champaign community unit school district no. 4 · 2019-05-29 · champaign community unit school...

CHAMPAIGN COMMUNITY UNIT SCHOOL DISTRICT NO. 4

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4945 Bradenton Ave., Suite B Dublin, Ohio 43017 P: 614-798-8828 F: 614-798-8839 www.dejongrichter.com

Request for Proposals Public Engagement/High School Site Selection

Proposal April 5, 2012

Public Engagement/High School Site Selection Proposal

Letter of Introduction DeJONG-RICHTER is pleased to present our proposal to Champaign Community Unit School District No. 4 [CCUSD No.4] for the Public Engagement / High School Site Selection services. We are excited to combine our services with Fallon Research & Communications, the premier opinion research firm in the country.

DeJONG-RICHTER is recognized as one of the foremost educational facility planning firms in the United States. Our company has worked in 43 states and provinces, planning educational facilities. During the past 19 years, DeJONG-RICHTER and its affiliates have completed over 1,500 enrollment projections, 260 Educational Specifications for elementary, middle and high school facilities, and 200 Facility Master Plans for urban, suburban, and rural communities. We have helped more than 1,000 school districts position and empower their communities to develop superior learning environments. Key factors that differentiate the DeJONG-RICHTER Team include the following:

• Nationally recognized leaders in all aspects of educational facility planning including community engagement, educational specifications, educational adequacy assessments, geographic information systems [GIS], and innovative school design

• Recognized Educational Facility Planners [REFP] as designated by the Council of Educational

Facility Planners International [CEFPI] Fallon Research has over 10+ years experience working with school districts across the country, developing strategies and messages aimed at achieving District goals. Our team has worked in numerous school districts that are facing many of the same issues that CCUSD No. 4 is facing. We realize that each school district is unique; however, as a educational leader on the national level, we recognize that your District is not the only one that has experienced these issues. One final point that I would like to express is that we are not an architectural or engineering firm that is submitting a proposal in hope of acquiring future design work. Our business is exclusively K12 planning. Therefore, decisions made in this planning process will be unbiased and will not be influenced by the final determination of the disposition of any facilities. Our costs are determined to accomplish tasks, they not determined with a method of “recovering” costs when the project comes to fruition. As your primary contact/Principal-in-Charge, I will be there every step of the journey. If you should have any questions, please feel free to contact me at 614-284-2123. Very truly yours,

Tracy Richter Chief Executive Officer DeJONG-RICHTER

PUBLIC ENGAGEMENT/HIGH SCHOOL SITE SELECTION Submitted to: CONTENTS

Mr. Gene Logas, CEO Champaign Community Unit School District 703 S. New Street Champaign, IL 61820

Submitted by:

Mr. Tracy Richter, CEO DeJONG-RICHTER 4945 Bradenton Avenue Suite B Dublin, Ohio 43017 Phone: 614-798-8828 Cell: 614-284-2123 With Fallon Research & Communications, Inc. P.O. Box 12181 Columbus, Ohio 43212 Phone: 614-341-7005 Submission date:

April 5, 2012

Firm Overview

1

Resumes 5

References & Experience 10

Program Details - Methodology 17

Budget 26

CHAMPAIGN COMMUNITY UNIT SCHOOL DISTRICT NO. 4


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OVERVIEW OF FIRM: DEJONG-RICHTER At DeJONG-RICHTER, we believe an educational planning firm should offer its clients much more than consulting and technical services. We provide our clients with the expertise, guidance, direction, and best practices that come only from seasoned problem solvers who have been in the business for over 30 years. We have helped more than 1,000 school districts position and empower their communities to develop superior learning environments, while saving our clients substantial time and money. Key areas of our expertise include facility master planning, educational specification, enrollment projections, community engagement, and geographical information systems. We continuously strive to balance innovation and cost while providing high quality and efficient services. MISSION STATEMENT The mission of DeJONG-RICHTER is to position and empower communities and organizations throughout the world to develop quality learning environments for the future. QUALIFICATIONS Qualifications of the DeJONG-RICHTER team include:

• 3 Recognized Educational Facility Planners by the Council of Educational Facility Planners International

• National recognition as leaders in educational facility planning and for effective consensus building activities

• Backgrounds in education, technology, facilitation, management, and city planning

• Professional training through Harvard University, University of Wisconsin, and numerous presentations at state, national, and international organizations

• Conducting and coordinating projects in 43 states and the District of Columbia, Africa, Canada, Kuwait, and Honduras

• Involvement in developing prototypical elementary, middle, and high school facilities

• Over 260 Educational Specifications for elementary, middle, high, and other types of schools

• Over 200 Facility Plans for urban, suburban, and rural communities

• Over 1,500 Enrollment Projections

• 1 national and 3 statewide facility assessments

• Development of planning standards for state and local districts


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PROFESSIONAL SERVICES

DeJONG-RICHTER positions school districts, states, and nations to develop quality learning environments through a systematic process that maximizes the use of data and community participation. Our goal is to empower organizations with the tools necessary to make smart, practical decisions for students.

• Our educational facility plans are strategic in nature. Each plan specifies long-term goals that positively impact the quality of education in a school district and build a better vision and future for the community.

• We pioneered the use of Geographic Information Systems (GIS) in facility planning, and school

districts nationwide are realizing the enormous benefits. GIS allows us to capture, store, update, analyze, and display all forms of geographic and demographic data.

• Our Team believes that school planning must be an inclusive process. It is a powerful

opportunity for a school community to come together to determine how educational facilities can be an impetus for change and improvement for all parties. Development of a district’s facility plan requires the collaboration of educators, administrators, policy makers, community members, and facility experts.

The professional services offered by DeJONG-RICHTER include:

• Capacity Studies

• Community Engagement and Consensus

• Comprehensive Master Planning

• Design Standards and Guidelines

• Educational Adequacy Assessments

• Educational Specifications

• Enrollment Projections

• Geographic Information Systems

• Potential Land Development Analysis

• Redistricting and Boundary Adjustments


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TEAM MEMBERS

As an organization, we respect each other and appreciate one another for our contributions. Without our talented and devoted employees DeJONG-RICHTER would not exist as it currently is.

DeJONG-RICHTER team members and associates include the following:

Tracy Richter Chief Executive Officer

William DeJong, Ph.D., REFP Senior Advisor

Lee Hwang, GISP GIS Director

Kerrianne Wolf, REFP Senior Planner

Ann Hoffsis, REFP Planner

Scott Leopold GIS Analyst

Ashley Anatra-Guzzo Project Coordinator

Mary DeVillers Accounting Director


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OVERVIEW OF FIRM – FALLON RESEARCH

Founded in 2001, Fallon Research & Communications, Inc. is a full-service public opinion research and polling firm that serves a variety of clients, from school districts, major political, corporate and public affairs campaigns to local community initiatives. Fallon Research has worked on studies, issues and campaigns in more than 32 states, as well as emerging democracies in Indonesia, East Timor and Iraq.

PROFESSIONAL SERVICES The Information You Need to Win With experience in school levies and bond issues, and public funding initiatives, Fallon Research & Communications, Inc. knows how to help your campaign team develop the strategy and messages you need to achieve success. Fallon Research has worked with a wide variety of clients such as transportation districts, school systems, zoos, and social service agencies. We will make sure your campaign understands:

• The political environment and how it affects your campaign; • The voters opinion of your agency or initiative; • The most effective arguments to minimize opposition; • The stumbling blocks to victory; • The most persuasive messages to garner support, and • The best strategy for winning.

No single number or poll result will help you win a race and no client can afford to ask every possible question, therefore Fallon Research works closely with you to develop the right questions for your research. Experience Fallon Research & Communications, Inc. has worked on

• Road, open space and library bond issues; • School levies; • Income tax issues; • Social service agency levies; • Public proffers; • Infrastructure levies, and • Sales taxes.


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RESUMES

TRACY RICHTER Chief Executive Officer DeJONG-RICHTER EDUCATION Purdue University - B.A., History ACHIEVEMENTS & AFFILIATIONS Member, Council of Educational Facility Planners International (CEFPI) Member, Florida Educational Facility Planners Association

SUMMARY With nearly two decades of teaching and educational experience, Tracy has coordinated and directed facility planning and educational specifications efforts for school districts of all sizes throughout the United States. He knows firsthand that the educational planning process must be driven by a motivated team of knowledgeable problem solvers who demonstrate expertise, guidance and direction that come from working many years in the industry. Tracy and the DeJONG-RICHTER team have helped more than 1,000 school districts develop outstanding learning environments through a systematic process that combines key data analysis with community participation and feedback. The resulting facility plans are not only strategic, but also include long-term goals to build a strong vision and future for the communities involved. NOTABLE EDUCATIONAL PLANNING

Beverly Hills Unified School District, CA: Strategic Planning, Educational Specifications, Long-Range Facility Master Plan

Broward County Public Schools, FL: Facility Master Plan

Campbell County Schools, VA: Long-Range Facility Master Plan

Cincinnati Public School District, OH: Education Specifications Middle and Price Hill K- 8 Facility, Roberts Paideia K-8 Facility

Cincinnati Public Schools, OH: Facility Master Plan and Educational Specifications

District of Columbia Public Schools: Facility Master Plan, Educational Specifications & Surplus Properties and Facilities Report

Duval County Public Schools, FL: Facility Master Plan, Educational Specifications, Exceptional Student Education Master Plan, Administrative Organization and Spatial Analysis

Duval County Public Schools, FL: District-wide

K-5, K-8, 9-12, North Shore K-8, AAA High School, Darnell Cookman 6-12 Magnet School

Kokomo Center Township Consolidated Schools, IN: High School and Career Technical Utilization Analysis

Lapeer Community Schools, MI: Boundary Study and Community Engagement

Leavenworth Unified School District #453, KS: Facility Master Plan

Montgomery Public Schools, AL: Long-Range Facilities Planning

Palm Beach County Public Schools, FL: Ancillary Space Master Planning

Philadelphia School District, PA: Long-Range Facility Master Plan


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LEE H.L. HWANG, GISP GIS Director EDUCATION The Ohio State University - B.S., Geography ACHIEVEMENTS & AFFILIATIONS Certified Geographic Information Systems Professional (GISP) Member, Council of Educational Facility Planners International (CEFPI) RECENT PUBLICATIONS “Mapping It Out,” American School and University, December, 2006

SUMMARY As the Geographic Information Systems (GIS) Director at DeJONG-RICHTER, Lee’s primary role is to provide the knowledge and expertise needed to process and analyze large volumes and varying types of spatial data. Lee’s other responsibilities include producing report-quality maps, presenting GIS data to school and state administrators, and exploring new methods and techniques to manage school facility and student data more efficiently. Prior to working in the educational planning field, Lee spent three years working with the U.S. Geological Survey as a GIS Specialist. While there, he learned national benchmarks for mapping and developed the vital skills required in the field of GIS. NOTABLE EDUCATIONAL PLANNING

Alexandria City Public Schools, VA: Build-Out Study

Anchorage School District, AK: Educational Adequacy Assessment

Bridgeport Public Schools, CT: Geocoding, Training and Development, Boundary Development

Centerville City Schools, OH: GIS Project Cleveland Heights-University Heights SD, OH:

GIS Updates, Training and Development, Elementary Reorganization

Duval County Public Schools, FL: Facility Master Plan

Fort Worth Independent School District, TX: Facility Master Plan Update, Facility Master Plan

Hamilton Southeastern Schools, IN: Facility Master Plan, Build-Out Scenario

Metropolitan SD of Lawrence Township, IN: Elementary Plan, GIS Project

Montgomery County Public Schools, VA: Build-Out Scenario

New Orleans Public Schools, LA: Facility Master Plan

Ohio School Facilities Commission: Demographics Study

Olentangy Local School District, OH: Demographics, Build-Out Scenario, Redistricting Study

Orange County Public Schools, FL: Facility Master Plan

Penn Manor School District, PA: Build-Out Scenario

Pittsburgh Public Schools, PA: Facility Master Plan

South-Western City Schools, OH: GIS Project State College Area School District, PA: Facility

Master Plan State of Arkansas: Adequacy Assessment Williamsburg-James City County Public

Schools, VA: Elementary and High School Redistricting Study


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KERRIANNE WOLF, REFP Senior Planner

EDUCATION Kent State University - B.S., Elementary Education, Gifted & Talented Education ACHIEVEMENTS & AFFILIATIONS Recognized Educational Facility Planner (REFP) Member, Council of Educational Facility Planners International (CEFPI) Professional License to Teach Elementary 1-8 & Gifted Education K-12 200 Hour Registered Yoga Alliance Teacher Member, American Heart Association’s Young Professionals Board

RECENT PUBLICATIONS “Educational Specifications: Community Involvement from Start to Finish,” School Planning & Management, February 2011 SUMMARY Kerrianne contributes to the DeJONG-RICHTER team by applying her seven years of teaching in elementary public school settings and three years of software training to facility planning projects. Kerrianne has facilitated facility master planning processes for rural, urban, and suburban school districts, K-12 district-wide and site-specific educational specifications, enrollment projections & training, capacity & utilization studies, strategic planning, and educational adequacy assessments. Her work extends to school districts across the United States from Providence, Rhode Island to Long Beach, California as well as throughout the Mid-West and Mid-Atlantic States. Most recently, Kerrianne was part of the team that completed the Educational Adequacy Assessments of 18.5 million square feet of facilities for the Baltimore City School District, Maryland. Currently, she is drafting educational specifications for school districts coast to coast, including: Beverly Hills, California; Valdez, Alaska; Belen Consolidated School District, New Mexico; and Virginia Beach, Virginia. NOTABLE EDUCATIONAL PLANNING

Baltimore City School District, MD: Educational Adequacy Assessments

Berea City School District, OH: Long-Range Facility Master Plan

Beverly Hills Unified School District, CA: K-8 & 9-12 Educational Specifications

Grand Rapids Public Schools, MI: High School Educational Specifications, Building Improvement Plan Phases I & II, Strategic Plan Update

Gallup-McKinley County Schools, NM: Elementary School Educational Specifications

Hamilton Southeastern Schools, IN: High School Facility Planning Study

Montgomery Public Schools, AL: Facility Master Plan Update

Ottawa Area Intermediate School District, MI: Career & Technical Education Master Vision & 5-Year Plan

Providence Public School District, RI: School Facility Master Plan, District-Wide Educational Specifications

Sycamore Community Schools, IL: Middle School Education Specification

Valdez City School District, AK: Middle School Educational Specification

Virginia Beach City Public Schools, VA: District-wide High School Educational Specifications, High School Site Specific Educational Specifications, Facility Master Plan

US Department of Defense Education Activity: 1-12 Educational Specifications

Wake County Public Schools, NC: Enrollment Projections Training, Cost Analysis Study

Warren County School District, PA: Elementary and Middle/High School Educational Specifications


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SCOTT LEOPOLD GIS Analyst, IT Administrator

EDUCATION The Ohio State University - B.S., Geography ACHIEVEMENTS & AFFILIATIONS Member, Council of Educational Facility Planners International (CEFPI) Distinguished Service Award, 2009, CEFPI PRESENTATION Dayton Public Schools, July 2008: Declining Student Enrollment Patterns – National, Regional, and Local Trends

SUMMARY At DeJONG-RICHTER, Scott provides school districts with the technology tools they need for successful planning. Not only does he produce report-quality maps for master facility planning, redistricting, and build-out scenarios, but he also assists district officials with implementation of their own GIS programs. Scott has also been involved in several educational adequacy projects. Over the past 5 years he has toured over 250 schools. NOTABLE EDUCATIONAL PLANNING

Anchorage School District, AK: Educational Adequacy Assessments

Arkansas Department of Education, AR: Enrollment Projection Analysis

Beverly Hills Unified School District, CA: Strategic Planning, Educational Specifications, Long-Range Facility Master Plan

Bridgeport Public Schools, CT: Boundary Adjustments, Facility Master Plan Update, GIS Training

Campbell County School Division, VA: Facility Master Plan

Columbus Public Schools, OH: GIS Training Cleveland Heights – University Heights City

Schools, OH: Redistricting Analysis Duval County Public Schools, FL: Facility

Master Planning, Community Engagement, Boundary Analysis

Euclid City Schools, OH: Facility Master Plan Long Beach Public Schools, CA: Facility

Master Plan

Memphis City and Shelby County Schools, TN: Demographics Report

Montgomery City Schools, AL: Facility Master Plan

Montgomery County Public Schools, VA: Build-Out Scenario

North Allegheny School District, PA: Enrollment Projections, Demographics

Olentangy Local Schools, OH: Enrollment Projections, GIS Training and Implementation, Redistricting Study, Build-Out Study

Orange County Public Schools, FL: Unitary Status Review

The School District of Philadelphia, PA: Facility Master Plan

Pittsburgh Public Schools, PA: Facility Master Plan

Portland Public Schools, OR: Facility Master Plan

Warren County School District, OH: High School Feasibility Study

Zeeland Public Schools, MI: Build-Out Study, GIS Training


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PAUL FALLON President – Fallon Research EDUCATION The Ohio State University - B.S., Communication University of Cincinnati – M.A., Political Science

Paul Fallon is a public opinion researcher, political pollster and advisor for levy committees, school districts, interest groups, political candidates and public organizations. He also conducts customer, member, contributor and citizen satisfaction studies for government agencies, industry and labor groups, and private corporations. He specializes in land-use policy research, education and public funding ballot issues, and referendums. Prior to starting Fallon Research & Communications, Inc. as an opinion research and political consulting firm, Paul completed a 3-year stint as the director of public opinion research for a national trade association in Washington, D.C. He was responsible for opinion research and political polling for a highly successful ballot issue management program that resulted in numerous successes in campaigns at the state, county and local level. He previously served as director of public opinion research for a state political party. During his career, Paul has worked on issues and campaigns in 36 different states throughout the country, as well assisting emerging democracies in Indonesia, East Timor, Iraq and Thailand. He has served as the pollster for numerous campaigns and citizen engagement efforts to get voter approval for public funding requests, such as bond issues, sales taxes, utility taxes and property taxes. He has worked for public agencies of all sizes, from large urban cities and school districts to small suburban towns, and in industrial and manufacturing communities, ranging from Florida to California. He holds a BS in Communication from Ohio University, MA in Political Science from the University of Cincinnati and completed certification as a methodologist at the Institute for Data Sciences. His training includes areas of advanced opinion research, analysis and qualitative methods. He is a member of the American Association of Public Opinion Research, and adheres to its professional ethics and guidelines. Among the multitude of hobbies and interests Paul has, his favorite ones are traveling, scuba diving and water sports of all types.


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REFERENCES: DEJONG-RICHTER

"DeJong-Richter provides outstanding planning support for Duval County. They were critical to our first ever Facilities Master plan and developed the process for community engagement for many high profile initiatives. The response to our needs is immediate and exactly what we need to keep our major projects and programs ahead of schedule.”

Doug Ayars

Duval County Public Schools

PREVIOUS EXPERIENCE The planning team assembled for this proposal has the experience of working with countless school districts and state entities on master planning and community engagement as well as other educational facility planning services including, educational specifications, design guidelines, capital planning, enrollment projections, and demographic analysis. Our involvement in these efforts allows us to apply lessons learned and provide you with processes and solutions specific to your unique needs. The following pages present a brief overview of recent projects where this team’s expertise provided each District with solution based processes that addressed their specific needs.

PROJECT NAME CLIENT CONTACT Campbell County Public Schools

Facility Master Plan August 2010 – April 2011

Dr. Robert Johnson Superintendent P.O. Box 99 Rustburg, VA 24588 Phone: (434) 332-8246 [email protected]

Central Consolidated School District #22 Facility Master Plan, Educational Specifications October 2009 – April 2010

Mr. Gregg Epperson Superintendent P.O. Box 1199 Shiprock, NM 87420 Phone: (505) 368-4984 [email protected]

Duval County Public Schools Facility Master Plan, Educational Specifications, Demographics, Community Engagement October 2002 - Current

Mr. Doug Ayars Chief Operating Officer 1701 Prudential Drive Jacksonville, FL 32207 Phone: (904) 390-2007 [email protected]

School District of Philadelphia Facilities Master Planning January 2011 – Current

Danielle Floyd Deputy Chief of Staff 440 N. Broad Street Philadelphia, PA 19130 Phone: (215) 400-5627 [email protected]

Virginia Beach City Schools Facility Master Plan, Educational Specifications February 2007 – Current

Mr. Anthony Arnold Director of Facilities Planning and Construction 2512 George Mason Drive Virginia Beach, VA 23456 Phone: (757) 263-1090 [email protected]

mailto:[email protected]�






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Project Location: Montgomery, AL Owner: Montgomery Public School 307 Decatur Street Montgomery, AL 36104 Contact: Barbara Thompson Phone: (334) 233-6700 Email: [email protected] Services Provided: Facility Master Plan Update Dates of Project: August 2010 – February 2011

DeJONG-RICHTER Project Team: Tracy Richter, Director Kerrianne Wolf, Planner Lee Hwang, GIS Director Dr. William DeJong, Senior Advisor Scott Leopold, GIS Analyst

DeJONG-RICHTER has a long standing relationship with Montgomery Public Schools (MPS) since completing their Facility Master Plan and District-wide Educational Specifications back in 2005. In 2010, MPS and DeJONG-RICHTER teamed up again to complete an update to that Master Plan. The primary emphasis was to assist in the development of the overall master planning process which included facilitating a district-wide steering committee, involving the school board through work sessions, engaging the community through dialogues & a futures conference, formation of facility options, developing priorities and drafting recommendations. In September 2010 a Futures Conference was held with over 100 business & community leaders along with District staff & administration in attendance. The Facility Master Plan Update process was presented followed by a presentation of educational trends & background. Participants held small group discussions about the future educational direction of MPS, utilizing an educational framework survey.

Five Elementary and Middle School and four High School Facility options were developed from the data collected and reviewed, information gathered from facility and site tours, demographic and GIS data, cost estimates and District input. These options were then presented to the community. The purpose of the community dialogues is to share the facility options with the community and to gain maximum input and consensus on future direction. During the dialogue, participants rate/rank each of the options and in a small group format, and develop a collective response as to the preferred option. Based on the data collected and the results of the community input, recommendations by school level were developed and delivered into the master plan.

MONTGOMERY PUBLIC SCHOOLS Facility Master Plan Update

Recommendation Implementation Result Resulting Capacity

Associated Costs

Estimated Savings

Estimated Deferred Costs

Savings

New East High SchoolNew Construction 1,200 Capacity/East Montgomery Site TBDPhased in 2 Segments

Will allow the realignment of students from JDHS and LHS and allow Lanier High School to be vacated for renovation for magnet programs

1,500 $55.2 M

Lanier High School

>Convert to Magnet High School for B.T.W and L.A.M.P. Program>Create Grade 6-12 program with Baldwin MS moving to Lanier

Will allow the discontinued use of B.T.W., Baldwin, and Loveless Facilities. 1,500 $28.75 M

Robert E. Lee High School New Construction 1,200 Capacity/New Site TBD Abandon old R.E. Lee building, potential sale of property 1,200 $55.2 M $40 M

Jeff Davis High School Moderate Renovation Programmatic and Condition improvements to the facility 1,650 $24.25 M

Brewbaker Tech Addition + Minor Renovation 700 $4 MBooker T. Washington HS Discontinue Use Move program to Renovated Lanier HS 0 TBD $16.1 ML.A.M.P.Loveless facility Discontinue Use Move program to Renovated Lanier HS 0 TBD $8.3 M

6,550 $163.4 M $64.4 MTotals

Montgomery Public SchoolsHigh School Recommendations

What do you believe is the most appropriate size of comprehensive high schools in Montgomery Public Schools? 5% Less than 600 41% 600 – 1,199 41% 1,200 – 1,799 8% 1,800 – 2,099 2% 2,100 – 2,399 2% More than 2400

What are your expectations regarding outcomes of the Montgomery Public Schools? • 100% graduation rate, reduce dropout

rate • Increased attendance and academic

performance • AYP (adequate yearly progress) needs to

be met in all schools • Preparing students for life after high

schools for college, the military, or the work force



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Project Location: St. John, IN Owner: Lake Central School Corporation 8260 Wicker Avenue St. John, IN 46373 Contact: Dr. Larry Veracco Superintendent Phone: (219) 365-8507 Services Provided: High School & District-wide Facility Master Plan Dates of Project: December 2009 – May 2010

DeJONG-RICHTER Project Team: Lee Hwang, GIS Director Dr. William DeJong, Advisor Scott Leopold, GIS Analyst

One HS60%

Two HS32%

9th Grade5%

Thematic3%

Overall Respondents -Percentage of First Choice

From December 2009 through May 2010, DeJONG-RICHTER assisted the Lake Central School Corporation in a process to develop a facility master plan that addresses the school facilities in the district. The planning process was developed with extensive community involvement, and focused on developing a facility plan to meet the school facility needs for the 21st Century.

In February 2010, a community dialogue was held to discuss the facility master planning process and gather input from the community regarding preferences for school facilities and programs. Approximately 210 people attended the dialogue, with an additional 560 people participating online. Questionnaires were developed to gather the community’s preference on: As a result of the community dialogue, options were developed for the elementary, middle and high schools. Elementary and Middle School Options: • Option A – K-4, 5-8 with one new ES • Option B – K-4, 5-8 with one new thematic ES • Option C – K-5, 6-8 with two new ES

High School Options: • Option A - Prior Bond Project • Option B2 - One HS on Current Site (Primarily New Construction) • Option C - Two 9-12 High Schools (1 - current site, 1 - new site) • Option D1 - New 9th Grade on New Site/ Renovate High School for 10-12 • Option D2 - Keep 9th Grade on Current Site & Build New 10-12 on a New Site • Option F - One New 9-12 HS for 3,500 Students on a New Site

These options were then presented to the community in March 2010. Over 300 participants attend the second dialogue with an additional 300 participating online. Respondents described preference for each of the school options. The majority of respondents rated Options B2, C, and F as the most desirable options, although the results for Option F are well-distributed. Individual, group, and web respondents rated Options A, D1, D2, and E as low.

Funding A large majority of individual, group, and web respondents indicated that they would support a bond issue to fund projects. The majority of those respondents indicated they would be willing to support between $100m and $199m. Additionally, the majority of those respondents stated that they would be willing to support a General Fund tax increase to support the operations of a second 9-12 high school.

LAKE CENTRAL SCHOOL CORPORATION High School & District-Wide Facility Master Plan

• School sizes • Class sizes • Grade configuration

• Number of schools • Construction of new high school • Site requirements

IND GRP WEB

Yes 98.05% 97.67% 89.30%

No 1.95% 2.33% 10.70%

IND GRP WEB

a. Less than $50m 2.02% 0.00% 6.56%

b. $50 - 99m 3.64% 4.88% 14.34%

c. $100 - 149m 38.06% 41.46% 39.34%

d. $150 - 199m 47.37% 48.78% 21.31%

e. Greater than $200m 8.91% 4.88% 18.44%

IND GRP WEB

Yes 61.13% 61.90% 63.35%

No 38.87% 38.10% 36.65%

15. Would you support a bond issue to fund projects?

16. If yes, what bond amount would you be willing to support?

Would you support a General Fund tax increase to support the operations of a second 9-12 high school?


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Project Location: Jacksonville, FL Owner: Duval County Public Schools 1701 Prudential Drive Jacksonville, FL 32207 Contact: Mr. Doug Ayars COO Phone: (904) 390-2007 Email: [email protected] Services Provided: High School Redistricting Project Size: Students: 123,000 Square Feet: 17 million Dates of Project: August 2003 – current

DeJONG-RICHTER Project Team: Tracy Richter, CEO Ashley Guzzo, Project Coordinator Scott Leopold, GIS Analyst

DeJONG-RICHTER began working with Duval County Public Schools (DCPS) in 2003 and has since been the contracted planner for the District. DCPS educates 123,000 students in over 200 facilities. Being a large system, DCPS has areas that are declining in population and others that are growing. This calls for both school consolidation as well as school construction. DeJONG-RICHTER provides a broad range of services from enrollment projections to long range strategic planning in order to support the school board in decision making.

DeJONG-RICHTER has been updating the Districts school level enrollment projects bi-annually since 2003. These cohort-survival based projections are very useful when it comes to making facility decisions. Due to overcrowding and future projected growth DCPS constructed a new high school in the Southeast quadrant of the County. DeJONG-RICHTER led a redistricting process for Atlantic Coast High School. A working group composed of 30 school district officials and community members develop boundary options to take to the larger community. More than 1,500 com-munity members participated in a dialogue and online and the responses were shared with the working group and the School Board. Atlantic Coast High School opened in August of 2010 with an enrollment within 1% of projections developed as part of boundary process.

• Additional Services Provided to Duval County Public Schools:

• ES #160 Boundary Process - Fall 2010

• School by School 10 Year Enrollment Projections - Spring 2010

• Detailed GIS Boundary Review - Winter 2010

o Advancement in Community Excellence Process - 2008-2009

o Consolidated Elementary School

o Changed boundaries in 9 other schools Created Boundary for Westview K-8 School

DUVAL COUNTY PUBLIC SCHOOLS

Redistricting


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Previous Public Education Institution Clients

International

• Kuwait • Honduras

Urban and Large Districts

• Akron Public Schools, OH • Anchorage School District, AK • Austin Independent School District, TX • Baltimore County Public Schools, MD • Bridgeport Public Schools, CT • Broward County Public Schools, FL • Charleston County Schools, SC • Cincinnati Public Schools, OH • Clark County School District, NV • Cleveland Municipal School District, OH • Columbus Public Schools, OH • Dayton Public Schools, OH • Detroit Public Schools, MI • District of Columbia Public Schools, Washington, D.C. • Duval County Public Schools, FL

• Fargo Public Schools, ND • Grand Rapids Public Schools, MI • Jefferson Co Public Schools, CO • Juneau School District, AK • Long Beach Unified School District, CA • Memphis City Schools, TN • Montgomery Public Schools, AL • Orange County Public Schools, FL • Philadelphia School District, PA • Providence Public Schools, RI • Richmond Public Schools, VA • Scottsdale Unified School District, AZ • Shelby County Schools, TN • Toledo Public Schools, OH • Virginia Beach City Public Schools, VA • Waterbury Public Schools, CT

Suburban Districts

• Berea City School District, OH • Beverly Hills Unified School District, CA • Birmingham Public Schools, MI • Cleveland Heights City Schools, OH • School District of Fairfield County, SC • Gulfport School District, MS • Halifax County Public Schools, VA • Hilliard City Schools, OH • Hudson City Schools, OH • School District of Janesville, WI • Kettering City Schools, OH • Ladue School District, MO • Manassas City Public Schools, VA • Manhasset Public Schools, NY • Martin County Public Schools, FL • Monongalia County Schools, WV • Moon Area School District, PA

• Northville Public Schools, MI • Orange Local Schools, OH • Palm Beach County Public Schools, FL • Pulaski County Schools, VA • Rochester Community Schools, MI • Rockwood School District, MO • Rocky River City Schools, OH • Romeo Community Schools, MI • Southampton Union Free Schools, NY • Southwest Roanoke County Schools, VA • South-Western City Schools, OH • State College Area School District, PA • Sycamore Community Schools, OH • Twinsburg City Schools, OH • West Geauga Local Schools, OH • Whitmore Lake Public Schools, MI

Rural Districts

• Campbell County Schools, VA • Grant-Hardy County Schools, WV • Marshall County Schools, WV • Ohio County Schools, WV • Randolph County Schools, WV

• Sampson County Schools, NC • Sweetwater County School District #2, WY • Switzerland of Ohio Local School District, OH • Tri-Valley Local Schools, OH • Uinta #1 School District, WY


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Program Details - Methodology The following process is a proven and suggested method for completing this project. This process can be tailored to meet the needs of Champaign Community Unit School District #4, due to community expectations and or financial limitations. Step 1: Plan for Planning Prior to developing a facilities master plan, our team facilitates a “plan for planning” work session to ensure that there is clear agreement on the objectives and the process to be implemented. The purpose of this initial meeting with the District administration is to gain an understanding of the mission and function of the District and discuss various approaches. The “plan for planning” work session is held to make certain that expectations of the project are understood and there is consensus on the process to be implemented. Additional internal meetings are held by the consultant to discuss roles, functions, responsibilities, brainstorm approaches, anticipate problems and issues, and prepare for the project roll out.

Step 2: Opinion Research

Focus Groups With any community engagement process it is very important to establish a point of origin. It is very difficult to meet targeted goals if a baseline is not established. DeJONG-RICHTER and Fallon Research believe that the best way to begin is in a focus group process. The focus group is comprised of 10 to 12 randomly selected, screened, and incentivized community members. They participate in a 90-minute semi-structured moderated discussion. While the data is not generalizable - that is, not useful for quantifying or measuring - it provides a lot of insight into why people feel the way that they do. Understanding the rationales for the sentiments of community members may be very useful to the administration. Information from this focus group is utilized in the next step of the process, a quantitative research survey. Quantitative Research After the focus group data is analyzed, the District along with the consultant team can begin to formulate a set of precise closed-ended questions. The survey is conducted over the phone with a live interviewer. A sample size of 500 yields a +/- 4.4% estimated overall margin of sampling error. This also includes an over-sampling of parents. This data is viewed and analyzed separately, as well as weighted, so that the oversample does not distort the overall results. The survey includes 30 closed-ended questions and, at least, one open-ended question, which includes coding for aggregate results and verbatim responses. A survey of this length provides more opportunity for gathering information on a broader range of topics, which is intrinsically valuable to the administration – such as assessments of the quality of education and managing tax dollars – but might also correlate with attitudes about facilities.


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Step 3: Educational Futures Conference

The dynamics of the education environment demand a proactive approach to planning for the future needs of the District. This process includes an educational futures conference that invites selected stakeholders including (but not limited to): parents, staff, community organizations, local businesses, local and State government officials, and higher education representatives. The purpose of this meeting is to provide the public with a global view of the future of education including the influences of demographic change, economic uncertainty, social impacts, technological influence, and ever-changing educational delivery models. The input from stakeholders at the educational futures conference is used to shape the educational framework for planning. The educational framework will be defined later in this proposal.

This conference also assists in identifying those interested in participating as a Steering Committee member for this process.


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Step 4: Data Analysis The consultant team develops, gathers, reviews, and summarizes key documents and data, including (but not limited to) financial and budget information, historic enrollment data, demographics, analysis of facilities, Geographic Information Systems, and community relations profile. Facilities Assessment Information regarding the condition of each building is critical to the development of site selection. Many buildings are in need of roofs, windows, HVAC, and electrical upgrades, among many other systems. An evaluation of each school building needs to be conducted to determine the level of renovation needed or if the building should be replaced. If this information has already been collected, the consultant team will evaluate and include it in the findings moving forward. Educational adequacy and capacity studies should also be conducted. A facility planner must consider how the District’s educational program adapts to each facility. Planners not only look at a building’s physical capacity and layout, but also at how the facility allows for current and future educational pedagogies. Enrollment Projections The DeJONG-RICHTER team is currently using a custom-designed forecasting model to develop ten year enrollment projections for school districts. In developing the projections, we are able to enter data and configure the projections at a district-wide level, by geographical area, and by individual facility. The steps involved include data collection and enrollment projection development. With cooperation from the District, DeJONG-RICHTER collects historical enrollment figures, birth data, housing development and real estate data, and U.S. Census data. DeJONG-RICHTER analyzes the data, enters the information into the projection model and develops high, moderate, and low projections. These take into account issues such as rate of growth or decline and recent economic developments. The information is reviewed and incorporated into the report.


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Geographic Information Systems (GIS) The use of GIS is vital to site selection as an interactive mapping tool that can depict students that live within the boundary, students who live in but attend outside the boundary, and students who live outside the boundary but attend in. Population and housing demographics can also be overlaid to determine growth trends in different areas of the District. Data incorporated into the GIS includes, but is not limited to the following.

• Student locations • Grade level and school attending • Demographics including race, gender and free &

reduced lunch • Programming such as ESL • School locations • Current and proposed attendance boundaries • Housing developments

This data is critical when evaluating potential building sites. The consultant will provide a complex GIS network analysis to evaluate potential sites, taking into account student locations as well as projected enrollment.


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Step 5: Assemble Steering Committee A Steering Committee facilitates the development and implementation of the Master Planning Process. The Committee represents a broad cross-section of school and non-school members of the community. The Steering Committee meets several times throughout the process and will include representatives from all school facilities. Below is a suggested list of groups to consider for Committee membership.

• Parents • School Staff • Administrators • School Board members • Community/Civic organizations (e.g. NAACP, Rotary, etc.) • Business organizations • Higher education • Students • Municipal, township, and/or county government • Others to be determined

In an effort to keep all committee members informed, the consultant team manages a project related website accessible to the Committee as well as the District stakeholders. The role of the Steering Committee is to provide community representation throughout the process. Responsibilities include review of draft reports, publicity and communication to the general community, review of community forum results, and development of options and recommendations to the School Board. The Committee is not responsible for the final decision in the process. This Steering Committee and the website functions as a transparent portal in which all data and materials related to the process are disseminated to the community.


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Step 6: Establish Educational Framework The educational framework is a set of parameters that establishes the planning guidelines for this process. Educational framework can include issues that influence the future of education in the District and can include topic areas such as:

• School Size • Grade Configuration • Small Learning Communities • Magnet Programs • Year-Round Schools • Renovation Standards

Each district’s educational framework is unique. The topics used for Champaign Schools are determined by the results from the Educational Futures Conference, input from the Steering Committee, and internal District input. The output from this framework discussion will be reported and given to the Steering Committee for options development. Step 7: Opinion Research – Part II

It is important to return to see where the community is in the process. Are they aware of the Steering Committee? Are they getting the information that the Committee is disseminating? How do they feel about the process? etc. This will give the Steering Committee vital information when developing options as well as allowing media efforts to be concentrated in areas and demographic sectors that are not being reached as effectively as others.


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Step 8: Options Development Facility options are developed from the data collected and input gathered from the facility condition review, educational framework work session, GIS, cost estimates, and community input. Appropriate costs associated with options are also developed and are based on cost estimates of the scope of work determined by condition and educational adequacy assessment. In conjunction with the District and the Steering Committee, DeJONG-RICHTER develops the options before presenting them to the community. These options identify the basic scope of the renovations, replacements, additions, new construction, and closures / consolidations, as well as macro costs. Options Packet An options packet is developed and provided to all attendees at a Community Forum. The options packet includes all pertinent planning data and describes each option including basic project scope and cost.

Community Forum During this forum, participants, in small groups, rate/rank each of the facility options, and develop a collective response as to the preferred option. At the conclusion of the forum, results are posted on wall charts and all questionnaires are collected and tallied. A web questionnaire is available online for anyone not able to attend this meeting.


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Step 9: Recommendations Final Report and Recommendations Once all of the results from the Community Forum are reported, the Steering Committee meets again to review the results and develop recommendations. This Committee is only responsible for providing two optional recommendations to the School Board. The Committee is not responsible for making final recommendations. Charts, graphics, and electronic presentation media are only some of the tools used to present the site selections process in a simple, yet sophisticated, manner. Proposed strategies and timelines for accomplishing the identified tasks will be presented. Also, specific recommendations will be forwarded to the District. Following board approval, the District considers various funding measures. Communication Strategies The steering committee will be responsible for determining effective communications tools specific to the needs of the Champaign community. The committee forms an outreach sub-committee specifically focused on preparing and disseminating messaging for this process. The consultant team provides proven methods of communications and the support to implement. Effective means of communication that have been previously used include:

• Social Media (e.g. Facebook, Twitter, etc.) • District automated phone messaging system • Project Website • Opinion Research Surveys • Web Based Community Forums and Bulletin Boards • Traditional paper fliers

o Local Churches o Supermarkets o Recreation Centers o Parent Teacher Organizations o Athletic Boosters

• Prepared messaging from District leadership to local civic organizations, etc.


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BUDGET

The professional fee for the Public Engagement / High School Site Selection services for Champaign Community Unit School District #4 as outlined in this proposal is estimated to be $116,800. Professional fees are broken down by task in the table below.

Reimbursable expenses include travel [car rental, parking, etc.], lodging, meals, printing, postage, overnight package delivery service, and other direct expenses associated with the project. In addition, the District will be responsible for other related cost such as additional printing, meeting space, etc. The District is also requested to provide a person to serve as the primary contact for the project and serve as a liaison with the consultant team.

Champaign Community Unit School District No. 4

Personnel CostsDeJONG-RICHTER

Hours Rate Total Hours Rate Total Hours Rate Total Total

District Meetings 8 $150 $1,200 0 $95 $0 8 $95 $760 $1,960

Meeting Preparation 4 $150 $600 0 $95 $0 0 $95 $0 $600

Conference Calls/Communications 16 $150 $2,400 0 $95 $0 8 $95 $760 $3,160

28 $150 4,200$ 0 $95 $0 16 $95 $1,520 $5,720

Process Methods & StepsQualitative Focus Group Analysis 87 $150 $13,050 0 $95 $0 0 $95 $0 $13,050

Quantitative Survey 107 $150 $16,050 0 $95 $0 0 $95 $0 $16,050

Futures ConferencePreparation 16 $150 $2,400 16 $95 $1,520 8 $95 $760 $4,680

Attend 12 $150 $1,800 0 $95 $0 12 $95 $1,140 $2,940

Results 8 $150 $1,200 16 $95 $1,520 0 $95 $0 $2,720

Steering Committee (4 Meetings)Preparation 32 $150 $4,800 0 $95 $0 48 $95 $4,560 $9,360

Attend 48 $150 $7,200 0 $95 $0 48 $95 $4,560 $11,760

Results 0 $150 $0 16 $95 $1,520 0 $95 $0 $1,520

Framework Development 8 $150 $1,200 0 $95 $0 0 $95 $0 $1,200

Opinion Research Part II- Quantitative Research 47 $150 $7,050 0 $95 $0 0 $95 $0 $7,050

Options Development 24 $150 $3,600 0 $95 $0 24 $95 $2,280 $5,880

Community ForumPreparation 8 $150 $1,200 0 $95 $0 24 $95 $2,280 $3,480

Attend 16 $150 $2,400 0 $95 $0 12 $95 $1,140 $3,540

Results 8 $150 $1,200 24 $95 $2,280 0 $95 $0 $3,480

Deliverable- Reports 32 $150 $4,800 16 $95 $1,520 16 $95 $1,520 $7,840

School Board Worksessions and Meetings (Up to 4) 40 $150 $6,000 0 $95 $0 24 $95 $2,280 $8,280

493 $150 73,950$ 88 $95 $8,360 216 $95 $20,520 $102,830

$108,550

$8,250

$116,800

Task & Activities

Sub-Total

Plan for Planning

Sub-Total

Total

Estimated Expenses

Cost Summary

Planning Services

DeJONG-RICHTER PersonnelProject Director / Pollster Project Planner GIS


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Authorization DeJONG-RICHTER requires that a signed agreement be retained before engaging in any planning activities. Upon approval, this document will serve as the official contract. Please sign and return original to the DeJONG-RICHTER office. Authorized Person to Sign for DeJONG-RICHTER April 5, 2012 Date Tracy Richter, CEO Authorized Person to Sign for Champaign Unit 4 School District Date Signature

champaign community unit school district no. 4 · 2019-05-29 · champaign community unit school...

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