Sibley East Facilities, Realignment, Restructuring Report

Presented By: Mari Lu Martens, Steve Harter and Jim

Amsden

With special thanks to Staff Facilities Committee that has helped gather information

contained in the report.

Preparing for the Future

Sibley East Schools Mission Statement

Sibley East Schools maximize the use of community resources to prepare today's students to meet tomorrow's challenges. Staffing & Program Offerings K-12 School Facilities and Instruction Research Based Grade Alignments

Staffing and Program Offerings

Staffing and Program Offerings Staffing Grades K-6

623 Students 62 licensed faculty

32 classroom teachers

Specialists ESL Music Art Media P.E. Title I&II Dean Gifted/Talented School Social

Worker Test Coordinator

Special Education LD shared EBD with

H.S. and J.H. Autism Speech DCD ECSE

Staffing and Program Offerings

Staffing Grades 7-9 Staffing is based on four section

scheduling for 262 students. Students are serviced by:

16 teachers with full junior high teaching assignments *2 of these teach overloads

7 teachers with split junior high and senior high teaching assignments (all travel)

2 teachers with split junior high and elementary teaching assignments

Staffing and Program Offerings

Staffing Grades 10-12 Staffing is based on four section scheduling

for 296 students and an eight period day. Students are serviced by:

14 teachers with full senior high teaching assignments *2 of these teach overloads

1 full time senior high counselor 7 teachers with split junior high and senior

high teaching assignments 3 teachers with split senior high and

elementary teaching assignments

Staffing and Program Offerings

Program Offerings EC-Grade 6 classrooms After School Programs

Targeted Services Integration School

Embedded Programs Cadets Title Programs ESL Music and Art 1 semester each P. E. Keybo for 5th and 6th grade Band for 5th and 6th grade Media

Staffing and Program Offerings

Program Offerings 7-9

Students acquire 7th and 8th grade credits; these credits will determine if the student moves onto the graduation track.

9th grade students acquire 7-8 credits towards graduation.

Additional programming: Advisor/Advisee, peer tutor, targeted services after school and extra-curriculars

Staffing and Program Offerings

Program Offerings 10-12 Students acquire 5.5 core credits in 9th grade and 1.5-

2.5 electives Students required to take 12 core credits for

graduation English (3) Math (2) Science (2) Social Studies (3) Fine Arts (1) Physical Education (1)

Students are required to take 9 elective credits for graduation

There are 71 different classes covering 63 separate subjects offered to fulfill these credits

Programming 10-12

0

2

4

6

8

10

12

English

Soc. Studies

Science

MathPhy. Ed.

Fine Arts

Language

Agriculture

Ind. Tech

Bus. Educ.

Comp. Sci.

FACSJournalism

Youth Ser

Elective ClassesCollege Credits Avail.

Programming 1957 vs 20091957 Classes: 22 subjects taught

Bookkeeping AlgebraBusiness GeometryTyping General mathShorthand BiologyEnglish General ScienceLatin PhysicsSpelling World HistorySpeech American HistoryGeography AgricultureIndustrial Arts Home EconomicsBand Choir

2009 Classes: 63 subjects taught

English Algebra Agriscience Child Dev Draw/Paint Honors English Geometry Horticulture Careers in CD Mixed MediaWorld History Triginometry Animal mgmt Basic Foods CeramicsWorld Geography Analysis Wildlife Mgmt Creative FoodsEconomics College Calculus Landscape Hort Foreign FoodsU.S. Government Vet Science Business Law Family LivingPsychology Carpentry Accounting I-II Living On Own

Sociology Interior Trade Marketing JournalismBiology Appl. Electricity Business Appl.Adv. Phy Ed. Chemistry Drafting/CAD Desktop Pub ESLBasic Physics Cabinet making Comp Sys/Prog Spanish I-IV Physics Metals Manufact. Adv Program BandAnatomy Metals/Welding Intro to HTML Choir Env. Science Small Engines A+ Certif Phy Ed Forensics Landscape Video Prod I-IV Special Ed

Sibley East Facilities

Facilities:The Arlington Site 1957 Yearbook Photo

The construction of the new Arlington-Green Isle school began on July 27th, 1955. The opening of the 1956-57 school year was delayed for one week. Fourteen new classrooms were added, including rooms for home economics, industrial arts, agriculture, science, lecture and laboratory rooms, typing and bookkeeping rooms. A new library and new administrative offices are in the building. The old gym was converted into a hot lunch room, with a kitchen having all the latest facilities......................

Facilities: Arlington SiteHigh School

Programming additions to the high school since 1957

Special Education Learning DisabilitiesEmotional Behavioral Disabilities

ESL Computer labs (2) ITV instruction Counseling Area Girls Athletics Community

Education

Elementary Programming

additions to the elementary since 1933. All Day

Kindergarten Computer Lab

Added Special Ed

Classroom Title One

Classroom ESL Classroom Social Worker School Psychologist Cadets

Structural Facilities: Arlington SiteHigh School

High school structure is relatively unchanged from 1957.

Energy updates (windows/lighting/ventilation)Pool and Fine Arts wing addedClassroom spaces changed

Two classrooms converted to computer labs

One storage area now a classroom (ESL)

Staff work area reduced to accommodate handicapped accessibility

Shared services to social worker, psychologist, speech

Elementary The Elementary School

structure is relatively unchanged from 1933 with the exception of added temps. Energy Updates Temporary classrooms

added Kindergarten Early childhood

education Classroom spaces

changed Computer Lab added Special Ed Classroom Title One Classroom ESL Classroom Social Worker School Psychologist Speech

Teaching and Support Area Sizes Compared to

State Guidelines(MDE Guidelines January, 2003)

Arlington Site: Teaching and Support Area Sizes Compared to State Guidelines

Existing State Guideline

(High School)

Difference

General Classrooms 704 sq. ft (average) 850-950 sq. ft -146 sq. ft. TO -246 sq. ft.

Science Lab/Classroom

924 sq. ft. 1,200-1,500 sq. ft -276 sq. ft. TO -576 sq. ft.

Media Center 2112 sq. ft 7700 – 9100 sq. ft.

-5588 sq. ft. TO - 6988 sq, ft.

Cafeteria/Kitchen/Prep

4376 sq. ft 9250 sq. feet. -4874 sq. ft.

Art Classroom 1100 sq. ft. 1950 – 2450 sq. ft.

-850 sq. ft. TO – 1350 sq. ft.

Band 1792 sq. ft. 3260 – 4930 sq. ft.

-1468 sq. ft. TO – 3138 sq. ft.

Choir 1344 sq. ft. 1910 - 2880 sq. ft. -566 sq. ft TO – 1536 sq. ft.

Technical Education 1888 – 1989 sq. ft. 2000 – 3000 sq. ft.

-122 sq.. Ft. TO -1111 sq.. ft

Administration/Counseling/ Health Services

2156 sq. ft. 4670 sq ft -2514 sq. ft

Weight Room/Fitness 4508 sq. ft. 2000 – 4000 sq. ft.

+2508 TO +508

FACS Lab/Classroom 968 1200 – 1500 sq. ft.

-232 sq. ft TO -532 sq. ft.

Gaylord Site: Teaching and Support Area Sizes Compared

to State GuidelinesExisting State

GuidelineMiddle School

Difference

General Classrooms 728 sq. ft (average)

850-950 sq. ft -122sq. ft. TO -222 sq. ft.

Science Lab/Classroom 1060 sq. ft. 1,500-1,700 sq. ft -440 sq. ft. TO -640 sq. ft.

Media Center 2376 sq. ft 4150 - 4850 sq. ft. -1774 sq, ft. TO -2474 sq. ft.

Cafeteria/Kitchen/Prep 3600 sq. ft 9250 sq. feet. -5650 sq. ft.

Art Classroom 990 sq. ft 1250 – 1750 sq. ft. -350 sq. ft. TO -760 sq. ft

Band 2142 sq. ft. 2100 – 3500 sq. ft. +42 sq. ft TO -1358 sq. ft.

Choir 2970 sq. ft. 1600 – 2200 sq. ft. +1370 sq. ft TO +770 sq. ft.

Administration/Counseling/ Health Services

2156 sq. ft. 4670 sq ft -2514 sq. ft.

Weight Room/Fitness 1188 sq. Ft. 2000 sq. ft. -812 sq. ft.

FACS Lab/Classroom 1100 sq. ft 1200 – 1500 sq. ft. -100 sq. ft TO -400 sq. ft

Restructure/Realignment K-6, 7-12

Research Findings on Grade Alignment

Support of K-8 programming As grade span configuration increases, so does student

achievement. The more transitions a student makes, the worse the

student performs

Eighth graders learning in an elementary setting (K-8, K-9, and 3-8) outperformed eighth graders in other configurations

The K-8 advantage is attributed to fewer student transitions, differences between student populations at K-8 vs. middle schools, and differences in teacher populations

The relative protective elementary school setting made entry into adolescence less stressful for both boys and girls and academic achievement improved.

Research Findings on Grade Alignment

Support of K-6 /7-12 programming Students who made the transition to high

school in grade 7, as opposed to later, drop out less often Drop out rates were highest amongst

students making the transition in the 10th grade year

Restructure/Realignment K-6, 7-12Pros (K-6 Staff)

ELL students less likely to drop out –grade level bands

Less traveling teachers Expand curriculum No shifting of students Streamline materials/supplies Eliminate duplicity Streamline administration Balanced classrooms

Gender, size, diversity Increase collaboration-

student and teacher Building consistency Better accessibility to

specialists

Cons (K-6 Staff) Playground space Space for cadet program Bussing routes get longer,

possible loss of student enrollment

Accessibility to student tutors

Costs of student travel Lack of office space for

specialists

Restructure/Realignment K-6, 7-12Pros (7-12 Staff)

Collaborative teaching opportunities

Junior and senior high students can be part of the same organizations

No teacher travel Recovering credits more

streamlined Expanded curricular

opportunities Similar support services

student programming for 7-12

Fewer transitions for students Eliminate lost instructional

time from teacher travel Improved scheduling options

Cons (7-12 Staff) 7th and 8th grade students

with senior high Science lab is not adequate

for 7-12 population demands Space issues for physical

education instruction Classrooms are significantly

undersized in the elementary portions of the buildings

Library/Media Center space is significantly limited for 7-12

Computer lab access would be limited in a 7-12 use configuration

Student lunch areas are undersized

Grade Alignment Conclusions

The segregation of adolescents in middle-grade schools does not necessarily translate into higher achievement. Available evidence suggests the opposite.

Where grade fragmentation is a reality, steps should be taken to lessen the adverse effects on students of school-to-school transitions.

Neither facility will support the optimum K-8/9-12 configuration based on space constraints.

Significant remodeling/upgrades would be necessary at both sites to support a K-6/7-12 configuration

(As detailed in the Teaching and Support Areas MDE recommendations).

Grade Realignment Factors to consider

Cost and length of student travel A possible decrease or increase in parental

involvement, possibly effected by the distance to school and the number of schools a family’s children attend

The effect of school setting on achievement The number of school transitions for students The opportunities for interactions between age

groups The influence of older students on younger

students The number of students at each grade level,

which may effect class groupings and course offerings

Strategic Plan Findings

Strategic Plan Findings The District Strategic Plan calls for:

Conduct recommissioning assessment School Facilities are aging

Arlington Site average age is 46.0 Gaylord Site average age is 46.46 Minnesota average is 30.00 (ESG Report)

Total cost for infrastructure upgrades to meet current ventilation requirements, improve indoor air quality, upgrade the electrical service and replace/upgrade electrical distribution panels, and obtain a 30 year system to serve the facility would be approximately $6,165,000 at the Arlington site and $7,077,000 at the Gaylord site.

$13,242,00.00 before any classroom changes(Hallberg Engineering Recommission Study June 27,

2008)

Strategic Plan Findings

The District Strategic Plan calls for: Appoint facility task force to review

building’s short and long term needs. MDE Teaching and Support Spaces were reviewed

Current facilities are limiting some programming in the areas of science, technology education, and industrial technology lab spaces.

Current spaces/facilities limit 2009 curriculum and instruction techniques that are geared toward collaboration, information sharing, and learning by doing

District staff and board members have made site visits to LSH, Waconia, Waterville, and BellePlaine schools to see updated facilities and student spaces.

Strategic Plan Findings

The District Strategic Plan calls for: Appoint a committee and gather information to review

grade level realignment at each campus. Research supports a K-8/9-12 alignment or a K-2/3-

8/9-12. Fewer transitions increases student achievement Eighth graders learning in an elementary setting

(K-8, K-9, and 3-8) outperformed eighth graders in other configurations

A K-6/7-12 would be the secondary option Students who made the transition to high school

in grade 7, as opposed to later, drop out less often

Conclusions of Report

District leaders must take a holistic approach to programming, grade level alignment and facilities. Each of these is interdependent on the other, and can support

or limit options available to district residents. Current facilities are nearing their limits given increased

programming, curriculum, and service requirements Community and school board members must determine how

we move forward in preparing our students for the 21st century.

Backward plan Identify programs (science, technical and computer

education, collaboration, information sharing, learning by doing, meet identified state standards)

Identify most effective grade level alignment (K-8, 9-12 / 7-12 / K-12)

Identify facility needs (EGS, Hallberg Engineering, Site visits)