Understanding Grade Level Reconfiguration

Slides:



Advertisements
Similar presentations
UNIT 5 REDISTRICTING COMMUNITY FORUM mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm.
Advertisements

Elevator Speech What do you need to share with …..?
DISTRICT IMPROVEMENT PLAN Student Achievement Annual Progress Report Lakewood School District # 306.
Teachers Lead, Students Learn A landmark teacher contract that takes the transformation of Baltimore City Public Schools to the next level September 29,
Flexible Scheduling 101 May 3, 2012 “Special Education is a service, not a place.” 1.
TRHS Action Plan Goal 1 O Goal #1: In the School Year TRHS will further develop our Response to Instruction (RTI) model to ensure.
Budget Overview March 27, K – 3 Elementary Maintains small class sizes (19-22 students per class) Maintains current level of teaching assistants.
June 23, Primary, Junior, Intermediate & Senior Divisions Kindergarten to grade 12.
Title I Annual Parent Meeting Lynch Elementary August 23, :45-6:15Cafeteria.
SCHOOL #1 BALLOT QUESTION AND PROPOSAL Fall, 2016.
What is it? This is a plan that describes how Berta Weathersbee Elementary School (BWES) will provide opportunities to improve parent engagement to support.
Walters Middle School Conversion STEAM Magnet Proposal
Shoreline’s Highly Capable Program
Presenters: Drs. Thomas Koballa, Jr. & Tracy Linderholm
This training references results from the 2017 TELL Kentucky Survey available online at The intent is to begin discussion among staff.
High School study space committee report
Lorain City Schools 90 Day Entry Plan Update.
Parent and Family Engagement Policy
¡Bienvenidos! Carthage Dual Language Academy MSBA Annual Conference
Clinical Practice evaluations and Performance Review
Leveraging the Work of Mathematics Leaders
Special Review Team Required Actions October 23, 2011
Cache County School District Presents:
Media Presentation: Increasing Student Success in Mathematics
School #1 Ballot Question and Proposal
Worlds Best Workforce Annual Report
An Examination of Differentiated Instruction with an Emphasis on the Teachers’ Roles and Characteristics Vincent Sherpinsky Council Rock High School.
Parent and Family Engagement Policy
Unanimous Vote by the Board of Education
The School Counseling Program at {Your School Name}
Parent and Family Engagement Policy
ESE 315 Innovative Education-- snaptutorial.com
Parent & Family Engagement Policy
Highlights From Prior Strategic Plans
SCALED LEADERSHIP MEETING
BUDGET LISTENING & LEARNING SESSION
North Carolina Read to Achieve
Program Evaluation Leading & Learning Spring 2016
Boundary Review Committee Milton #10 Elementary School
Student Assignment Advisory Committee
Parent Satisfaction/Engagement Survey
YouthTruth and Housing Surveys Overview March 20, 2018
Overview of AIR Special Education Program Review and Next Steps
Parent and Family Engagement Policy
Parent and Family Engagement Policy
Interim Superintendent
Parental Involvement Policy
Academically or Intellectually Gifted Strategic Plan
Welcome Thank you for joining us for our
Edgewood Middle School Board of Education Presentation March 23, 2009
Parental Involvement Policy
Kepler Neighborhood School
DRAFT Buffer Zone Policy
Parent & Family Engagement Policy
Parent-Teacher Partnerships for Student Success
Parent and Family Engagement Policy
Annual Title I Meeting and Benefits of Parent and Family Engagement
Lapeer Community Schools Regular Meeting June 13, 2013
Staples Motley School District
Shana Holden-Murphy District Data Specialist Karla Browning
Shelton School District Hi Cap Program Review
Improving School Hours An Approach To Impact Student Achievement
Continuous Improvement Plan Melissa Genson Change Leader
Westport Public Schools
Title I Document Training, Revision, Input Meeting
Parent & Family Engagement Policy & Plan for Shared Student Success
Parent and Family Engagement Policy & Plan for Shared Student Success
Groveton ES Our Local Level iv Journey
Title 1 Annual Parent Meeting
IMPLEMENTING TITLE I IN BARROW COUNTY SCHOOLS
Presentation transcript:

Understanding Grade Level Reconfiguration

Understanding the Issue Conversation about overcrowding and redistricting began in 2015 and continued at Board Retreat in spring of 2016. School Board charged the superintendent with finding a solution to balance enrollment across all elementary schools to provide our students and families with the best possible educational opportunity. A transparent process was used to gather input from all stakeholders. As part of the redistricting process, two Surveys were administered and 8 community forums and 4 faculty meetings were held. In addition, presentations were made to the Local School Governance Teams at each school and the District Governance Advisory Council. We started by analyzing the problem at Creekside Elementary, where we know we have been battling the issue of too many students for years now. That overcrowding has put an enormous strain on our teachers, staff and even the very facilities (our bathrooms and kitchens) that make up that school. This also presented a problem in that we run the risk of being in too much need of space should any new academic programs be included into our curriculum. While analyzing the issue at Creekside we discovered that the problem was affecting far more than just one school as Midway Elementary found itself with far too few students leaving it underutilized. And, as we analyzed the problem even further, we found that only 71% of our students actually attended the appropriate school they were zoned for. This research has demonstrated that the current zoning issues affect the entirety of the district, not just one school, and will require a solution that solves this issue for all of our families, not just some. A Facebook posting was shared with me this past weekend from Chris Smith. In his post, he stated that we already knew the option we were going to choose because in the Georgia Department of Education approval memo concerning the Charter System proposal from Baldwin County dated April 21, 2016 the 3rd bullet of the Summary section states that one of our innovative programming is the “realignment of elementary schools by creating K-2, 3-5 schools.” The document can be found here: https://simbli.eboardsolutions.com/meetings/TempFolder/Meetings/Board%20Item_71246411rz50yur qqqdpnirnfnxa1u.pdf

Understanding the Issue BCSD proudly serves 89% of all Baldwin County elementary school students. The Baldwin County School District had not changed attendance zones for elementary schools since 1997. Baldwin County has undergone considerable changes in the past 20 years yet our district had not adapted to those changes. From the onset of this redistricting effort, we have made every effort possible to make this an open and transparent process. At every step along the way, we have reached out to gain input from all of our stakeholders, on the viable options that were being considered by our board. That process has led to our conducting two community surveys and two staff surveys. It has also led to eight community forums over two months, so that our stakeholders could share with us, in a more in-depth and personal setting, the pros and cons of each of the options under consideration, while also allowing our stakeholders the opportunity ask questions of our decision makers. And, over the course of this time, numerous news articles have been written by outlets all across central Georgia detailing the need, objectives and solutions of this redistricting effort.

Understanding the Issue Too many students leads to higher teacher-to-student ratios and puts strains on our teachers, administrators and facilities/infrastructure. Too few students leads to the lack of efficient use our facilities. There are too many students at Creekside and too few students at Midway. Only 71% of the elementary school students attend their designated home school.

Why K-2, 3-5 Configuration? The K-2, 3-5 grade-level reconfiguration would pair up our four elementary schools. One school of the pair would house all kindergarten through 2nd graders and the other school all third through fifth graders. Balances enrollment and offers greater collaboration for our teachers. More efficient use of staff and instructional resources. Students and families move between schools together.

Why K-2, 3-5 Configuration? Allows teachers to focus on the needs of the designated age groups. Allows us to be more innovative in how we use our facilities. Administrators can focus on fewer grade levels. Positive effect of school culture and climate.

Why K-2, 3-5 Configuration? More opportunities for students at each school to serve as role models. Maximizes use of facilities Opportunities to reduce/balance class size. Unifies our district at the elementary level.

Why K-2, 3-5 Configuration? Ability to utilize staff resources better for enrichment & support (resource teachers, specialists) Larger numbers of teachers to collaborate and grow professionally with on grade level teams. More classrooms per grade level may provide more opportunities to match students to teachers according to teaching and learning styles.

Stakeholder Feedback on K-2, 3-5 Configuration PROS CONS Transportation Lack of continuity Conflicts with scheduled programs/events Facilities would have to be modified (age appropriate classroom furniture and restrooms) More transition for students Communication between schools No older peers Childcare arrangements Teacher training/collaboration Same age groups/grades together (age appropriate) More equity K-2 schools not affected by standardized testing Pool resources by age group Less bullying Unity across our district Students travel together as a group

Thank You!