Revised Attendance Area Presentation
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Transcript of Revised Attendance Area Presentation
WAYZATA PUBLIC SCHOOLS ATTENDANCE AREA PROCESS – 2013
In partnership with
PRESENTATION
1. Recent History and Current Reality
2. The Decision Making Process
3. Review of Possible Scenarios
4. Table Process
5. Key Messages
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RECENT HISTORY
§ 2006 Comprehensive Boundary Study § Annual Enrollment Projections/Census mailing § Facility Study – Investment/Reinvestment § Resident Enrollment Growth offset by limiting
open enrollment § Several administrative boundary adjustments § “Right Sizing” Efficient Elementary Additions
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METHODOLOGY • This methodology uses a Survival Cohort Method to project students into the future. These projec;ons are given in the Current
Scenario and are used as a set of base numbers for Scenarios 2-‐4
• This methodology takes into account poten;al growth that may occur within new housing developments that are planned in Greenwood and Plymouth Creek aDendance areas between 2013 and 2016
• Grades 1 – 5 are projected using average historical reten;on rates going back to school year 2007/2008. Historical enrollment numbers were obtained from Wayzata Public Schools
• Future kindergarten students were projected based on an average reten;on rate of the total number of public births
(obtained from the Minnesota Department of Health) for a given year within each aDendance area versus the total number of kindergarten students going out 6 years.
For example, if a child was born in school year 2004-‐2005 (in this case a school year begins September 1 and ends August 31) it is assumed that they will aDend kindergarten in school
year 2010-‐2011. Thus, if there were 100 births within a par;cular aDendance area in school year 2004-‐2005, and there were 120 kindergarten students in school year 2010-‐2011, then the reten;on rate would be 120% (for illustra;ve purposes, assume 120% is the average rate historically).
Therefore, if 80 kids were born in school year 2007-‐2008, we would project 96 kindergarten students in 2013-‐2014.
• Scenario modeling was performed by moving selected natural neighborhoods in and out of different aDendance areas
depending on the scenario in ques;on.
• The percentage of students by grade and currently living within a par;cular natural neighborhood (versus the total number of students within the current aDendance area in which the natural neighborhood in ques;on resides) were added to the new aDendance area in which the neighborhood was moved to (and subsequently subtracted from the aDendance area in which they were moved from)
• In addi;on, the percentage of poten;al kindergarten students (based on public births) within a par;cular natural neighborhood were added to the new aDendance area in which the neighborhood in ques;on was moved to and subtracted from the aDendance area in which they were moved from.
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DECISION MAKING PROCESS
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Reality “The WHY” Unacceptable Means “The NOT HOW”
Results “The WHAT”
• Current attendance boundaries result in mismatch of students to facilities capacities
• Planned investment in schools expands capacity
• Current attendance boundaries are a mismatch to planned school capacities • Facilities planning and action is an ongoing need for district for next 10 years
• Open enrollment is declining by design
• Housing development is an asset and dynamic for many years to come
• Violate law, contract or binding agreements
• Create known imbalance or inequity of resources
• Disrupt the schools walking zones • Treat open enrollment and district students differently
• Exceed established budget and funding parameters
• Create known, unsustainable operational expectations in the next 3 years
1. Maximize balancing of students to elementary school capacities
2. Design for at least a 3 year stability in attendance areas
3. Sensitivity to current elementary students moved recently
4. Lead to greater All-Day K stability
5. Alignment of Middle School Boundaries and greater balancing of those students to facility capacities
6. Link to possible long range options
GUIDING CHANGE DOCUMENT
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SCENARIOS IN DEVELOPMENT Scenario 5:
§ Neighborhood 30 Plymouth Creek to Kimberly Lane § Neighborhoods 54,55 & 56 Birchview to Sunset Hill § Neighborhood 42 Oakwood to Gleason Lake § Neighborhood 33 Plymouth Creek to Greenwood § Neighborhoods 8, 9, 10, 12 & 13 Greenwood to Oakwood § Neighborhoods 4AS, 4B, 5W & 11A2 Greenwood to Oakwood
Scenario 6: § Neighborhood 30 Plymouth Creek to Kimberly Lane § Neighborhood 33 Plymouth Creek to Greenwood § Neighborhoods 8, 9, 10 & 13 Greenwood to Oakwood § Neighborhoods 4AS, 4B, 5W & 11A2 Greenwood to Oakwood
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SCENARIOS COMPARISON FOR 2015-16 SY
Schools Current Scenario Scenario 5 Scenario 6
Birchview 103 % 81 % 103 %
Gleason Lake 81 % 91 % 81%
Greenwood 111 % 110 % 113%
Kimberly Lane 97 % 105 % 105 %
Oakwood 65 % 84 % 89 %
Plymouth Creek 142 % 107 % 107 %
Sunset Hill 75 % 94% 75%
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TABLE PROCESS FOR CONSULTATION
q Introductions and selection of recorder q Simple Guidelines
q Everyone speaks q Listen more than talk q Use diverse opinions and experiences as an asset q Develop a single assessment
q Review Current Reality and Scenarios q Provide Feedback on both Scenarios on large sheets of
paper Note: Use district website for individual feedback and ideas
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TABLE PROCESS FOR CONSULTATION
Wayzata Public Schools A"endance Area Scenario Feedback Form
SCENARIO _________ Strengths
Concerns
Ques8ons
Ideas
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KEY MESSAGES
A. We know we need to balance school attendance areas to school capacities and create mid-term stability for families
B. Managing demographic change is and will be continuous priority work of the district and community
C. The Wayzata Public Schools is following a defined process which:
§ Supports and reinforces the varying roles and responsibilities of School Board (governance), Administration (management) and Parents, Staff, Students and Public (consultation)
§ Utilizes third party research for Options and facilitation of public meetings
§ Seeks to provide for inclusion, public discussion within parameters of time, process and clear desired outcomes
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