Presentation and Redistricting Recommendation November 19, 2013 - - PowerPoint PPT Presentation

Redistricting Elementary Attendance Zones

Board of Education Presentation and Redistricting Recommendation

November 19, 2013

Strategic Planning For Our Future

Charge for Building our Future

Committee (2011)

Complete a comprehensive study of demographic and educational data to inform the superintendent’s recommendation to the Board of Education regarding elementary school attendance zones that provides equitable delivery of instruction and related services to all

• students. The study shall be completed by a

stakeholder committee chaired by the superintendent’s designee.

December 2012 Recommendations

• Move ESOL students out of Florence Brasser and split the group of

approximately 75 students into two sub-groups

• Redraw the boundary lines to balance the student populations among our

elementary schools

• Combine the Middle School and High School bus runs
• Preserve the ability to implement a Universal Pre-K each elementary

school if funding becomes available

• Future Consideration: Move 5th grade students to the Middle School
• The district should consider selling the Washington Irving School/property

Strategic Planning For Our Future

• District enrollment is decreasing at a rate of

approximately 100 students per year

• Current elementary building enrollment is unbalanced

Neil Armstrong 521 Walt Disney 413 Florence Brasser 286 (includes K-5 80 ESOL students) Paul Road 532

Strategic Planning For Our Future

Inequitable space allocation for delivering Instructional Program Services:

– Academic Intervention Services (AIS) – Response to Intervention (RTI) – Reading Recovery – English for Speakers of Other Languages (ESOL) – Occupational Therapy and Physical Therapy (OT/PT) – Speech Services – Instructional Technology

History of Redistricting

1960s Increasing enrollment, built 3 buildings , redistricted every 2 years 1970s Grades 6 and 9 moved multiple times, high school had triple sessions and major addition 1980s Declining enrollment, closed 3 buildings and sold 2 buildings, redistricting occurred 1990s Increasing enrollment, reopened Washington Irving, added on to 6 buildings, redistricting occurred 2000s Decreasing enrollment, closed Irving, redistricting occurred 2010s Continued decreasing enrollment, redistricting elementary buildings

Goals for Redistricting

• Improve equity of educational program and services
• Balance building enrollment
• Create space for future program improvements
• Maximize the effectiveness and efficiency of resources

Center for Governmental Research (CGR)

http://www.cgr.org

• Established in 1915 by George Eastman
• Independent, non-partisan agency for keeping

citizens informed

• CGR provides objective research, fact-based

analysis and makes recommendations that are achievable

• CGR uses a geographic information system (GIS)

that visualizes, questions, analyzes, interprets, data to reveal relationships, patterns, and trends

Parameters

• More equitable distribution of student

population

• Balance schools and program needs
• Neighborhood school concept
• Pre-K needs of district families
• Two ESOL sites, not just one at Florence Brasser

– FYI, we explored zoning ESOL students to home schools, but have determined that staffing 4 ESOL programs is not wise

• Travel time

CGR’s Tasks for Gates Chili

(May – November)

1) Create scenarios redrawing the elementary school boundaries in a way that also equalizes ESOL population 2) Work with Steering Committee to assess high-level implications of each 3) Present options and implications, facilitate discussion at public forum in October 2013 4) Final report incorporating public and committee input in November 2013

Our Work: map student addresses; use GIS to create and test models; incorporate building capacity findings; collaborate with Committee; advise on public outreach; facilitate public forums; synthesize recommendations

The Board agreed to eliminate Option C at the November 5 Board meeting The District is considering the following two options:

Redistricting Elementary Attendance Zones

Option A

• Redefine boundaries: equitable student

population

• Distribute ESOL students between

A-1 Florence Brasser and Paul Road

• r

A-2 Florence Brasser and Walt Disney

Boundary: Long Pond Centerline Lyell: Armstrong Wegman Rd Boundary at

• No. 1104

Buffalo Rd to Spartan Way/Marway Cir: Armstrong Howard Rd, S of RR tracks & N of Chili Ave: Brasser Chili Ave E. of Howard Rd: Brasser Both sides Marshall Rd: Paul Rd Paul Rd E. to Archer: Brasser Archer S to Paul Rd: Brasser

• E. of Howard Rd &
• S. of Buffalo Rd: Paul Rd

Toni Terrace to Alger Dr & Alger Dr & Benedict Dr: Brasser

• E. of Archer, W. of Toni Ter &
• S. of Chili Ave: Paul Rd

Student Distribution

Option A-1

Elementary Schools Total Students % of Total Students ESOL Students Share of ESOL Students by School % of Capacity (22) % of Capacity (24) Neil Armstrong 417 24% 0% 73% 67% Walt Disney 411 24% 0% 78% 71% Florence Brasser 378 22% 30 8% 86% 79% Paul Road 523 30% 50 10% 91% 84%

Student Distribution

Option A-2

Elementary Schools Total Students % of Total Students ESOL Students Share of ESOL Students by School % of Capacity (22) % of Capacity (24) Neil Armstrong 417 24% 0% 73% 67% Walt Disney 461 27% 50 11% 87% 80% Florence Brasser 378 22% 30 8% 86% 79% Paul Road 473 27% 0% 83% 76%

Option A - Considerations

• More equitable percentage of students in each building
• Increases student population in both Florence Brasser and

Walt Disney

• Decreases the student population at Neil Armstrong and

Paul Road

• Provides more space for related services at Neil Armstrong
• Allows for ESOL services in 2 locations

Option B

• Redefine boundaries: more efficient

transportation and neighborhood schools

• Distribute ESOL students between

B-1 Florence Brasser and Paul Road

• r

B-2 Florence Brasser and Walt Disney

Lyell: Armstrong Janet Ln: Armstrong

• E. of Howard Rd &
• S. of Buffalo Rd: Paul Rd

Howard Rd, S of RR tracks & N of Chili Ave: Brasser Toni Terrace to Alger Dr & Alger Dr & Benedict Dr: Brasser

• E. of Archer, W. of Toni Ter &
• S. of Chili Ave: Paul Rd

Chili Ave E. of Howard Rd: Brasser Marshall Rd: Paul Rd Paul Rd E. to Archer: Brasser Archer S to Paul Rd: Brasser

Student Distribution

Option B-1

Elementary Schools Total Students % of Total Students ESOL Students Share of ESOL Students by School % of Capacity (22) % of Capacity (24) Neil Armstrong 427 25% 0% 75% 68% Walt Disney 401 23% 0% 76% 70% Florence Brasser 378 22% 30 8% 86% 79% Paul Road 523 30% 50 10% 91% 84%

Student Distribution

Option B-2

Elementary Schools Total Students % of Total Students ESOL Students Share of ESOL Students by School % of Capacity (22) % of Capacity (24) Neil Armstrong 427 25% 0% 75% 68% Walt Disney 451 26% 50 11% 85% 78% Florence Brasser 378 22% 30 8% 86% 79% Paul Road 473 27% 0% 83% 76%

Option B - Considerations

• More efficient transportation expected
• Creates more of a neighborhood school
• More equitable percentage of students in each building
• Increases student population in both Florence Brasser and

Walt Disney

• Decreases the student population at Neil Armstrong and

Paul Road

• Provides more space for related services at Neil Armstrong
• Allows for ESOL services in 2 locations

Redistricting Elementary Attendance Zones

Recommendation Option B - 2

Justifications for Option B-2

• Most equitable distribution of student

population, enrollment and diversity

• Equalize building capacity and leaves room for

program growth

• Move the least amount of students
• Allow neighborhoods to attend the same

school

• Efficiency of transportation, clean boundaries

Justifications for Option B-2

• Central location for ESOL services increases

transportation efficiency

• Leave room for growth in Paul Road given the

potential for new homes in the area

• Better prepares us if we need to consider

closing or relocating use of a school in the future

Addressing Concerns

• Option B-2 will allow 4th graders to remain in

their current building

• Investigate ways to meet before and after

school child care concerns

• Transition concerns to be addressed:

– Staffing and support service needs – Visitation/knowledge of new buildings – Resources and support for students and families

Questions