Student Reassignment August 12, 2019 Dr. Jake Henry, OCS Thomas - - PowerPoint PPT Presentation

Student Reassignment

August 12, 2019

• Dr. Jake Henry, OCS

Thomas Dudley, OREd

Why Student Reassignment?

• We currently have schools that are significantly over capacity and schools

that are significantly under capacity

• We have residential growth in both Hillsborough and in Mebane
• Desire for greater balance in socio-economics in our schools
• We have aging facilities that require significant renovation comparable to

the cost of a new school

Specifically Hillsborough Elementary

• Based on comparison with OCS Construction standards, following areas are inadequate in

size:

• Classrooms grades 3-5
• Learning Commons (Second floor)
• Administrative offices
• Teacher and student support areas
• Total of cost improvements: $16,081,840-$20,287,547

Ten Steps for Successful Student Reassignment

• 1. Communicate
• 2. Form Parent Advisory Council (PAC)
• 3. Bring in outside help
• 4. Conduct Land Use Study interviews
• 5. Complete system-wide 10-Year forecast
• 6. Develop Out-Of-Capacity Tables
• 7. Examine different scenarios
• 8. Conduct transportation analyses of scenarios
• 9. Hold community meetings and public hearings
• 10. Be flexible

Parent Advisory Council

• Four community members were

identified from each OCS school and invited to join the PAC

• The first meeting was held on April

11, 2019, with over 20 people attending

• An overview of the redistricting

process was explained by OCS staff

Parent Advisory Council Objectives

• 1. Provide feedback on presented information

that will include draft attendance boundaries

• 2. Represent the questions and concerns of

school community when providing feedback

• 3. Communicate to stakeholders and help

lead the communication of this to the greater community

• 4. Ask any and all questions free of judgment
• 5. The council is ultimately not a decision

making body, but provides feedback to inform the Board of Education’s decision.

About ITRE and OREd

The Institute for Transportation Research and Education (ITRE) conducts transportation research and provides professional training, education, and technical assistance.

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About ITRE and OREd

• The Operations Research and Education Lab (OREd) guides

districts to data-driven solutions and policies using stakeholder interviews, GIS analysis, mathematical modeling, and applied decision science.

• OREd is an unbiased, third party evaluation research group

that helps to depoliticize the school planning process.

• OREd has worked with OCS in various capacities since 1995.

www.itre.ncsu.edu/OREd

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OREd Client List

• Alamance-Burlington School System – 02, 03,

06, 07, 08, 09, 10, 11, 12, 13

• Asheboro City Schools – 04, 05, 06, 07
• Berkeley County Schools (SC) – 09, 10, 11, 12
• Bladen County Schools – 04
• Buncombe County Schools – 98, 99
• Brunswick County Schools – 03, 04
• Carteret County Schools – 09, 15
• Chapel Hill-Carrboro Schools – 95, 96, 97, 98,

99, 00, 01, 02, 05, 06, 07, 12

• Chatham County Schools – 03, 05, 06, 07, 08,

09, 10, 11, 12, 13,14,15,16,17,18

• Craven County Schools – 96, 97, 98, 99, 00, 01,

02, 04, 05, 06, 07, 08, 12,14

• Cumberland County Schools – 08, 09
• Cleveland County Schools – 08
• Currituck County Schools – 09
• Duplin County Schools – 09
• Durham Public Schools –

08, 09, 10, 11, 12,18

• Edgecombe County Public Schools – 09
• Elizabeth City-Pasquotank County Schools – 07
• Orange County Schools – 95, 09,

10, 11, 13, 17, 18

• Pamlico County Schools – 09
• Pender County Schools – 09, 13,14,15,16
• Randolph County Schools – 05, 06, 07, 08, 09
• Richmond County Schools – 00, 08
• Robeson County Schools – 08
• Rock Hill Schools (SC) – 02, 03, 04, 05, 06, 07, 08, 09, 10,

11, 12, 13,15

• Rockingham County Schools – 16,17
• Rowan County Schools – 09
• Pitt County Schools – 90, 91, 92, 93, 94, 95, 96, 97, 98, 99,

00, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12, 13,18

• Stafford County Public Schools (VA) – 12, 13,14,15,16
• Stanly County Schools – 12
• Stokes County Schools – 05, 06, 08
• Tupelo Public Schools (MS) – 07
• Union County Schools – 99, 00, 01, 02, 03, 04, 05, 06, 07
• Vance County Schools – 09
• Wayne County Schools – 95
• Wake County Public School System – 97, 04, 05, 06, 07, 08,

09, 10, 11, 12, 13, 14,15,16,17,18

• Winston Salem / Forsyth – 14,15
• Franklin County Schools – 08, 11, 12,18
• Iredell-Statesville Schools – 98, 99, 00, 01, 02, 03, 04
• Jones County Schools – 09
• Johnston County Schools – 95, 96, 97, 98, 99, 00, 01, 02,

03, 04, 05, 06, 07, 08, 09, 10,11,12,13,14,15,16,17,18

• Gaston County Schools – 98, 99, 00, 01, 02, 03, 04
• Granville County Schools – 02, 03, 04, 05, 06, 07, 08, 09,

10,17

• Guilford County Schools – 94, 95, 96, 97, 98, 09, 10, 11,

13, 14,15

• Harnett County Schools – 98, 99, 00, 01, 02, 03, 06, 07,

08, 09, 10, 11, 12, 13,14,15,16,17,18

• Haywood County Schools – 99
• Hoke County Schools – 99, 08, 09, 11, 12
• Lee County Schools – 08, 09
• Lenoir County School – 09
• Moore County Schools – 04, 06, 07, 08, 12,

13,14,15,16,17

• Mooresville Graded Schools – 99, 00, 01, 04
• Nash-Rocky Mount Schools –

04, 05, 06, 07, 08, 09, 10, 11, 12, 18

• New Hanover County Schools – 95, 96, 97, 98, 99, 00
• Onslow County Schools – 03, 04, 05, 06, 07, 08, 09, 10,

11, 12, 13,14,15,16,17,18

Land Use Study Interview List

Organization Position Name

Orange County Assistant County Manager Travis Myron County Planning Director Craig Benedict City of Mebane Development Director Cy Stober City of Durham Planner Scott Whiteman Town of Hillsborough Planning Director Margaret Hauth Orange County Economic Development Director Steve Brantley Town of Hillsborough Econ Dev Planner Shannon Campbell Town of Chapel Hill Planner Judy Johnson Hillsborough / OC Chamber of Commerce Chief Executive Officer Kim Tesoro NCDOT Regional Engineer Chuck Edwards

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Out-Of-Capacity Table

• 1. OREd Cohort-

Feeder forecast model aligned with Orange County SAPFO ten- year K-12 forecast.

• 2. 2017-18 building

capacities as listed in Orange County SAPFO Annual Report 2019, pages 11-13.

• 3. Pre-K not included.
• 4. Elementary

capacities do not reflect HB-13 adjustments.

Policy 4125 Student Assignment & Transfers

Guiding Principles

The assignment areas will be developed by balancing, to the extent reasonable, the following assignment standards and factors.

Guiding Principle-

Student Achievement

As a consideration to balance student achievement in developing student attendance lines, student populations at each school will provide an optimal opportunity for academic success for all students. Factors for consideration include:

• Minimizing high concentrations of low-performing students at each school
• Promoting socioeconomic diversity at each school, and
• Developing school attendance lines and priorities at any magnet or choice schools in a

way that is consistent with minimizing high concentrations of low-performing schools across the district.

Guiding Principle- Stability

As a consideration to balance stability in developing student attendance lines, student assignment plans will include the following limited options:

• To the extent practicable, a student who is reassigned will be provided an opportunity to

stay at the current school for one additional year IF it is the terminal grade for an elementary or middle school (grades 5 and 8), and the student’s siblings will be provided an opportunity to attend the same school for the one year period (and for an additional year if the year is the terminal grade).

• To the extent practicable, any student currently in high school who is reassigned from an

existing school to an existing school will be provided an opportunity to stay at the current school until the terminal grade (grade 12).

• Additional opportunities to remain at the current school, including for siblings may be

included in the student enrollment plan.

• A change in domicile does not preserve the previous school assignment

Guiding Principle- Proximity

As a consideration to balance proximity of home to school distances in developing student attendance lines, base school assignments will be within reasonable distance of the student’s home. In adopting base attendance areas, the Board will consider as a factor minimizing the splitting of neighborhoods.

Guiding Principle-

Operational Efficiency

As a consideration to balance operational efficiency in developing attendance lines, assignments will optimize the use of school facilities and transportation resources. Factors for consideration include:

• Minimizing under capacity schools
• Minimizing overcrowded schools
• Minimizing duplication of services
• Maximizing transportation efficiencies, and
• Minimizing the need for mobile classrooms

Scenario One: Balance Current Utilization

• At the elementary school level when Pre-K classrooms are taken

into account utilization (school enrollment / school capacity) is already 96% system-wide.

• Elementary utilization will increase to nearly 110% within 10

years.

• Balancing current students will not adequately balance

utilization in the future due to uneven growth within the

• district. Reassignment would be required again within 5-10

years.

Scenario One Utilization

School Building

Capacity Enrollment 2018-19 Scenario One Enrollment Scenario One Utilization

CAMERON PARK ELEM 502 596 482 ~96% CENTRAL ELEM 428 265 411 ~96% EFLAND CHEEKS ELEM 455 455 437 ~96% GRADY BROWN ELEM 490 461 470 ~96% HILLSBOROUGH ELEM 420 431 403 ~96% NEW HOPE ELEM 526 581 505 ~96% PATHWAYS ELEM 540 388 518 ~96%

Assessment Matrix

Guiding Principle Scenario One: Balance Current Utilization 1) Balance Student Achievement

• No. This scenario does not take into

account student achievement.

2) Stability

Dependent on further Board

• action. However, this scenario

would require additional redistricting in 5-10 years.

3) Proximity

• No. Neighborhoods would be split.

4) Operational Efficiency

Only for the short term. Within 5- 10 years, reassignment will need to

• ccur again due to growth.

Scenario Two: Pre-K Center at Central ES Site

Overview:

• Countywide universal Pre-K Center established at Central Elementary
• All current K-5 Central ES students would be reassigned to Pathways ES

Transportation Impacts:

• One bus, 2 AM bus loads and 3 PM bus loads relieved of duties

servicing Central ES and Pathways ES students

• 225 fewer daily miles and 5 fewer daily driver hours under the new

attendance zone and route design

Scenario Two Utilization

School Building

Capacity Enrollment 2018-19 Scenario Two Enrollment Scenario Two Utilization

CAMERON PARK ELEM 502 596 610 121% CENTRAL ELEM 428 265 N/A N/A EFLAND CHEEKS ELEM 455 455 473 104% GRADY BROWN ELEM 490 461 471 96% HILLSBOROUGH ELEM 420 431 431 102% NEW HOPE ELEM 526 581 571 108% PATHWAYS ELEM 540 388 656 121%

Assessment Matrix

Guiding Principle Scenario Two: Central Elementary as a Pre-K Center 1) Balance Student Achievement

• No. This scenario does not

take into account student achievement.

2) Stability

• No. Grandfathering would not

be an option for K-5 students previously at Central ES.

3) Proximity

• No. All of the Central ES

attendance zone would be assigned to Pathways ES.

4) Operational Efficiency

• No. Increases enrollment at

Pathways ES only.

Scenario Three: Year-Round School At Central ES Site

• Relocate year-round program from Hillsborough ES to Central ES.
• Maintain choice enrollment for the year-round program and

establish a downtown attendance zone.

• Current Central ES students outside of the new year-round

attendance zone would be reassigned to Pathways.

• Establish a district Pre-K Center at the current Hillsborough ES site.

Scenario Three: Transportation Impact Summary

• One bus, 3 AM bus loads and 4 PM bus loads relieved of duties servicing

Central ES and Pathways ES students

• 295 fewer daily miles and 7 fewer daily driver hours under new attendance

zone and route design

• HES could utilize 1 or 2 buses for the 73 riders within the new attendance
• zone. These buses could likely be paired with MS and HS routes for

additional efficiency gains.

• The OCS Transportation Department could anticipate a minimal increase

(0.8%) in third quartile student-to-school distance for all bus riders.

Scenario Three Utilization

School Building

Capacity Enrollment 2018-19 Scenario Three Enrollment Scenario Three Utilization

CAMERON PARK ELEM 502 596 580 115% CENTRAL ELEM (new year-round program) 428 265 551 129% EFLAND CHEEKS ELEM 455 455 473 104% GRADY BROWN ELEM 490 461 471 96% HILLSBOROUGH ELEM 420 431

N/A N/A

NEW HOPE ELEM 526 581 571 108% PATHWAYS ELEM 540 388 566 105%

Assessment Matrix

Guiding Principle Scenario Three: Year-Round School with Attendance Zone and Pre-K Center at Hillsborough Site 1) Balance Student Achievement

• Yes. This scenario helps balance

student achievement for the impacted schools including Hillsborough ES.

2) Stability

Dependent on further Board action. Limited grandfathering may be included as part of this scenario.

3) Proximity

• Yes. To a large extent this scenario

minimizes student travel distance among the impacted schools.

4) Operational Efficiency

• Yes. This scenario helps balance

utilization among the impacted schools.

Assessment Matrix

Guiding Principle Scenario One: Balance Current Utilization Scenario Two: Central Elementary as a Pre-K Center Scenario Three: Year-Round School with Attendance Zone and Pre-K Center at Hillsborough Site 1) Balance Student Achievement

• No. This scenario does not take into

account student achievement.

• No. This scenario does not

take into account student achievement.

• Yes. This scenario helps balance

student achievement for the impacted schools including Hillsborough ES.

2) Stability

Dependent on further Board

• action. However, this scenario

would require additional redistricting in 5-10 years.

• No. Grandfathering would

not be an option for K-5 students previously at Central ES. Dependent on further Board action. Limited grandfathering may be included as part of this scenario.

3) Proximity

• No. Neighborhoods would be split.
• No. All of the Central ES

attendance zone would be assigned to Pathways ES.

• Yes. To a large extent this scenario

minimizes student travel distance among the impacted schools.

4) Operational Efficiency

Only for the short term. Within 5- 10 years, reassignment will need to

• ccur again due to growth.
• No. Increases enrollment at

Pathways ES only.

• Yes. This scenario helps balance

utilization among the impacted schools.

Proposed Timeline and Next Steps

• Aug 27
• Parent Advisory Council Meeting
• September 16-20
• Conduct 2 focused area meetings for communities most impacted by case studies. Feedback

survey distributed at meetings.

• Presentation uploaded to website with survey imbedded for those who cannot attend in

person.

• September 23
• Board presentation to include feedback from previous meetings
• October 1-10
• 2 open forums conducted to provide opportunities for public comment.
• October 14
• Board Meeting. Presentation to include feedback from previous meetings
• October 28
• Board Meeting. Staff makes recommendation for new assignment boundaries
• November 25
• Board Meeting. Board takes action in new assignment boundaries

Questions / Discussion