be good or even exist. • Boundaries are critically important to prevent old vs. new and have vs. have nots. • More transportation implications. • Difficulty in duplicating programs. • Competition between schools (positive and negative). • Don’t need second school to implement new programs. • “Other Honors Program” does not depend on another school. • STEM/Steam isolation of teachers and students. • Option for roll-out –

o 9th grade - 1st year o 9th grade and 10th grade - 2nd year o 9th grade, 10th grade, 11th grade - 3rd year.

• Operational budget – Split and save money – Teachers teach six instead of five. Questions

• How does sharing athletic facilities work? • Still demolish old area of this site – What happens to Hawk’s nest?

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• Good use of money means doing a good job with funds, rather than cutting corners and ending up with the same problems.

• Plan smart for growth and be adaptable. • We want to be good stewards of the resources we receive from the community. • Share building space with Meadowlark. • Part out high school – District Offices, Middle School. • Sell Willson for money. • The population dividing lines. • Ecology to design with on Stucky area. • Do it right now so we don’t have to do it again. • Creates equity/parity issue.

o Unless we build a “crappy” new school. • Stucky site is not ready. • Stucky Site would help Bozeman infrastructure grow.

o Big subdivisions won’t be done until others jump in. o No fiber optic connectivity.

• Flanders Mill more developed. o Less infrastructure cost. o But unforeseen costs on roads? o Only two roads to upgrade. o Move space for expansion.

• Programming equity. • Communicate with community that old school has been re-vamped and is as good, if not better,

than new school. • Accessibility to soccer fields. • It seems that Kalispell had a lot of success with this, but we are smaller. • No guarantee that the new culture/climate will be good or even exist. • Boundaries are critically important to prevent old vs. new and have vs. have nots. • More transportation implications. • Difficulty in duplicating programs. • Competition between schools (positive and negative). • Don’t need second school to implement new programs. • “Other Honors Program” does not depend on another school. • STEM/Steam isolation of teachers and students. • Option for roll-out –

o 9th grade - 1st year o 9th grade and 10th grade - 2nd year o 9th grade, 10th grade, 11th grade - 3rd year.

• Operational budget – Split and save money – Teachers teach six instead of five. Questions

• How does sharing athletic facilities work? • Still demolish old area of this site – What happens to Hawk’s nest?



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• Would we really need to fence off Meadowlark? There would not be problems. o Provide opportunities for Littles to participate.

• Equitability of resources. o Auditorium. o Stadium.

• Still – Where’s Bridger? • Can we work with YMCA to share costs and facilities on Flanders Mill? • Why not demolish the old library? • What is the structure of bussing for the district? • Stucky/Cottonwood lacking infrastructure.

o Who develops it? o Require developers to kick back.

• Can we really fund, create, and duplicate programs that have been built over decades here at BHS? Will there be district and community support?

• If the programs are NOT duplicated, will students take advantage if they have to travel? Won’t this have extra costs?

• How do you keep the schools equal if you have open enrollment to allow for students to choose a program? Missoula is a circus! Billings is better without the ability to transfer, but would that allow equity?

• Stuck/Flanders – Cost of infrastructure. • Budget does not offer or allow for duality – What will be where? • Boundary issues? Demographics. • Could we afford auditorium, gyms, swim center? • Consider 50 year plan? • This makes the most sense except for concerns of budget and athletic programs struggling. It would

ensure enough space and room for expansion. We would know that things could be nice and planned out well.

• Not sure that we could provide all programs for all students at two schools. Could vocational be supported? Could students choose according to interests?

• What do these entail?

End of Exercise



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Tuesday, January 26, 2016 Support

• Advantage to vo-tech program. o Career ready. o Don’t limit it to 600. o Grade 11-12. o Dual credit enrollment.

• Licensing – Plumbing, electrical, cosmetology, vo-ag, carpentry, welding coding, etc. • Intrigued by small school growing.

o No guarantee there will be bonds in the future. • Positive: Single A rural high school.

Opposition

• Concerns with having to bus the kids to the second site. • Another short-sighted option. • Very isolating for teachers and students. • Little interest in teaching at the site. • Better accomplished by renovating the current high school. • Goes against the cross-curricular/collaboration work we’ve dedicated ourselves to at BHS. • “Kicking the can down the road?”

o 2,600 is too small. • 9th grade academy:

o Doesn’t solve big school programs. o Disconnect to high school. o Setting freshman up for success.

• Build our support for freshman into our present school building. • Incurring a lot of cost for a small building (infrastructure). • Limits programs and opportunities. • This scenario does NOT work. • Prefer to go bigger (scenario 2). • Bussing will not work. • The 9th grade academy is a horrible idea. We should not separate the most immature group of

students. It’s a bad idea, especially if they’re off site. • Scenario 3 is a disaster. • Keeping current site at 2,000 seems problematic – Doesn’t solve current issues. • Asking for bond money now and then needing more in near future to expand site seems unlikely to

be approved. • Second small site not a strong viable idea. • Negative: Don’t want to be elitist or create a “bad kid” school.

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• Don’t like the idea of 9th grade off campus. Would prefer to keep 9th grade on campus so they can take upper level classes.

• This scenario does not address enough of the concerns. • Cannot offer same programs that are offered at pre-existing school. • We looked into a freshman academy 5 years ago and rejected it.


• Not the least-restricted environment; actually a more restrictive environment. • Community perception of solving the problem of “too-many students” by building a smaller school. • An almost impossible sell to the community. • Consider an academy environment on-site (potentially in the demolition area of BHS). • Does not solve traffic issues. • We would need a very explicit plan for the small school. • Lots of possibilities. • “Exclusive” type school might be a hard sell. • Students at the “other” school might feel isolated. • Mostly don’t like this one. • We do like the option for the new school to develop their identity. Is this choice vs. boundary? This

scenario helps to address the equity issue and may alleviate the prospect of two inferior schools. We like that this option allows the school to grow with the needs of the community.

• Planning for more than 3,000 should be considered. • Would prefer senior to freshman academy. • Problems where this has been done (Missoula and Kalispell, New York, and Washington). • Transitioning students with needs twice. • If not grade based, there may be freshman tracking issues. • Transitioning students with needs twice. • If not grade based, there may be freshman tracking issues. • Duplication would have to happen at another location. • Flexibility can be accomplished with design. It does not require another building. • By the time it’s built, we’ll need another high school! • We can’t figure out why this is an option – It seems short-sighted. • High impact fees for small size.

Questions

• Programs and extracurriculars? • Would we be able to afford expansion on the 600 St. building in 10 years? • We’re headed towards an integrated academy already – Would that be as effective? • Special Education:

o What happens when we split schools? o Do you keep the special education population at one school? Consider legalities. o Need staff, but we have trouble hiring.

• How do the numbers work? o 2,400 is less than what we use now (space-wise).



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• Multiple “academies” could be a counselor nightmare and how many students have a clear vision of what they want? Instead aim for more flexible graduation requirements (not dependent upon facility).

• Where do teachers and students go during demolition? • Would it still be self-contained? • 7, 8, 9? Not really in the picture? • Bussing for electives or classes not offered? • Is it big enough? 620 freshman in 2016-17 class. • First come first serve? • Expense of infrastructure – Why not just build a big school? • If students self-select, how do you ensure proper numbers split? • How does removing motivated/top students that might leave for STEM impact the atmosphere at

the comprehensive school? • How do you staff it? Do teachers go back and forth? Could you include more vocations than stem

to ensure more students? • Would the academy student do extracurricular at the comprehensive? • Could this be a performance based program? Could give kids an option of this learning style. Is

that an option? • Concerned about what you would do if enough students don’t want to go. Certainly STEM/Tech

are growing, but what happens if most want to be at comprehensive school? • Who are the 600? • How is this sustainable? (Environmentally and over time.) • What about sophomores, juniors, and seniors who need access to freshman classes? • What the difference in the operations budget?

End of Exercise



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Community Meeting Community Comments Wednesday, February 3, 2016

Scenario 1 Support

I think we should improve the present campus – not build another school – if you went to the other school option – make it a 9th grade facility and expand it when growth encompasses the west side. I am a low income home owner and costs are very important. Build up on present site 3-4 stories in SE corner. Improve access on both 11th and 15th and off Durston – consider a parking garage on Main Street with Commercial on the 1st floor like downtown. I would like to see a nice auditorium and improved swim center. Put the money into this great centrally located campus, make downtown Bozeman an even more vibrant place by improving on the existing high school.

o – Thanks Gary V.

One location vs. two locations. IMO the one location is the better model. o More cost effective. o Allows the greater amount of flexibility for changes and evolution in the future.

-Dan Nelsen, Former School [email protected]_600.5815

I like the idea of two schools on the same campus with the first two classes being distinct to meet the requirements of two schools but after that, kids would be allowed to go back and forth so we can still maintain all our diverse academic opportunities such as AP classes and Latin! I like the idea of a 9th Grade Academy on the same campus as the 10/11/12 grade main high school. Kids would still be coming back to a community with other kids from SMS, CMS, Anderson, etc… but would be in a smaller, more nurturing environment for their first year.

I like the part of 1A where the old wings are torn down in the SE corner & a new 2 story building built.

I don’t care for scenario 2. I like the 9th grade academy idea.

I really like keeping it all on 1 site-the existing site. I like the 9th grade academy idea. I don’t care for the Stucky site. Flanders’s mill- not bad – could work.

Opposition

I don’t like any of the Scenario 1 options, this block is too small & traffic is already intense.

All Scenario 1 options, seem dangerous for traffic flow- student safety and student well-being. I totally oppose all Scenario 1 options.

Do not try to accommodate everyone at existing BHS site.

How would you like us to build in front of your home?! Trashing what you have worked so hard for.

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Scenario 1 Questions Has there been consideration given to changing design to be a bit like SAC- Shared areas at core +

smaller communities built as “wings”- give it a smaller feel + supports large numbers of kids?

Traffic + 3,000 kids. Need to hear a solid plan before it goes to bond.

How about obtaining some land adjacent to the existing school? The “farm” directly Northeast of the existing site? (This would be for more playfield space.)

The current BHS site needs to address traffic flow and pickup drop off. It’s craziness!

Where would the existing students have classes if the existing school takes at least a year to build?

How does the logistics of Scenario 1 construction and/or demo and the continuation of School?

Where do you hold classes during construction?

Can the new campus have multiple buildings? Quality gardens/natural areas? Can we add more native vegetation at existing HS?

If the capacity of the current high school is increased to 3,000 or more, when we do need a second

high school, there will be unused space at the giant school.

Traffic is already bad on 11th w/o additional students. Students are way too close to Main (a Main thorough fare) What’s the difference between a school & an academy? How would you zone new high school?

Did you look at: Is there any open land near the current high school where fields could be offsite

but near? (e.g. shuttling athletes easier/ cheaper than new school?) Can all options be accomplished on schedule / by 2020?

Scenario 2 Support

My vote is for 2 high schools! I am a mom of a 2 year old & a 6 year old. I want opportunities for my kids to play sports and there is no way that will happen in a 3000 student school. I grew up in a small MT town…I had 35 in my high school. We need to get smaller-not bigger!

Great work by committee- big decision for school board, but I think it is an obvious and easy

decision – Scenario #2 2 equal high schools. I would build at Flanders + Oak where the growth is and sell the Stucky site. Thanks for inviting the community (me) and parent of 2 HS kids.

It is time for Bozeman to build another high school. The site near Meadowlark makes a lot of sense. I

have 3 boys 10, 11, 14, who love sports but feel that it is unlikely they will have a chance to make the soccer team or a team that is cut. Time to expand. The original site is too crowded. Let’s give our

Community Meeting Comments - February 3, 2016


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students the opportunity to have a more unified/smaller high school(s) and create 2 high schools long overdue in Bozeman.

Bozeman needs 2 high schools. The school is already too big and traffic and accessibility is tight.

This also allows the many athletes a chance to play high school sports and makes us a more fair AA competition for all other schools in MT. Let’s make it fair for our kids and other teams!

Don’t put 3,000 students on one campus. We don’t need German 6 or Latin 4. We need more

participation and leadership opportunities in drama, sports, speech and debate and community service. Assumption: At some point there will be a need for a second high school. If we keep adding capacity to BHS, at the time of creation of 2nd high school, there will be more unused capacity at BHS.

Build another high school and put solar on every school in the district.

We really like the guided principles and goals. Building a new comprehensive high school on

another site aligns most of these principles and goals.

Participation & Leadership opportunities in activities & sports FAR OUTWEIGH elite AP classes, academies, etc… Build HS #2 NOW.

Not enough leadership opportunities in current school. Build another high school.

Considering community + public health site 2 is an ideal location. (Oak)

o Walkable o Near residential o No commercial bordering, (i.e. fast food + supermarkets preying on HS students). o Near sports fields o Near other schools

I am concerned that decision may partially be based upon keeping the athletic program large.

The education of an entire community should not be based on the performance of athletics. Two schools would allow for more athletes to compete @ a higher level. – Intramural does not necessarily allow this to happen.

Scenario #2 is the logical choice – 2 equal high schools. Make decision – voters will support – don’t worry about athletics – old vs. new – have vs. have nots, change is hard, but we need two high schools!

Anything other than a second school seems temporary. I feel badly for students and parents

caught in the transition but 2 schools are the best long-haul solution. My 2 children participated in very successful extra-curricular. 10 yrs later it is clear that the lasting value lay in participation- not success. Many great teachers want to teach in Bozeman but there are no jobs. A 2nd school offers

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opportunities for more wonderful educators. I am retired on a fixed income and I will gladly pay for a second school. Dividing the community is a legitimate concern but diminishes with time and we need a long term approach. In time the rivalries have many positive aspects. The district has done a great job acquiring the property to accommodate a 2nd school. Well done! Don’t blink.

Two smaller Schools! (AKA: Separate Sites) Do not let Athletic “Supremacy” influence decisions. No

Freshman Academy.

Please build a comprehensive second school 2,000 students is too large.

I think we can take direction from other communities and develop in a traditional fashion. 2 high schools across town to minimize traffic and increase sports and extracurricular activities. I would like to see more kids having opportunities rather than less. Also, would like to see school impacts more evenly distributed throughout our city.

We can’t all have everything. The point is educating – academics and soft skills…. Two smaller

schools makes more sense.

Strongly prefer 2 equal schools. o Do not let the sports parents swap you at the expense of the other 2300 kids. o The old (current) location cannot handle the traffic. o The Cottonwood/Oak location seems best for 2nd School. o An auditorium please? Shared? o We don’t need a pool at either school. o Not fond of the freshman academy concept. o Please spruce up the old school – don’t just give the renovations tip service.

Build a 2nd full functioning high school! Don’t worry about the sports, don’t worry about the have

and have not thing, and don’t worry about the AP/course offering debate. That is all stuff that will work itself out. It’s crazy to think that a town this size having only 1 high school.

I think we should zone 2 schools. Having 3000 children in one school is very unsafe, with traffic.

Having school busses park in front of my house with their exhaust fumes coming in windows. Children being dropped off in front of my house. I can hardly get out of my driveway. This is a residential area. This is my home. Whomever thought of dropping children off on the road and letting them run across the street? Where are the police? With people not obeying speed limits. Children throwing their garbage in my yard. Kids smoking in the alleys throwing their butts all over. The list goes on and on. There is no respect!

2015 BHS – 1850 kids, 2020 BHS 2400 kids? In favor of 2 high schools. No academy.

The school needs to be split in two. Too many students in 1 location. The entrance on 11th Ave. is a

bit ignorant, no planning at all. Bus transfers, no planning again.



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2 campuses with equal opportunities for students to attend academic classes that their high school may not offer.

We need 2 schools in this community. The kids looking for AP classes etc. will find a way to make

that happen (online college class, @ MSU/ Gal. College if need be. The kids in the “middle” need more opportunities & ways to feel connected. 2 schools will provide this. (2x as many places on sports teams etc…) 3,000 students is too many in 1 school!

Do freshman in an academy feel left out of High School? If the academies at a different location?

It is important to make sure any scenario can be maintained and accept more growth. A new separate school creates more opportunities- more time with teachers, more athletic chances- varied classes. Existing – How will parking be made safer? How can traffic be controlled? Flanders and Oak- I personally don’t like having a High School next to younger kids. Eventually – will the existing site hit capacity- whatever that number is? If we hit 2400 in 2020 what happens in 2040?

Opposition

Oak and Cottonwood Site- Creates a huge amount of traffic + teen drivers around young kids at Meadowlark where pickup/drop-off is already congested.

Concerns: Traffic problems at Flanders Mill Site:

o Current traffic around Meadowlark + CJ is terrible and must be addressed. o I think it would be a bad idea to have a high school campus adjacent to an elementary

school. From the standpoint of inexperienced teenage drivers around elementary school kids (safety issue) as well as exposing younger children to some of the behaviors of teenagers. (And I have both a high school student and an elementary aged student currently. So I am not disparaging teenagers – just being honest about the development differences/ social differences.)

Scenario 2 Questions/Concerns

Could we do limited leasing for Vo-tech or other expansion to replicate programs?

If programs are too costly to double (AP, art, science) offer option for kids to take classes at other high school. Similar to college programs. Math + science, humanities

Will the Flanders site draw many county residents who otherwise would go to Belgrade H.S. ( Will that

site fill up faster)?

Creating a balanced socio-economic culture where there are equal opportunities.

Preserve the opportunity for a vast array of choices + curriculum options thorough the use of technology, even with 2 campuses.

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Scenario 3 Support

Would like to see scenario #3. Smaller School to start with that can expand. Want to see Flanders I.B. program!

Smaller school scenario #3 with class B or A sports stars + invest in existing BHS location to improve

infrastructure.

I grew up in an area that had a freshmen center. In the year before, they had a problem not only with bullying of freshmen but also statutory rape. Separating the Freshmen not only solved those problems but also helped the Freshmen become better friends, when you only have other people in your grade to hang out with, you make friends. I think that scenario 3 would solve a lot of the problems we are having in the High School, as well as give us more time to consider other solutions down the road.

I would like my children to go to a smaller school. How about a 600 student rural school? That

would give those of us who want smaller, and those of us who want big, to get what we want. 1A + 1AA.


I am not in favor of any kind of academy. o Our kids do not need another transition. o Who gets chosen for academy? o Why segregate freshman?

How about a plan to blend a little Gallatin college or MSU on-site with the high schools? Give the

students a small exposure to college.

Will there be a space for both High Schools to share common events? Like joint, band concerts, etc…

A smaller academy for seniors would help focus students for college or careers. Could also be

linked with Gallatin College or MSU! (Give it room to expand also) Whatever is built will benefit from a large “common area” for students to gather + socialize outside of class.

Once we build one larger school or 2 smaller ones- what will happen to those buildings in 2040 when

there may be a decrease in enrollments?

Academy Concept: ”Schools within school”. Be careful not to allow the new physical plant to lock you into something that needs to evolve and change. Your present physical plant lends itself well to this concept. Alternative school is a present example. Academies can come in many varieties. - Don Nelson Former School Administrator_ [email protected]_600.5815



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02/3/16

One school site vs. two school site extra-curricular teams. This can be addressed right now by

bringing a proposal to the MHSA to provide the opportunity to schools to field 2 teams in a sport if they wished. - Dan Nelson Former School Administrator_ [email protected]_600.5815

Consider building ZERO flat roofs. My experience at BHS was 5 gal. buckets in each room collecting water drops in each room. When it rained or snow was melting. Thanks, John Berg

I fear academies that ask kids to focus in 9th grade. Are there other ways to split academies? 12th grade AP academy? 9th grade single-sex academies?

Do any of the goals promote safety as well?

For cut sports-Why not have an intramural counterpart? For all?

“Costs!!!

1. There must be one-time costs-- both bond issue and O&M (recurring) in detail, for alternative. Staffing, utilities, etc…

2. These costs must be part & parcel of any submittal presented to the voters. We pay for these one way or another throughout the life of these facilities.

3. Be thorough!!! [email protected] 547.7401

Would you consider an academy for girls?

Save energy costs by installing solar.

Have we considered creating a vocational – technical high school for students who learn better

hands-on and want to go straight to career? Would also help our employers. What about making middle school 6-9 grades and building for that age group, keeping one high school of 10-12 grades? Would be better socially to have 11-14 and 15-18 year olds. Have we thought about the future in terms of universal pre-K? Maybe student population shift ideas need to start at elementary + encompass the entire system? PreK-2gr. 3-6 gr. 7-9 gr. 10-12gr.

Beef up Gallatin College programs + add vo-tech + experiential programs.

Do not like the idea of freshmen academy- kids will move 3 times in 3 years- no chance to build

relationship with teachers + staff. Why not build new 6-9 middle school?

Can something be done to work with Gallatin College to share facilities sites students. Example 2: Kalispell 2nd HS is right across from Flathead Community and they do a lot of sharing, dual credit etc…

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02/3/16

Keep class sizes small teacher: kid ratios strong. Culture of achievement + initiative, open minds +

critical thinking skills

Consider looking at the Claremont Colleges as an example of the Academy model.

Please, can we offer a big public panel/presentation presenting pros + cons, with voices from different school districts that have faced our situation.

o What did they decide + why? o Pros + cons, in retrospect? o Lessons learned, insights? (more than 2 examples)

I am interested in good planning to help mitigate impacts that school development can create.

Please provide a place on school property to accept school activities (impact zones). Please do not continue to push them into our neighbors. Thank you for listening to my concerns.

I really like the effort and consideration going into this process!

Are you guys wasting our time w/ these meetings & already have your decision made on this?

Ensure all students have the academic opportunities that are available to BHS students today.

Expand to 3k students - 1500 at old site and new?

Is there any open land near the current high school where fields could be offsite but near? (e.g.

shuttling athletes easier/ cheaper than new school?) Can all options be accomplished on schedule / by 2020?

One Campuses vs. Two: Before I came here, I was opposed to the idea of an academy system,

and the idea of not losing our music programs leads me to think that one large campus has merit if you can actually succeed with the conceptual goals.

What is the experience of this consulting firm? (These people look young…..)

End of Exercise



appendix

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02/17/16

Gallatin Gateway Community Meeting Community Comments Wednesday, February 17, 2016

Scenario 1 Support

• None

Opposition • Our preference would be the Stucky location as it holds some the best land to build on in the future.

Any option that uses the existing High School site is not a long term option. Questions/Comments

• Would you consider purchasing the land/properties on south side of Main Street for parking? Most of those lots are already empty. There are only a few businesses left in that area.

• Scenario 1 appears workable but the situation on Main St. could become unbearable with traffic and the ebbs and flows of a growing city. If we decide to create a second academy please, do not isolate the ninth graders. This would result in two transition periods for our youth, one into ninth grade and then again into tenth grade. This would take away from the good years at high school. Traditionally in ninth grade they figure out what high school is about and spend the next two years gaining confidence and enjoying their growth as high schoolers. By twelfth grade they are ready to move on and focused on finishing high school.

Scenario 2 Support

• Where is the consideration for at risk kids? Where is the consideration for middle of the road kids? Bigger schools have bigger holes for at risk kids to fall through. I my opinion two schools will be best for our community as it grows.

• Scenario #2 with two comprehensive schools is my vote. I feel there is more room for growth and expansion.

• I prefer options with two separate locations. It allows for growth and with the advances in technology and the passing of time, the same class options can be held at both locations.

• I like Scenario 2, I think kids will be ok with what is offered at their individual school. By then they probably wouldn’t even know what is offered differently at other schools. Creating district boundaries will also help concentrate the user groups and prevent the chaos that my happen if people get to choose schools.

• Scenario 2, if executed correctly, appears to be the best long term solution. There would be a rebuilding period several years with slightly less opportunity for our kids, however in time opportunity will come back and in the long run students will have more opportunities and options per student than ever before. I also think that the curriculum issues can be managed.

• Overall: In the long term two comprehensive high schools provides the most flexible solution. It is inevitable that we will have to build two schools for our growing community. It is acceptable to

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02/17/16

have fewer classes in the interim while this new configuration plays out. Curriculum issues between two campuses are manageable. Also, the larger population which we are building to, will help absorb some of the cost. Haves and have not is, unfortunately, life’s reality. We will try to avoid it, although to some degree it is inevitable.

• I think any options that only adds to the existing location will not sustainable for the long term. At some point there will be nowhere to expand. The most progressive option would be to offer two comprehensive schools.

• Scenario 2 would allow for increased participation for students in programs and also varsity athletics. This would provide the opportunity for the school district to expand on both sites in the future if the Bozeman High School district grow in student population. Students are already getting over looked at the current student population level with the current school, so two schools would allow for students to have more class options in that can have a greater chance to take desired classes with less students overall in each class. This will allow for a more desirable teacher to student ratio. We prefer two comprehensive schools on a second site, preferably site 2. This offer the most opportunity for future students.

Opposition

• None Questions/Comments

• None Scenario 3 Support

• I like Scenario 3 with the 2nd school set up immediately for freshman. It seems like the easiest to financially support. Thank you for all of your care concern and all of the thought you put in to this effort.

• As a future parent the BHS system I would love to see Scenario 3 come to a vote. I think having a 9th grade academy would be a wonderful transition into the upper classes. The ability to form relationship among peers prior to entering into BHS would help the kids socially and emotionally develop.

Opposition • I don’t really care for separating 9th grade students from the larger population of the students. I

believe that the students will socially benefit more by being with the same group of kids from the start of the high school to its end, without the awkward segregation.

Questions/Comments • Scenario 3, I believe, creates the same hardships that parallel scenario 1 except the transition would

be greatly exaggerated in the scenario. A ninth grade academy would really take away from a high schoolers experience. I propose a second smaller Class A school in place of a ninth grade academy. I have concerns with specialty schools because ninth grade is too young to funnel into a

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02/17/16

curriculum especially for kids from rural areas that have not had to make decisions regarding the path of their education, by choosing electives.

End of Comments



11appendix


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04/25/16

Community Meeting Community Comments

Monday, April 25, 2016

Scenario A Support

• In favor of two schools. I grew up in MT, went to school in a small town, graduated MSU, have worked in Bozeman for 19 years and have two kids who will go to school at these schools.

• You all have done a great job planning thinking analyzing. Now the boards needs to make a decision. Make the decision to go with two full comprehensive schools!

• 2 full high schools! The time has come. We’ll work out kinks as they come. Kids need more participation opportunity.

• Participation! I grew up in a public high school, there were not any AP courses. We focused on basics and knew (like today) that the ACT/SAT was the most important test for those of us that wanted to attend college. So programs are nice, but not necessary. I was molded, developed confidence, and leadership skills in student council, honors society, sports, and music. Participation is far more important than AP (AP Stats, AP Biology).

• I am fearful the community is so divided that your indecision is putting passing a bond at risk. Please move forward with two schools

• 2 high schools is the best option. Below are my cons and concerns with the “Hybrid” option. o Creates an awkward and unnecessary transition for 8th and 9th graders. Concern for mental

health/sense of belonging and identity (not middle school, but high school). Very sensitive time of their development and I have a concern for mental health with additional transitions.

o Large combined 8th grade would then also have less opportunity to make sports teams not offered at two middle schools housing 6th, 7th and 8th graders.

o Concern about transitioning 5th graders – some are not emotionally or developmentally ready for middle school at this age. Too rushed out of elementary schools?

o Commute to one large high school for students on NE and SE sides of town will be long. Where is bus transfer station? Durston/Flanders Mill streets will not be able to handle that traffic flow, unless serious changes are made in many areas.

o What percentage of high school students actually have the ability to take AP courses? This too, comes at a large expense that seems to affect a small percentage.

o Costs seem similar to 2 high schools as new facility is being built and has many needs. The cost issue is not extensively explained and drawn out. Both create many costs. New school should have fields.

o Costs for bussing 9th graders (sports, etc.) between schools. o Concern that voters will not pass on ballot. Delays the eventual need for two separate high

schools. Two separate high schools just seems more practical for a long term solution overall. Seems like a good time to get two schools on the ballot while Bozeman is booming, more tax income is here with more homeowners, and stop delaying the inevitable.

o Competitive sports will be more challenging, whether we have winning records or not, more participation and more exiting games to enjoy!

o Still Struggle with:

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Existing high school is still the largest in the state (only AA town without 2 high schools) Less opportunity for all activities, including sports Less sense of belonging and closeness with teachers and students than with two

smaller schools • What if? What if? What if? Bozeman needs to catch up. Did you look at Kalispell? Build two! I

graduated from Flathead in 1998. I was the largest HS in the state at the time. I went K-8 at a small country school (like Monforton). Then, I was thrown into the junior high (8-9th grade school) as a ninth grader. The freshmen were not included well. Not truly high schoolers! I took AP classes, graduated with 520 students! Too many! Sports were tough! One of the 14 Valedictorians attended MSU, mechanical engineering degree, no problems. After I was gone Glacier opened. Talk to students who went through the change. Hard, but fine! Walking this school takes forever! Build two! Improve on existing. Build new and learn to share. MSU is here! Send them there if they want more challenging classes. Every other town has two high schools. Suck it up and build two! Bozeman is growing, let it grow. I don’t want my kids to change schools more times than they have to. How did Kalispell make it work? They aren’t growing as fast, they don’t have the financial status Bozeman does… Why can’t we make it work? After sitting in this first meeting and reading articles in the paper… The overall focus should be on kids. Not sports. Not championships. How many BHS kids went pro? Sports should be about winning and losing. Losing a few years could help this whole community. Get on with it, two high schools please!

• When the MHSA went lukewarm to having 2 athletic teams in Scenario B, now I think it is time to eliminate that scenario and pursue Scenario A.

• Mr. Thane’s comments are very misleading, “participation won’t double”. Initially he may be right, but with good advisor/leadership (like his speech and debate) having the chance and opportunity is critical.

• My question to the committee relates to Scenario B, the “Hybrid” option. I have had conversations with several committee members and as of yet no one has given me a complete answer. It is a philosophical question. It is not directly related to dollars, mill levies, particular future year, or facilities. I completely understand the proposed 2,200 student “Hybrid” High School concept and the realignment of grades 10-12 and 8-9 plus the other grades throughout the system. As I said it is a philosophical question… It is what happens to freshmen at the point in time when capacity growth drives the expansion of the high school in approximately 2034. Under the “Hybrid” proposal it seems logical, at this point in time, to strongly consider building a second new high school at that point in time. If that is the case it seems also logical to reinstate the 9th grade class back into the Montana standard 9-12 grade configuration. What is the answer? Will the freshmen be returned to the high school environment in 2034? It only makes sense to me to return the freshman physically back to the high schools environment. If this is the eventual plan then it doesn’t make sense to me to go through all the upheaval of the total public school realignment in 2020 to have it go back to the current configuration 13-14 years later.

Opposition • The 1,500,000 shortfall, is daunting. We do not have enough funds for textbooks now. What will

happen in 2020? • Curriculum materials will be nonexistent after a 1,500,000 split.

Community Meeting Comments - April 25, 2016


appendix

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• The shortfall will be detrimental to schooling? We do not have enough to purchase materials now, what will happen in 2020?

Scenario A Questions/Concerns • You need to take the word “slightly” as a modifier to course offering declines in Scenario A cons off

your publication materials. 40 sections is not a “slight” decline to me, and people should be able to judge what is a “slight” decline based on numbers.

Scenario B Support

• I think Scenario B is the best solution to the high school problem. Getting back to a junior high makes the most sense for overcrowding, participation, and most importantly academics, it’s a no brainer.

• Scenario B will be less devastating to our programs and class sizes. Our core mission, according to the LRSP, is to educate not provide varsity team sports opportunities.

• Scenario B should be favored. o To the extent it is a discussion between athletics and program/course offerings. The scenario

that results in better academic opportunities should prevail. o Operationally Scenario B appears to make more sense, it would be more efficient. o Scenario B would maintain community cohesiveness.

• I like Scenario B – “Modified” note! I prefer the 10th -12th graders staying on Main Street and the 8th -9th graders going to Flanders Mill. The current high school has existing facilities for various classes, including shops, it has a parking lot for students who have to drive, and the football stadium is there. Older students can handle the spread out campus of BHS and many go off campus for lunch. The 8th -9th graders should be in a more concentrated (and less confusing) building and are better off farther from Main Street.

• Scenario B – a great plan. Build the new school with appropriate arch. plans for expansion in 2035. Keep 10th -12th grades at current site and 8th -9th grades at Flanders.

Opposition • Kids at BHS don’t try out because of the size of the program/team!

Scenario B Questions/Concerns

• What if Scenario B has 10th -12th graders on the Main Street site and 8th -9th graders are at the Flanders Mill site? Remove the younger kids from the older kids.

• On Flanders Mill site, why not build a new 8th -9th grade school that is sized for 1200 students? Why not size for what we need now, and design for a second high school when it is really needed?

• Under Scenario B. o How much excess space in existing high school? o How will ownership of high school be divided? Will elementary district be required to assume

½ value of existing high school?

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04/25/16

• Any data on 9th graders not physically in high school building affecting participation rates, graduation rates, grades/performance? Has Scenario B been run by a traffic study/city employee as to how higher numbers would impact traffic for road needs?

• What about the Cottonwood property? Can we sell it to generate $$? • What about commuting distance to the new high school (Scenario B) for a big chunk of the city? In

terms of bus cost, bus time, car time, gas, exhaust (environment), midday appointments etc.?

Misc. • I’m hoping that the same kind of energy will go into a discussion of what goes on within the schools -

connecting students to each other and to adults, reducing the drop-out rate, reducing bullying, fostering a sense of belonging – that is going into our discussion of how best to set up our schools.

• Reframe the current discussion, and make it less about what will be lost with 2 schools, and more about what will be gained in both A & B. We have to do something; we can’t keep the status quo. It’s a little bit like a family having a 2nd child, you give up 1:1 time, but you grow stronger as a family. We will do the right thing for our kids.

• What is best for our children’s education? Having AP programs or opportunity to participate? • If eliminate 40 classes x 15 students (minimum) = 600 affected. If athletes get cut (volleyball,

basketball) = approx. 90 students. How about having an extra/additional sports program (intermural)?

• Committee, please vote on May 3rd and move on! • Please consider 2 schools on Main Street.

o Share a new auditorium o Share the existing shop spaces o Share the athletic fields o Build a parking garage o Invest in down town!! Not urban sprawl

• What about cottonwood property? Can we sell it to generate $$? • Schools do not need to be in the sports business. Ask taxpayers for $ for education. Shelve all $

requests and budgeting for sports for a subsequent levy.

End of Exercise

Community Meeting Comments - April 25, 2016

May 2016 Planning Document - Bozeman Public Schools Public... · for Bozeman High School....

Documents

Transcript of May 2016 Planning Document - Bozeman Public Schools Public... · for Bozeman High School....