Cory Merrill Campus Planning Process June 12, 2008

Purpose of Tonight’s Meeting Review background and past agreements Review configuration proposals Engage in open dialogue Reach consensus on the best configuration model for the campus

4 Common Needs During a Collaborative Process The need for information—from friends, technical sources, knowledge-sharing systems, etc. The need for multiple perspectives—you, bystanders, rivals, etc. The need to deal with complexity—managing a perhaps bewildering range of possibilities and consequences with a mix of systematicity and intuition The need to deal with negative emotions—finding and sustaining needed distance (David Perkins, King Arthur’s Round Table, p. 25)

Ground Rules Listen to understand, not to reload Share air time Encourage and respect diverse perspectives Be crew, not passengers

Background and Context: The Early Years 1996: Cory nearly closes, revived through HGT magnet status : Parents mobilize and work with schools to find ways to boost enrollment and achievement at Merrill Spring 2007: CM Committee approaches district for support to make changes, meetings held to discuss October 1, 2007: SIG/Beacon Planning Grant submitted and (November) approved, forming the Cory Merrill Campus Coalition

Background and Context: Vision and Values Determined January 2008: Coordinating Committee formed (24 members, reflecting stakeholder groups) February: Vision and Value statements approved by CMC Coalition ?

Background and Context: Defining Vision and Values

Background and Context: Building Blocks of Excellence

Background and Context: Initial Configuration Possibilities 1. ECE-12 models 1. One School 2. Campus Model 3. ECE-1 at Cory, 2-6 at Merrill, 7-12 at South 2. ECE-8 Models 1. One School 2. Two Schools 3. ECE-K at Cory, 1-8 at Merrill 3. ECE-10 Middle College Model

Model 1: ECE-2, 3-8 as one school What proponents say Expands openings to meeting growing demand for Cory—which will soon be filled with entirely neighborhood students entering Kindergarten. Groups similar grade levels in like buildings Reduces total number of students needed to fill Merrill middle school spots, solving under-enrollment problem No negative impact on South/feeder schools if new elementary students are drawn from growing neighborhood Elementary students become familiar with Merrill and will more likely attend Promotes continuity in curriculum and instruction for teachers Would likely still preserve room for the ELA program What opponents say By using two buildings, there is less continuity It isn’t a change – status quo Negative impact on feeder schools if new elementary students are drawn from feeders 200 students per grade in the middle school – not best way to educate students Challenge of integrating students from feeder schools in at 6th grade Disrupts the Cory configuration when many feel it isn’t broken Could have remodel costs involved (though likely small)

A few introductory remarks about the models... Concerns about losing neighborhood schools, and all students coming Concerns about moving out of schools for a year Concerns about

Model 2: ECE-5, 6-12 What proponents say: Keeps Cory as it is, answering the question of “why fix what is not broken” Reduces the number of students per grade at Merrill, helping solve the under-enrollment problem Separates students into elementary and secondary, grouping like-age level students Provides a small high school environment that can be accessed by middle school students seeking enrichment options Modifications to the building would be minor if any to accommodate high school What opponents say: Cory is overcrowded now—this doesn’t really provide an adequate solution. If you move some of the grade levels (e.g. 5) you logse the benefit of keeping Cory as it is Requires money to modify for high school Space would likely be limited which could negatively impact the ELA program Limits the number of feeder students entering in middle and high school Competes with South High for students

Model 3: ECE-8, 9-12 What proponents say: This model is more likely to attract students from private schools with the high school option This would provide a change for Cory and a chance to redefine itself in new ways Creates a seamless ECE-8 option, integrated in same building 8th graders could still transition to South This is most innovative, different, inspirational, new Could be model for other small high schools in the city High school students not in same building as younger children Continues the positive culture of parent involvement into the middle school option What opponents say: High school students would be segregated from younger students Greater cost for remodeling in both buildings—could be up to several million dollars Space would likely be limited which could negatively impact the ELA program Fewer students could attend (per grade) from feeders and overall Biggest disruption to the current system—most radical change

Criteria for Selection Inclusiveness and Diversity (HGT, ELA, Neighborhood Schools) Increase student enrollment and achievement Seamless Integration Between Schools Meet Growing ECE Demand Draw Students Back to DPS Effective Use of Facilities (Costs)