february 6, 2018 facility planning update · 2019-05-30 · february 2016 building assessments...

Facility Planning UpdateFebruary 6, 2018

Review Foundational Information & Timeline

Recommendation for School Consolidation

Recommendation for Project List for Architectural Evaluation and Pricing Estimates

Facility Master Plan Update

Foundational Information & Timeline

January 2016 Facility Master Plan (FMP) work of MGT of America beganDecember 2016 MGT recommendation to BOE on Facility Master PlanApril 2017 Election September 5, 2017 BOE Received Election Results and FeedbackOctober 30, 2017 BOE Retreat on Facility Master PlanningNovember 14, 2017 BOE provided new timeline for updated FMP deliveryDecember 12, 2017 Architectural firms recommended to BOEJanuary 23, 2018 BOE provided update on timeline for recommendations February 6, 2018 Recommendation to the BOE on FMP projects for architectural

review and pricing estimates, and recommendation for school consolidation

Original Facility Master Plan

October 2015 Request for Proposal for Facility Master Plan Services issuedJanuary 2016 MGT of America hiredJan-Feb 2016 Focus groups develop Educational Suitability GuideFebruary 2016 Building assessments occur over a 6-month periodApril 2016 Five interactive community input meetings occurMay 2016 Online survey for community, parents, and staffJune-July 2016 Building assessment work finalizedAug-Sept. 2016 MGT presents building assessment, demographic data, optionsOctober 2016 Community input meetings on recommendation November 2016 FMP report provided to BOEDecember 2016 BOE approved the FMP

Facility Master Plan Guiding Principles

● Quality● Equity● Class Size● School Size● Neighborhood Schools

● Schools as Community Centers● Program Impact and Access● School Bus Transportation● Staffing Impacts● Surplus Property

MGT of America FMP Recommendation BOE Meeting December 2016

The comprehensive recommendation included the following investments:

New construction school replacements - 11 schoolsRenovations, upgrades, and/or additions - 29 schools

Early Childhood classroom expansion - 600 student impact

April 2017 Election

First of a two-phase approach - General Obligation Bonds - $189,000,000

Purpose: Construct new buildings, purchase land and demolish existing buildings, improve, repair, renovate and acquire buildings, including technology

improvements, and furnishing and equipping school buildings.

Levy: The District’s adjusted debt service levy was estimated to increase by 24 cents per one hundred dollars of assessed valuation over a two year period.

Election received 51% support and 57.14% was required.

Post Election Community Feedback

Opinion Research and Accurate Hunch Research● Online staff survey - 1,440 completed● April 2017 voter survey - 400 completed● Human-centered design interviews of voters and staff● Focus groups

Parent, Teacher, and Senior Citizen Forums● 2 Parent Advisory Forum Meetings● 2 Teacher Open Forum Meetings● 1 Senior Citizen Open Forum Meeting

District worked with third party consultants to gather feedback regarding the April 2017 election which included surveys, phone calls, and focus groups.

BOE Retreat - October 30, 2017Human Centered Design Interviews and Survey

Results1. The amount of tax requested exceeded the acceptable tax threshold and the overall

size of the request resulted in a negative impact on the vote.

2. The default position of voters and staff is to renovate existing buildings when possible.

3. The complexity of the issue, along with the lack of definitive answers to questions surrounding the plan, led to voter concern and confusion.

4. While there was a general understanding of the need for a bond, there was no sense of urgency in the vote.

5. Sources closest to the classroom or district were clearly the most influential on how a person voted.

BOE Supported Recommendations - October 30, 2017

Board of Education RetreatOctober 30, 2017

Tonight’s presentation will address four primary recommendations that were supported by the BOE at the October 30th retreat.

Finding 2 - Recommendation 1 RFQ to hire architectural firms to study remodel vs. new construction

Finding 3 - Recommendation 1 Eliminate combination campus concept

Finding 3 - Recommendation 4 Identify/close sites with low and declining enrollments immediately

Finding 4 - Recommendation 1 Prioritize FMP using condition score as primary factor for projects for phase one

Timeline for RecommendationsJanuary 23, 2018 BOE Meeting

School Consolidation

Board Policy FC

The Board may permanently or temporarily close, consolidate, or reorganize a school for any reason including, but not limited to:

1. Efficiency - Enrollment has declined or the space is not being used in the most efficient and cost-effective manner.

2. Physical condition of building- condition makes operation cost prohibitive, unsafe, or impractical

3. Alternative use of school facilities - for other programmatic/educational purposes, for support services, to open new school or expand an existing school

4. Change in educational focus - may determine necessary to address the educational needs of students by implementing new curricula or instructional programs

Board Policy FC: Process

A. Convene hearing to elicit public comment regarding the proposed action

B. Superintendent or designee develop procedures for the conduct of hearing

C. Superintendent’s staff prepare an impact analysis setting forth:1. Possible alternatives to the proposed action, including maintenance of status quo

2. Projected impact that each alternative would have on each school affected

3. Enrollment data for the current school year and three-year enrollment projections for all schools affected by the proposed action

Board Policy FC: Reassignment of Students

● Students will be reassigned to a school or schools with available space that can meet their educational needs.

● Attendance boundaries shall be redrawn as needed in a manner that facilitates equitable and appropriate reassignment. Physical proximity to the school will also be considered.

● Students may apply for enrollment at a school or schools other than the school to which they are reassigned in accordance with Board policy and subject to space availability and the admissions criteria of such school(s).

Board Policy FC: Reassignment of Employees

● Teachers, administrators, and other employees at schools permanently closed, consolidated, or reorganized pursuant to this policy shall be reassigned by the superintendent in accordance with Board policy and law.

● If the closing, consolidation, or reorganization requires the district to eliminate positions, those positions shall be eliminated in accordance with Board policy and law.

Board Policy FC: Planning Commission Submission

● The district will submit any building closing proposal to the planning commission that has adopted a city plan pursuant to Missouri law.

Recommendation

1) Adjust boundary and re-assign students from Campbell Elementary to McGregor Elementary.*

2) Use Campbell as an interim facility for an Early Childhood Center for the first step of Pre-Kindergarten expansion. Implement an early childhood transportation pilot project at this site. The size of the expansion will be relative to state funding.

*Slight adjustment to current Campbell east attendance boundary where Boonville Street is Eastern boundary, resulting in a small number of students being reassigned to Rountree Elementary.

Factors to Consider

Combining Campbell and McGregor:● Enrollment impact● Allocation of staff● Student and staff benefits● Other operational efficiencies● Transportation and feeder pattern impact● Maintenance of Status Quo & Estimated Operational Efficiency

Early Childhood Center at Campbell as interim site:● State funding access effective July 1, 2018● Transportation pilot project

Campbell Elementary: Overview

● Enrollment: 133 students attending, 119 reside in attendance zone (plus one Wonder Years classroom)

● Free & Reduced Lunch Rate: 94.2% (FY17)● Total Staff: 21.26 FTE - 7 Classroom Teachers, 2.16 Specialty Teachers, 3 Title

Teachers, 1 Principal, 1 Counselor, 7.1 Support● Classrooms: 11 regular classrooms● Building Makeup: multi-story building, no elevator on a 3.03 acre site● Size: 33,168 square feet● Year Constructed: 1930● Transportation: None provided

Campbell Elementary: Overview

150 students are resident to Campbell

Elementary

16students transfer into Campbell

Elementary (Parent request, Homeless)

33students transfer out of

Campbell Elementary (Parent request, Homeless,

SPED**)

Transfer InTransfer Out

133*students

enrolled in Campbell

Elementary

*119 students are resident to Campbell Data as of 1/30/18

**Special Education

Campbell Elementary: Where do they go?


Elementary


Campbell Elementary (Parent request, Homeless,

SPED*)

Transfer Out7

Bissett6

Boyd8

McGregor

4 York

2Pleasant View

1 Wilder

1Delaware

1Portland

1Sherwood

1Sunshine

1Weller

*Special Education

Campbell Elementary: Where do they come from?


Elementary


Campbell Elementary (Parent request, Homeless)

Transfer In7

Westport3

Twain2

Robberson

1 Holland

1Portland

1Watkins

1Weaver

McGregor Elementary: Overview

● Enrollment: 269 students, 199 reside in attendance zone (plus one Wonder Years classroom)

● Free & Reduced Lunch Rate: 95.5% (FY17)● Total Staff: 41.9625 FTE - 14 Classroom Teachers, 6 Specialty Teachers, 4.4

Title Teachers, 1.4 Principals, 1 Counselor, 12.0625 Support Staff● Classrooms: 19 regular classrooms● Building Makeup: Single story on 3.65 acres (adjoins a 2 acre City Park)● Size: 51,339 square feet● Year Constructed: Original build 1905, multi-purpose room (MPR) 1953,

library 1986. Complete reconstruct of all in 2002, except the MPR and library● Transportation: Currently provided for eligible students


221students are resident to McGregor

Elementary

70students transfer into McGregor

Elementary (Parent request, Homeless, ELL**)

22students transfer out of McGregor

Elementary (Parent request, Homeless, SPED**)

Transfer InTransfer Out

269*students

enrolled in McGregor

Elementary

*199 students are resident to McGregorData as of 1/30/18**Special Education (SPED)

English Language Learners (ELL)


221students are resident to McGregor

Elementary

22students transfer out of McGregor

Elementary (Parent request, Homeless, SPED*)

Transfer Out

3 Boyd

1Cowden

2 Harrison

1Field

1Holland

2Pittman

1Delaware

2Portland

3Rountree

1Sherwood

3Sunshine

1Twain

1Watkins*Special Education


221students resident

to McGregor

Elementary

70students transfer into McGregor

Elementary (Parent request, Homeless, ELL*)

Transfer In

1Boyd

8Campbell

4Delaware

2Holland

2McBride

14Portland

1Robberson

10Rountree

3Sherwood

8Sunshine

1Truman

2Watkins

5Weaver

6Westport

3York

*English Language Learners

Proximity of Sites

The direct drivable distance between Campbell and McGregor is between .75 and .95 of a mile, dependent on which entry is accessed.

Campbell ElementaryDeclining Enrollment - 10 Year Period

Total elementary enrollment has increased approximately 9% or 993 students. Enrollment at Campbell Elementary has decreased by 29% or 58 students.

Enrollment at McGregor has decreased by 16% or 55 students.

Campbell & McGregor ElementaryCurrent Enrollment and 3-Year Projection

*Projected Enrollment

*Based on trend of past five years, projected Campbell -5.06% yearly and McGregor -6.2% yearly grades K-5

Campbell & McGregor CombinedAttendance Zone

Campbell & McGregor Combined Allocation of Staff

Final enrollment will be impacted by student transfers and are not included in the Campbell & McGregor Combined staffing model at this time.

Campbell & McGregor CombinedProposed Allocation of Staff

Campbell & McGregor Combined Classroom FTE: 17 divided by K-5 populationof approximately 336 creates classroom average of 20 students per class.

That configuration may look like this:

Campbell & McGregor CombinedStudent and Staff Benefits

Student Assignment - With more than one class per grade level, those students that sometimes need to be separated from one another will have options, providing for improved learning environments.

Teacher Collaboration - Teachers will have grade-level peers to collaborate with creating increased opportunities for professional growth to positively impact student learning.

Expanded Student Support Services - Boys and Girls Club currently has applied for a grant that would open before school services for students at McGregor.

Reduces Specialty Teacher Splits - Splits currently exist for Specialty teachers (music, physical education, art), will create more time and consistency of instruction for students.

Improved Facility○ McGregor campus was renovated in 2002 - Improved ADA* accessibility and one story○ FMP overall combined score of 77 compared to 64 at Campbell

*Americans with Disabilities Act of 1990

Campbell & McGregor CombinedResearch: School Size and Facility Quality

School Size● On average, the research indicates that an effective size for an elementary school is in the

range of 300-400 students. (1) ● Academic achievement, student attitudes, student behavior, and teacher attitudes typically are

better in these small and effective schools. (1) Facility Quality● A number of studies have measured overall building condition and its connection to student

performance; these have consistently shown that students attending schools in better conditions outperform students in substandard buildings by several percentage points. School building conditions also influence teacher effectiveness. Teachers report that physical improvements greatly enhance the teaching environment. (2)

( ) Research citations at end of presentation.

Campbell & McGregor CombinedResearch: Teacher Efficacy and Collaboration

Teacher Efficacy and CollaborationCollective teacher efficacy is ranked as the number one factor influencing student achievement. It has as an influence on student achievement, and is a contribution that comes from the school – not the home nor the students themselves. According to the Visible Learning Research, CTE is beyond three times more powerful and predictive of student achievement than socio-economic status. (3)

● One process that has been found particularly effective in increasing efficacy is collaborative inquiry.

Research demonstrated a positive relationship between collective efficacy and professional learning communities characterized by collaboration and inquiry. (4)

● Additional research indicates, “schools that engage in collaborative inquiry develop a sense of collective efficacy that helps educators reconnect with their original point of passion: ensuring student success.” (5)

● Teachers gain confidence in their peers’ ability to impact student learning when they have more intimate knowledge about each other’s practice. (6)

( ) Research citations at end of presentation.

Campbell ElementaryOther Operational Efficiencies - Square Feet Per Learner (SFPL)

Elementary Sites 30,000 - 55,000 Square Feet

Average SFPS of selected sites is 139.14Lowest SFPS site - Field Elementary at 94.56Highest SFPS site - Campbell Elementary at 249.382nd Highest - McGregor Elementary SFPL is 190.85

Campbell & McGregor Combined SFPL est. 146.68

Based on K-12 student enrollment data.

Campbell ElementaryMaintenance of Status Quo and Estimated Operational Efficiency

● If Campbell remains open as an Early Childhood Center as recommended, operational and support savings will be reduced.

● Staffing for ECC classrooms would be funded through new formula revenue available for EC students.

● Overall, district will still see an operational savings that could be reinvested to support EC transportation pilot project.

Other Schools Impacted & Transportation

Other Schools Impacted● Feeder pattern for middle school for the combined Campbell/McGregor population remains at

Westport● Current Campbell zone is redistricted to Parkview High School● Approximately 50 high school students will be impacted, but still have the choice to finish at

Central High School

Transportation● Elementary - transportation zero impact; current regular education students in Campbell do not

receive transportation and would not at the blended McGregor either.● Middle School - no change in access.● High School - no change in access.

Current system transportation eligibility - boundary is 1.5 miles for K-8 and 3.5 miles for 9-12.

Campbell Early Childhood CenterInterim Location - Projected for 3-4 years

The foundation formula funding for 2017-18 is currently projected to expand early childhood services for up to 600 students who

qualify for free and reduced lunches.

● Use the vacated Campbell building as an interim Early Childhood Center for up to 200 pre-K students effective 2018-2019 to expand pre-K programming in the district. The size of the expansion will relative to state funding.

● Campbell Early Childhood Center will be filled by students in a feeder system to-be-identified. An early childhood transportation pilot project would be tested with this site.

● The site would also serve as the Parents as Teachers hub for this region of the district.

Alternative Option for Campbell Elementary

Reconstruct or Renovate & Expand Campbell Elementary

Implications: ● Reconstruct or renovate and expand to 300 student Pre K-5 elementary

(includes early childhood classrooms)

● Estimated $3 million for renovations plus necessary additions to expand

● Reassign and redraw attendance zones to incorporate students from Westport attendance area

● Host additional early childhood classrooms at McGregor, Campbell and Westport

Renovate & Expand Building & Redraw Attendance Boundaries

● Effective FY19 reassign 115 students from Westport Elementary to Campbell Elementary

● FY20 and beyond the projected yields flat enrollment Westport Elementary

*Projected

*Based on trend of past five years, projected Campbell -10% yearly and Westport flat trend grades K-5

Limitations of Alternative Plan for Campbell Elementary

● Declining enrollment region may cause additional shifts in attendance boundaries to keep schools filled.

● Site has limited acreage for expansion to 300 student elementary.

● Costs for remodel and addition not necessary due to capacity in neighboring schools.

● Early childhood expansion in regional elementaries is less efficient than a hub system.

Recommendation Restated

1) Adjust boundary and re-assign students from Campbell Elementary to McGregor Elementary.*

2) Use Campbell as an interim facility for an Early Childhood Center for the first step of Pre-Kindergarten expansion. Implement an early childhood transportation pilot project at this site. The size of the expansion will be relative to state funding.

*Slight adjustment to current Campbell east attendance boundary where Boonville Street is Eastern boundary, resulting in a small number of students being reassigned to Rountree Elementary.

Board Policy FC: Process for Consolidating Schools

At the February 20, 2018 meeting, administration will ask the Board of Education to approve the recommendation to proceed with a public hearing to consolidate schools at the close of this fiscal year, and additionally will seek approval for the project list scope.

Next Steps Include:

Communication with internal and external stakeholders regarding the recommendations beginning February 6, 2018.

A public hearing is scheduled for March 8, 2018 at 6:00 p.m at Kraft Administrative Center, 1359 E. St. Louis, Springfield, MO 65802, to elicit public comment regarding the proposed action. An official vote on repurposing Campbell will occur at a subsequent board meeting.

Board Policy FC: Process for Public Hearing

Public hearing is scheduled for March 8, 2018 at 6:00 p.m.Kraft Administrative Center, 1359 E. St. Louis, Springfield, MO 65802

1. Welcome from Presiding Board Officer2. Administration Presentation of Recommendation3. Public Comment

a. Stakeholders shall sign up prior to meeting and may each address BOE for up to 5 minutes regarding the issue

b. Board members present may ask clarifying questions4. Board Comments5. Adjourn

The purpose of the hearing is to elicit public comment regarding the proposed action. An official vote on repurposing Campbell will occur at a subsequent board meeting.

Project List for Architectural Evaluation & Pricing Estimates

Project List RecommendationsFebruary 6, 2018 BOE Meeting

The following project list recommended for architectural study addresses school sites with a Facility Master Plan condition score under 70, and recommendations in response to the feedback obtained after the April 2017 election including:

1) the recommendation to analyze renovation versus new construction costs2) the recommendation to eliminate the combination campus concept3) to provide clarity for identifying where school buildings will be located4) to provide clarity regarding the expansion plan for Early Childhood Education 5) to provide projected feeder pattern impacts of the projects to be studied6) to provide estimated attendance boundary changes of the projects to be studied7) to provide future use for building/sites that were planned to be closed

Architectural Firm SelectionBOE Meeting December 12, 2017

Purpose: Firms are to study the feasibility of renovating and expanding, or replacing

certain schools, and to determine estimated project budgets for those schools to provide the administration and BOE information to consider prior to a bond issue proposal. Requirement: Utilize the educational specifications and data supporting the comprehensive Facility Master Plan recommendation adopted by the Board of Education in December 2016. Three teams of firms are recommended for the work identified in the RFQ:Buxton Kubik Dodd, Dake & Wells Architecture, Inc., and h design group/Hollis+Miller Architects

Findings & RecommendationsLowest Scoring Sites - Condition Score Less than 70

The following project list for consideration includes all school facilities that received a condition score of less than 70 during the the facility master plan review process.*

*Five additional current facilities (Bowerman, Portland, Sunshine, York, and Watkins) are included in the recommended project list due to being impacted by shifts in students from or to other schools.

Early Childhood RecommendationCurrent Structure

Currently we have approximately 800 seats available for early childhood programming. 400 students Wonder Years, 370 Early Childhood Special Education and 30 Head Start

Wonder Year (WY) Sites:Shady Dell (5 WY and 1 Missouri Pre-school Program)Campbell (1) McGregor (1)Cowden (1) Fremont (2)Watkins (1) Williams (1)York (1) Weaver (1)Bowerman (1) Holland (1)Twain (1)

Early Childhood Special Education (ECSE) Classrooms:Truman (2 + 1 SLP room) (SLP = Speech/Language Pathologist) Gray (2 + 1 SLP room)McBride (2 + 1 SLP room)Shady Dell (1 + 1 SLP room)Shining Stars (12 + 5 SLP rooms)Bright Stars (2 + 1 SLP room)

Head Start - Co-QualifyingTampa Head Start (2—Head Start Co-Qualifying)Meadow brook Head Start (1—Head Start Co-Qualifying)

Early Childhood Recommendation

June 2018, districts throughout the State of Missouri will be advised if funding for pre-kindergarten (Pre-K) students will be available beginning July 1, 2018 for the 2018-2019 fiscal year as a result of the foundation formula being fully funded.

SPS qualifies for funding for 600 new free and reduced lunch qualifying Pre-K students. In preparation for the need to provide space for additional Pre-K students, three additional Early Childhood Centers (ECC) are recommended to address the needs for students throughout the district.

Over a period of time, these 600 seats will be added to the current offering and will create a system of 1,000 regular education and 370 special education early childhood seats to be enrolled in four ECC hubs throughout the District and Shining Stars. Blending of programming will likely occur.

Current Early Childhood Model Challenges

● Instability in locations for classrooms due to shifting of K-5 enrollment annually results in moving locations.

● Space may not be available in areas where greatest need exists.

● Less efficient than a regional hub model for staffing teachers and support staff.

● Limited room for 600 student growth which will be made available through formula

● Current classrooms and facilities were not designed for early childhood students

● Transportation available for only ECSE students and Head Start co-qualifying students

Early Childhood RecommendationProposed Long-term Structure

The following facilities are projected to be used for the Early Childhood expansion:

Campbell - Interim Early Childhood Center (ECC) for to-be-identified feeder in the District. (projected 3-4 years while other sites are renovated or constructed)

York - ECC serving Weaver, New Bissett, Westport, New McGregor, Rountree, Sunshine, Delaware.

Bowerman - ECC serving Williams, Watkins, Truman, Fremont, New Robberson, Boyd and Pleasant View.

New ECC at Carver - ECC serving McBride, Harrison, Jeffries, Gray, Disney, Mann, Sherwood, Twain, Holland.

Shady Dell - ECC serving Weller, Hickory Hills, Bingham, Pittman, Pershing, Field, Wilder, Sequiota.

Shining Stars - will continue to serve Early Childhood Special Education students, as well as potential blending within new centers.

New or renovated ECCs will serve as regional Parents as Teachers (PAT) hubs.

Project List RecommendationsElementary Feeder - Hillcrest Area

Current 2017-2018 Hillcrest Area Feeder



Post BondDraft Hillcrest Feeder

Project List RecommendationsElementary Feeder - Central Area

Current 2017-2018 Central Area Feeder



Post BondDraft Central Feeder

Project List RecommendationsElementary Feeder - Parkview Area

Current 2017-2018 Parkview Area Feeder



Post BondDraft Parkview Feeder

Project List RecommendationsElementary Feeder - Glendale Area

Project List RecommendationsMiddle Schools - K-8 Schools - High Schools

Timeline for RecommendationsPresented at January 23, 2018 BOE Meeting

Questions & Comments

Research References

1 Cotton, Kathleen (1996). School Size, School Climate and Student Performance, NWREL School Improvement Research Series, Close Up #2. 2 Earthman, Glen. UCLA Williams Watch Series: Investigating the Claims of Williams v. State of California Title School Facility Conditions and Student Academic Achievement, https://escholarship.org/uc/item/5sw56439 3 Hattie, J. (2012) Visible Learning for Teachers: Maximizing impact on Learning. New York, NY: Routledge. 4 Voelkel, Jr., R. (2011). A Case Study of the Relationship between Collective Efficacy and Professional Learning Communities. PhD. University of California, San Diego, California State University, San Marcos. 5 Langer, G., & Colton, A. (2005). Looking at Student Work. Education Leadership, 62(5). 6 Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA: Corwin.

https://escholarship.org/uc/item/5sw56439

february 6, 2018 facility planning update · 2019-05-30 · february 2016 building assessments...

Documents