reynoldsburg reach report

43REYNOLDSBURG CITY SCHOOLS

A. SWOT Responses: High School Scenario 1

Appendix ASWOT Responses: High School Scenario 1(Two 9-12 Schools)

STrengThS Aud. Loc. Strength

C BRJH Capacity relief

C BRJH Capacity relief, transportation, more sports involvement

C BRJH Huge change in population

C BRJH Less overgrowing of students

C BRJH More opportunity for sports

C CO Adaptable

C CO Equal course offerings

C CO Existing programming would be built in

C CO Familiar with peers and teachers

C CO It's traditional

C CO Larger pool of students to pull from (sports)

C CO Less crowding

C CO Maintains a neighborhood approach

C CO More access to teachers

C CO More opportunity (two of everything)

C CO More staff to make critical decisions

C CO Opportunity to build new identity

C CO Traditional

C CO Understandable

C FR Allows more growth (x2)

C FR Better opportunity for students to play sports, etc.

C FR Broad course work opportunities/can take higher level classes

C FR Classic high school experience

C FR Community schools

C FR Continued mentor relationship between older/younger students

Aud. Loc. Strength

C FR Data supports plan of small schools – better academic achievement

C FR Everyone gets an opportunity at extra-curricular activities

C FR Expanded extra-curricular opportunities, especially for "2nd stringers"

C FR Flexibility/growth

C FR Good rivalry

C FR If we're happy with the performance of the current model, we shouldn't change it

C FR Less driving

C FR Maintaining some equity if it exists among boundaries

C FR More access to extra-curricular

C FR More accountability of leader

C FR More opportunities

C FR More opportunities to higher classes

C FR More personalized in small environment

C FR More personalized smaller environment; not getting lost in the crowd

C FR More space (x2)

C FR More space to relieve overcrowding

C FR More students could be in more clubs/extra-curricular

C FR Much more opportunity to athletics and extra-curricular

C FR Neighborhood schools

C FR No need for a new business model

C FR No need for new model?

C FR Similar current

Key to abbreviations:Aud Audience

C Community Participants

P Student Participants

S Staff Participants

Loc Location

BMG Bus Maintenance Garage

BRJH Baldwin Road Junior High

CO Central Office

CK Cooks

FR French Run Elementary

HAMS Hannah J. Ashton Middle School

HM Herbert Mills Elementary

GR Graham Road Elementary

RH Rose Hill Elementary

RHS Reynoldsburg High

SAC Superintendent’s Advisory Council

SR Slate Ridge Elementary

TR Taylor Road Elementary

WRJH Waggoner Road Junior High

WRMS Waggoner Road Middle School

44

Reynoldsburg Reach Summary Report Appendix

REYNOLDSBURG CITY SCHOOLS

Aud. Loc. Strength

C FR Similar to current

C FR Small schools shown to have better aca-demic achievement

C FR Smaller classes (x3)

C FR Smaller population to teach

C FR Stay with same kids throughout

C FR This would solve the current problem of overcrowding and seems to be able to sup-port future growth

C FR Track kids k-12

C FR Transportation

C FR Transportation to/from HS – within neigh-borhood boundaries – fewer buses

C FR Two teams

C FR Two teams = more competitive

C FR Vertical tracking

C FR Would force leaders (school administration) to be more accountable

C GR Costs (x2)

C GR Easier on students.

C GR Easy to take out of grade level courses

C GR Easy to understand

C GR Easy to understand, straightforwaRd.

C GR Easy transportation.

C GR Familiar

C GR Increased opportunities.

C GR Increased opportunity for student involve-ment.

C GR Location wise, easier for kids to get to and from

C GR More children opportunity extra-curricular

C GR More children will get the opportunity to play high school level sports/extra-curricular.

C GR More opportunities for actual participation in sports/extra curricular activities

C GR More opportunity for extra-curricular activi-ties.

C GR More opportunity to participate.

C GR More play sports, band etc.

C GR Participation opportunities for kids in extra curricular activities

C GR Reduce size classes – safety

C GR Reduced class size.

C GR Same offerings in each school

C GR Some may even be in walking distance now, eliminating bus traffic.

C GR Traditional-easier to establish.

C GR Transportation easy

C HAMS Duplication – cost.

C HAMS Familiar, simpler logistics.

C HAMS Less planning.

C HAMS Less popular classes may lack enrollment.

STrengThS (continued)Aud. Loc. Strength

C HAMS More access to activities.

C HAMS More opportunities for extra curricular, sports, music, etc.

C HAMS Neighborhood focus.

C HAMS Proven to work. (x2)

C HAMS School could be closer to home (e.g. Reduce transportation costs).

C HAMS Set boundary would mean less travel time for students.

C HAMS Smaller graduating class.

C HAMS Better chance of participation

C HAMS Less front end planning

C HAMS Neighborhood model

C HAMS None (x2)

C HAMS Proven to work

C HAMS Smaller total size of graduating classes – I.e.: 2 Sr. Classes

C HM Better security

C HM Better supervision

C HM Busing easier and less costly

C HM Class size smaller, half the size

C HM Control overcrowding

C HM Distance from home, smaller class sizes, "healthy" competition

C HM Double sports facilities, double band, double student council, easier for students to make opportunities that they would like, not overpopulated, less traveling for students

C HM Duplicate successful curriculum

C HM Easier to implement

C HM Easier to implement (more familiar)

C HM Familiar

C HM Gives 4 grade levels chance to interact with each other

C HM Help students more than it's needed with ex-tra help after school, school programming, teachers offering to help students after school, non violence, security safety

C HM Less people, more room, two of everything, less fights, you'll have a locker, more competition

C HM Less violence and drama in such a small facility, being able to have security fully enforced in such small environment

C HM Less violence in school

C HM More class opportunities, less people, less fights, lockers,

C HM More kids can walk to school

C HM More room in schools

C HM More time with teachers, more competi-tion, more opportunities for students, 2 of everything, less fights, less students, have a locker



Aud. Loc. Strength

C HM No problems with amount of kids or location

C HM Not as crowded, not as much busing

C HM Not as many parents complaining about busing

C HM Not crowded

C HM Population of the students will be small

C HM Regionally unifying

C HM Separating certain kids that should be

C HM Separating kids, not as crowded

C HM Simple and easy

C HM Smaller amount of students

C HM Smaller class sizes

C HM Student stay in one building for 4 years, busing easier, less costly

C HM The school wouldn't be too crowded

C HM There is another school for people to go to

C HM Tow of everything

C HM Transportation closer to home

C RH Been done before-more of the same

C RH Better student population

C RH Budget

C RH Build staff/student relationship

C RH Busing territory lines would be easy to schedule.

C RH Children would be able to take AP classes more easily.

C RH Competition

C RH Create more sense of unity among school versus having 9 & 10, 11 & 12- smaller setting.

C RH Done before.

C RH Easier for parent involvement- close by.

C RH Easier planning.

C RH Easier to schedule ratios

C RH Easy

C RH Easy to implement.

C RH Easy to plan

C RH Easy to schedule kids.

C RH Easy transportation

C RH Enables kids/staff to develop longer term relationships with each other in neighbor-hood.

C RH Equal opportunities for everyone.

C RH Equalities

C RH Extra curricular activities would grow.

C RH Fair and equal in both high schools

C RH Keep friends throughout school.

C RH Keep students together from elementary schools.

C RH Less crowded

C RH Logical

C RH More competition


C RH More extra- curricular.

C RH More extra-curricular activities

C RH More opportunities for all students, ex. Academics, athletics, etc..

C RH More opportunities for kids in regards to extra curriculars.

C RH More opportunities for students to partici-pate in extra curricular activities.

C RH More room/higher capacity.

C RH More students have opportunity to partici-pate in extra curricular activities.

C RH Neighborhood type school

C RH New experience for student once- familiar with faculty, school layout.

C RH Not so many differences

C RH Only lowest grade level in building once

C RH Prevents domination by SE Students as exists in the present Reynoldsburg high school. (x2)

C RH Safety in regards to too many kids in one school.

C RH Same as always, we do what we are com-fortable with.

C RH Same classes at each school.

C RH Same core curriculum in two schools.

C RH Scheduling

C RH Smaller classes – more teacher attention.

C RH Traditional – we understand it- smaller pos-sibility for backlash from community due to confusion.

C RH Transportation

C RH Transportation may be easier.

C RH Wouldn't have to change schools after two years.

C RHS 2 Sets of extracurricular activities

C RHS Better bonds with students; smaller student bodies; existing models to copy; more par-ticipants in extracurriculars; easier to bus

C RHS Better student bonds

C RHS Boundaries

C RHS Build strong relationships

C RHS Busing logistics easier than other options

C RHS Closer to home (transportation) retakes

C RHS Community focus

C RHS Continuity within a program for students

C RHS Continuum of curricular

C RHS Could produce two excellent schools; would give higher percentage of students op-portunity to participate in extracurricular & special programs; less strain on transporta-tion resources; same model as other school systems

C RHS Different social atmosphere/climate

C RHS Diverse course opportunities within same school

Many comments appear repeatedly among some

groups of participants. Comments that are verbatim duplicates are condensed in the Appendix and indicated with an (xN), where N is the

number of times the idea was recorded at a particular

meeting location. For example (x2) indicates that the idea was mentioned and recorded twice.

46



Aud. Loc. Strength

C RHS Easier to bus; students come from common areas; know each other

C RHS Existing models to copy

C RHS Expertise/done before

C RHS Familiar

C RHS Familiar with the format; less student-to-teacher ratio; better busing logistics

C RHS Familiar/common/best known

C RHS Good competitions

C RHS Good for athletics

C RHS Healthy rivalry

C RHS Known surrounding community does it this way; less strain on transportation

C RHS Less busing costs

C RHS Less student to teacher ratio (x2)

C RHS Less transportation costs

C RHS Less transportation issues

C RHS Matched well with surrounding schools

C RHS More involvement in extra

C RHS More opportunities (sports-extra curricular

C RHS More opportunity for leadership participa-tion ($$$ worth it)

C RHS More participants in extracurriculars, especially in programs where cutting is necessary; healthy rivalries; smaller school

C RHS More participation in extra-curricular (sports, music)

C RHS More student opportunity

C RHS More students would have more opportuni-ties, playing time, etc..., In extracurricular activities; transportation more cost efficient

C RHS Opportunities for advance or remedial in same school

C RHS Opportunity for upper-level coursework would not be limited

C RHS Own identity

C RHS Smaller facilities, less # of students, less busing; allows specialization in program-ming; better bonding among students; more opportunities/participants for extracur-riculars

C RHS Smaller schools; competitiveness between schools=more opportunities; allow vertical movement for students; closer to home=less travel=less transportation

C RHS Smaller student bodies

C RHS Space; already done; easier busing

C RHS Stranger more easily identified

C RHS Students get to know staff and students

C RHS Two good schools proud of

C RHS Two smaller communities, each with com-plete facilities; less cost for transportation to offset cost of multiple teams and bands.

Aud. Loc. Strength

C RHS Two smaller communities, full set of oppor-tunities for each school, allows students to pursue a variety of interests and talents

C RHS Well known & well established

C SAC Doubles opportunity for participation

C SAC Easier sell

C SAC Easy to do

C SAC Equal facilities

C SAC Its been done, familiar and the most comfortable.

C SAC Larger schools-more diverse.

C SAC More opportunities

C SAC More opportunities extras

C SAC More opportunities for sports.

C SAC Relieve overcrowding

C SAC Small class size.

C SAC Smaller class size

C SAC Splits the population

C SR Allows flexibility

C SR Just duplicate

C SR More extra-curricular

C SR More sports, band/extra activities available for more students

C SR None

C SR Possible without any confusion or left-field risks

C SR Predictable

C SR Predictable known model-less planning less duplication

C SR Simple

C SR Smaller classes

C SR Transportation

C SR Won't affect a student if moves from one building to another

C TR All classes regardless of level under one roof

C TR Benefits of being in building W/upperclass-men -- both mentor & mentees benefit

C TR Better accommodates gifted/accelerated students and upper class men who need remedial help to cross over classes

C TR Better opportunities -- wider variety of choices for children

C TR Better student/teacher ratio

C TR Busing and transportation is easier

C TR Can tech advanced/remedial courses

C TR Close to home

C TR Continuity of students knowing teachers and teachers knowing students

C TR Continuity of teacher-student relationships over 4 years

C TR Develops relationships (teacher, students) (x2)

STrengThS (continued)

“Smaller facilities, less students, less busing; allows specialization in programming; better bonding among students; more opportunities/participants for extracurriculars”



Aud. Loc. Strength

C TR Ease in logistics

C TR Ease in logistics/simpler; well understood

C TR Ease of implementation

C TR Easy

C TR Easy split

C TR Equal opportunity for coursework and extracurriculars

C TR Equal opportunity to coursework and extracurriculars

C TR Familiar facility for students/teachers

C TR Familiarity

C TR Freshmen mixed in W/mature seniors

C TR Get the Reynoldsburg name out there more

C TR Good to look to upper classmen or help lower classmen

C TR Increase safety and familiarity

C TR Increase safety for students and increase familiarity

C TR Increased opportunities for students in activities

C TR Known model

C TR Least complicated

C TR Least expensive -- administrative/transporta-tion

C TR Less cost ex. Transportation cost

C TR Less crowded (x4)

C TR Limited transportation needed

C TR Lower cost

C TR Lower cost to start

C TR More extra curricular opportunities for students, more band, sports spots

C TR More extracurricular (athletics) opportunity

C TR More extracurriculars

C TR More flexibility for student. To move into classes of preference

C TR More opportunities. To participate in extra-curricular activities

C TR More opportunities for students to partici-pate in extra-curricular activities

C TR More opportunity for sports

C TR More room

C TR More student opportunities (x2)

C TR More student participation in extra

C TR More students to participate in sports & extracurricular

C TR Offer academics and sports to more students -- advanced coursework available to younger students

C TR Offer higher level courses for younger students

C TR Offers more opportunities for extra-curricu-lar activity

C TR Plenty of examples around central Ohio

Aud. Loc. Strength

C TR Possibilities decrease of students being "lost" in a less personalized, large environ-ment

C TR Proven model (x3)

C TR Reduce overcrowding in school

C TR Research has determined a measurable positive relationship between smaller schools and reduced discipline and safety concerns

C TR Rivalry

C TR Safety

C TR Safety, closer to home if boundaries are drawn geographically

C TR Sense of home W/four years in one school

C TR Sense of home: 4 years -- ownership and pride

C TR Simple to implement/smoothest

C TR Simple/well understood

C TR Simpler to implement

C TR Simplest

C TR Simplest to implement (x2)

C TR Smaller class size/more attention per student/less disciplinary problems

C TR Smaller schools have evidence of better academic performance

C TR Smooth transition

C TR Smoother transition

C TR Strengthen security

C TR Students stay in building longer

C TR Suited to accommodate gifted and acceler-ated plus remedial B/C of all in one school

C TR Teachers knowing their students more B/C of smaller class sizes

C TR To bring more comrades within classes. You will know students better

C TR Transportation easier

C TR Two bands, football teams, etc.

C TR Upper-achieving lower classmen can attend higher classes and vice versa

C WRJH Ability to teach every grade level – I.e. 10th grader taking 11/12 grade classes.

C WRJH Boundary driven.

C WRJH Competition across community

C WRJH Create a safer school environment

C WRJH Duplication

C WRJH Familiar, it works, more kids able to play on a team sport.

C WRJH I believe that the more kids we can get involved the better.

C WRJH I like the idea of two football teams, two basketball teams, two student councils etc.

C WRJH Lowest transportation expense.

C WRJH Maintaining neighborhood school.


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Aud. Loc. Strength

C WRJH More opportunities for extra curricular – more kids can play sports etc.

C WRJH More opportunities for involvement.

C WRJH More opportunities for involvement/partici-pation in extracurriculars

C WRJH Neighborhood

C WRJH Saving on gas – busing issues

C WRJH Simple to do- easy to draw boundaries.

C WRJH Simplified

C WRJH Standard curriculum.

C WRJH Traditional

C WRJH Traditional/familiar

C WRJH Transportation

C WRJH Tried and true

C WRJH We do it that way now.

C WRJH We know how to make this work.

C WRJH Ability to teach to different levels of classes 9-12

C WRJH Athletes-more can participate

C WRJH Easy

C WRJH Familiar + you know it works

C WRJH Keeps neighborhoods together

C WRJH Lowest transportation costs-busing within boundaries

C WRJH More opportunities for all extra-curricular activities

C WRJH Not forced to make a choice

C WRJH Traditional school community understands

C WRMS Breaks the school up into smaller classes and teacher ratios per student.

C WRMS Continuity

C WRMS Eliminates overcrowding.

C WRMS Familiar process.

C WRMS Greater opportunities for more of the students.

C WRMS Keeps students closer to home.

C WRMS Less busing.

C WRMS Less overgrowing of students.

C WRMS More AP classes, less discipline.

C WRMS Resolves spacing problems.

C WRMS Same opportunities, less busing.

C WRMS Simple, traditional.

C WRMS Splits evenly.

C WRMS Students can feel or have a greater impact.

C WRMS The amount of students will be spit equally.

C WRMS Transportation efficiency.

C WRMS Transportation would be easiest – one buss 9-12 to one building .

C WRMS Would give the same opportunities for all students.

C WRMS Continuity in one building

Aud. Loc. Strength

C WRMS Eliminates overcrowding

C WRMS Familiar process

C WRMS Greater opportunities

C WRMS Increased opportunities for fine arts-2x band, etc…

C WRMS Less busing

C WRMS Less crowding-smaller classes cohorts

C WRMS Less discipline

C WRMS Less expensive to run

C WRMS Less overcrowding

C WRMS More AP classes to offer

C WRMS Resolves space issues

C WRMS Role models W/in building

C WRMS Same opportunities

C WRMS Slit evenly

C WRMS Smaller classes-teacher ratio smaller

C WRMS Student feel can make difference

C WRMS Transportation efficiency

P BRJH Allows competition versus each high school, limits the amount of kids in each school

P BRJH Kids can be with friends and family, two of everything, no one gets left out

P BRJH Less crowded

P BRJH Less kids

P BRJH Less kids at one school, see your friends

P BRJH Less kids will be put into 1 school and all the kids will get more room

P BRJH Less people (x2)

P BRJH Less people in one school, more extracur-ricular activities

P BRJH More room in the classes you want to take, more opportunities, less kids

P BRJH More than one high school

P BRJH Moves it so there is a more selective education, limits the amount of people in the schools

P BRJH Not as much population, more classes

P BRJH People will have more space

P BRJH People would be less crowded

P BRJH School would not be as crowded, siblings could be together, could have the same teachers throughout the year

P BRJH Schools are not as crowded, smaller class size

P BRJH Students will get to have the something in each school and no one will be jealous of the other school, great sports

P BRJH The school would not be over packed

P BRJH Two high schools

P BRJH We could all learn the same thing, less kids, work together, more room to switch from class to class

P BRJH We would be less crammed, more room




Aud. Loc. Strength

P HAMS Competition

P HAMS Less people

P HAMS Less people in classes more time W/teacher

P HAMS More opportunities

P HAMS You'll have a locker

P HAMS Less crowded

P HAMS Less money for buses

P HAMS Less traveling for buses to get students to school

P HAMS More room for people to get around

P HAMS No fighting over which school your child would go to

P HAMS Schools won't be over populated

P RHS 2 High schools

P RHS 2 Smaller schools=less crowding, more personal school experience

P RHS 2 Student councils and more clubs to join

P RHS A greater chance to participate in a sport because there is an increase in possible positions to fill

P RHS All grades must deal W/everyone

P RHS Better classes

P RHS Boundaries will keep it controlled well

P RHS Class size

P RHS Community is already dividing things

P RHS Community was being divided anyway

P RHS Competition between schools

P RHS Creating more jobs for teachers

P RHS Creation of healthy rivalry between schools

P RHS Decrease in overcrowding

P RHS Decrease over population

P RHS Easier transition

P RHS Efficient

P RHS Equal

P RHS Equal opportunity-neither is more advan-taged

P RHS Evenly distribute student body

P RHS Expense

P RHS Familiar

P RHS Focus in class

P RHS Good experience

P RHS Good for splitting up students

P RHS Grades would mix W/each other

P RHS Hands on approach

P RHS Helps teachers by reducing the amount of students

P RHS High school less crowded

P RHS High school not divided

P RHS I think that the strengths would be that the hallways would be less crowded

Aud. Loc. Strength

P RHS It could cut down on the amount of people in the high school

P RHS It lowers the number of kids in schools & keeps the good high school experienced

P RHS It would make the crowding that the high school has had for a couple of years decrease

P RHS Keeps things the same

P RHS Keeps traditional experience

P RHS Known, easy

P RHS Less crowded (x10)

P RHS Less drama

P RHS Less fights

P RHS More ability to get to school events

P RHS More focus on students (teachers)

P RHS More help in classrooms

P RHS More help one on one

P RHS More learning attention

P RHS More opportunity for sports

P RHS More opportunity to get on a sports team or academic team

P RHS More people participating in extracurriculars

P RHS More position to fill with 2 separate sports teams

P RHS More room

P RHS More space

P RHS Multiple extra-curricular programs

P RHS Neighborhood HS concept

P RHS Overcrowding would be reduced

P RHS People attend

P RHS Possible boost in school spirit

P RHS Proven, well-tried

P RHS Provides equal opportunity

P RHS Rivalry makes students do their best

P RHS Safer environment

P RHS Same opportunities

P RHS School rivalry

P RHS Separate sports-may be imbalanced

P RHS Smaller class size (x5)

P RHS Smaller teams/more opportunity

P RHS Space for everyone

P RHS Sports/more opportunities

P RHS Still be at the top

P RHS Student/faculty ratios

P RHS Students get more personal help

P RHS The class periods

P RHS The classes will be small, the teachers will know the students better

P RHS The direct education

P RHS The lunches


50



Aud. Loc. Strength

P RHS The population of students and staff will certainly be alleviated and under control

P RHS The school's easy to do

P RHS The schools would be less populated al-lowing students to get more attention from teachers

P RHS The setup will not change and will be famil-iar to students

P RHS The traditional high school idea would still stand!

P RHS There will be diversity at schools

P RHS There will be good opportunities

P RHS Time of class

P RHS Traditional

P RHS Traditional HS idea would still stand

P RHS Transportation/location will be better for students due to the boundaries

P RHS Two different schools but both are on same page

P RHS Two football teams

P RHS We will have good sports fields and more sport stadiums, more lab equipment

P RHS When you go to a football game, the sidelines are packed W/kid. If you create another high school, sports teams will be smaller

P BMG Better education knowing there is less com-motion in the halls

P BMG Better teacher per student

P BMG Extra spaces for activities

P BMG It would give more opportunities for sports and to get into classes

P BMG Kids can learn more because the teachers would not have to help a lot of kids

P BMG There would be less people in each grade, making it easier for teachers to teach

P BMG Twice the opportunity to get a chance to make a sport

P SR Better athletic teams

P SR Competition between schools

P SR Less crowded

P SR More people involved

P WRJH Boundaries (x2)

P WRJH Duplicating activities

P WRJH Equal

P WRJH Equal amount of students

P WRJH Everything equal, opportunity and cur-riculum

P WRJH Good football team

P WRJH I think a strength of having this school would be that you would have more room in each building

P WRJH It will help us make strong decision in our life

Aud. Loc. Strength

P WRJH Less crowded (x2)

P WRJH Less crowded = one-on-one attention

P WRJH Less crowding – more focus – less inter-ruptions

P WRJH Like a nice, new school

P WRJH More focus (x2)

P WRJH More kids to participate in sports and extra-curricular activities

P WRJH More people participate

P WRJH Much less crowded schools

P WRJH No conflicting bus routes

P WRJH Nothing will change

P WRJH Schools wouldn't be crowded

P WRJH Separates the kids so there is not so many

P WRJH Smaller classes

P WRJH There will be more space for new people to join and we can have two of everything, like we are used to

P WRJH There would be a new, nicer building instead of the old, nasty high school

P WRJH There would be room in the schools

P WRJH This would be good because it will be less people at the schools and I wouldn't be so crowded

P WRJH Two of everything

P WRJH Two sets of extracurriculars

P WRJH We all would be together (easier to feel as a community)

P WRJH Will stay pretty much the same

P WRMS Already known

P WRMS Already known – able to help new kids

P WRMS Already known to help new kids

P WRMS Equal shares

P WRMS Extra activities

P WRMS Go to schools/neighborhood friends

P WRMS It is good to have two high schools. It is not that crowded. There is more time you get to do something when there is not very many people. Less discipline problems

P WRMS Less bullies (x12)

P WRMS Less crowded (x2)

P WRMS Less discipline problems (x3)

P WRMS Less kids

P WRMS Less students/bullying/people would watch (x3)

P WRMS More academic curricular (x2)

P WRMS More attention to students (x8)

P WRMS More friends (x11)

P WRMS More one-on-one time with teacher (x4)

P WRMS More one-on-one with students (x2)

P WRMS More time with teachers

P WRMS Not as crowded (x14)




Aud. Loc. Strength

P WRMS Not so crowded (more comfortable) (x3)

P WRMS Safer, due to not overcrowded

P WRMS School has a little more money

P WRMS Stricter watch

P WRMS Teachers wouldn't be so stressed (x2)

P WRMS That should be a good idea (one school for 9th 10th grade and another one for 11th 12th

P WRMS Won't be so crowded (x2)

P WRMS Equal set of activities

P WRMS Not as crowded

P WRMS Teacher/student ratio, better one on one

S BMG Ability to stay in neighborhood

S BMG Best for transportation

S BMG Easiest to transport

S BMG Everyone under one roof

S BMG Familiar

S BMG Less crowded

S BMG Less overcrowding

S BMG Less transportation (miles)

S BMG More parking

S BMG More workers

S BMG One-on-one attention

S BMG Same curriculum in both schools

S BMG Smaller class size (x2)

S BMG Smaller school in student count

S BMG Students would stay in their neighborhood

S BMG Two schools, two teams with the amount of students would give more children a chance they may not have had before.

S BRJH Able to take leadership roles.

S BRJH Busing.

S BRJH Children would be close- busing $ ?

S BRJH Comprehensive – students have all op-portunities.

S BRJH Costs would not require additional busing.

S BRJH Easier to implement/lots of models/staffing.

S BRJH Easy to divide population.

S BRJH Extra sporting teams.

S BRJH More opportunities for extra curriculum involvement for students.

S BRJH More opportunities for more students.

S BRJH More opportunities for students to partici-pate in activities.

S BRJH More room.

S BRJH More space.

S BRJH Opportunity for extracurricular activities.

S BRJH Safer, less complicated.

S BRJH School expectations.

S BRJH Since I live in Pickerington I feel that the community is divided.

Aud. Loc. Strength

S BRJH Smaller school than RHS

S BRJH Students would not need extra busing-$.

S BRJH Close proximity

S BRJH Comfort zone (4 yrs. For students)

S BRJH Comprehensive – identify with "which student"

S BRJH Logistics-busing, scheduling

S BRJH More $$ saved, more teachers stay

S BRJH More models to choose from

S BRJH More school spirit

S BRJH More space

S BRJH More student participation

S BRJH No additional busing needed

S BRJH Opportunity of extracurriculars for everyone

S BRJH Opportunities for student involvement

S BRJH School expectations/procedures would be the same

S CK Additional opportunity for playing sports B/C of two schools with teams from each school

S CK Additional opportunities for extracurriculars activities

S CK Can offer greater opportunity B/C more space, more extracurriculars

S CK Class sizes (x4)

S CK Closer for neighborhood transportation

S CK Easier to staff because traditional

S CK Geographically- logistics of getting to schools would be easier

S CK Going to school with friends in your neigh-borhood

S CK Greater opportunities/more space/more extracurriculars

S CK Greater opportunity to participate in extra-curricular

S CK I feel boundaries are essential

S CK I think each student would be attending near their home base

S CK It would be good as far as each having their own football teams, marching bands, etc. So the kids would be split fairly.

S CK It would cut down on transportation time and costs

S CK Keeping all students in grade levels together

S CK Keeping grade levels together

S CK Less at each school (x6)

S CK More electives opportunities

S CK More one on one with students

S CK More opportunity for students in extracur-riculars

S CK More students would be able to take part in the sports + band-two sports teams, two bands


52



Aud. Loc. Strength

S CK More time for one-on-one

S CK Neighborhood transportation

S CK No overcrowding (x2)

S CK Not a lot of change- easy to implement

S CK Perhaps easier to staff and provide op-portunity.

S CK Small classes

S CK Small school atmosphere

S CK Smaller class size

S CK Smaller classes (x4)

S CK Smaller size in attendance

S CK Students can feel closer to each other due to smaller schools

S CK Students would know each other

S CK Two of everything

S CK We see problems with fighting during long transportation

S CO Already known

S CO Community atmosphere

S CO Competition promotes excellence (x2)

S CO Costs easier to determine

S CO Create rigorous curriculum at both buildings

S CO Easier transport

S CO Easier to understand concept + to staff

S CO Easy to do-it's familiar

S CO Familiar (x2)

S CO Less staffing issues

S CO Lower trans.

S CO Lower transportation costs

S CO More apt to get into class

S CO More kids can participate in activities

S CO More of a community atmosphere

S CO More opportunities for children to partici-pate in activities

S CO More opportunities for student part.

S CO More participation extracurriculars

S CO More understood

S CO Narrow focus

S CO No lottery

S CO No lottery needed to attend

S CO Opportunity to be involved for students

S CO Same kids

S CO Smaller # of students in each building that the current H.S.

S CO Split current staff

S CO Split staff – no fuss

S CO Stay with same kids all through

S CO Student involvement

S CO Teachers from the 2 schools can work together-sharing idias-2 staffs

Aud. Loc. Strength

S CO Tradition….

S FR Busing

S FR Children involved in sports would stand a better chance of being on a team.

S FR Community already understands

S FR Community already understands this model.

S FR Double sports chances

S FR Equal choices, academic, extra curricular

S FR Equal opportunities for all high scholars

S FR Familiar

S FR Familiar set-up

S FR Familiar with/used to set up

S FR Keep siblings together (positive role model).

S FR Kids can get involved

S FR Less change classroom

S FR Less crowding (x2)

S FR Make smaller numbers

S FR More extra curricular activities. (x2)

S FR More kids have extra activities.

S FR More opportunities to get involved

S FR More opportunities for extra curricular participation

S FR More opportunities for extra curricular activities

S FR More opportunities for extra curricular activi-ties for each student. (2 Football teams)

S FR More options for students.

S FR More teaching jobs (opportunity

S FR Smaller #'s of students/class size

S FR Smaller class sizes (x2)

S FR Smaller groups of kids.

S FR Smaller numbers per building. (x2)

S FR Smaller population (x2)

S FR Transportation

S FR Two athletic teams.

S GR 9-12 Graders all on same teams.

S GR Able to take classes at a higher grade level. (10th grader take 11th grade classes.

S GR Could take class at higher level. (x2)

S GR Lower campus population.

S GR Lower student teacher ratio (x3)

S GR More extra-curricular

S GR More participation in outside activities available.

S GR More space (x2)

S GR School population (lower) (x2)

S GR Sporting events (everyone on same team)

S GR Sports (everyone on same team) (x2)

S GR Students have opportunity to take upper level classes.

S HAMS Already know how to do this.




Aud. Loc. Strength

S HM More opportunity to participate in extra curricular activities

S HM More room than one high school, hopefully equal opportunity

S HM No overcrowding

S HM Obviously it will reduce crowding

S HM Offered the same stuff, 2 of everything, community involvement extended (more of everything), equal opportunity

S HM Reduce #'s in school

S HM Sports not split

S HM Teacher experienced with it

S HM Unity, where everybody knows your name, hormones

S HM Won’t be overcrowded

S RH Available for renovations.

S RH Competition between schools positive.

S RH Competition is very good

S RH Continuity of the same neighborhood school feeder system.

S RH Decreased numbers in school/reduce over crowding.

S RH Easiest logistics/easiest to implement. (x2)

S RH Easiest logistics/easiest to plan. (x2)

S RH Get new building/facilities.

S RH Know model

S RH Many opportunities for extra curricular activities.

S RH Money available to new and old schools both.

S RH More children opportunity for extra cur-riculurs

S RH More children to be involved in extra cur-ricular activities.

S RH More opportunities for extracurriculars.

S RH More opportunities for students in all extra curricular activities. (x3)

S RH More personable/smaller classes teachers get to know students better

S RH Not crowded

S RH Smaller class sizes.

S RH Smaller numbers.

S RH Supports neighborhood feeder system

S RH Supports neighborhood schools.

S RH Teacher know kids better/smaller

S RH Transportation

S RH Transportation costs -- less (x3)

S RH Two of everything- strength? (More op-portunity).

S RH Would decrease s numbers in each school; reduce overcrowding

S RH Would decrease students numbers in each school.

Aud. Loc. Strength

S HAMS Athletics

S HAMS Balanced (mirrored)

S HAMS Balanced programs between buildings.

S HAMS Busses easy.

S HAMS Busing – more economical. (x2)

S HAMS Class sizes, more opportunities available.

S HAMS Comfort for parents (relationship)

S HAMS Comfort for parents.

S HAMS Community based – stronger focus.

S HAMS Easier

S HAMS Easier to transition.

S HAMS Easy to do.

S HAMS Easy to duplicate. (x2)

S HAMS Everyone would get to be in band, choir etc. Because both buildings would have mirror programs.

S HAMS Familiar

S HAMS Less hassle.

S HAMS Mirrored programs.

S HAMS More manageable the current set up.

S HAMS More opportunities for kids.

S HAMS Relationship with students.

S HAMS Safe – less students in one building.

S HAMS Students know each other.

S HAMS Teachers/administration get to know students better.

S HAMS They'd have their own identities.

S HAMS Transportation (x2)

S HAMS Travel with the same students throughout schooling.

S HAMS Easier to understand

S HAMS More extra curricular activities

S HAMS More kids involved in extra curricular

S HAMS Reduce transportation costs

S HAMS Similar to implement

S HAMS Traditional

S HM Athletics wouldn't be split(9-10 could be on varsity)

S HM Athletics/extra curriculum, more opportuni-ties

S HM Continuity of programs/curriculum, positive competition

S HM Equal opportunity for education

S HM Familiar to city

S HM Feels comfortable

S HM More availability for students to participate in activities

S HM More diverse in curriculum. Offering

S HM More kids get to be in sports, won't be overcrowded


“Children involved in sports would stand a better chance of being on a team.”

54



Aud. Loc. Strength

S RHS Already been done so less stress

S RHS Build communities on each side -- localized (x2)

S RHS Building is more flexible (x2)

S RHS Clarity

S RHS Clarity for community is commonly under-stood

S RHS Commonalties/equal program opportunities

S RHS Competition created – good!

S RHS Creates more opportunities

S RHS Double opportunities

S RHS Equal, traditional, less busing

S RHS Equality (x2)

S RHS Equality same thing

S RHS Extra classrooms

S RHS Familiar

S RHS Familiar – not experimenting

S RHS Familiarity of style

S RHS Increase in number of kids who make the team

S RHS Know each other better (teachers and parents) (x2)

S RHS Know how to do this (x2)

S RHS Knowing each other

S RHS Known entity

S RHS Less crowded, more space

S RHS Less busing (x2)

S RHS Less crowded

S RHS Less retention

S RHS Localizes community base

S RHS Long term place

S RHS Minable numbers of kids

S RHS More attention

S RHS More chances for participation

S RHS More extracurricular opportunities (x3)

S RHS More opportunities for kids (extra-curricular/sports)

S RHS More opportunities for leadership/extracur-ricular activities

S RHS More opportunities for student participation

S RHS More opportunities to participate in activi-ties

S RHS More opportunities to participate in activi-ties; less retention

S RHS More opportunities.

S RHS More opportunity in sports and clubs

S RHS No transfer (x2)

S RHS Offer traditional education in a more intimate setting

S RHS Provides opportunities with more extracur-ricular

Aud. Loc. Strength

S RHS Reduce numbers

S RHS Reflects the will of the voters (x3)

S RHS Rivalry

S RHS Safe

S RHS School community competition – good

S RHS Separate identity

S RHS Similar classes

S RHS Similar offerings

S RHS Smaller class size (x9)

S RHS Space

S RHS Straight forward

S RHS Stronger school community

S RHS Students 9-12 in the same building

S RHS Traditional/familiar

S RHS Two complete programs (x2)

S RHS Two times opportunity for leadership, etc.

S RHS Two times the opportunities for kids to be involved in extracurricular (x2)

S RHS We can look like everyone else

S RHS We know the model-familiar

S RHS Will know kids longer

S SR Better student/teacher ratio, and lower student population

S SR Cheaper busing

S SR Colleges recognize comprehensive, tradi-tional schools

S SR Competition academics

S SR Copy previous building

S SR Ease of organization

S SR Ease of organization-know how to do it

S SR Easier to implement

S SR Easier to organize because we know how it works

S SR Easy to implement (x4)

S SR Easy to organize

S SR Familiar

S SR Familiar model

S SR Hopefully smaller classes

S SR Less crowding

S SR Less crowding-smaller classes

S SR Less prep. Time

S SR More advantages for kid, extra-curricular

S SR More extra curricular advantages

S SR More opportunities for participation (x2)

S SR More student parking

S SR Safety

S SR Smaller

S SR Smaller student populations

S SR Smallest classes

S SR Take down numbers




Aud. Loc. Strength

S TR AP classes provided

S TR Comfortable (x2)

S TR Diversity (x2)

S TR Easier transportation

S TR Language classes provided (Spanish, french, etc.)

S TR More extracurriculars opportunity for students

S TR More extracurricular/sports

S TR More opportunity for moving in higher academic levels

S TR More opportunities

S TR More opportunities for students (academics & extra)

S TR More opportunities for students.

S TR More room for crowded existing building

S TR More students able to make teams etc.

S TR More students can participate in extracur-ricular activities

S TR More students have an opportunity to participate in extracurricular activities

S TR Proven (x2)

S TR Safety

S TR Smaller schools than have now

S TR Trans. Easier

S TR Transportation (x4)

S TR Transportation-home schools-not as far

S TR Two bands (x2)

S TR Two football teams etc

S TR Two teams

S TR Two varsity sports-more participating.

S TR Typical comfortable arrangement.

S TR Typical high school.

S WRJH AP classes

S WRJH AP classes offered in both

S WRJH Both offer same material.

S WRJH Close to home (x2)

S WRJH Closeness, opportunity for specific academic.

S WRJH Could build community in certain segments of community.

S WRJH Easier buy-in

S WRJH Easier for busing.

S WRJH Easier for community to focus on 1 building

S WRJH Easier to consolidate administrative ser-vices if needed in the future.

S WRJH Easier to get into classes.

S WRJH Easier to get into electives

S WRJH Easier to get this up and running.

S WRJH Easier to implement

S WRJH Easy

Aud. Loc. Strength

S WRJH Easy to set up (x2)

S WRJH Easy to transition x-fer students

S WRJH Easy transition.

S WRJH Equal opportunism for entire city.

S WRJH Familiar with concept.

S WRJH Familiar, comfortable

S WRJH Greater sense of belonging.

S WRJH Less busing.

S WRJH More choices.

S WRJH More extra- curricular activity.

S WRJH More extra curricular opportunity

S WRJH More kids chance to do things

S WRJH More opportunity for sports.

S WRJH More participation

S WRJH More room, more opportunity for athletics, etc.

S WRJH More students have opportunity to partici-pate in extra curricular.

S WRJH More students involved in extra curricular.

S WRJH Most command

S WRJH Opportunity for students to envision all curriculum.

S WRJH Opportunity to experience sports, band, choir etc.

S WRJH Parents – children in one building.

S WRJH Pride in school and community.

S WRJH Small student population.

S WRJH Smaller #'s in each building

S WRJH Smaller more personalized.

S WRJH Smaller student numbers in each building.

S WRJH Transportation more cost efficient

S WRJH We know it works.

S WRMS Allows for easier division of student popula-tion.

S WRMS Community is familiar with model.

S WRMS Continuity

S WRMS Could offer more/varied classes?

S WRMS Create more community support.

S WRMS Discipline

S WRMS Duplication high schools?

S WRMS Ease of busing.

S WRMS Easier to plan.

S WRMS Easier to transition between 9-12.

S WRMS Easier transition grades

S WRMS Easier transition to start up.

S WRMS Easier transition. (x2)

S WRMS Easily understood

S WRMS Eliminate need for school transition for students

S WRMS Equality (x2)


56



Aud. Loc. Strength

S WRMS Familiarity with system.

S WRMS Greater opportunity to play varsity sports/be in a performance/make a team, debate, mock trial. Trial.

S WRMS Guidance counselors access

S WRMS Handles problem of separate location.

S WRMS Less expensive.

S WRMS Less time to plan

S WRMS More activities

S WRMS More classes available.

S WRMS More opportunities for sports and arts participation.

S WRMS More opportunities for student involvement.

S WRMS More opportunities to play sports or be in a club.

S WRMS More opportunity for kids to be involved in the social and athletic aspects of the school.

S WRMS More opportunity for kids to be" involved" (less team cuts).

S WRMS More opportunity, social/athletic

S WRMS More student participation

S WRMS Neighborhood identity.

S WRMS Neighborhood identity/ownership

S WRMS Nice facilities for the students to learn in that is not overcrowded.

S WRMS Non competitiveness.

S WRMS Not re-inventing wheel make better

S WRMS Nothing complicated for parents.

S WRMS Older role models

S WRMS Older voters more comfortable

Aud. Loc. Strength

S WRMS One identity/community.

S WRMS Overcrowding relieved/smaller numbers per grade

S WRMS Parents buy-in.

S WRMS Proximity to neighborhoods.

S WRMS Self contained staff-students same school, 9-graduation.

S WRMS Separate location

S WRMS Simpler- create on program for both schools.

S WRMS Small sized classes (fresh/soph, etc.)

S WRMS Smaller buildings (closer feeling)

S WRMS Smaller class sizes- more opportunities for guidance.

S WRMS Smaller numbers per grade.

S WRMS Smaller school community

S WRMS Smaller school-more opportunities for stu-dent involvement. (I.E. Sports, clubs etc

S WRMS Startup

S WRMS Strong sense of community-for parents and students.

S WRMS Stronger identity for students/school – sports/pride.

S WRMS Students familiar with peers

S WRMS Traditional

S WRMS Transportation easy.

S WRMS Transportation issues minimal.

S WRMS Transportation/attendance areas

S WRMS Two full sets of extra curricular activities (more students involved).

STrengThS (continued)STrengThS (continued)



Aud. Loc. Weakness

C BRJH Divided community, socio-economic inequality, weaker athletic teams and extracurriculars,

C BRJH Dividing the athletics

C BRJH Division of community, extra costs of duplicate jobs

C BRJH Even split

C BRJH Rivalry, splitting up of classmates, one school better than the other

C BRJH Separation W/in the community-one school being superior

C BRJH Splitting up the schools would make it harder, friends would have to go to other school, one building better than the other

C CO Busing logistics

C CO Diluting resources/assets

C CO Doubles extra-curricular support requirements (man power)

C CO Duplication of efforts

C CO Lack ability to build curriculum based on student needs

C CO Less opportunities

C CO Not as visionary/less flexibility

C CO Not equitable

C CO School morale damaged

C CO Split the community (x2)

C CO Split the teaching staff

C CO Too many additional costs

C CO Too traditional

C CO Transportation logistics

C CO Twice as many administrators

C FR Both academics and athletics

C FR Boundaries

C FR Bus transportation

C FR Class issues depending on how bound-aries are drawn

C FR Community sense becomes affiliated with north or south not Reynoldsburg

C FR Competitiveness of classes/schools

C FR Cost

C FR Cost in sports programs

C FR Costs of two sets of coaches

C FR Divide community (x3)

C FR Divides community – good high school, bad high school

C FR Division of community because of boundaries

C FR Duplicate extra-curricular – $

C FR Duplicate programs

C FR Duplicated and prolonged

C FR Extra costs

Aud. Loc. Weakness

C FR Freshmen in with seniors

C FR Good vs. Bad idea

C FR Increased costs – doubling everything

C FR Increasing cost of gas

C FR Missed opportunities

C FR Negative competition within community

C FR Operating costs

C FR Perception of socio-economic boundary drawing

C FR Potential for disparity

C FR Problems transporting athletes on time – further travel

C FR Property value will be affected

C FR Scale of participants

C FR Scale of participants 120=60

C FR Some classes might not be offered due to small number of students wanting a class

C FR Students in the same community would compete against each other

C FR There is the potential for one school having a larger population of par-ticipants. We have state-ranked music programs which would suffer greatly

C FR Twice the coaches

C FR Two of everything

C FR Unequal participation in 2 schools

C GR Animosity between schools

C GR Boundaries.

C GR Competition within the city. I don't like how there is Westerville north and Westerville south. I don't want the same for Reynoldsburg. Lets remain one.

C GR Divided community (x4)

C GR Division of community in school and OGT

C GR Double coaching positions

C GR Doubled the cost of some areas.

C GR Equity issues-haves/have knots

C GR Extra cost of duplicate jobs, example-coaching contracts.

C GR Freshmen with seniors

C GR Have and have nots. (x2)

C GR Hostile division/boundaries

C GR Identical

C GR Last six month board meeting 87,000.00, Not inclusive list.

C GR More teachers

C GR No opportunity for specialization.

C GR No options for specialization (x2)

C GR Puts freshman in with more mature seniors.

C GR Separate is not equal

WeAKneSSeS

“Competition within the city. I don't like how there is Westerville North and Westerville South. I don't want the same for Reynoldsburg. Lets remain one.”

58



Aud. Loc. Weakness

C GR Transportation go up anyway

C GR Will all resources for gifted & special needs be available in both locations

C HAMS Community would be divided

C HAMS Loyalties would not be as strong.

C HAMS Mixes young kids (9th grade) with older kids (12th grade ), in our current culture this is becoming a safety issue.

C HAMS Splits community into two sections.

C HAMS Two schools means duplication of everything.

C HAMS Two separate schools would cause distance between.

C HAMS Will AP classes be taught at both?

C HAMS Would both areas receive the same education.

C HAMS You may have to hire more teachers.

C HAMS AP classes possible not avail @ both schools

C HAMS Divided loyalties

C HAMS Divisive

C HAMS Inequity of SES R/T boundaries

C HAMS Lose sense of community

C HM 2 Football teams

C HM A lot of kids would want to go to that school

C HM Assignment of staff`

C HM Bullying

C HM Competition. Between schools, more "desired" neighborhood, less diverse

C HM Competition between schools, extra curricular and academic

C HM Competition, split from friends, 2 teams

C HM Competitive athletics

C HM Cost of extra curricular

C HM Divide community, 2 sets extracurricu-lars and teams, competition between schools

C HM Divides community (x2)

C HM Divides district not just geographically but possibly income based, doesn't give students chance to know everyone in district, tensions between schools

C HM Divides quality of teachers

C HM Divides the community, have-have not situation

C HM Extra cost to staff, coaching, etc.

C HM Fewer social opportunities for students

C HM Have vs. Have nots (x2)

C HM If you live in the middle or have prob-lems with one child

C HM Kids don't get to choose which school

C HM Kids not having a course they like or need

Aud. Loc. Weakness

C HM Lack of equal academic opportunity

C HM Less diverse

C HM Losing more teachers or getting more and wasting money, get separated with your friends, competition

C HM Loss of quality of extra curricular

C HM Might need to be more busing , bound-aries, split from your friends, more competition

C HM Need more teachers

C HM Rivalry, loss of extra-curricular quality

C HM Separates the community

C HM Social rates would probably go down, small classes making students either bored or less attentive

C HM There would have to be a lot more buses

C HM Trying to make high schools equal won't work – one's expectations will be lowered

C HM Way too much money to pay for buses, sports, marching band, etc.

C HM Younger student mixed with older students

C RH Additional busing (x2)

C RH Boundaries

C RH Bringing down the advanced students to the same level as the average student

C RH Budget

C RH Budget concerns re: offering two differ-ent sets of systems, two psychologists, higher achieving.

C RH Budgets concerns re: extra curricular activities.

C RH Bullying of younger kids by older kids.

C RH Business support split

C RH Competition among our own com-munity.

C RH Competition between schools.

C RH Destructive competition.

C RH Difficult to maintain equity in quality of education and facilities.

C RH Divides community (x3)

C RH Division- two schools will not be equal.

C RH Division: New vs. Old and Have vs. Have nots

C RH Divisive for city.

C RH Done before.

C RH Double the cost (administration rise, athletics etc.)

C RH Duplication of efforts (higher costs)

C RH Duplication of items- two teams, two of everything – cost.

C RH Economic/racial split of community.

WeAKneSSeS (continued)



Aud. Loc. Weakness

C RH Extra cost of duplicate jobs, example-coaching positions awarded in last six months, 87,000 dollars not inclusive.

C RH Friendships strained?

C RH Funding extra-curricular

C RH Haves/have nots, people arguing over borders.

C RH Haves vs. Have nots

C RH Hire new teachers to work in the new HS in order to

C RH How do we ensure equity in equipment, etc. @ Both schools.

C RH Learn bad habits from older peers

C RH Less opportunity

C RH Mixes age groups

C RH More costly

C RH More costly – two everything.

C RH More money.

C RH More money=less opportunities

C RH Negative competition

C RH New/old – lead to unequal attendance?

C RH Not further preparing our kids.

C RH Not innovative.

C RH Not the competition level

C RH Offer the same AP + enriched classes

C RH Old vs. New equipment

C RH One group will be upset about one school being rich school.

C RH Parking

C RH Perhaps need to cut down due to low enrollment/cost/safety.

C RH Potential economic differences/have/have nots.

C RH Property value

C RH Puts freshman in with much more mature seniors.

C RH Racial boundaries (x2)

C RH Rivalry within community over extra curriculars.

C RH Same old thing

C RH Self esteem, confidence.

C RH Split the district?

C RH Sports teams are weaker because talent is split.

C RH Teachers wanting to work for certain principals.

C RH Transportation (x2)

C RH Two extra curriculum activities, more expense for parents.

C RH Two identities have typically made students see one school as better and set of students better.

Aud. Loc. Weakness

C RH Unequal education – report card scores.

C RH Who will attend the older school?

C RH Younger students will be with older students.

C RHS Achieving economic balance; opera-tion issues (equipment); need two of everything

C RHS Adjusting boundaries a number of times

C RHS Are we becoming less competitive by diluting our talent pool?

C RHS Based on boundaries

C RHS Boundaries (x2)

C RHS Boundaries – Rich vs. Poor; freshmen with seniors

C RHS Boundaries -divide community (x2)

C RHS Communication among staff

C RHS Community perception of a "ghetto" school

C RHS Competition among two schools-same community; duplication of programs-$ and quality; division of community; inequality between schools-socio-economic differences

C RHS Competition between schools; student may never go to school with friends; student will only get to know 1/2 of fellow students.

C RHS Cost of funding 2 different athletic programs/music programs/extra cur-riculars

C RHS Cost of maintaining two schools will be higher; dividing music, sports, etc; splitting friends; splitting community between have and have nots.

C RHS Different socio-economic situation may require more attention to one school

C RHS Divided community (x2)

C RHS Double coaching money

C RHS Duplication of facilities etc costs

C RHS Duplication of programs, impact costs and quality

C RHS Economic disparities; freshmen in with much more mature seniors; division of community

C RHS Economic equality east vs. west

C RHS Freshman in with mature seniors

C RHS Funding for two sets of athletics; split community; have and have nots; boundaries unfair

C RHS Have/have nots (x2)

C RHS Have/have nots vs. Geographic lines

C RHS How to divide Mr. Stevens

C RHS How will the schools be named, will we lose the name Reynoldsburg


60



Aud. Loc. Weakness

C RHS Inequity in the facility – technology, athletic facilities

C RHS Inter-staff communication – needed changes may be slow to implement, need to maintain equality

C RHS Lack of choices

C RHS Less equity for all students

C RHS Lower division

C RHS Miss new opportunities for growth

C RHS More expensive duplicating

C RHS New vs. Old

C RHS No choice; drawing borders

C RHS Operating issues

C RHS Pool of kids from various activities (clubs/teams)

C RHS Rich kid-poor kid identity; you attract the better teachers to the "better" school over time. They have more books, more social activities at one school than the other. Who gets "raiders"? Equal?; Old school was not renovated as promised when JR high was split. Lack of trust now in adminis-trators who did not follow through with promises made on how $$ was spent – all went to new school

C RHS Rivalries

C RHS Rivalry, but I think this is minor

C RHS Separates the town; rivalry between schools; duplication of programming cost will impact quality

C RHS Split community

C RHS Split neighborhoods/boundaries

C RHS Split neighborhoods; athletics – re-sources/quality; one school newer than the other; duplications

C RHS Split students from friends in same town

C RHS Staffing for buildings. How do we split the staff/qualifications

C RHS Tends to split students along geograph-ic and hence have & have not lines

C RHS Transportation

C RHS Two high school that are too big

C RHS Weakened OCC standing affects chances for scholarships

C RHS Will separate the town

C SAC Different environments.

C SAC Dilutes talent pool (x2)

C SAC Divides the community (North vs. South) (East vs. West).

C SAC Duplication of resources.

C SAC Extracurricular

C SAC Have to pay for 2 sets of administra-tions

Aud. Loc. Weakness

C SAC Limited opportunities.

C SAC Money for extracurricular activities.

C SAC Natural geographic boundaries will likely divide student inequitably.

C SAC Not necessarily student friendly or teaching to strengths.

C SAC So large you lose sight of main purpose.

C SAC Splits community. (x2)

C SR Could be divisible -haves & have nots

C SR Differences between the education received between the schools

C SR Division in community

C SR Division of the city

C SR Duplication

C SR Equity & safety

C SR Extra cost of duplicate jobs (two varsity coaches)

C SR Extra curricular, additional expense

C SR Financial implications

C SR Good teachers vs. Weaker teachers (cluster)

C SR Haves & have nots, financial inequities

C SR Haves and have nots affects academics

C SR Haves vs. Have nots

C SR Imbalance with extracurriculars

C SR Increase redundancy

C SR Lack of community (x2)

C SR Lose economy of scale

C SR No stimulus for change

C SR No stimulus for change, same old same old

C SR Pickerington effect=haves/have nots (equity)

C SR Possible vandalism of property, mas-cots, etc.

C SR Puts freshman in with much more mature seniors

C SR Rivalry (x2)

C SR Rivalry between the schools' teams-another opportunity for conflict

C SR Separate friends

C SR Two facilities

C SR Unnecessary competition between schools (safety & seriousness)

C TR "Haves" vs. "Have nots"

C TR Age differences (I.e. 9th graders too young)

C TR Boundaries

C TR Boundary issues -- someone not happy

C TR Boundary sensitivity

C TR Busing


“Separates the town; rivalry between schools; duplication of programming cost will impact quality”



Aud. Loc. Weakness

C TR Causes competition – one feels like a loser, not getting what other school gets

C TR Challenges for high ability?

C TR Community division

C TR Competition

C TR Competition between schools (x2)

C TR Competition within district "haves and have-nots"

C TR Costs will go much higher

C TR Creates a community division

C TR Creates division in community

C TR Disparity in socioeconomic boundaries

C TR Division of community (x3)

C TR Double costs

C TR Double costs for everything

C TR Driving students – room to park – monitoring

C TR Economic or racial split to community

C TR Extra cost for duplicated job ex. Coach-ing salaries

C TR Extra costs of duplicate jobs (e.g. Coaching contracts awarded last six months $87,000

C TR Extra money stretched

C TR Higher cost of transportation (buses)

C TR Higher cost to duplicate everything

C TR How do you divide without creating haves/have-nots or that perception

C TR How to identify students from each school -- who belongs in each building (dress/colors remain the same?)

C TR If always doing something, get same results

C TR If you keep doing the same thing, you'll get the same results

C TR Kids split from friends

C TR Lack of flexibility

C TR Less of community identity

C TR Lose a sport status -- conference

C TR More expensive because of the duplica-tion of programs

C TR No choice (no open enrollment -- or at least only on paper)

C TR No choice (open enrollment may not be permitted if one high school is desirable)

C TR Not equitable to all students, a "better" school perception by parents/com-munity

C TR Not flexible

C TR Not safe R/T age of 14 yo W/18 yo; can mess with self esteem

C TR Open enrollment

Aud. Loc. Weakness

C TR Open enrollment (reduction of choice?)

C TR Potentially no open enrollment

C TR Puts freshmen in with more mature seniors

C TR Puts freshmen in with much more mature seniors

C TR Rivalry (x2)

C TR Same old, same old (x3)

C TR Separates community W/extra-curricu-lar activities

C TR Some rivalry

C TR Splits the town

C TR Splits town/neighborhood/friends

C TR Splitting the community

C TR Teams might play each other

C TR Tension within city

C TR This is the familiar – not necessarily best for community future – what we are comfortable with

C TR Too many opportunities may weaken the teams. Not as competitive for players

C TR Too much age span – can promote risky behavior among the underclassmen

C TR Too traditional (x2)

C TR Transportation

C WRJH Can hurt the sports programs-not enough students and can cause rivalry.

C WRJH Competitive

C WRJH Contracts listed in the last six months approximately 87,000 a year. This is not an all inclusive list.

C WRJH Divide community – new/old (socio-economic division)

C WRJH Divide community.

C WRJH Divide resources (bus, staff)

C WRJH Divide resources of staff and com-munity

C WRJH Dividing community.

C WRJH Division of community.

C WRJH Division of Reynoldsburg.

C WRJH Does smaller school population drop us to division 2?

C WRJH Extra costs of duplicate jobs, example, coaching positions.

C WRJH Getting community to agree on where to draw boundaries.

C WRJH Have/have nots.

C WRJH Haves/have nots (rich and old schools).

C WRJH Loss of unity (raider pride)

C WRJH New curriculum/electives/styles.

C WRJH Puts freshman with much more mature seniors.

C WRJH Rivalry – enough students to fill teams


62



Aud. Loc. Weakness

C WRJH Social and economic issues.

C WRJH Two identities.

C WRJH Two teams – 2 costs.

C WRJH Two teams, two bands etc. – Costs.

C WRJH Unfriendly rivalry, split community, reduced populations to "field" success-ful programs.

C WRJH Can't satisfy everyone with boundaries

C WRJH Dividing of community

C WRJH Electives may be limited

C WRJH Haves vs. Have nots

C WRJH Increasing district costs of double athletics & band

C WRJH Puts freshman with much more mature seniors

C WRJH Waters down talent for competitive activities

C WRMS Cost of duplication.

C WRMS Costs of hiring staff/faculty

C WRMS Create rivalries.

C WRMS Dismantle extracurricular.

C WRMS Dismounting of extracurricular-quality

C WRMS Divisions

C WRMS Divisive- rivalries

C WRMS Duplication of necessary resources, I.e. Specialized teachers, coaches.

C WRMS Encourages intertwine rivalry.

C WRMS Extra cost of duplicate jobs such as coaching.

C WRMS In these economic times getting more money is going to be rough.

C WRMS New school is not mature with resources.

C WRMS No comment.

C WRMS Nothing is perfect with any program-community division

C WRMS Splitting of community.

C WRMS This all costs money-and more levies are probably being drafted.

C WRMS Unoriginal – no Reynoldsburg identity-we become northern pickerington.

C WRMS Dismantle extra-curricular

C WRMS Divide community

C WRMS Divisive

C WRMS Duplication of resources: 2 head coaches/2 band leaders = cost weak-ness

C WRMS Extra cost of duplicate jobs $87,000.00 Estimate-sports com-munity

C WRMS Higher cost for separate extra-curricular

C WRMS Identity

C WRMS Rivalries

Aud. Loc. Weakness

P BRJH All students would be split up, competi-tion between schools, older students could bully younger students, have to hire more teachers, have to create new mascot and colors and uniforms

P BRJH Boring, will not see any old friends, sucky sports teams

P BRJH Can't see your friends at school because of where we live,

P BRJH Can't work together

P BRJH Distance between them

P BRJH Everything is divided

P BRJH It would be like one side is the poor side and the other side is the rich sided, split up friends, can't work together

P BRJH Kids get split up, two athletic teams

P BRJH More buses needed, cost more, not see friends, not working together

P BRJH Rich -- poor (x2)

P BRJH Rich-poor, we won't get to see our friends

P BRJH Some students might want to go to the same school as their parents

P BRJH Students may not attend the other school as much, won't get to work together as a group, won't see friends, different graduations

P BRJH Takes friends and separates them

P BRJH Teams could argue who's better

P BRJH There would be two different football teams and different teams

P BRJH Transportation

P BRJH Two athletic teams, splitting friends

P BRJH Two different football teams, two different schools with a new name and mascot

P BRJH Two things for every school

P BRJH We would have to travel farther if your parents take you to school, two athletic teams, splitting friends

P BRJH Won't see friends

P BRJH Would be separate possibly hard to manage

P BRJH You will not get to see your friends

P HAMS 2 Teams -- split

P HAMS Competition

P HAMS More $$

P HAMS Split from your friends

P HAMS Twice as many volunteers

P HAMS Cost more money for teachers

P HAMS More expense for extra curricular

P HAMS People can't choose their school

P HAMS You might get separated from your friends

P RHS #2 Is a bad idea.


“All students would be split up, [there would be] competition between schools, older students could bully younger students, [would] have to hire more teachers, [would] have to create new mascot and colors and uniforms.”



Aud. Loc. Weakness

P RHS A divide in Reynoldsburg will be created economically because the area around Taylor Road is more wealthy than that of the rest of Reynoldsburg.

P RHS After school programs

P RHS Based on where one lives

P RHS Big field trips like Washington

P RHS Bus route

P RHS Buses

P RHS Community divided (x2)

P RHS Community split

P RHS Controversy will rise quickly and rampantly

P RHS Creates a rivalry (x2)

P RHS Curriculum would revolve around the OGT again

P RHS Divide athletics/extra curricular

P RHS Dividing boundaries=$ diff

P RHS Dividing of community

P RHS Dress code

P RHS Dress code issues

P RHS Duplicate

P RHS Duplicate school-would not draw anyone to community

P RHS Emphasis on OGT

P RHS Field trips

P RHS Haves vs. Have nots

P RHS Having 2 football, marching bands, sports

P RHS I think the weakness would be dress code because some parents might want to see their kids in uniforms, some don't want to see there kids in uniforms, but I think they shouldn't have it at all

P RHS It will separate the schools to a rich/poor situation, even though the new school will go to people with less money, and the Livingston will go with the people in Slate Ridge and places.

P RHS It's really nothing new besides the building

P RHS Lack of curriculum (x2)

P RHS Lack of detail to teaching-no help for the higher test scores

P RHS Lack of focus

P RHS Learning might not be as catered to students because we are dealing with all grades

P RHS Less diversity (x4)

P RHS Less economic diversity

P RHS Less people at sports games

P RHS Less people to talk to

P RHS Less staffing likely

P RHS Less unity

P RHS Less unity -- lack of support

Aud. Loc. Weakness

P RHS Less unity between students at different schools

P RHS More fights

P RHS More privilege

P RHS No choice of school

P RHS No school choice (x2)

P RHS Nothing really changes

P RHS One school might have a weaker extra-curricular team

P RHS Problems with …?...Apathy

P RHS Rivalry

P RHS Rivalry between schools

P RHS Same curriculum-low test scores

P RHS School rivalry (sports, bands)

P RHS School teachers

P RHS Separate people because of financial living

P RHS Separating talented athletes

P RHS Separation (x2)

P RHS Separation in community

P RHS Separation of athletics= not as competi-tive during initial separation

P RHS Some kids would not be able to experi-ence the new high school

P RHS Split sports -- struggle with pool of athletes

P RHS Splitting staff

P RHS Sports and other activities would weaken and be rivals

P RHS Sports teams and other extra curricular activities will suffer with the division

P RHS Sports teams not being as good or one team being way better than the other

P RHS Student will be socially divided

P RHS Students having more opportunities in and out of the classroom

P RHS Targets for field you want to go into would not be as strong

P RHS Targets for the field you want to go into are not in this setting

P RHS Teachers

P RHS That they may have a lack of focus

P RHS The weaknesses are that some kids won't be able to experience the new school, it wouldn't be fair to other students

P RHS There could be a ton of 9-10 the grad-ers, and only a handful of 1-12

P RHS There may be a lack of bonding as far as a community (students, sports, etc.)

P RHS This is not being ran so great, why not another one

P RHS Time

P RHS Time factor/transportation


“The weaknesses are that some kids won't be able to experience the new school; it wouldn't be fair to other students.”

64



Aud. Loc. Weakness

P RHS Transportation to other school

P RHS Two different teams, bands not as good

P RHS Unbalanced for sports

P RHS Violation

P RHS We need change to keep people inter-ested in education

P RHS Would have to hire new staff-if you wanted a certain teacher-may not be able to have that teacher

P RHS You could live really far away from your high school, but you still have to go because that's your grade

P BMG Community may be split into two

P BMG I think it's kids of a weakness because they'll be separation in Reynoldsburg

P BMG Kids will be separated from friends

P BMG Less spirit and more competition between schools

P BMG Old friends might be split up

P BMG The difference in the areas that are split up

P BMG The schools would have to make or get a lot more money because two schools mean two teams

P BMG We would have a divided community

P SR Create haves/have nots

P SR Separate friends

P SR Too much competition

P SR Weaker athletic teams

P WRJH A weakness of having this school would be division and conflicts with each of the school about which is better

P WRJH Affects our sports – not one good team

P WRJH Boundaries

P WRJH Breaking up kids who have gone through school together

P WRJH Can create rivalry between schools by distinguishing themselves

P WRJH Controversy

P WRJH Controversy over which is better

P WRJH Different ages are hard to mix (room)

P WRJH Difficult to blend after split (x2)

P WRJH Everyone would be separated and the two schools sports skills would drop

P WRJH If they split the two high school the kids can't graduate together

P WRJH If we divide up the boundaries you might lose a friend

P WRJH If you have two schools and two football teams, the football teams will not be as strong

P WRJH Kids can't graduate together

P WRJH Not able to go to more than two high schools

Aud. Loc. Weakness

P WRJH Rivals with the different identities

P WRJH Same school for four years, nothing really new

P WRJH Separation of friends

P WRJH Separation of peers (x2)

P WRJH Some kids wouldn't be able to see their friends from junior high or middle school

P WRJH Splitting up talent

P WRJH Students and former classmates may be split up

P WRJH Teacher split

P WRJH Teachers situation

P WRJH Teachers won't have time to meet together

P WRJH The only weakness I find is busing. Will we provide more buses or what?

P WRJH The sports would be split up

P WRJH There would be competition between schools

P WRJH They will be a lot of close friends who will be separated

P WRJH Two extras – everything split

P WRJH Two of everything (teams, student council)

P WRJH Two sets of extra-curricular

P WRJH We will he split up away from our friends and our sports will be affected by the change

P WRJH Will not have any specialization

P WRMS Boundaries not fair (x2)

P WRMS Compete with other schools (x3)

P WRMS Competition between students

P WRMS Competition within school (x3)

P WRMS Don’t get to choose (x2)

P WRMS Don't meet new people (x2)

P WRMS Extra-curricular activities have a pos-sible limited amount (x2)

P WRMS Extra-curricular activities not as choice (x2)

P WRMS Friends might be split up (x17)

P WRMS If it's crowded we have nowhere to move around

P WRMS Might lose friends (x2)

P WRMS Not as many new people to meet (x9)

P WRMS People/kids would be separated (friends) (x2)

P WRMS Rivalry (x9)

P WRMS Safety (x3)

P WRMS Sports rivalry (x2)

P WRMS What if someone wanted to go to a subject but had a bad grade in it?

P WRMS What if someone wanted to go to a subject but had a bad grade in it?




Aud. Loc. Weakness

P WRMS Don't get to choose

P WRMS Extracurriculars activities limited, not as much choice

P WRMS No choice of which building to attend

S BMG Competition between schools

S BMG Competition between two schools

S BMG Cost more for additional everything

S BMG Depending on where the boundaries are, diversity may suffer

S BMG Determining the boundaries

S BMG Divides friends

S BMG Less choice of school

S BMG Less strength in sports

S BMG Less talent for extracurriculars

S BMG Lose diversity

S BMG Old and new school

S BMG Separation of Reynoldsburg

S BMG Thin talent in sports competition

S BMG Thin the talent

S BMG Transportation issues because of boundaries

S BMG Very expensive because of two of everything

S BRJH "Poor" school vs. "Rich" school with boundaries for attendance.

S BRJH Boring-little chance for good P.R.

S BRJH Community fears

S BRJH Community split

S BRJH Competition between buildings

S BRJH Divides district and to competitive.

S BRJH Divides the community. (X2)

S BRJH Divisive

S BRJH If boundaries remain the same it cre-ates a space where one school is under resource in both facility and social capitol.

S BRJH Inequity

S BRJH Misses out on creative options of types of schools.

S BRJH No matter what people will think "haves" and 'have nots".

S BRJH Possible inequity

S BRJH Schools could never be separate but equal.

S BRJH Smaller pool of staff and students for participation.

S BRJH Students would have to leave their friends possibly.

S BRJH Too much competition between the schools (really divides the town).

S BRJH Will not be "equal" facilities, staff, etc.

S BRJH Cannot be separate & equal

S BRJH Differences in wealth

Aud. Loc. Weakness

S BRJH Divides community

S BRJH Divides the town/teachers/school peers

S BRJH Loss of facilities (field house)

S BRJH Nor fair for low social economic

S BRJH Smaller pod of students for activities

S BRJH Students leaving friends

S BRJH Unnecessary competition

S CK "New school"

S CK Any time there are two high schools there are some rivalry issues present-it is divisive to a certain degree

S CK Competition between the two

S CK Competition-perceived as better extra & academic

S CK Continue existing middle/junior "split"

S CK Cost of additional staff/duplicating staff

S CK Cost of duplication programs

S CK Divided community (x4)

S CK Divides community and students

S CK Divides extracurriculars.

S CK Dividing students unjustly

S CK Dividing students-economically

S CK Dividing the children (x2)

S CK Dividing town (kids)

S CK Duplication of staff (cost)

S CK Ethnic boundaries

S CK Free and reduced lunch program

S CK Having the kids in the community against each other with the separate schools

S CK High cost

S CK Income competition

S CK It would create two distinct economic differences geographically

S CK Keeps community separate

S CK Rivalries

S CK Rivalries between high schools

S CK Rivalry (x2)

S CK Rivalry (lines drawn)

S CK Rivalry between schools

S CK Same kids get to go to new schools/old schools

S CK Schools would be rivals of each other

S CK Separate extracurriculars can divide a community

S CK Splitting the community

S CK Student bodies against each other

S CK Two schools against each other-lines drawn

S CK Want to go to new, perceived as better


66



Aud. Loc. Weakness

S CK With two high schools, I see problems with the children saying, " I am better than you," b/C one school would have kids with money and one wouldn't

S CK You don't really want the rivalry from one school to the other in one town

S CO Boundaries

S CO Boundaries usually separate haves from have nots

S CO Budgetary concerns

S CO Continuing to do the same old, same old + expecting different results?

S CO Coordinate curriculum. .

S CO Could stagnate if not done well

S CO Dilution of athletic pool

S CO Divides community (x2)

S CO Extra-curricular costs, two times everything

S CO Familiar – no challenges

S CO Harder for teachers to plan horizontally

S CO How do we prepare students adequately for the future that will be increasingly different than it is now?

S CO Identification by students of east school and west school, not community-division of the community spirit

S CO Increase for extra-curricular

S CO Lack of diverse offerings

S CO Lack of diverse offerings/same old

S CO More money–double extracurriculars.

S CO New school/old school

S CO Not all students in new school

S CO Not all students will experience new school

S CO Redraw boundaries – lose friends

S CO Split community

S CO Splitting of community issues/haves-have nots

S CO Sports & extras have to be split and that could be really hard because, some sports we already struggle with numbers

S CO Stay with same kids all through

S CO Still two big buildings

S CO Students lost friends

S CO Teacher planning-2 buildings

S CO Two sports against each other

S FR "Status quo" Reynoldsburg isn't set apart from other districts.

S FR Boundaries divide the community

S FR Community perception: new school is/will be better

S FR Crucial as to where the boundaries are drawn.

Aud. Loc. Weakness

S FR Depending how the areas would divided up in other school.

S FR Divide community. (X6)

S FR Divides a traditional 1-school commu-nity – people don't like change

S FR Divides a traditional one high school community.

S FR Division haves/have nots.

S FR Double the money (team + music)

S FR Economic boundaries (x2)

S FR Equality

S FR Have/have nots

S FR Inequality

S FR Maintaining the status quo – no room for growth

S FR More teaching jobs (cost)

S FR More teenage drivers

S FR More teenage drivers, driving into the "country" (potentially).

S FR Not changing with the times.

S FR Old schools all the way through

S FR Paying for 3 sets of extra curricular activities

S FR Repeating everything

S FR Social economically

S FR Socio-economic divisions.

S FR Split community.

S FR Two programs/double cost

S FR Won't be changing with the times

S GR Animosity

S GR Animosity. (X2)

S GR Choosing attendance area may be difficult.

S GR Divide the community

S GR Divides the city.

S GR Haves vs. Have nots (x3)

S GR Location major issue

S GR Lots more organizations.

S GR More costly to have 2 of everything especially extra-curricular.

S GR More staff would be required + extra-curricular staff necessary

S GR More staffing

S GR Need more staffing (extra curricular)

S GR Polarizes the community "haves/have nots"

S GR School against school (x2)

S GR Two of everything- competition may ensue also not enough participation for activities.

S GR Two of everything- competition may ensue also not enough participation for activities.




Aud. Loc. Weakness

S GR Two sports teams. (X2)

S GR Would involve redistricting

S GR Wrong side of tracks.

S GR You have the "new" school and the old school".

S HAMS " Good " school versus " bad " school (as in HAMS/wrms thought from com-munity.

S HAMS Animosities between schools.

S HAMS Boundaries

S HAMS Competition

S HAMS Divides the community.

S HAMS Don't want to turn into Columbus public with poor sports teams and music programs.

S HAMS Duplication of services – unnecessary waste of resources.

S HAMS Equity – boundaries? How will they be fair?

S HAMS Equity (rivalries).

S HAMS Equity split by where students live – could be by economic status.

S HAMS Expense

S HAMS Haves/have nots.

S HAMS If district lines are drawn (in a certain way, could it be possible that some stu-dents would go to all new schools and others would not- speaking of equity.

S HAMS Inequities/have versus have nots.

S HAMS Might divide community.

S HAMS More expensive – two sets of extra curricular.

S HAMS More opportunities.

S HAMS Neighborhood boundaries.

S HAMS Rivalries

S HAMS Rivalries – I see similar economic groups getting lumped together, would similar curriculums be taught?

S HAMS Rivalries/divided community.

S HAMS Small extra curricular groups especially at the " old" part of the district.

S HAMS Splitting staff.

S HAMS Twice the resources?

S HAMS Two clubs/teams.

S HAMS Two sports teams.

S HAMS Would two schools have difference in population make up?

S HAMS Compete against friends/classmates

S HAMS Division of community

S HAMS Extra cost of duplicate jobs

S HAMS Freshman with seniors

S HAMS Hard to achieve equity of education

S HAMS Have's and have nots

Aud. Loc. Weakness

S HAMS More expense (extra curriculars)

S HAMS Old & new school stigma

S HAMS Rich & poor

S HAMS Teacher morale

S HAMS Transportation between buildings

S HM 2 teams not camaraderie, booster split, haves and have nots, less classes for specialized class

S HM 5 mile distance, less extracurriculars opportunities

S HM Boosters split

S HM Competition with other high school, could be less opportunity for special-ized classes due to low #'s

S HM Divide city and kids

S HM Divides community (haves & have nots

S HM Divides resources

S HM Divides the community (x2)

S HM Equality in facilities

S HM Haves – have nots

S HM Haves and have nots, lack of com-munity unity, building accommodations-technology

S HM In town competition, New vs. Old, socio-economic difference

S HM Lack communication between buildings

S HM Less specialized instruction in both building

S HM Neg. Competition between buildings

S HM Negative competition, separation anxiety

S HM Not taking risk (different opportunity)

S HM Rich side & poor side of town

S HM Separated, not trying new stuff, growth, lack of communication, competition

S HM Socio economics

S HM Socio-economic split

S HM Sports divided, extra curricular activi-ties, less classes offered for special-ized instruction if not above need

S HM Teams not as competitive

S HM Two separate teams

S RH "New" vs. "Old"

S RH AP classes may not happen.

S RH Community perception that a 2nd hs. will be seen as haves vs. have not

S RH Community perception that a second high school will be seen as have versus have nots.

S RH Competition between schools.

S RH Costly to run 2 of everything

S RH Current 2 MS division will move up to HS (haves vs. have nots)

S RH Fund athletics/extra curricular


68



Aud. Loc. Weakness

S RH Geographic boundaries.

S RH Growing accepting.

S RH Growing pains in getting accustomed to the new situation.

S RH If 2 HS leads to community rivalry, there 's no change for relief from a 3rd HS

S RH Less walkers

S RH More expensive – extracurriculuar activi-ties/staff

S RH More expensive to hire, double of everything.

S RH More expensive.

S RH More security costs/staff

S RH Rivalry – haves/have nots.

S RH Same old, same old – no new ideas.

S RH Same old, same old, pattern of educa-tion in the same model.

S RH Same old--same old; same pattern of ed. In the same model – no room for innovation

S RH Separate community.

S RH Separate evaluations between both

S RH Splits sports, arts, music.

S RH Splitting teachers working together

S RH We'll never be a three high school town so we would be stuck if problems arise between two schools.

S RH Won't be enough students to fill AP classes

S RH Won't ever be a three high school town.

S RH Wouldn't be enough seniors to fill A.P. Classes.

S RHS Antiquated idea (x4)

S RHS Boring (same old/same old)

S RHS Boring-to easy to fall into rut of same old same old

S RHS Boundaries not priority

S RHS Certification courses)

S RHS Competition (x3)

S RHS Cost of establishing extracurricular

S RHS Create friction between schools if not seen as balanced

S RHS Curriculum will inevitably diverge and one will be "better"

S RHS Dilutes all programs not just sports

S RHS Disengaged students

S RHS Disparity-1 nice new school in nice area vs. Not

S RHS Districting

S RHS Divide community. (x3)

S RHS Divided resources

S RHS Does what we are doing really work? If not why replicate

Aud. Loc. Weakness

S RHS Duplication of efforts (x2)

S RHS Duplication of efforts across the district

S RHS Equipment demands double

S RHS Expensive (x2)

S RHS Familiar

S RHS Financial support

S RHS Good school/bad school

S RHS Good" vs. "Bad" school

S RHS Harder to communicate

S RHS Have's and have nots

S RHS Haves/have nots

S RHS I don't know that "competition" in a neighborhood community is a good thing.

S RHS In a nut-same old, same old/haves, have nots

S RHS Invalidates opportunities for teaching

S RHS Lack of identity with school and com-munity

S RHS Lack of unity among students and friends divided

S RHS Loss programs

S RHS May have to split teachers in bldgs (certif)

S RHS Missing opportunities for academic focus

S RHS Missing opportunities for academic focus

S RHS More preps

S RHS More preps for teachers (x2)

S RHS Nothing to build community with + pride

S RHS Perceptions of division

S RHS Rich/poor, lucky/unlucky (x2)

S RHS Rivals

S RHS Safe

S RHS Same old, same old

S RHS Separate identities (x2)

S RHS Separate sport teams, music depart-ments

S RHS Soc. Economic inequality

S RHS Socio-economic inequality within stu-dent bodies due to geography.

S RHS Splits community (x2)

S RHS Splits teachers

S RHS Splitting staff due to certification

S RHS Sports because of division

S RHS Staff spit would cause a dilution of mentors

S RHS Staff split between two schools

S RHS Staffing

S RHS Status quo

S RHS Support of activities




Aud. Loc. Weakness

S RHS Support of activities (financial and numbers)

S RHS There is that loss of "oneness"

S RHS Two building communications woes

S RHS Waters down quality of extracurriculars

S RHS We are not promoting small learning communities now

S RHS Weakens events (athletics)

S RHS Which side of town

S RHS Why copy something that is not working (x2)

S RHS Why? Innovative

S SR Additional cost

S SR Boundaries

S SR Competition

S SR Competition/issues between two schools

S SR Cost double of everything

S SR Cost of two extra-curricular

S SR Create divisions in community and stu-dent populations in terms of athletics, socio-economic boundaries

S SR Divide community (x4)

S SR Divisions in community, ex: athletics, socioeconomics

S SR Equity

S SR Funding

S SR Haves-have nots

S SR Huge costs for uniforms and equipment

S SR Less cohesiveness

S SR Less funding

S SR May cause rivalries within district

S SR Model doesn't fit community-most outdated

S SR More expensive to sports, band, etc

S SR More money spent on extra-curricular activities

S SR New boundaries

S SR Possible loss of cohesiveness

S SR Rivalry

S SR Strong animosity between schools

S SR Transportation costs to games, etc

S SR Two sets of extra-curricular activities (x2)

S SR Unfair boundaries?

S SR Uniform stipends

S SR Who gets to keep the raider name?

S SR Who keeps the "raider" name

S SR Would divide the community

S TR Busing.

S TR Competition between schools within Rey.

Aud. Loc. Weakness

S TR Divided community (x2)

S TR Less opportunity for challenge

S TR Limited resources

S TR New facility vs. Old facility (x2)

S TR New vs. Old building.

S TR Rivalry (x2)

S TR Splits community, books, equipment.

S TR Students who are strong in a certain content area, may not have much op-portunity to be challenged.

S WRJH 1 Old school & 1 new school

S WRJH Boosters.

S WRJH Community division (us vs. Them ).

S WRJH Competition among both schools.

S WRJH Competition between schools can be fierce.

S WRJH Complications

S WRJH District wide consistency. (x3)

S WRJH Divided according to Jr. High boundary.

S WRJH Divided communities and teaching com-munity (staff).

S WRJH Divides community (x2)

S WRJH Divides community and schools.

S WRJH Division of community feeling. (x4)

S WRJH Equity issue huge (x2)

S WRJH Have/have nots (economic). (x6)

S WRJH I like

S WRJH Inability to offer a wide range of classes (due too minimum requirements that must be offered.

S WRJH Inefficient use of staff

S WRJH Inefficient use of staff (10-12 kids in a specific class).

S WRJH Lose experience of challenge or advanced experience.

S WRJH May create a perception of haves/have nots.

S WRJH Might get all AP classes in both schools

S WRJH Needs to be really organized.

S WRJH Possible rivalries/competition.

S WRJH Potential for less equity.

S WRJH Segregation

S WRJH Separates community.

S WRJH Separates/divides community.

S WRJH Splits the community.

S WRJH Staffing

S WRJH Still big school.

S WRJH Stretch money farther (boosters)

S WRMS "One size fit all"

S WRMS Allows for minimal individualized program.

S WRMS Break up of community.


70



Aud. Loc. Weakness

S WRMS Chance of becoming imprinted nega-tively – good school versus bad school.

S WRMS Community identity

S WRMS Competition between neighbors.

S WRMS Competition between schools

S WRMS Competition between schools – one better than the other. Perception on "better", less opportunity-

S WRMS Competition between schools.

S WRMS Competition between schools-one bet-ter than the other.

S WRMS Could be a dispute over demographics of each school related to socioeco-nomics.

S WRMS Curriculum/resources.

S WRMS Curriculum aligned/resources.

S WRMS Disparity of socio-economic

S WRMS Divide community (x2)

S WRMS Divided neighborhoods.

S WRMS Division of sports teams.

S WRMS Division/rivalry within the community.

S WRMS Doubling athletic budget for district.

S WRMS Expense

S WRMS Finding HQT for current demands

S WRMS Finding teachers to teach content of high demand (calculus/physics) various arts for different buildings.

S WRMS Focus on traditional rather then new tech

S WRMS Haves and Have nots

S WRMS Homogeneous

S WRMS How to calibrate.

S WRMS Lack of individualized recognition by staff.

S WRMS Large population-students feeling overwhelmed.

Aud. Loc. Weakness

S WRMS Less choice.

S WRMS Less creativity-bland.

S WRMS Less opportunity.

S WRMS Less specialization

S WRMS Less specialization; less tapping into students strengths and weakness; less choice for parent and choice.

S WRMS Less strong teams

S WRMS Less variation for content

S WRMS Limit possibilities

S WRMS More expensive

S WRMS Not aligned-split curriculum.

S WRMS Not being alignment (curriculum resources)

S WRMS Not enough variation for content.

S WRMS Perception one "better" less opportu-nity.

S WRMS Rich/poor school debate/gossip/rumors.

S WRMS Same old, same old.

S WRMS Separate students.

S WRMS Separating friends/peers

S WRMS Separating town.

S WRMS Separation of buildings/based on socioeconomics.

S WRMS Sports rivalry "rich school versus poor school.

S WRMS Staf collaboration issues

S WRMS Students can keep going to school with students they are familiar with and closer to their homes.

S WRMS Teachers choose building based on principal/clientel/demographics

S WRMS Traditional-been there done it.

S WRMS Two schools.

S WRMS Young students in the mix with seniors




Aud. Loc. OpportunityC BRJH Less students, more individual attentionC BRJH Less students/ratioC BRJH More individual attentionC CO Adds to the image of the communityC CO Breaks up – to smaller -stronger bondsC CO Community expectation met for future ballot

issuesC CO EasierC CO More opportunity to showcase academic

achievementC CO More sponsorship of programsC CO New brand and identityC CO Rivalry/spiritC FR Can fine-tune to meet the community's

needsC FR Competition can drive excellenceC FR Couldn't staff looping be instituted here

also?C FR Create smaller communities to collaborateC FR Each school could have a focusC FR Entices folks from outside Reyn – two high

schools = two choicesC FR High schools could each also have a focus/

initiative and explore offerings that do not exist currently with the existing high school

C FR More participation for studentsC FR Relieve overcrowding at current schoolC FR Take higher level courses in same buildingC FR Teachers could loop with four classesC FR Two teams – more opportunities to make

sports teams – fewer students left our – help those with potential to improve, not just tops

C FR With shuttling or web-based options could keep the more specialized courses

C GR Better parent – teacher – student relation-ships

C GR Can participate.C GR Can push kids to try extra curricular B/C

more spots openC GR Closer/better acquainted parent/teacher/

student relationships.C GR More children participateC GR More opportunities for kids to participate in

activities sports etc.).C GR More personalization.C GR More student participation.C GR More students able to participate in extra-

curricular.C GR More students have opportunities for

activities.C GR Participate in extra curricular activities.C GR SingC GR Smaller class sizes.C GR Smaller community-stronger relationshipsC GR Two of everything.C HAMS Possibility for " bad" students to be split up.

Aud. Loc. OpportunityC HAMS Safer: with less students, security can focus

their energy better.C HAMS Can separate students who have been

together for a long time and are "problem kids"

C HAMS SaferC HM A lot more things, 2 band, gyms, etcC HM Allowing to learn out of schoolC HM Better chances of getting on a teamC HM Better one on oneC HM Competition for grades will push students

harderC HM If there were more opportunity for different

classes so kids could get a better selection to pick what class they want

C HM Make new friendsC HM Making more classes more kids would enjoyC HM More jobs createdC HM More teaching positionsC HM More time for student and teacher to

interact/teachC HM Quick to completeC HM Recognize talent because students have

more opportunityC HM Students interact with teachersC HM To see what new things are to comeC RH Allow kids to try more activities.C RH Average players play getting betterC RH Better opportunities for extra curricular

activities.C RH Build student relationships by students stay-

ing together since kindergarten (as long as go from Jr. High all together).

C RH Diversified learning.C RH Draw growth in communityC RH Exposure to real worldC RH Hopefully providing better ethnic national

balance.C RH How you split, impact on communityC RH More chance at extra curricular activity.C RH More diversified HS-boundary lines-how can

this be approachedC RH More facilities availableC RH More students get to participate in courses

as opposed to being closed out of classes.C RH Move-ins see more chances to playC RH PositiveC RH Positive attitudes, i.e.SplitC RH Same concept as done in years past has

seemed to work, but we are comfortable.C RH Small group setting with same school

chums from elementary on up.C RH Student relationships and feeder schools

stay together.C RH Students may be more able to speak (Eke?

Sp?) An existence in a school like this.C RH Think out of the box.

OPPOrTUnITIeS

“Can separate students who have been together for a long time and are ‘problem kids’.”

72



OPPOrTUnITIeS (continued)Aud. Loc. OpportunityC RH To grow.C RHS 2 GraduationsC RHS Allows continuity for music and sports

programs; two sets of teams, two student councils, two bands all allow more op-portunities for student leadership and participation

C RHS Build their reputation and identityC RHS Busing easierC RHS Can be a "big fish" in a small pondC RHS Can diversify curriculum; double opportuni-

ties for extracurricularsC RHS Choice/lottery for attendance (open enroll-

ment)C RHS Continue career centerC RHS Customize choices/what is to offer W/

schoolsC RHS Differing socio-economic situation clearly

highlights needed focusC RHS Diversify curriculum; allow specialization

according to student needC RHS Double extra-curricularC RHS Double extra-curricular opportunitiesC RHS Draw a boundary that is unconventional; aim

for more equityC RHS Extra curricular activities offered to more

studentsC RHS Flexibility for the futureC RHS Influence where families buy into the com-

munityC RHS Let seniors decide which building they

would like to attendC RHS Lottery system to ease tensionC RHS More $$ to opportunityC RHS More athletic opportunities; exercise;

extracurricular opportunitiesC RHS More in extracurricularsC RHS More opportunity than overcrowded nowC RHS More opportunities in extra curriculars

eventsC RHS More participation; seniors could mentor

freshmenC RHS More students participate in athletics/extra-

curriculars; individualized/smaller learning communities

C RHS More time to study other choice optionsC RHS Neighborhood friendshipsC RHS New floor planC RHS Open up opportunities to join sportsC RHS Participation in athletics, extracurricularsC RHS Positive competitionC RHS Smaller pool to choose athletes, etc. From;

more kids can participate, not as tough to get on team, etc.

Aud. Loc. OpportunityC RHS Smaller student body = more opportunities

in arts, athletics, student president, etc., If there were only enough students in all of Reyn. For 1 class, students could travel to one campus from the other.

C RHS Strengths of each building are different to attract different students

C RHS Students have more opportunity to get popular classes

C SAC Easier to staff within school.C SAC Lots! (To join extracurricular activities)C SAC More chances for students to be involved.C SAC More personal attention for students.C SAC PersonalizationC SAC Same as we knowC SAC Same as what we have now.C SAC Staff collaboration with buildings.C SAC There are greater benefits to strive towaRd.C SR Better chance for smaller classesC SR Extra-curricular could go to a different OCC

divisionC SR Increase participation in varsity sports,

extracurricularsC SR Promotes a technology classC TR Academic advancementC TR Build to have both school supporting each

otherC TR Competition breeds excellenceC TR Could create a "buzz" or excitement

between the schoolsC TR DevelopmentC TR Differentiated instructionC TR Dilution of programs, increased opportunity

for involvementC TR Doubles sports involvementC TR Easier to foster neighborhood involvementC TR Healthy competitionC TR Increased opportunity for extra activitiesC TR Increased opportunity to get Reynoldsburg

name more visibleC TR More academic advancementC TR More extra curricular opportunities.C TR More opportunities for sports participationC TR More participation in sports (but not neces-

sarily more participation in other extracur-riculars, such as drama, debate, chess, etc

C TR More safe -- know kids/smallerC TR More safetyC TR More teachersC TR More teachers, more choices for academ-

icsC TR Neighborhood involvementC TR Neighborhoods will get involvedC TR Opens doors for more students to partici-

pateC TR Opportunity for development



Aud. Loc. OpportunityC TR Opportunity to support each other's

programsC TR Safer – know kids, smallerC TR Smaller population; more students can

participateC TR Some rivalryC TR State of college model of education (x2)C TR Students attend school closer to homeC TR Two extra curricular programsC TR Why must we have two sports teams?

Couldn't we have on united team using children from both schools to retain unified community image? Why two irns?

C WRJH Develop "new pride"C WRJH Develop two choice high schoolsC WRJH New opportunity for new pride.C WRJH Safer in smaller numbers.C WRJH Intimidation, safety, bullying by older

studentsC WRJH Possible equal rights violationC WRJH Possible violenceC WRJH Will open enrollment enable one school to

load up on talent for athletesC WRMS Double opportunity for all extra curricular.C WRMS Extra curricular activities,C WRMS Familiar processC WRMS Good spirited rivalry.C WRMS More extra-curricular opportunities- actual

participation.C WRMS More money for coaches.C WRMS More sports teams, bands, choral groups,

more mascots.C WRMS More students involved.C WRMS No comment.C WRMS Shortens learning curve for management.C WRMS The student will not be crowded in one.C WRMS Better teachersC WRMS Comfortable for students (traditional)C WRMS Competition within the schoolsC WRMS Duplication of resources = opportunity for

kidsC WRMS Healthy competition/positive rivalry for both

students and teachersC WRMS More extra-curricular opportunities. i.e.

Athletics, student organizations + academic programs

C WRMS Option of schools for teachersC WRMS Shorten learning curve for managementC WRMS Two sets of extra-curricular activities for

studentsP BRJH Be with friends, reduce student/teacher

ratio, create jobsP BRJH Being in a completely new school and hav-

ing a school close to youP BRJH Better chance at getting in a sports

programP BRJH Better education -- less people

Aud. Loc. OpportunityP BRJH Different events, teachers could get to

know you better, get more help where you need it, more chance of getting classes you want, better education

P BRJH Get classes that you wantedP BRJH Going to 2 high schoolsP BRJH Kids can have chances to do things they

wouldn't normally do since there are more spots open, compete against each other

P BRJH Kids keep some of their teachersP BRJH Kids will get less chances to get the classes

they want, sports teams, better educationP BRJH Kids will have more of an opportunity to

have the class they would like to doP BRJH More chance to excel in your schoolP BRJH More chances for classes they wantP BRJH More chances in sports, band, etc.P BRJH New football team so you could maybe set

more playing time, there would be more room for band members, etc

P BRJH People could have more opportunities with the other language one

P BRJH Smaller class sizesP BRJH Students would get more help from their

teachersP BRJH There is not as much kids so you could

have a better educationP BRJH To start out better in a new school, to have

a bigger building and less studentsP BRJH Two schools to give ideasP BRJH You can focus on one thing without being

distracted, you are more likely to get the classes that you want

P HAMS To make new friendsP HAMS Variety of different classedP RHS Basically copy now without overcrowdingP RHS Better education, less students in a class,

and more activitiesP RHS Discrimination between schoolsP RHS Hands onP RHS Hands on approachP RHS Learn moreP RHS Learning experienceP RHS Less crowdedP RHS Less crowded would provide more individu-

allyP RHS Lessens populationP RHS More attentionP RHS More attention can be given to the students

(x2) P RHS More hands on activities easier to manageP RHS More individualityP RHS More kidsP RHS More opportunities with less studentsP RHS More people can play sportsP RHS More sports opportunitiesP RHS New location if you are lucky

OPPOrTUnITIeS (continued)

74



Aud. Loc. OpportunityP RHS Nice facility helps achievementP RHS Not as much crowded of a placeP RHS Not unitedP RHS Offers more extracurricularsP RHS Opportunity to get better known with teach-

ers for educationP RHS Possibly smaller classrooms and number

of studentsP RHS Preventing fightsP RHS Quality of schoolsP RHS Quality of teamsP RHS RivalryP RHS Same activities but more of a chance to

participateP RHS Same activities? With more of a chance to

participate since it is two of everything.P RHS Same for bothP RHS Small classes (x2)P RHS Small classes help achievementP RHS Sophie's will have a bigger responsibilitiesP RHS Sports – more opportunity to playP RHS Still have teacher for all 4yrs-develop a

relationshipP RHS Students will get more attention because of

the small schoolP RHS SucceedP RHS The opportunities with this scenario is that

maybe with the lesser amount of students in the school, there is a bigger chance of you learning more than with a big student body

P RHS There would be more opportunities for the grades because…

P RHS Turn old JH into elem and new land into JHP BMG Friends stay togetherP BMG Gives more kids the opportunity to get

involved in school activitiesP BMG Have more questions answeredP BMG It will give kids a chance to try something

newP BMG Kids will have more learning spaceP BMG To learn more if there are less kids- more

direct attentionP BMG We would allow more people to come to

the schoolsP SR Develop good reputation for sportsP SR More people involvedP WRJH Availability of classesP WRJH Both schools can come together some-

times to do eventsP WRJH Could have a variety of kidsP WRJH Everyone could participate in activitiesP WRJH Facilitate college entrance due to focusP WRJH Facilitate college interests due to collegeP WRJH More available classes so that you can

prepare yourself for collegeP WRJH More available classes so that you can

prepare yourself for college

Aud. Loc. OpportunityP WRJH More people involvedP WRJH Reynoldsburg could have a good opportu-

nity to become known as a good football team

P WRJH Staff could focus more on individual stu-dents, less kids

P WRJH To have older people as examplesP WRJH We can have more battle of the burg that is

what we do in Jr. HighP WRJH Work with people of all gradesP WRMS Add more classes because less students

(x4)P WRMS Could ride your bikeP WRMS Enough seats for everybody (x13)P WRMS Get your own locker (x12)P WRMS Less bullying (x9)P WRMS Maybe more field trips (x4)P WRMS Might be competitiveP WRMS More sports (x2)P WRMS No bullyingP WRMS Own lockers (x2)

P WRMS Same classes in each buildingP WRMS Sports teams (x2)P WRMS Support for struggling students (x3)P WRMS TutoringP WRMS Two sports teams (x15)P WRMS We could have subjects like cooking class if

people wanted to get into that businessP WRMS We could have support class for people

who need help in classes (like tutoring)P WRMS Wouldn't have to share many lockers (x2)P WRMS Might be cool to competeP WRMS No bullyingP WRMS Same classes I watch buildingP WRMS Two opportunities for student council, etc…S BMG Eliminates overcrowdingS BMG More extracurricular opportunityS BMG More opportunity to participateS BMG Smaller groupsS BMG To play sports (unless you have open

enrollment)S BRJH Better teachers.S BRJH Class size control.S BRJH Could also unite the community-competition

is a good thing.S BRJH Could cause both facilities to work harder,

students to work harder etc.S BRJH Diversified curriculum.S BRJH Extracurricular activities would be the same.S BRJH Football-two teams.S BRJH Fresh start/S BRJH I feel that academically the opportunities

would be equal in both schools.S BRJH Less anonymous.S BRJH More opportunities for AP classes.S BRJH More opportunities for the kids.


“Boundaries must be drawn so as to not have a ‘poor’ school and a ‘rich’ school—with so many apartments on the south end, this will be challenging.”



Aud. Loc. OpportunityS BRJH More students able to participate in sports.S BRJH No tracking.S BRJH Opportunities for each school to grow.S BRJH Sell it.S BRJH Twice as many opportunities.S BRJH Two sets of curricular activities and

students.S BRJH Two sports teams, bands etc.S BRJH Diversified curriculumS BRJH Fresh start for any studentS BRJH More class size continueS BRJH Smaller building – fewer studentsS CK Better relationship with the studentsS CK Better supervisionS CK Each child would be able to just go to the

regular type high school and get the educa-tion that they choose to have

S CK Go close to homeS CK Going to school with friends in your neigh-

borhoodS CK Greater learning choicesS CK Greater opportunities with business schoolsS CK Groups are smaller, teachers can keep a

better eye on themS CK Know students betterS CK Lower numbers in each buildingS CK Means more chances to have one on one

with studentsS CK More elective opportunitiesS CK More kids involvedS CK More one on oneS CK More opportunities for students in extracur-

ricularsS CK More students become visible b/C of the

expanded boundariesS CK More teachers; more choice of classesS CK NoneS CK Opportunity for greater relationships with

teachersS CK Possibility of additional social/extracur-

riculars clubsS CK SafetyS CK Safety from outsidersS CK Safety/smaller setting can tell outsidersS CK Small school atmosphereS CK SmallerS CK Smaller groupsS CK Social advantage for studentsS CK Social advantage for students because

smaller baseS CK Socio-economic divide-certain areas more

affluentS CK Teachers have a better chance of keeping

eye on studentsS CK With two separate programs of each (I.e.

Sports, music, etc.) More kids can get involved

Aud. Loc. OpportunityS CO Better opportunity to get the class wantS CO Cause rivalryS CO Community view as equalS CO Exact academic comparisonsS CO Friendly competitionS CO Increased gate receipts with competitionS CO Loss of identityS CO May divide the community (e.g., Sports,

band, extra-curricular)S CO Maybe being around new peopleS CO More chances to get classes you wantS CO More community involvement at rival sport-

ing eventsS CO More participation in extra-curricularS CO More starsS CO Small classesS CO Smaller class size than currentlyS CO Sports participation/band/etc.S FR If children have a choice of which school.S FR More clubs/sportsS FR More extra-curricular activitiesS FR More extra-curricular.S FR More involved in extra-curricular.S FR More students involvedS FR Relationships with counselorsS FR Smaller atmosphereS GR Can participateS HAMS Boundaries must be drawn so as to not

have a "poor" school and a "rich" school – with so many apartments on the south end, this will be challenging.

S HAMS Cheaper to set up for district.S HAMS Equal education (mirrored).S HAMS Expand or enhance programming.S HAMS Have the same group of friends throughout

– safe zone.S HAMS More extra curricular opportunities.S HAMS Same courses.S HAMS Serious all students getting education.S HAMS Smaller classes. (X2)S HAMS Students can move up once profanely

shown.S HAMS Teaming for teachers.S HAMS Travel not far.S HAMS Use of resources (2th grader at 9th grade

level or vice versa.)S HAMS Variety of classes within one building.S HAMS Funding with grants through dept. Of

development and federal level for renewable energy sources

S HM Less crowding could help offer more class choices, more individualized attention b/d of smaller #'s

S HM More chances to participate in sports, drama, band, etc

S HM More individual attention (small HS)


76



Aud. Loc. OpportunityS HM More opportunity for less skilled athletes to

play sportsS HM More opportunity oust side classroomS HM Overall feeling one school vs. OtherS HM See strengthsS HM Smaller class sizesS HM Specialized programmingS HM Traditional high school education would

continueS RH 9th grade teachers loop to 10th.S RH Could offer more classroom space or

additional space for the current eastland performing arts program.

S RH Create own school culture.S RH Create own school culture; easier with a

smaller s sizeS RH Don't separate the town.S RH Give support groups to work together in

one facility.S RH Gives the support groups to share ideas

and efforts commonly.S RH Keeps students together.S RH Less security busts.S RH Less security costsS RH Money available for renovation of old schoolS RH Stability in staffing; no need to share certain

specials staffS RH Smaller buildings.S RH Stability in staffing.S RH Support groups can share ideas/efforts

across grade levels.S RH Town not separated.S RH You don't separate the town. (Same

identity).S RHS 2x as many extracurricular activitiesS RHS Adult student ratio (x2)S RHS Athletics, extracurricular (x2)S RHS Better vertical alignmentS RHS Chance for student participationS RHS Continuation through gradesS RHS Equal opportunities for both schools.S RHS Equal opportunities. (x2)S RHS Existence of in-district "competition" could

motivate some.S RHS Fewer students/fewer teachersS RHS Forms smaller communitiesS RHS Get to know teachers 9-12 before having

them. A face may be known earlier.S RHS Gives more places to be S RHS Greater opportunity for kids academicallyS RHS Healthy competition (x2)S RHS Healthy rivalryS RHS Healthy rivalry between schoolsS RHS Less competition for coveted spots in

sports and activities.S RHS Loss of school spirit lifted

Aud. Loc. OpportunityS RHS Maybe each building could have a "spe-

cialty"S RHS More academic and extracurricular op-

portunitiesS RHS More competition (x2)S RHS More involvementS RHS More jobsS RHS More kids can participate in sports etc.S RHS More opportunities for all students.S RHS More opportunities for success.S RHS More opportunity to be a part of team

sports if there are two at each school.S RHS More spaceS RHS More sports teams, clubs, band, plays etc.S RHS More student leadership (x3)S RHS More student opportunitiesS RHS More students involved in various opportuni-

tiesS RHS More teacher leadership (x3)S RHS New teachers, ideas, new bloodS RHS OGT vs. College focusS RHS Part of more teams, clubs and more num-

bers for each,S RHS Promotes clear growth-people moving in will

understand it.S RHS Re-bootS RHS Smaller class sizes (x3)S RHS Smaller classrooms.S RHS Smaller feeder programS RHS Smaller size.S RHS Standardize curriculumS RHS Student involvement could increaseS RHS Teacher job opportunitiesS RHS Traditional high school experienceS RHS Twice as many opportunities for sports

participationS RHS Two bands, football teams, student govern-

ment, chorus-lots more opportunity for more kids

S RHS Two bands. S RHS Two different sets of sports (more athletes)S RHS Two times extracurricularS RHS Voter approval its what they are seeingS RHS We know howS RHS Wouldn't be major newsS SR Attract additional teachersS SR Can play sports and participate in extra-

curricularS SR Could better addresses safety issuesS SR May attract additional teachersS SR May attract better, more teachersS SR More chances for participationS SR More openings for studentsS SR More opportunitiesS SR More opportunities for participation (x2)




Aud. Loc. OpportunityS SR More student participation in extra cur-

ricular activitiesS SR Opportunities higher for teams, etcS SR Opportunities to draw equitable attendance

linesS SR Smaller classroom ratioS TR Equal opportunity for all studentsS TR FamiliarityS WRJH Better opportunity to know more students.S WRJH Boundaries could mix neighborhood. (X2)S WRJH Boundaries could mix neighbors.S WRJH Boys and girls school.S WRJH Boys/girls school.S WRJH Boys/girls HSS WRJH Children know classmates & teachers know

studentsS WRJH Difficult to balance opportunities for stu-

dents and staff.S WRJH Families have children in 1 buildingS WRJH Families only concerned with one building.S WRJH Girls and boys high schools.S WRJH Just ordinary, nothing unusual..S WRJH Less busing.S WRJH More athletic availability with two teams for

each sport.S WRJH More student leadership.S WRJH Opportunity to transfer.S WRJH Potential for "haves" and "have nots" or

elitism.S WRJH Role models (honor society) etc.S WRJH Safer (x2)S WRJH SafetyS WRJH SameS WRJH Similar to high schools in the state.S WRJH Sports (x2)S WRJH Staff buy – in.S WRJH Students live close to school.S WRJH To create new buildings could be adaptable.S WRMS Collaboration between students and teach-

ers.S WRMS Create programs meet changing needs with

new high school.S WRMS Establish friendships.S WRMS Freshman to play varsity sports.S WRMS Greater academic growth.

Aud. Loc. OpportunityS WRMS Growth and development for teachers

(workload meaning the # of students to meet the needs of.

S WRMS High school can collaborate-similar cur-ricula/classes.

S WRMS Kids can more easily reach across grade levels for academics.

S WRMS More easily move across grade levelsS WRMS More extracurricular opportunitiesS WRMS More funding?S WRMS More kids can participate in extra curricular.S WRMS More opportunity for kids to be involved.S WRMS More opportunity for participation in extra-

curricular – sports, bandS WRMS More opportunity for participation in extra-

curricular (more sports).S WRMS More opportunities for scholarships and

academic awardsS WRMS More students possibly receive awards/

scholarships.S WRMS More students participate in extra curricular.S WRMS Number of students, improved ability to

meet needsS WRMS Opportunities for more student to partici-

pate in programs/activities.S WRMS Perception of being a "bigger district"S WRMS Perception of being powerfulS WRMS Rounded education.S WRMS Smaller class sizes.S WRMS Stronger "Reynoldsburg" as seen by other

districts.S WRMS Students can travel from one high school to

another for classes or opportunities..S WRMS Students more comfortableS WRMS Students receive all the perks of traditional

high school but with fewer numbers.S WRMS Students receive all the perks of traditional

high school but with fewer numbers.S WRMS Students to mature and grow educationally

in same environment.S WRMS Two debate teams, two track teams, two

etc..S WRMS Two different kinds of H.S’s.S WRMS Two separate sports teams, extra curricu-

lar- more students can participate.S WRMS Well-rounded


78



ThreATS Aud. Loc. Threat

C BRJH More fights, different sport division

C BRJH Rivalry

C BRJH Separate is not equal

C BRJH Two separate athletic programs-rivalry

C BRJH Unwanted rivalry for different sports

C BRJH Will open enrollment be offered

C CO Divides community

C CO Divides talent

C CO Good and bad school perceptions

C CO Having two staffs

C CO Impacts on real estate

C CO Less sponsorship for programs

C CO May multiply no voters

C CO Pay-to-play – extracurriculars will need enough money outside of operating funds

C CO Perception of old vs. New

C CO Rivalry

C CO Some students will never go to new high school

C FR $ For duplication of facilities

C FR Are resource divided equally among schools? Currently, no

C FR Breaking up of community identity

C FR Community may feel divided

C FR Competitive/rivalry among schools based off course/extra offerings

C FR Could create idea of "good" school and "bad" school

C FR Equality of resources

C FR Gang problems

C FR If open enrollment, possibility of one strong and one weak program

C FR Loss of participants in extra-curricular activities. It's no fun being on small, weak team/group. Families will move if opportu-nities leave

C FR May lower property value in some areas, increase taxes in others

C FR Missing opportunities – by doing more of the same

C FR Offerings in only 1 school (gifted)

C FR Opportunities may cause people to move out of district

C FR Perceived "socio-economic" drawing of boundaries (true or not)

C FR Possible academic inequity in academics – new building = new library, new technology

C FR Potential for disparity

C FR Potential for increased operational costs of HS2

C FR Problems between students at different schools

Aud. Loc. Threat

C FR Renovations must include improving academic materials

C FR Separate may not be equal

C FR Smaller size

C FR Unequal participation

C FR Will lower or raise property values

C GR Boundary -drawing: what's equitable now might not be in 10 years.

C GR Boundary issues.

C GR Competition between instead being one community school.

C GR Could cause lessening of value of certain homes.

C GR Equity

C GR Equity boundaries may chance

C GR Haves/have nots.

C GR Home values for the "old" school district.

C GR Labeling of students.

C GR Labeling poor school/rich school.

C GR Labeling threat.

C GR Lessen home values

C GR Open enrollment? Cut-off?

C GR Operating costs for adequate staffing go up

C GR Possible hostile division of the Reynolds-burg communities over boundaries.

C GR Questions about boundaries

C GR Rivalries

C GR Rivalry

C GR Separate but not equal.

C GR Unequal demographics

C GR Will open enrollment be offered and what will be cut off?

C HAMS Businesses may be split in who they will support in fund raisers, plays, programs etc.

C HAMS Divides community :old high school (per-haps poor section of Reynoldsburg) versus new high school perhaps more affluent part of the city).

C HAMS Have versus have not school.

C HAMS Really competitive in community.

C HAMS Very hard to achieve 100% fairness; equal facilities, teachers environment.

C HAMS Property values affected if one school is more desirable

C HM 2 Different sports teams

C HM 2 Football teams

C HM Divide community (x2)

C HM Easier to take over the school with 2 build-ings and evacuation procedures might be less effective

C HM Evacuation procedures less effective-easier for intruders



Aud. Loc. Threat

C HM Finding a lot more teachers for the new school, kids going to other school to not take a class but to hang with friends, transportation

C HM Is separate equal?

C HM Lose open enrollment limitations

C HM Lost opportunity to be innovative

C HM Lower availability of advanced courses

C HM Negative affect property value in older sections

C HM Property value differences

C HM Quality experience teachers not at both

C HM Racial tension (x2)

C HM The price of more teachers for the second high school.

C HM Unhealthy rivalries

C HM You would have to find a lot of teachers to teach in the new schools

C RH .People drawn to new schools property areas.

C RH Attitudes with two different high schools can create problems with community itself.

C RH Being compared to another close urban district.

C RH Businesses may not want to support two schools.

C RH Certain opportunities are immeasurable could be lost., Friends, great teachers, clubs (that interest a student).

C RH Community division

C RH Competition (types).

C RH Competition between schools divide com-munity why more these?

C RH Could cause lowering of property values in certain areas.

C RH Could open enrollment be used to stack athletic teams?

C RH Discussion above have and have nots.

C RH Division

C RH Duplication costs

C RH Higher property taxes in some areas.

C RH Less identifiable with other state high schools.

C RH Levy may not pass.

C RH Lowering property values in some areas and rising in other areas.

C RH May hold students back being in school with same group since kindergarten.

C RH Move-ins will cause unequal attendance

C RH Movement of west to east of Columbus community-not interested in an education

C RH Not passing operating levies

C RH Not thinking outside the box.

Aud. Loc. Threat

C RH Obvious differences could arise in educa-tion quality- state scores.

C RH One school considered better.

C RH People might leave if they don't like the boundary lines

C RH People will choose residence based on school district.

C RH People will move from Reynoldsburg if children go to "old" school.

C RH People will not move into the old school area, housing values will slump.

C RH Property valuation

C RH Rivalries between students, parents, teachers.

C RH Rivalry

C RH Rivalry between bldgs

C RH Safety/rivalries

C RH Separate but not equal (x3)

C RH Separation of friends-destroys confidence and security

C RH Separation of Reynoldsburg youth.

C RH Split graduation class

C RH Split/divide, safety.

C RH Stack athletes

C RH Staffing-will it reduce teacher to student ratios

C RH State report cards (with separate irn)

C RH Stigma about each school.

C RH Students may be transported five miles from their neighborhood.

C RH Too big (most dangerous).

C RH Transportation issues arise.

C RH Two separate identities, divide communi-ties.

C RH Will open enrollment be offered and what will be cut off?

C RHS Cancellation of music and sports activities due to lack of funds to support both schools; split the community

C RHS Current structure is out-of-date

C RHS Difficult choice about geographic boundar-ies

C RHS Distrust that administration will renovate older schools

C RHS Dividing community

C RHS Division of city; more admin. Staff up costs from teachers; have & have nots

C RHS Have – have nots

C RHS Have/have nots – economic division

C RHS How much would the cost of transportation offset the cost of 2 athletic teams

C RHS How will the faculty be divided

C RHS In equity

ThreATS (continued)

“People might leave if they don't like the boundary lines.”

80



Aud. Loc. Threat

C RHS Kids already get jumped walking home from RHS & Baldwin

C RHS Lack of community support for both schools

C RHS Lower property value in some areas

C RHS Money maintains new schools not old

C RHS More $ on admin vs. $ on education/teachers

C RHS More free (wealthier) parental involvement

C RHS Old teachers – old school; new teachers – new school (disparity, more experience)

C RHS One school could develop an elitist at-titude; one school will have new facilities, one old; seniors could corrupt freshmen

C RHS Open enrollment could cause stacking athletic teams

C RHS Open enrollment stacking schools

C RHS Potential/too much rivalry; economic divide

C RHS Racial and socio-economic tensions

C RHS Raise taxes in others

C RHS Rivalry

C RHS Safety/rivalry

C RHS Separate is not equal

C RHS Separates the town

C RHS Separation of Reynoldsburg youth.

C RHS Shuttle kids back and forth it number of sections are limited

C RHS Special needs students may be separated and pigeon-holed

C RHS Split neighborhoods; lack of commu-nity units; equity/pointing of resources; perceived failures in other communities; duplication

C RHS Split of community (x2)

C RHS Splitting the community; boundaries may separate by economics

C RHS Threat of change affects everyone

C RHS Threat of possibly cutting cost (x-cur.Activities) after cost of running 2 diff't high schools

C RHS Two different school cultures (more than rivalry)

C RHS Who is going to be the raiders?

C RHS Why hurry children to college?

C SAC Community alienation.

C SAC Haves/have nots.

C SAC If you are to large you lose sight of main purpose.

C SAC Inequity-wal-mart vs. Gucci.

C SAC More gifted kids on north side.

C SAC Perceived have and have nots on how lines are drawn.

C SAC Rivalry

C SAC Split community. (x2)

Aud. Loc. Threat

C SAC Tearing apart community-rivalry.

C SAC Two football teams.

C SR Community rivalry

C SR Costs

C SR Could cause lowering of property values in certain areas. Raising taxes in others

C SR Could lower property value in some

C SR Could open enrollment be used to stack athletic teams?

C SR Deplete the strength of extra-curricular

C SR Economic future may not support

C SR Economy-pass levy-pay to play athletics

C SR Flight from Reynoldsburg

C SR Future economy problems

C SR Increase taxes in others

C SR Less sustainable

C SR Maintaining two buildings with extra-curricular

C SR Rivalries

C SR Rivals

C SR School rivalry

C SR Separate is not equal

C SR Separates friendships

C SR Shrinking population (x2)

C SR Status quo

C SR Supreme court said separate is not equal

C SR The continuation of the poorer/worse part of Reynoldsburg

C SR Threat of gangs

C SR Threat of pay-to-play

C SR Threat of violence

C TR "Fair" comparisons -- R/T # of students, caliber of staff, balance

C TR Business community may fee too expen-sive to support two and fair impact of only supporting one, so school may lose support from business community

C TR Chance of violence due to rivalry -- ex-penses for additional police at schools/at games

C TR Could cause lower of property values in some areas and increase in taxes in others

C TR Could cause lowering of property values in certain areas, raising taxes in others

C TR Could depress property values in "less desirable" attendance areas

C TR Could open enrollment be used to stack athletic teams

C TR Could open enrollment be used to stack athletic teams at one school?

C TR Depressed property values

C TR Disparity

C TR Divides community

ThreATS (continued)



Aud. Loc. Threat

C TR Equity (perceived)

C TR Funding from community for two schools

C TR Funding from one community for two schools

C TR Gas prices (x2)

C TR Haves and have-nots

C TR How will operating funds affect this?

C TR If school closes then when the students are joined together again there could be tensions

C TR Intense rivalry within a community

C TR Intense rivalry, I.e. Beech croft and brook haven

C TR Inter-school competition may spill over to community events as in other nearby communities

C TR Inter school fighting -- neighborhood fighting

C TR Inter school fighting/inter-neighborhood fighting

C TR Leaves door open for unfair comparisons between schools

C TR Less equity; rivalry in community

C TR Limits personalization

C TR Limits personalization of education and mtg individual needs of students

C TR Loss of community identity

C TR Meeting needs of individual students

C TR More chance for violence

C TR More expense for police to monitor sport-ing events and police in the schools daily

C TR New move in families will opt toward the nicer school

C TR One good/one bad

C TR Participation in sports/activities will be divided – will there be enough kids to form teams

C TR Perception of inequity depending on how split

C TR Perception of the "haves" & "have nots"

C TR Perceptions – rivalry

C TR Potential for an additional overcrowding issue if annexation

C TR Questionable disparity

C TR Racial and economic tensions may arise

C TR Report card competition (x2)

C TR Rivalry (x2)

C TR Rivalry between schools

C TR Sensitivity around boundaries

C TR Street repairs, neighborhoods

C TR Supreme court said separate is not equal (x2)

C TR Transportation challenges of working parents ex. After school activities

Aud. Loc. Threat

C TR Two proms – two nights of alcoholic teen-age drivers to contend with

C TR Unfair comparison between schools; can lead to depressed property values

C TR Unfair comparisons

C TR What are the boundaries – will it be geographic

C TR Will open enrollment be offered and what will be cut off?

C TR Will we find qualified teachers to staff both schools

C WRJH Behavior

C WRJH Competition between the schools divides the community. Would pit one against the other along socio economic lines if some district lines are used.

C WRJH Divide community as a whole.

C WRJH Drop in real estate values near old high school (pickerington)

C WRJH Having to choose between choice high school

C WRJH Lower sports ranking OHSAA

C WRJH New staff straight out of college

C WRJH Parents trying to get students in better athletic teams if open enrollment offered.

C WRJH Renovations will not provide equal schools

C WRJH Safety

C WRJH Same classes offered does not mean equal.

C WRJH Split community.

C WRJH Sports ranking in division might drop.

C WRJH Supreme court says separate is not equal.

C WRJH Violence

C WRJH Will open enrollment be offered and what will be cut off?

C WRMS Split community.

C WRMS Transportation costs.

C WRMS "Good" vs. "Bad" school

C WRMS Boundary guidelines

C WRMS Cost of extra-curricular staffing

C WRMS Demographic split

C WRMS Divide community

C WRMS Future overcrowding

C WRMS Geographic split

C WRMS Have and have nots if arranged by boundaries

C WRMS Have vs. Have nots perception

C WRMS Rivalry from separation

C WRMS Splits community

C WRMS Under-enrollment in future

C WRMS What are you going to do with add kids & students who are academically challenged?

ThreATS (continued)

“Competition between the schools divides the community; Would pit one against the other along socioeconomic lines if some District lines are used.”

82



Aud. Loc. Threat

P BRJH 12th graders might pick on 9th graders, kids can come from the high school.

P BRJH Competition

P BRJH Distance between them and the high prices of today

P BRJH Kids can come from other high schools

P BRJH Kids can come from other HS

P BRJH More fights because it would be a big school, maybe between lower and upper grade kids

P BRJH More interaction between students, fights

P BRJH None (x2)

P BRJH Other kids could come from the other high school

P BRJH People might be angry about not going to a brand new school

P BRJH People might want to go to the new school because there is new technology

P BRJH Problems between the school

P BRJH Schools could get too competitive

P BRJH Siblings in the same building

P RHS Begin fighting

P RHS Big rivalry

P RHS Boundary lines

P RHS Building rivalries

P RHS Community split

P RHS Could make a far drive for someone

P RHS Create rivalry

P RHS Curriculum would not be what you hoped it would be

P RHS Discrimination of schools

P RHS Diversity of schools

P RHS Divided community (x2)

P RHS Division of wealth class between schools

P RHS Division socially, economically

P RHS Economics -- diversity

P RHS Fear of division-economically/discrimination

P RHS Fighting

P RHS Fighting between the two schools (rivalry)

P RHS Have and have not (rich/poor)

P RHS I don't think there will be any threats

P RHS Intense rivalry

P RHS May create segregation

P RHS More expensive

P RHS Not a good idea to have elementary so close to HS

P RHS Once you go to 2-cannot go back to 1

P RHS Rich vs. Poor

P RHS Rivalry "big"

P RHS Rivalry between schools

P RHS Same kind of classes in both schools

Aud. Loc. Threat

P RHS Segregation, resistance to changing boundaries

P RHS Separation of friends between high schools

P RHS Separation student body

P RHS Several years of bad feelings while switch-ing from 1 to 2 schools

P RHS Social division

P RHS Some students may never interact (W/6 elementary, 2 middles, 2 Jr. Highs

P RHS Tensions between 2 schools

P RHS The schools can become rivals

P RHS There would be a lot of fighting and things because the upper classmen wouldn't get along with the lower classmen

P RHS This community may be more divided and some unwanted rivalry activities can occur

P RHS Weak sports teams

P RHS Weaker knowledge and being less pre-pared for your perspective field

P RHS Weaker knowledge being less prepared for perspective field

P RHS Will it change the problem we have right now?

P RHS Will people think that keep building new schools is too much

P BMG It splits the community so more fights between schools

P BMG May cause controversy when thinking of joining the schools for a dance or anything

P BMG Maybe very separated

P BMG Split community

P BMG The students could fight more cause they would think they were better than the first

P SR Emotional stress by not knowing students

P SR Too much driving-distance

P WRJH A lot of bullying

P WRJH A lot of competition between schools

P WRJH Between the two there is a lot of driving distance

P WRJH Emotional stress on students

P WRJH Everybody would be split up

P WRJH If there is security at the high school right now, then we would need to hire more in case of fights or anything

P WRJH It would be too spaced out

P WRJH Lack of enthusiasm to push forward

P WRJH Lack of enthusiasm to push forward – extra-curricular, academic

P WRJH Less opportunity for scholarship (x2)

P WRJH Lot of competition

P WRJH Some kids may want to go to certain schools

P WRJH Splitting community (x2)

P WRJH Splitting talent (x3)

ThreATS (continued)

“There would be a lot of fighting and things because the upperclassmen wouldn't get along with the lowerclassmen.”



Aud. Loc. Threat

P WRJH Talent all at one school

P WRJH Talent all on one team

P WRMS Could lead to gangs (x11)

P WRMS Fighting (x2)

P WRMS Lead to gangs, maybe (x2)

P WRMS Leading to gangs (x2)

P WRMS Maybe too competitive (x2)

P WRMS Might not like it

P WRMS Might not like teachers (x6)

P WRMS Might not like your teachers (x7)

P WRMS Not like teachers (x4)

P WRMS People don't like change

P WRMS People don't like change, may not like it

P WRMS People don't like change, might not like this

P WRMS People might not like change

P WRMS Periods might be longer (x2)

P WRMS Rivalry (x4)

P WRMS Safety (x2)

P WRMS Some people might not like change (x2)

P WRMS Sports rivalry (x11)

P WRMS You would get hurt if some one trips over you

P WRMS You would not get to find somebody easily

P WRMS May be too competitive

S BMG Could be forced to limit transportation (could got to state minimum (two miles)

S BMG Extra-curricular teams could be weaker

S BMG If lottery is used, transportation could be a nightmare

S BMG Less diversity

S BMG Not enough buses

S BMG Not enough buses or drivers

S BMG Potential gang activity

S BMG Racial, not enough buses

S BMG Rivalry between two schools

S BMG Transportation

S BMG Will need more drivers

S BRJH Community competition, division

S BRJH Community perception.

S BRJH Competitive

S BRJH Costs of having two different auxiliary programs (sports, band, etc.).

S BRJH Dissension

S BRJH Dividing geographic in-equitably.

S BRJH Division of community among schools.

S BRJH Geographic split.

S BRJH Lose history of Reynoldsburg high school.

S BRJH More gifted kids on north.

S BRJH More money to the ne part of Reynolds-burg.

Aud. Loc. Threat

S BRJH New high school would tend to be a school haves (it draws from the more affluent areas.

S BRJH Old high school would tend to be a school have nots(since it would draw from poorer areas.

S BRJH Rivalry between schools.

S BRJH Schools may feel competitive.

S BRJH Schools would possibly become unequal.

S BRJH Separation of programs.

S BRJH Too much division between students, teach-ers, families.

S BRJH Under enrollment.

S BRJH Community perception

S BRJH Competitive

S BRJH More gifted 0 ability grouping

S BRJH Real poss. To be lose identity/history of RHS

S BRJH Rivalries

S CK A division of the city

S CK Diversion socially and economically

S CK Divided community (x3)

S CK Dividing town (kids)

S CK Division of community

S CK Driving 55mph

S CK Driving- students-maybe too far in rush hour traffic

S CK Driving too far – younger drivers, traffic on broad street

S CK Extracurriculars activities could be eliminated

S CK Good school/bad school (x3)

S CK Good/bad school (x2)

S CK Having the younger student driving that far

S CK Hopefully the schools would be split evenly and fairly so each child feels like they belong there and are safe in each of the buildings

S CK Licking county home building

S CK Negative feelings from community- com-munity can take several years to except the split

S CK Potential for increase in violence B/C of rivalries between the two high schools

S CK Rich school vs. Lower income

S CK Rich vs. Poor

S CK Rivals of students

S CK Violence

S CO Community of division

S CO Competition sometimes hostility

S CO Competition/hostility between buildings

S CO Costs of duplicate supplemental

S CO Creates an unhealthy competition

ThreATS (continued)

84



Aud. Loc. Threat

S CO Difficulty in maintaining racial balance

S CO Divide community further

S CO Division of community

S CO Exact academic comparisons

S CO Failing in two places

S CO If keep attendance boundaries, ominous divide

S CO Lack of education vision, can't get job done

S CO Loss of identity

S CO Perception of one school being better than the other

S CO Perceptions of have/have nots

S CO Rich vs. Poor

S CO Rivalries too far

S CO Split the community.

S CO Taxpayers unhappy that their student goes to "old" building.

S CO To produce double what we are doing now

S FR Carefully draw lines

S FR Carefully have to draw lines.

S FR Community may fight over choice of school (boundaries)

S FR Could draw community lines.

S FR Cross town rivalry between sports teams

S FR Divide community (x2)

S FR Dividing community- perhaps "haves/have nots"

S FR Division of communities.(X4)

S FR Drastic measures to attend

S FR Haves/have nots. (X2)

S FR Inequality

S FR Inequality of facilities.

S FR Other school (new better sports)

S FR Perceived inequality of facilities

S FR Possible socio- economic division depend-ing on boundaries.

S FR Possible socio-econ division

S FR Rivalries between schools

S FR Socio-economic divisions.

S GR Could create rivalry between schools

S GR Labeling

S GR There's no way to make both schools completely equal

S HAMS Behavior of students.

S HAMS Competition

S HAMS Competition, behavior and boundaries.

S HAMS Creating a separation in the community.

S HAMS Divided community

S HAMS Equity low versus upper class.

Aud. Loc. Threat

S HAMS Lack of community cohesion at least in beginning.

S HAMS No sense of community.

S HAMS Property value.

S HAMS Property values.

S HAMS Racial divide.

S HAMS Separation in community- sports clubs.

S HAMS Two separate sets of athletic/clubs.

S HAMS Would all students feed into school from same Jr. High?

S HAMS Dividing sports teams

S HAMS Future funding

S HAMS Mixing younger & older students

S HAMS Open enrollment offered

S HAMS Open enrollment stacking sports teams

S HAMS Peer pressure

S HAMS Property values lower in certain areas

S HAMS Rich & poor divide

S HAMS Rivalry between schools

S HAMS Separate is not equal

S HAMS Two different towns

S HM Better test scores at 1 building

S HM Business support equity (shared)

S HM Competition among/within the city

S HM Competition within the city

S HM Competition, unequal

S HM Divide racil graous

S HM Funding divided in half-even though one school would need it more than the other

S HM Parent support due to economics

S HM Parent support, funding, special ed popula-tion/testing/scores

S HM Rich-poor, separate the community, better test scores at one building, parent support, competition

S HM Socio-economic of Reyn would not have opportunity to learn in new school with new teachers

S HM Special ed population (ESL)

S HM Stigma of "old" building., Haves and have nots

S HM Student socio-economic equity

S RH "Hate" others.

S RH Competition

S RH Don't segregate students within a district/or within a building.

S RH Economic division.

S RH Fund raising for 2 ext. Curricular

S RH Fundraising.

S RH Haves/have nots.

S RH Less collaboration.

S RH New versus old.

ThreATS (continued)



Aud. Loc. Threat

S RH Perception by community of division of economics ("ghetto")

S RH Perception of " ghetto".

S RH Perceptions by community of division of economics (ghetto).

S RH Pool of participants smaller (band)

S RH Possible not same opportunities at both

S RH Possible racial division between 2 schools (like MS experience of trying to group to meet s needs)

S RH Possible racial division between two schools.

S RH Racial division between two schools (like MS experience of trying to group to meet students needs.

S RH Recruiting/scholarships

S RH Rival between schools rather than remain-ing united.

S RH Support groups being divided

S RH Wouldn't be sufficient funds to fill AP classes.

S RHS "Have nots" could oppose future levies

S RHS A community divided

S RHS A stereotype of soci-economic status to old/new school

S RHS Affecting real estate

S RHS Boundary issues

S RHS Community division (x2)

S RHS Competing athletes

S RHS Competition (x2)

S RHS Coordination

S RHS Cost of operating two EC programs

S RHS Develop separate identities

S RHS Divide community.(X4)

S RHS Divide district

S RHS Divides city

S RHS Division in general

S RHS Division within communities between "haves" and "have nots"

S RHS Divisive-could create " haves" and "have nots " according to neighborhoods

S RHS Emergency situations (which school)

S RHS Have and have not real or perceived

S RHS Have and have not schools

S RHS Have/have not school (x3)

S RHS Inequalities (real or imagined) (x2)

S RHS Is happening in the junior high and middle schools

S RHS Is it possible to offer electives/clubs etc. At both buildings?

S RHS Money would cause restrictions

S RHS One will be "good"/one will be "bad"

Aud. Loc. Threat

S RHS Perceived threat of dividing the commu-nity-but big communities need separate schools and everyone survives and thrives! Growing pains will be overcome

S RHS Percentage

S RHS Rich/poor community division

S RHS Rich/poor school

S RHS Rivalry (x2)

S RHS Rivals (good school/bad school)

S RHS Sense, real or more likely imagined, of inequality

S RHS Split community (x5)

S RHS Split staff-not working together

S RHS Splitting the staff

S RHS Strong rivalry

S RHS Will it be staffed properly?

S SR Advantaged verses disadvantaged

S SR Community divide

S SR Competitive environment negative

S SR Could lose diversity within schools

S SR Difficult to negotiate

S SR Divided community (x2)

S SR Divides community by $/race

S SR Division could cause gang related activity

S SR Have/have nots

S SR Highest drop out rate

S SR Lose diversity

S SR Rivalry

S SR Safety

S SR Sets up two divided parts of the commu-nity. I fear gang-related activities could take place in this set-up, one section of town against another

S SR Short-term lower quality sports

S SR Short-term weaker teams, bands, orches-tra, etc

S TR Splits community

S WRJH Alumni who don't want change.

S WRJH Balancing

S WRJH Boundaries spit neighbors. (x2)

S WRJH Comparison of testing schools

S WRJH Competition between buildings.

S WRJH Could cause culture clashes

S WRJH Culture clash. (x2)

S WRJH Divides community.

S WRJH Does not allow students opportunities of various programs.

S WRJH Economics between students

S WRJH Fights amongst schools.

S WRJH Haves/have nots equal competition be-tween schools- this divides a community.

S WRJH Haves/have nots.

ThreATS (continued)

“I fear gang-related activities could take place in this set-up; one section of town against another.”

86



Aud. Loc. Threat

S WRJH Limited programs offered

S WRJH One school is "old" and one "new".

S WRJH Potential for elitism.

S WRJH Rivalries in academics and sports (x2)

S WRJH Safety issues

S WRJH Small school leaders?

S WRJH Sports location?

S WRJH Staff doesn't buy in.

S WRJH Variety of activities.

S WRMS "New school" "old school"

S WRMS $-Hire explore teachers, coaches, support staff etc.

S WRMS Academics

S WRMS Boundaries dividing the town in rich side and poor side, the haves and have nots.

S WRMS Community divided racially/socioeconomi-cally/athletically.

S WRMS Community rivalry (a bad thing?).

S WRMS Competition – sports, etc

S WRMS Competition between two high schools in same community.

S WRMS Competition rather than cooperation.

S WRMS Competitive-less sharing of ideas, lessons.

S WRMS Competitiveness becomes unhealthy- la-beled as "old" and "new".

S WRMS Create competition.

S WRMS Divide the community (x5)

S WRMS Division/rivalry within the community.

S WRMS Easy – not necessarily best

Aud. Loc. Threat

S WRMS Following typical procedure-falling behind the times.

S WRMS Haves/have nots.

S WRMS Inequality in behavioral issues.

S WRMS Lack of creativity – missed opportunity

S WRMS Lack of creativity.

S WRMS Lack of vision

S WRMS Not aligned with each other.

S WRMS Not necessarily a creative plan, nor is it best for needs of 21st century learner.

S WRMS Parents wanting student in "new" school.

S WRMS Pay to play for sports.

S WRMS Socioeconomic competitiveness.

S WRMS Some students will grow up in same com-munity and never know each other.

S WRMS Split community. (x4)

S WRMS Sports

S WRMS Students never know each other

S WRMS Tests scores.

S WRMS Two entitles focus differently on academ-ics, behavior expectation, community involvement, extra curricular.

S WRMS Two high schools work against each other.

S WRMS Unequal demographic groupings

S WRMS Violence between two schools and town.

S WRMS Will one high school be "better" than the other?

S WRMS With more students bullying could be an issue,

ThreATS (continued)


B. SWOT Responses: High School Scenario 2

Appendix BSWOT Responses: High School Scenario 2(9-10/11-12)

Aud. Loc. Strength

C BRJH Chance for all students to experience the new school

C BRJH Community in and out of school, large pool for extra curriculars, everyone is equal

C BRJH Community stay as one-enough athletes to bring more attention to school-experience both old/new buildings-keep friends

C BRJH Helps to keep one community identity, helps with freshman transition

C BRJH Know students and teachers better, one community,

C BRJH Love the sound of this idea

C BRJH No intimidation, one community/one school

C BRJH Not enough knowledge

C BRJH Younger grades should be at a different school

C CO All students get to experience a new school

C CO Better for teachers

C CO Could challenge seniors more

C CO Everyone experience new high school

C CO Expanded course offerings

C CO Focus on core for 9 and 10

C CO Increased college enrollment

C CO Less conflict between students

C CO More attention from counselors/teachers

C CO More focus on underclassman on academ-ics

C CO More resources (staff and money)

C CO One identity

Aud. Loc. Strength

C CO One team

C CO Separation of ages

C CO Sophomore get to be the oldest

C CO Unity

C CO Value in mixing age groups

C FR 9th grade separation

C FR Age appropriateness

C FR Ages are closer (safer for kids)

C FR All go to the "new" HS

C FR All high school students should be receiv-ing the same grade level opportunities since there is only one building for 9/10 and 11/12

C FR Allow for easier transition from junior high to high school with limited grades in each building

C FR Better opportunity to have classes at grade level with all one grade together in building

C FR Better to meet kids needs

C FR Can pool sports potential/ability to build a strong, large program

C FR Could have looping teams. Students have same teachers for two years at a critical age

C FR Easier to track student limits with all stu-dents in building, trends across grade level

C FR Everybody gets a chance to go to the new high school

C FR Focus on younger student development

C FR Little or no duplication of classes or extra-curricular activities

STrengThS

88



Aud. Loc. Strength

C FR More focus on appropriateness

C FR No boundaries

C FR No boundaries drawn

C FR No boundary debate

C FR One community identity in/out of school

C FR One core group for curricular and extracur-ricular

C FR One group for athletics, music, etc.

C FR One school on two campuses is not desirable

C FR Parents happy to keep their younger children away from older students and their influences

C FR Relieve overcrowding

C FR Same grade level opportunities

C FR Separation allows younger students to ac-climate without pressure of upperclassmen

C FR There's a big difference between 9 and 12. It will be a warmer happier place

C FR United community

C FR Younger 9th graders separated from older 12th graders

C GR 14-Year-olds not with 18-year-olds

C GR Boundary drawing issues moot

C GR Cohesive community

C GR Connection to teachers

C GR Costs

C GR Easier on students.

C GR Easy to understand, straightforwaRd.

C GR Easy transportation.

C GR Equitable-no division of community

C GR Gets rid of "haves and have nots"

C GR Increased opportunities.

C GR Increased opportunity for student involve-ment.

C GR Layers maturity levels

C GR Lessens chance of bullying

C GR Location wise, easier for kids to get to and fro.

C GR Minimum number of students for classes to be offered

C GR More children will get the opportunity to play high school level sports/extra-curricular.

C GR More opportunity for extra-curricular activities.

C GR More opportunity to participate.

C GR More play sports, band etc.

C GR Reduced class size.

C GR Separates older boys and younger girls

C GR Some may even be in walking distance now, eliminating bus traffic.

C GR Traditional-easier to establish.


C GR Unified extra-curricular

C HAMS 11 And 12 grades more open to college coverage.

C HAMS All age groups would be together.

C HAMS Community not divided (both facilities belong to all)

C HAMS Easier school transition for freshman.

C HAMS Equal opportunity for all students.

C HAMS Facilities complement each other (example libraries, auditoriums, etc. Don't have to be duplicated).

C HAMS Good to have 14-15 year olds separate from 16-18 year olds.

C HAMS School and community unity.

C HAMS Students could continue the friendships that they formed in previous grades.

C HAMS Teacher looping.

C HAMS Teachers loop between 9 and 10 and then 11 and 12.

C HAMS Unified community pride.

C HAMS Would give new students time to adjust to high school life.

C HAMS 9/10 Graders not thinking about college as much, 11/12 can focus on college prep

C HAMS Community pride

C HAMS Could do small schools at 11/12 grade "hybrid"

C HAMS Easier transition for freshmen

C HAMS Increase property value across city

C HAMS Looping

C HAMS None

C HAMS Unified

C HM All people in 6 and5 grades will still see each other, no bullying from older kids, more chances for looping, less kids per building

C HM Continue 2 year model

C HM Division of maturity levels – less mature good to separate from more mature

C HM Doesn't divide community

C HM Doesn't divide community, follows current model of two grades per building that is already in place for current middle school and JH. Would ease adjustment as students move through grades

C HM Equality – all students access to new facil-ity, doesn't divide community

C HM Equality-all students access to new facility

C HM Focus on AP/college prep – not dividing AP teachers and performing arts

C HM Freshman and sophomore less intimidated

C HM Friends all together, less bullying by 11 & 12, looping maybe, less kids and faculty

C HM Helps freshman transition to HS like cur-rent practice at HS (9-10 one floor, 11-12 separate floor)



Aud. Loc. Strength

C HM Keeps students with peers more own age, allows band to stay together, allows kids to all grow together

C HM Kids together same age group

C HM Less bullying between freshman and seniors, would be around a lot of kids your age, less crowded

C HM Less discipline problems

C HM Less negative peer pressure-age segrega-tion

C HM Maintain quality of extra curricular

C HM Maturity levels separated, maintain quality of extracurricular, 9-10 OGT focused, 11-12 AP college prep

C HM More classes and less kids in each build-ing, friends together, no bullying

C HM More even spread of experienced teachers

C HM No competition between schools, not having less mature freshmen with more mature seniors

C HM Not divided, one set extra curriculars/teams, all AP teachers/classes will be same stand and expectations

C HM Older students would be separated from younger probably lowering peer pressure

C HM One sports team

C HM Safer school environment

C HM Separating underclassmen from upper-classmen

C HM Seperation-beneficial for upper classmen as well – less bullying

C HM Simple implementation

C HM Smaller amount of students, not as many new teachers

C HM There would be smaller amounts and it would be as crowded

C HM Unified district

C RH All kids go to same two schools.

C RH All students @ that grade level together.

C RH Assist students more directly.

C RH Best in all ways.

C RH Change is reality!

C RH Clear enrollment numbers

C RH Core classes addressed (x2)

C RH Equal educational opportunities.

C RH Equitable

C RH Equitable distribution of education!

C RH Everybody goes to new school

C RH Everyone gets to use both schools

C RH Focus on learning (x3)

C RH Gifted and I.D. Students may see more op-portunities- smaller more individualized.

C RH Helps freshman transition.

C RH Helps freshmen transition to HS


C RH Helps to keep one community identity in school and out.

C RH Helps with freshman transitions into high school.

C RH Jrs. And Srs. Will be disconnected from OGT atmosphere

C RH Keep one community! Not separate for rivalry!

C RH Kids are all same age -no separation

C RH Less overwhelming for freshman.

C RH Less peer pressure

C RH Less peer pressure from upper classmen to underclassmen.

C RH Like current high school is set up.

C RH Looking forward to moving to new school.

C RH Looping can be strong- dependant upon staff and administrative.

C RH Makes students work-more competitive environment in today's world

C RH May curb sexual activity, drug and alcohol use.

C RH More comfortable for new students

C RH More diverse school populations.

C RH More equitable education opportunity

C RH More equitable experience (x2)

C RH More equitable re: education because experience same.

C RH More focus on getting each grade progressing

C RH More opportunities.

C RH New start at new school for all.

C RH No division or split community

C RH No division.

C RH No old bullies praying on younger

C RH No rival between sports teams.

C RH No stigma about each school- everyone goes.

C RH No stigma in unity

C RH One community identity.

C RH One identity (x2)

C RH One identity in school throughout

C RH One set of extra curriculars- no competi-tion.

C RH Promote one educational community.

C RH Safer for students without older bullies/dating less intimidating because of similar ages.

C RH Safety better

C RH Safety! All grade levels together!! Less intruders!!

C RH Same grade levels together.

C RH Same teacher for 9&10.

C RH School is for learning not academics!!!

90



Aud. Loc. Strength

C RH Separate younger students from more mature students.

C RH Separates two age groups that may be well to separate.

C RH Separating younger students from older students is positive

C RH Separation of age groups

C RH Smaller class sizes

C RH Still identity as one school.

C RH Student government too.

C RH Teacher/student ratio.

C RH Teachers more specialized since teaching one or two grade levels.

C RH Teachers will specialize in one age category.

C RH Teachers will specialize in one age group

C RH This option rocks!

C RH Unified attention span of school.

C RH Unified staff for more focus – ex grade level

C RHS 1 Extra curricular activity sport

C RHS 9/10 and 11/12 can help each other bet-ter – better age relationships

C RHS Age grouping (safety)

C RHS Age grouping would be closer, less in-timidation; no issues with class or income divisions; teaching staff hire requirement wouldn't be as great as to complete 9-12 systems

C RHS Ages are close together; freshmen will not be intimidated by seniors; students will go to school with everyone in the community so they will see their friends; one extracur-ricular team/club; less chance for drugs – senior students usually sell to younger; stronger position for teachers

C RHS All children benefit from facilities; loop teachers; no boundaries

C RHS All students benefit from all programs/facilities

C RHS Better cultural contact across the board

C RHS Can focus on 9/10 to prepare for stan-dardized testing

C RHS Community – one HS

C RHS Cut down on building (ex:9th grader W/seniors)

C RHS Develop/maintain current friendships

C RHS Don't have rich/poor school; loops teacher; identity in school & out

C RHS Easier acclamation; no boundaries; 1 high school; focus on standardized testing; team teaching

C RHS Easier to have correct number in class

C RHS Easier transition from Jr. High without older children

Aud. Loc. Strength

C RHS Eliminate controversy of a 1 high school town

C RHS It would allow the community to remain a one HS town; cut down on bullying; less peer pressure; focus on students; teach-ers get to know students better; no split between have & have nots; less stress on athletic & music departments; maintain friendships

C RHS Keeps age differences smaller; less intimi-dating for 9th graders

C RHS Least costly

C RHS Less hazing

C RHS Less intimidating to freshman

C RHS Less negative influences (older kids) in 9-10

C RHS Less peer pressure

C RHS Less staff

C RHS Less upper classmen peer pressure; less bullying; rolling teacher to know students weaknesses & strengths; funding for one set of teachers; 1 HS town; no split of have – have nots

C RHS Looping has worked well for own child

C RHS Looping teachers/know students

C RHS Lots of kids like it (stay with friends) – social decision.

C RHS Mirror middle school/junior high model familiar

C RHS More choices

C RHS More focus on teachers getting to know the students

C RHS More opportunities at each grade level; seniors couldn't corrupt freshmen; one community identity; more equitable

C RHS No boundaries; same ages together; safety

C RHS No equity issues

C RHS No have & have nots

C RHS No split among have & have nots

C RHS No split of the have/have nots

C RHS One community identity; no equity issue; less intimidating to freshmen; looping teachers

C RHS One high school means united community

C RHS One identity in school & out

C RHS One school; separate younger and older students

C RHS Safety; protection from older students, feel safer with own age

C RHS Seniors cannot corrupt freshman

C RHS Separate younger/older fr/sr

C RHS Separation of older boys/younger girls

C RHS Small group




Aud. Loc. Strength

C RHS Smaller groups & same interests; less hazing attitudes; senior boys & freshman girls not together.

C RHS Smaller groups-continuity with two levels in one school; looping opportunities; more focus; prep for standardized testing; less hazing; safety issue; better culture-contact with others; one high school

C RHS Smaller learning communities; more focus – common ages

C RHS Social maturity adds to safety factor

C RHS Stronger/more opportunities for the teach-ers to focus/relationships with students

C RHS Tailored curriculum/college prep

C RHS Teachers loop in teaching; there shouldn't be the issue of the have & have nots, every student of every class would be at the school

C SAC 9/12 Gap

C SAC Age groups together

C SAC One community/one high school

C SAC One sports

C SR All students receive the same education

C SR Allows underclassmen build on their potential

C SR Allows underclassmen to build on their potential

C SR Community cohesion

C SR Economies of scale

C SR Equal opportunities, equal quality of education

C SR Equitable

C SR Equity for all areas of town

C SR Fairly simple

C SR Focus course work

C SR Focus investment

C SR Greater efficiency of cost (x2)

C SR Grouping of similar aged students/maturity levels

C SR Helps to keep one community identity in school and out

C SR Helps with freshman transition into high school like current high school is set up

C SR Helps with transition (x2)

C SR Keeps one school identity in and out (x2)

C SR Large student body within one grade level=bigger pool for activities

C SR Looping

C SR Manage one set of extracurricular teach-ers, fellow students

C SR More equitable

C SR More simple investment

C SR Ninth graders are not with juniors/seniors

C SR One school

Aud. Loc. Strength

C SR Preserves community identity/equity

C SR Promotes better social development (x2)

C SR Promotes social development

C SR Rare

C SR Reynoldsburg remains a cohesive com-munity

C SR Safer environment for younger – no up-perclassmen

C SR Safer environment for younger kids

C SR Safety would be optimal W/keeping younger less mature students together

C SR Single focus of investment at each level

C SR Students live/work learn together

C TR 11-12 Can specialize to what's next (x2)

C TR 9/10 Does not have 11/12 around

C TR Age appropriate concentration instruction

C TR Age appropriate concentration of instruc-tion

C TR All 9th graders are together (regardless of feeder school)

C TR All students can look forward to a new school at some point

C TR Allow time to gain maturity

C TR Better opportunity to know students your own age

C TR Bringing community back together

C TR Can tailor to grade level needs

C TR Community identity around one set of extra-curricular activities

C TR Core community identity

C TR Core curriculum focused 9-10 (x2)

C TR Creates a common group success (x2)

C TR Eliminates community division

C TR Eliminates comparison between schools

C TR Eliminates the possibilities of comparison between the schools

C TR Equitable for all students – my child will attend W/all others of her grade level. Magnet class is put wherever it benefits district, not in feeder school

C TR Helps to keep one community identity in school and out.

C TR Helps with freshman transition into high school like current high school is set up

C TR Increased competitiveness @ state level (don't thin athletic pool)

C TR Introducing students to high school slower: giving them better chance to adapt

C TR Juniors/seniors won't have to focus on OGT

C TR Keeps community together (x2)

C TR Kids focus on each other

C TR Kids focus on each other with older peer groups


92



Aud. Loc. Strength

C TR Less exposure of younger students to pressures of older students

C TR Less peer pressure of older students

C TR Lessen likelihood of hazing

C TR Limited age range

C TR Looping (x2)

C TR More competition athletic teams

C TR No boundaries (x6)

C TR No duplication -- all 1 HS; one set of extracurriculars

C TR No duplication of extracurriculars with associated costs

C TR No duplication, less expensive

C TR No pigeon holing as in option 3

C TR No rivalry between schools

C TR One athletic team

C TR One community identity

C TR One community identity (in school and out)

C TR One set of extras

C TR One sports team/school identity

C TR One team -- one mascot

C TR Reinforces expectation of what education is required to become 11th grade

C TR Safe for younger students – less chance of risky behavior

C TR Safety

C TR Safety for 9/10 and 11/12

C TR Separation of 9-10 and 11-12 graders; social pressure, differences among age groups

C TR Separation of younger/older students (14 away from 18)

C TR Separates 14 year olds from 18 yr olds

C TR Smaller student population

C TR Students can look forward to being in new school at some time

C TR Students will loop W/academic leaders

C TR Transportation nightmare

C TR Unity.

C TR Younger students separated from older students

C WRJH All students have access to both buildings and curriculum.

C WRJH Gives freshmen an easier transition to high school

C WRJH Harmony

C WRJH Helps to keep one community identity in school and out.

C WRJH Helps with freshman transition into high school like current high school is set up.

C WRJH I don't like this.

C WRJH Keep one community in school and out.

Aud. Loc. Strength

C WRJH Keeps younger and older students together

C WRJH Less behavior problem-older not bullying younger.

C WRJH Less distraction

C WRJH No division of community

C WRJH Not dividing student resources

C WRJH One identity.

C WRJH One team, one band, a sense of oneness in the community.

C WRJH Safer

C WRJH Safer environment possibly.

C WRJH Smaller classes.

C WRJH They would get to stay with the same peers all four years and not get separated, like the middle and junior high.

C WRJH Upper classmen are or can be more focused due to age differences.

C WRJH Upper classman more focused.

C WRJH Younger opportunity to mature before mixing seniors.

C WRMS 11-12 Focus on real world

C WRMS 9-10 Prepare OGT

C WRMS Beneficial to separate age groups

C WRMS Continue two-year pattern

C WRMS Different maturity levels in different bldgs = increased comfort for students

C WRMS Does not divide community

C WRMS Focus more on specific needs of age groups

C WRMS Helps transition younger students

C WRMS Keeps Reyn. Kids together; just not in one building.

C WRMS Maturity levels stay together

C WRMS No rivalries

C WRMS One team/community unity

C WRMS Teacher to student ratio smaller

C WRMS Younger and older students separated

P BRJH Be with kids the same age

P BRJH Better sports, same graduates, not as much fights because only 2 grades

P BRJH Easier for teachers -- one grade level

P BRJH Friends together again -- like JH

P BRJH Friends will be together, just like junior high

P BRJH It wouldn't be as much to teach more stu-dents, teachers will have enough students, kids will be able to learn better with other students, be with students with the same age, less bullying

P BRJH Kids can be with other kids that are about their own age, less crowded, more classes available, easier for teachers, friends would be together, less bullying

P BRJH Kids don’t' get caught up with seniors




Aud. Loc. Strength

P BRJH Kids stay together

P BRJH Less bullying -- older kids gone

P BRJH Less people

P BRJH More opportunities/classes

P BRJH More room, more opportunities

P BRJH Not as many people, everyone not mad about going to a new school, teachers need jobs

P BRJH Not as much kids and maybe even bullying would go down because the older kids would go to the other school

P BRJH One of everything, people together

P BRJH One team, students are together, less people and the halls won't be crowded

P BRJH One team, students are together, less people, separation of age groups, address individual needs, don't have to hire new teachers

P BRJH Only one of everything, students are together

P BRJH Stay with friends, one athletic team

P BRJH You could be with your class

P BRJH You get to see most of your friends

P BRJH You would be able to go to the same school as your friends

P HAMS Chances for looping

P HAMS Friends all together

P HAMS Less kids in bldgs

P HAMS No bullying from 11 & 12

P HAMS Around kids your age

P HAMS Less conflict

P HAMS Less crowded

P HAMS Would get to see your friends

P RHS 11 + 12th better prepared for college

P RHS 11/12-Teaching for the rest of your lives

P RHS 11-12 Can more effectively prepare students for college

P RHS 11-12 May focus on more appropriate curriculum

P RHS 9/10-Teaching for OGT

P RHS 9-10 Schools can help students to decide on their future

P RHS All 4 grades don't like the same things -- more focus by grade

P RHS All the extra curricular activities all as one

P RHS Athletics and extra-curricular activities will not suffer

P RHS Better test scores

P RHS Better transition

P RHS Comfortable environment for students transition

P RHS Coming from JH, get time to adjust, not overwhelmed

P RHS Community not divided-no segregation

Aud. Loc. Strength

P RHS Could have special scheduling

P RHS Cut down on number of students in one school

P RHS Decrease in overcrowding

P RHS Differences in maturity separated

P RHS Diverse

P RHS Diverse school

P RHS Don't have to deal with freshmen -- seniors can focus on getting out

P RHS Easier scheduling (x2)

P RHS Easier transition for freshmen

P RHS Focused on needs of specific grades

P RHS Focuses move on individuals

P RHS Friends

P RHS Friends stay together

P RHS Good chance for kids to be cluttered in one school

P RHS Good prep for OGT

P RHS Good transition

P RHS Grouping same ages will help socially

P RHS Hallways less crowded -- can get to class on time, have access to lockers

P RHS High school population split

P RHS I think there would be a lot of opportunities for each grade because all 4 grades don't like to do the same things.

P RHS Junior/senior school having more inde-pendence

P RHS Keep appropriate age levels together-social, as well as, academic

P RHS Keep diversity

P RHS Keep students focused more

P RHS Keep upper/lower classmen together

P RHS Keeping kids with their age groups

P RHS Keeps a separation of age, because a child of 14 years cannot be in school with 19, or 18 year olds if it is a hostile environment

P RHS Keeps separation by age groups (14 yr olds with 19 yr olds)

P RHS Less bullying

P RHS Less crowded (x5)

P RHS Less crowded high school

P RHS Less drama

P RHS Less drama/fighting

P RHS Less drama-fighting, bullying

P RHS Less people (not crowded)

P RHS Less staff

P RHS Less students and more teachers in school

P RHS Maintain school identity and diversity

P RHS Maturing with your age group (x2)

P RHS More appropriate age levels together


94



Aud. Loc. Strength

P RHS More education

P RHS More opportunity for OGT

P RHS More opportunities in particular grade level

P RHS More parking spots?

P RHS More room

P RHS More space

P RHS No rivalry

P RHS Not splitting-sports teams would have two different fields for JV & varsity

P RHS One athletic-will be stronger

P RHS One identity (x2)

P RHS One school identity

P RHS One sports team

P RHS Possible boost of school spirit

P RHS Remain diverse

P RHS Same school, same community

P RHS School spirit same

P RHS Seniors and juniors do not have to deal with the childish acts of freshmen

P RHS Seniors and juniors won't have to worry about immaturity

P RHS Seniors don't have to deal with freshmen

P RHS Separation of grades (x2)

P RHS Separation of grades allows for better focus based on the fact that schools have the opportunity to make more opportuni-ties for students based on grade

P RHS Small classes

P RHS Smaller group of kids-so more one on one

P RHS Specialty

P RHS Sports

P RHS Sports and activities still strong and on the same page

P RHS Staying W/peers

P RHS Staying with friends

P RHS Still maintains one school identity

P RHS Students are with the same age group

P RHS Students can get more attention from the teachers

P RHS Students can relate better if everyone is in the same age demographic

P RHS Students of different maturity levels would be separated

P RHS Talent W/sports-freshman, JV, varsity. Which building?

P RHS Teach and prepare students for what is required of them

P RHS The education

P RHS The strength will be the students will have small classes

P RHS The students will be with the students close to their age

Aud. Loc. Strength

P RHS There might be free parking for the 11 and 12 grades for the school

P RHS Transportation for underclassmen

P RHS Underclass students not so overwhelmed with other student

P RHS Unity of sports teams

P RHS Upperclassmen often annoyed by lower maturity of underclassmen

P SFG A better confidence level knowing you can get help

P SFG Kids would graduation with their friends that they grew up with

P SFG More teaching of correct grade education

P SFG The students wouldn't feel a lot of pres-sure from upperclassmen

P SFG You would go through high school with your friends

P SFG Your grade is all together so you won't be split up

P WRJH 9-10 And 11-12 would be together (age/grade) and it would be easy to be separated by that (there would be one of everything

P WRJH A strength is there would most likely be less violence

P WRJH Appropriate age groups

P WRJH Better sports teams

P WRJH Boundaries not an issue

P WRJH Classmates and students are not sepa-rated

P WRJH Combined activities

P WRJH Considered one school

P WRJH Different schools (change)

P WRJH Drifting teachers

P WRJH Each grade more focused

P WRJH Each grade will become even more fo-cused and they will not be bullied by some of the older kids

P WRJH Good scholarships 11-12

P WRJH Have kids in appropriate age groups

P WRJH I like this idea because most people want to go through high school with people from their age bracket

P WRJH Internships/college opportunities

P WRJH It will give everybody a chance to be at the Summit and Livingston

P WRJH It would have better sports teams

P WRJH It would have less people and less danger

P WRJH JV teams would be other school

P WRJH Keep same senior class

P WRJH Keeps ages together

P WRJH Less bullying

P WRJH Less kids – less trouble

P WRJH Less people/less danger




Aud. Loc. Strength

P WRJH Less violence

P WRJH Looping

P WRJH Looping teachers

P WRJH More focus of certain groups

P WRJH My class stays together until senior year

P WRJH No boundaries (x2)

P WRJH No split

P WRJH Not splitting up talent

P WRJH One of everything

P WRJH One set of extras (x2)

P WRJH People around you are same age (x2)

P WRJH Perfect

P WRJH Safety – less violence

P WRJH Same sports team/no rivalry

P WRJH Same teams

P WRJH Smaller age gap

P WRJH Smaller age groups

P WRJH Smaller classes (x3)

P WRJH Stay with fellow classmates

P WRJH Stay with friends

P WRJH Teacher traveling with students

P WRJH Teachers focus on specific group

P WRJH Teachers travel with you (looping)

P WRJH Teachers who move on already know the students

P WRJH The older kids that are in 12th grade might pick on the kids in 9th grade

P WRJH Varsity would be at another

P WRJH We would have a lot of room

P WRJH With appropriate age group

P WRJH Younger kids more comfortable

P WRJH Younger kids would feel more comfortable

P WRJH Better sports teams

P WRJH Less bullying

P WRJH Less crowded

P WRJH Less violence

P WRJH Smaller age group

P WRMS All levels together – district wide (x6)

P WRMS Easier learning academics

P WRMS Fewer people getting bullied

P WRMS Get to know your teachers (x2)

P WRMS Kids could have separate teams like Jr. Varsity and regular varsity

P WRMS Know kids better

P WRMS Know teachers better (x3)

P WRMS Know your teachers better

P WRMS Learn academics better because class size

P WRMS Learning academic material would be easier because of class size (x4)

Aud. Loc. Strength

P WRMS Learning academics easier

P WRMS Less picked on

P WRMS More high schools so it won't be so crowded

P WRMS More jobs

P WRMS More opportunities for extra-curricular activities

P WRMS People could recognize their teachers

P WRMS Recommend teachers

P WRMS Separating 12th from 9th – less harass-ment (x5)

P WRMS Teachers more familiar (x4)

P WRMS They would learn academic materials easier because there wouldn't be that many people in one class distracting you

P WRMS Won't be overcrowded

P WRMS Would know teachers

P WRMS Would know teachers better (x3)

P WRMS Easier on teachers-can concentrate more on teaching

P WRMS Familiar-just like middle/junior

P WRMS Feel better B/C more balanced

P WRMS Feel smaller

P WRMS Less picking on freshmen

P WRMS More job opportunity./Duplication

S BMG Age appropriate buildings

S BMG Better learning opportunities

S BMG Hugely less expensive

S BMG Keeping young from older

S BMG Less behavior issues

S BMG Maturity levels are together

S BMG Older vs. Younger

S BMG One sports team

S BMG Safer because of age division

S BMG Strong because one team

S BMG Teachers relationships with kids

S BRJH Can give incentives to 11/12.

S BRJH Children at different developmental levels separated: less bullying.

S BRJH Everyone attends the same school.

S BRJH Keeps community intact.

S BRJH Keeps Reynoldsburg together.

S BRJH Keeps unity for the school and community.

S BRJH Makes econ/social differences less obvious

S BRJH More equitable.

S BRJH No competition.

S BRJH One identity for the town.

S BRJH Pacifies SW residents fears of inequity.

S BRJH Preserves the rich history of RHS and customs that have been established.


96



Aud. Loc. Strength

S BRJH Reduces conflict from pecking order.

S BRJH Safety of younger students.

S BRJH Safety zone for students.

S BRJH School spirit.

S BRJH Students would not be influenced nega-tively by older students.

S BRJH The school wouldn't be divided.

S BRJH Very nurturing.

S BRJH Economic differences less visible

S BRJH Give incentives for your students

S BRJH Keep 9th GR girls form 12th GR boys

S BRJH Keep district identity-huge

S BRJH Keeps community intact

S BRJH Nurturing for your students

S BRJH Passage of levy

S BRJH Safety for your students

S CK Grade levels separated

S CK I think this would be good as far as the 9+10 graders could all be with all their friends and not feel threatened by the older grades, which sometimes happens everywhere

S CK 10th away from 11/12th (ex. Prom pregnancy)

S CK 9/10 Would be better idea because the students would accept each other

S CK 9-10 Bond better

S CK 9th and 10th not feel as threatened

S CK Age and maturity levels would be similar

S CK Ages stay together-safe?

S CK All 11/12th graders will be together

S CK All 9/10th are together – away from 11/12th

S CK All 9/10th graders will be together

S CK Allows younger students to acclimate to high school atmosphere with less stress

S CK Better age group together

S CK Cost of transportation and fuel costs

S CK Div. of grade levels

S CK Easier social developing-important because this impacts on how develop academically

S CK Freshman girls & senior boys

S CK Grade level becomes one co-cohesive group

S CK Grade levels separated

S CK Great idea-keeping 9/10 + 11/12 separate, keeping students with the same maturation level

S CK I grew up with grades being in same build-ing – I feel this is a good idea

S CK I think keeping younger age groups sepa-rate from the older students is important

Aud. Loc. Strength

S CK Keep underclassmen focused

S CK Keeping age appropriate kids together

S CK Keeping one program as far as sports, music, etc…

S CK Keeping the underclassmen more focused on their studies + not trying to figure out what the Srs. Are doing, and all their events

S CK Keeps influences of older students away from younger students

S CK Keeps underclassmen more focused (not trying to keep up with seniors)

S CK Less busing W/the high cost of fuel

S CK Liked 9th separate in the past class of 1967

S CK Maturity level matches

S CK Maturity levels

S CK Maturity levels closer

S CK Maturity levels of students

S CK More concentrate for grade level op-portunity

S CK No busing impacts

S CK Not divided (x2)

S CK Not have/have nots

S CK Not intimidating for younger students

S CK Not segregated (x3)

S CK Not segregated= good kids-bad kids

S CK One HS – No division

S CK One high school (x2)

S CK One high school may strengthen the students

S CK Seniors not dating 9th graders

S CK Smaller attendance

S CK Still having one high school

S CK Teachers can loop

S CK Team teachers cans stay with 9th and 10th graders

S CK The children are all equal this way

S CK The kids would get to know each other better

S CK Underclassmen are more focused

S CK With similar maturity levels

S CK You have only one high school

S CK Younger separate from older

S CO 9/10 Not having to be W 11+12

S CO Activities – age appropriate

S CO Age grouping

S CO Age groups kept together (freshmen girls from senior boys)

S CO All grade levels stay with their peers

S CO All kids will pas thru new school




Aud. Loc. Strength

S FR Each student will have a turn at each school.

S FR Each student will have a turn at each school.

S FR Equitable (x3)

S FR Focus more on grade level academics for testing. (x2)

S FR Great for 9th and 10th graders because it allows them to create their own identity without pressure from older peers.

S FR Great for 9th and 10th graders because it allows them to create their own identity without pressure from older peers.

S FR I think 9th and 10th grade students would be able to develop their own identities faster.

S FR I think 9th and 10th grade students would be able to develop their own identities faster.

S FR Interventions very specific. (x2)

S FR Keeps developmental stages together.

S FR Keeps developmental stages together.

S FR Less age range difference. (x3)

S FR Less bullying (x3)

S FR Less distraction

S FR Less distraction for students. (x2)

S FR Less division. (x2)

S FR Less fighting between age-groups

S FR Less life changing decisions needing to be made at a formidable age. (x2)

S FR Less money because only 1 sports team.

S FR Less money because only 1 sports team.

S FR Less money for extra-curricular. (x1)

S FR Lots of opportunity. (x2)

S FR Maturity

S FR Maturity separated. (x2)

S FR More age group oriented

S FR More school/community pride

S FR Most fair

S FR No division of community (x3)

S FR Not another set of coaches/save teachers

S FR One high school/no divide

S FR One high school-one football team. (x2)

S FR Opportunity for all

S FR Overage seniors not on campus with freshmen (x3)

S FR Own identity

S FR Smaller numbers

S FR United community/one identity (x2)

S FR Will not get bored-more exiting because of change. (x2)

S GR 9-12 Graders all on same teams.

Aud. Loc. Strength

S CO All Reynoldsburg students will experience the same curriculum

S CO All teachers of a specific subject in the same building

S CO All together

S CO Curriculum more focused

S CO Discipline by grade level split

S CO Every student goes to both buildings-taking advantage of both facilities

S CO Everyone at new building (x2)

S CO Everyone gets to go to new facility

S CO Familiar curriculum

S CO Focused curriculum- 9+10 vertical/hori-zontal planning

S CO Grade level becomes one co-cohesive group

S CO Grade level one cohesive group

S CO Increased comfort for freshmen

S CO Increased comfort level for freshmen

S CO Less bullying

S CO Less disc. Issues

S CO Less intimidating for 9-10

S CO No extra funding required to staff bldgs.

S CO No real staffing issues

S CO One high school identity

S CO One high school town identity

S CO Separate younger students form older ones

S CO Socioeconomic together

S CO Stay with all friends

S CO Stay with same teachers longer

S CO Strong focus on basics

S FR "United community; one identity"

S FR "Younger" students stay together- everyone is not "mushed" together.

S FR "Younger" students stay together- everyone is not "mushed" together.

S FR All of one grade together; good for T. Col-laboration & instruction

S FR All students get equal opportunity. (x2)

S FR Allows each set of grade levels to have their own identities-perhaps building school/community pride.

S FR Allows each set of grade levels to have their own identities-perhaps building school/community pride.

S FR Community happy-not divided. (x2)

S FR Could separate 9-10 from 11-12- less distraction, smaller numbers.

S FR Could separate 9-10 from 11-12- less distraction, smaller numbers.

S FR Developmental stages together


98



Aud. Loc. Strength

S GR Able to take classes at a higher grade level. (10th grader take 11th grade classes.

S GR Ages together

S GR Could help in teaching students for OGT

S GR Could take class at higher level.

S GR Keeping to old boys away from freshman girls

S GR Less age range of students

S GR Less cliques

S GR Lower campus population.

S GR Lower student teacher ratio. (x2)

S GR More homogeneous

S GR More participation in outside activities available.

S GR More space.

S GR Small campus population.

S GR Small number of students in classes.

S GR Smaller

S GR Smaller population

S GR Smaller space.

S GR Sporting events (everyone on same team)

S GR Sports (everyone on same team).

S GR Students have opportunity to take upper level classes.

S HAMS Community stays united

S HAMS Correct number of students per class

S HAMS Everyone would go to new school

S HAMS Facilities-bring academic programs for age groups

S HAMS Freshman easier to transition

S HAMS Friends not separated

S HAMS Incentive to stay in school if 11-12 new

S HAMS Motivate & inspire to go to new facility

S HAMS One high school town

S HAMS One student identity

S HAMS Reduces cost-no duplication of programs

S HAMS Separation older/younger

S HM All one Reyn. HS.

S HM All one Reynoldsburg high school

S HM All students in each building

S HM Alleviate overcrowding at current HS.

S HM Better control (student body), better curriculum alignment opportunities, small groups are better, better chance of overall continuity, better chance of parent involve-ment/follow thru

S HM Better curriculum alignment

S HM Community (x2)

S HM Community would not be divided

Aud. Loc. Strength

S HM Community, social togetherness, relaxed environment , maintain one senior HG, all kids get to go to new building.

S HM Keep Reyn. Together, everyone knows everyone, teachers together, growing up together

S HM Keeping sports teams together

S HM Kids would attend both new & old schools

S HM Less overwhelming as freshman

S HM Less overwhelming for freshmen, not intimidated by upper classmen, still main-tain one senior high school, all students in spite of demographics, would get to experience the new HS

S HM Maintain senior high

S HM More relaxed

S HM Smaller groups

S HM Social transition (big jump between 9 and 12)

S HM Staff would know students better, students would know staff better – more respect

S HM Student body stays together

S HM Students get to attend both new & old school

S HM Tow grade configuration familiar

S HM Wouldn't divide the community

S RH $ Goes to 1

S RH All go to new place.

S RH Better traffic flows

S RH Class stays together.

S RH Cost effective.

S RH Divide population- decrease numbers.

S RH Divides s pop into smaller groups

S RH Dividing age groups (upper and lower classes).

S RH Everyone gets to be in new building.

S RH Good to keep age groups together

S RH Good to keep age groups together/separate

S RH Keep AP classes full.

S RH Keep AP courses; enough s numbers

S RH Keeps age groups together.

S RH Kids like- stay with friends.

S RH Less traffic/improve flow.

S RH Looping

S RH Looping teachers

S RH Money base to one.

S RH More cost effective (x3)

S RH New building. For all

S RH Not as likely to get lost for kids

S RH Rite of passage into 11th grade- presenta-tions etc.




Aud. Loc. Strength

S RH Round table- right of passage (perfor-mance based).

S RH Smaller population.

S RH Smaller student population.

S RH Teachers can loop.

S RH They would get to remain with their friends.

S RH Traffic flow improves.

S RHS 1 HS community

S RHS 9-10 Can focus on OGT.

S RHS Age group not intimidating.

S RHS Age group split/no dominant group.

S RHS Allows 9&10 to mature and not feel so lost in school.

S RHS Allows 9&10 to mature and not feel so lost in school.

S RHS Behavior

S RHS Class unity

S RHS Creation of building around maturity

S RHS Eliminate social/economic inequalities

S RHS Eliminates have-have not

S RHS Eliminates haves/have nots.

S RHS Entire community base.

S RHS Everyone gets their chance at the new building, you will have to stay in school to attend.

S RHS Fewer opportunities for 18-yr old boys pursue 14 year girls.

S RHS Focus at 9/10 levels

S RHS Focus on age appropriate.

S RHS Focus on career selection prep and post high school selection.

S RHS Focus on maturity of students, discipline,

S RHS Focuses on age-appropriate behaviors

S RHS Good horizontal communication

S RHS Great opportunity to target each of these groups.

S RHS HS community

S RHS I can really specialize the library materials and data bases to specific age groups.

S RHS Less crowded areas.

S RHS Little to no student parking needed at 9-10 building

S RHS Loss of intimidation

S RHS Maintain unity (x3)

S RHS Marginal students addressed

S RHS Maturity gap

S RHS May help kids stay in school

S RHS Media (x2)

S RHS More diversity 11/12

S RHS More opportunities.

S RHS No boundary issues/socioeconomic

Aud. Loc. Strength

S RHS No community division

S RHS No rivalry, elitism etc.

S RHS OGT focus/post high school focus.

S RHS OGT/college focus at each school.

S RHS One high school community (x3)

S RHS One school. (x3)

S RHS One team/high school community.

S RHS Provides opportunity for team teaching

S RHS Relations of building around maturity

S RHS Separating younger kids from older

S RHS Small student body

S RHS Smaller class size

S RHS Smaller learning community.

S RHS Solve overcrowding (x3)

S RHS Space

S RHS Specified team teaching.

S RHS Stronger extracurricular.

S RHS Target rich environment. (Specified teams)

S RHS Teacher focus at a grade level (x2)

S RHS Teachers more focused student needs by grade level.

S RHS Teachers would teach more same subjects.

S RHS Team teaching.

S RHS Testing schedules

S RHS Transition to high school (x2)

S RHS Transition to the high school easier.

S RHS Undivided community.

S RHS Unified district.

S RHS Unity in community

S RHS Zero in on needs of age groups: testing OGT

S SR Age appropriate (x3)

S SR Age appropriate learning

S SR Better teacher

S SR Can focus on OGT in lower grades

S SR City not divided

S SR Confidence booster for younger students

S SR Doesn't divide community

S SR Focus improved

S SR Focus on OGT/focus on after high school

S SR Focus of two grades

S SR Focus on secondary

S SR Freshmen daughters

S SR Getting 9th grade away from 12th

S SR Kids feel more comfortable

S SR Lack of community division

S SR Looping (x3)

S SR Looping opportunities

S SR More manageable


100



Aud. Loc. Strength

S SR No boundaries (x3)

S SR No dividing of community

S SR No division with city

S SR One community identity

S SR Opportunities for new ideas

S SR Plays to seriousness

S SR Safety

S SR Same teams

S SR Separate age groups

S SR Unity

S SR With grades divided- better chance for younger kids to excel

S SR Younger kids would be less influenced by older peers

S TR A lot of opportunity. For kids

S TR A lot of students within one grade level-students get lost in crowd.

S TR Age group similarities.

S TR All students in one grade are together.

S TR Behavior improves with smaller age groups, safety

S TR Carries on tow-grade schools

S TR Carry on the (5,6) (7,8) (9,10) (11,12) building.

S TR Class size.

S TR Comfort level for 9th + 10th-not 18year olds

S TR Community united.

S TR Could structure so teachers worked with kids 2 years.

S TR Decreases social mixing of 14 & 18 year olds.

S TR Develop interests.

S TR Divides age groups.

S TR Doesn't have perceptions of division.

S TR Extends 2 grade levels housed together.

S TR Focus

S TR Focus on maturity of students, discipline, rules, etc.

S TR Get to experience both bldgs

S TR Gives everyone a chance to experience both buildings.

S TR Hands-on teach to student, student to subject

S TR Keeps community united (x3)

S TR Keeps students with appropriate age groups.

S TR Keeps the community from being divided.

S TR Know students by name-safety, discipline

S TR Limited student opportunity to opportunity in activities.

S TR Looks like what people know.

Aud. Loc. Strength

S TR Match up with 5-6, 7-8

S TR More personal.

S TR No OGT focus.

S TR One community

S TR Similar age group. (x2)

S TR Similar age groups=safety

S TR Small school (x2)

S TR Small school feel

S TR Some students will have long bus rides.

S TR Strengthen students' marketability

S TR Unified class 9th.

S TR Unified class structure

S WRJH 9th and 10th staff still work together. (x2)

S WRJH Address needs of students focus.

S WRJH Age specific.

S WRJH All kids could spend time in new building.

S WRJH Can offer more choices for students.

S WRJH Closer sense of comm W/in classes

S WRJH Closer sense of community. (x2)

S WRJH Don't have freshman girls W/senior boys

S WRJH Easier for students to adjust- less peer pressure from upper classman.

S WRJH Eleven/twelve – do " small schools".

S WRJH Everyone has a chance in a new building

S WRJH Familiar design

S WRJH Focus on developmental needs (more structure for younger students).

S WRJH Focused preparation for college.

S WRJH Greater choice for juniors and seniors.

S WRJH Helps to unite the community.

S WRJH Keeps community together (x2)

S WRJH Kids go as cohorts

S WRJH Less threatening for younger students.

S WRJH Looping

S WRJH More personal.

S WRJH More structure for younger students & fewer with older

S WRJH New

S WRJH Nine/ten opportunity for them to fly.

S WRJH Ninth grade girls and senior boys.

S WRJH No 14 yr old girls & 18 year old boys

S WRJH No bad role models

S WRJH No divide between haves/have nots.

S WRJH No mix of 14, 18 year olds (safety).

S WRJH Offering much more to students- time and physical separation- less competition with older students.

S WRJH Segregating

S WRJH Shy kids get comfortable

S WRJH Small student population/develop family/community sense.




Aud. Loc. Strength

S WRJH Unity (x3)

S WRJH Upper classmen not around to "pressure".

S WRJH Younger split from older.

S WRMS 11-12 AP/vocational.

S WRMS 11-12 Focus on real world.

S WRMS 9-10 OGT

S WRMS 9-10 Prepare OGT.

S WRMS Allows for easier division of student population.

S WRMS Better for the students-less threading environment for the younger grades.

S WRMS Community is familiar with model.

S WRMS Could expand offerings (classes) (x2)

S WRMS Create more community support.

S WRMS Developmentally-compatibility. (x2)

S WRMS Discipline

S WRMS Does not divide community.

S WRMS Ease of busing.

S WRMS Easier to plan.

S WRMS Easier to transition between 9-12.

S WRMS Easier transition to start up.

S WRMS Easier transition.

S WRMS Equality (x2)

S WRMS Familiarity with system.

S WRMS Greater opportunity to play varsity sports/be in a performance/make a team, debate, mock trial. Trial.

S WRMS Handles problem of separate location.

S WRMS Helps freshman with transition into high school.

S WRMS Helps transition younger students.

S WRMS Keeps students together with peers of same age group with similar needs. (I.e. Adjustment to high school, finding an academic focus.) (x2)

S WRMS Less expensive.

S WRMS Maturity (student) stay together.

S WRMS Maturity levels stay together.

S WRMS More classes available.

S WRMS More opportunities for sports and arts participation.

S WRMS More opportunities for student involve-ment.

S WRMS More opportunities to play sports or be in a club.

S WRMS More opportunity for kids to be involved in the social and athletic aspects of the school.

S WRMS More opportunity for kids to be" involved" (less team cuts).

S WRMS Neighborhood identity.

S WRMS Nice facilities for the students to learn in that is not overcrowded.

Aud. Loc. Strength

S WRMS No rivalries

S WRMS Non competitiveness.

S WRMS Nothing complicated for parents.

S WRMS One community. (x2)

S WRMS One identity/community.

S WRMS Parents buy-in.

S WRMS Possibly separating students via maturity level.

S WRMS Proximity to neighborhoods.

S WRMS Resolves special problems.

S WRMS Rhs into two buildings.

S WRMS Self contained staff-students same school, 9-graduation.

S WRMS Separates older children from younger children.

S WRMS Simpler- create on program for both schools.

S WRMS Small sized classes (fresh/soph, etc.)

S WRMS Smaller buildings (closer feeling)

S WRMS Smaller class sizes- more opportunities for guidance.

S WRMS Smaller numbers per grade.

S WRMS Strong sense of community-for parents and students.

S WRMS Stronger identity for students/school – sports/pride.

S WRMS The younger children wouldn't be with the older kids.

S WRMS Traditional

S WRMS Transportation easy.

S WRMS Transportation issues minimal.

S WRMS Two full sets of extra curricular activities (more students involved).

S WRMS Won't have social training with a wide spread of ages.

S WRMS 9 And 10 won't grow up so fast

S WRMS Commonality/closer to age groups

S WRMS Creative

S WRMS Develop programs on development level of kids

S WRMS Developmentally appropriate

S WRMS Discipline

S WRMS Expand curricular offerings

S WRMS Focus on specific academic issues

S WRMS Grouped by majority

S WRMS Keep community whole

S WRMS Leadership opportunities for 10th graders

S WRMS Less threatening environment for 9th

S WRMS Meet other students from district

S WRMS OGT focus/higher learning/career prep

S WRMS One high school identity (x2)

S WRMS Specialized programs for support


102



Aud. Loc. Weakness

C BRJH Academic limitations, transportation, athletics

C BRJH Athletic teams

C BRJH Enriched children in younger grades would have a problem with transportation in get-ting to the other school

C BRJH Too many athletes-busing-not walking halls with seniors

C BRJH Transportation issues.

C BRJH Transportation, sports trans, academic limitations/teacher

C BRJH Upperclass less likely to be able to take 1st year classes, rotating teachers won't give students the chance to learn from other teaching styles, boredom

C CO 12th grade may be eliminated (strickland policy)

C CO Extra curricular logistics

C CO Facility sharing or limit of facilities

C CO Five campuses in student career

C CO How will teachers teach multiple grades

C CO Less mentoring

C CO Limits opportunity for upper course work or taking lower course work

C CO Limits students opportunity for upper level experience

C CO More social aggression towards under-classmen

C CO One set of extra-curricular limits op-portunity

C CO Shortened relationships

C CO Transitions can be difficult (special ed.)

C CO Transportation logistics for families

C CO Transportation obstacles to school and extra-curricular

C FR "High school experience" lacked

C FR Big experiment – no example of this done with two campuses

C FR Blocks to higher courses

C FR Cost related to transportation

C FR Could blend with option 3

C FR Course offerings limited for enrichment of underclassmen

C FR Distance of busing

C FR Distance/busing/shuttle

C FR Duplicate transportation

C FR Extra busing

C FR Extra transportation?

C FR Grade size stays very large

C FR It's a big experiment. It's unprecedented. Risky with our children's education

C FR Lack of ability for gifted students to take higher level classes in their own buildings

WeAKneSSeS Aud. Loc. Weakness

C FR Lack of positive, more mature, older role models

C FR Less opportunity to support 2 identities

C FR Limited class options

C FR Limited class options – boundary between 10-11 is fuzzy

C FR Limited extra-curricular opportunity (many kids, one team)

C FR Limited high school experience

C FR Miss out on a typical high school experi-ences with all the grade levels

C FR Miss out on experiencing different teach-ers

C FR My children have experiences looping, and they did not like having the same teacher for two years. Other children may feel the same way

C FR No boundaries

C FR No interaction with older students

C FR OGT for upper school students

C FR Opportunities to interact wi/older students

C FR Pick-up/drop-off all points of community to two separate locations (may stagger times)

C FR Reduced choice of classes

C FR Remediation and acceleration options may not be available in each building

C FR Separation of age groups (peer influences)

C FR Splitting up siblings

C FR Still have the costs of running two high schools

C FR Still two cost (although reduced)

C FR Students missing out on a typical high school experience

C FR Teachers cannot loop all four years

C FR Teachers who affect all grades will be limited to two grades (I had the same English teacher 9 – 12 in high school and she was my savior)

C FR This option would rob students of the expe-rience of being in school with seniors. The HS experience is a big deal that students look forward to

C FR Transportation

C FR Transportation concern about moving 9/10 students to 11/12 school for extra curricular activities

C GR Adjustment 9-10/11-12=lost time

C GR Advanced placement classes

C GR Boundaries.

C GR Competition with in the city. I don't like how there is Westerville north and Wester-ville south and I don't want the same for Reynoldsburg. Lets remain one.

C GR Divided community (x3)



Aud. Loc. Weakness

C GR Division of community in school and OGT

C GR Doubled the cost of some areas.

C GR Doubling transportation

C GR Duplicating curriculum for advanced 9 and 10

C GR Extra cost of duplicate jobs, example-coaching contracts.

C GR Extra-curricular

C GR Have and have nots.

C GR Identical

C GR Last six month board meeting 87,000.00, Not inclusive list.

C GR Less chance to participate in sports/teams/groups

C GR Less opportunities for kids to have extra-curricular

C GR Logistics B/C of 2 campuses: where will sports be played; advanced classes; transportation=cost

C GR No opportunity for specialization.

C GR No options for specialization.

C GR OGT factory in 9/10

C GR OGT remediation in 11/12 building?

C GR Puts freshman in with more mature seniors.

C GR Still large number of kids

C GR Too much division

C GR Transportation costs take way from academics

C GR What about kids who pass two sections?

C HAMS Acceleration would be hard, transportation causes lost time.

C HAMS Busing issues potential.

C HAMS Complicated extra curricular activities (will they be duplicated).

C HAMS E.C. Transportation.

C HAMS It is not optimal for transportation, how-ever I see this as a major issue.

C HAMS Lack of role models.

C HAMS Schools are five miles away from each other. It would create difficulty with sports and other activities.

C HAMS Students are being forced to change every two years.

C HAMS Complicated for extracurriculars

C HAMS Less AP access for 9/10

C HAMS No role models

C HM Advanced classes at other school

C HM Band programs need to be re-organized

C HM Big class size, distance from homes, changing schools halfway through HS, keeps diversity

C HM Busing ,confusion, gas, less chance of good curriculum

Aud. Loc. Weakness

C HM Busing costlier

C HM Busing for 2 schools

C HM Can't take advantage

C HM Changing schools 1/2 way through HS

C HM Could be separated from friends

C HM Distance between campuses

C HM Distance between campuses, longer bus rides

C HM Freshman/sophomore don't get opportu-nity to nature wi upper classmen

C HM Less of a chance to meet new people, transportation

C HM Limited academic opportunities (for advanced studies)

C HM More busing, confusion, gas, money, less chance to be on a team

C HM None (x2)

C HM Only one team, not many choices with what team because it would be the same, more busing money for gas

C HM Separated from older friends or siblings

C HM Sports, band separation

C HM Transportation issues-non bused kids

C HM Transportation logistics

C HM Transportation, limited opportunities

C RH Campus feel (college)-5 different schools.

C RH Changing schools after 2 years, lacks structure

C RH Children who fall behind/or ahead cannot seek the assistance needed.

C RH Develop relationships.

C RH Different ability groups-what to do with them

C RH Distance between schools (two different worlds)

C RH Extra year a underclassmen (x2)

C RH Five miles apart. (x2)

C RH Gifted program?

C RH Harder to take AP courses.

C RH Have to switch after two years.

C RH How to get from one school to another for programming.

C RH Impact of distance between schools on extra curriculars- i.e. Sports, student council.

C RH Individualized attention for grade appropri-ate core.

C RH Junior varsity/varsity split – what ages are on varsity teams.

C RH JV won't have example day to day. (x2)

C RH Lack of positive peer examples (x2)

C RH Less flexibility with scheduling

C RH Less flexible with teachers.


104



Aud. Loc. Weakness

C RH Looping with teachers-in case of negative relationships

C RH May make parents more accountable for providing transportation.

C RH Miss out on "traditional" system; mentoring role models.

C RH Missing excitement of looking to seniors

C RH No cross over.

C RH No crossover- 10th must pass then go to 11th.

C RH No crossover/falling behind between bldgs

C RH Opportunities for advanced including transportation

C RH Opportunities for gifted 9th and 10th grad-ers might be harder to get.

C RH Opportunity to learn form older or upper classmen

C RH Parents will drive more (x2)

C RH Participation

C RH Relationships- learning from 11-12 elders.

C RH Smaller community.

C RH Sort of separateness campus.

C RH Student who are not truly to their grade level (9th grader in 10th grade, etc.)

C RH Students don't have anytime to develop staff relationships before moving to next building

C RH Students driving.

C RH Teacher budget concerns- would they travel?

C RH To know busing seniors.

C RH Too new to know .

C RH Transportation

C RH Transportation costs (x4)

C RH Transportation for extra curricular. (x2)

C RH Transportation issues.

C RH Transportation may cost more but in the long run may be easier due to smaller groups.

C RH Transportation problems.

C RH Transportation to after school activities.

C RH Traveling between bldgs = not being equal with peers (coursework, athletic transpor-tation, etc.)

C RH Unique opportunity to get to know teach-ers/students.

C RH Upper 9 , 10 and lower 11 & 12 materials available.

C RH Upper classmen not available as role models.

C RH What about 9 and 10 who want to partici-pate in 11 and 12 varsity.

C RH What about students taking advanced classes.

Aud. Loc. Weakness

C RH What to call high school.

C RH What to do with different abilities.

C RHS "HS experience"

C RHS 1/2 As many opportunities extra curricular

C RHS 10-11 Communication? What is needed?

C RHS Advanced classes/opportunities

C RHS Advanced or remedial

C RHS Busing costs

C RHS Busing issue

C RHS Busing; distance between schools; no opportunities for mentoring; schedule coordination between schools

C RHS Continuity in the schools

C RHS Coordination; busing

C RHS Course offerings for advanced students and students that need remedial work

C RHS Disrupts high school life

C RHS Distance between campuses, difficult to run arts/athletic programs

C RHS Distance between schools

C RHS Double buses? Sports

C RHS Eliminates the opportunity for mentors, leaders for the younger students

C RHS Families split

C RHS Harder on multi-child families

C RHS Honors program offered in both? Cost of commuting to other school for those programs

C RHS Lack (loss) of synergy between separated groups

C RHS Lack of comrades; team spirit/school spirit separated

C RHS Less role models (older kids) in 9-10

C RHS Limited extra curriculars

C RHS Logistics – performing arts & advanced classes

C RHS Logistics for band etc

C RHS Longer bus rides

C RHS Managements of arts and music programs

C RHS Might have to go to other school for enrichment and remediation

C RHS Missed opportunities for mentoring

C RHS More busing costs

C RHS More ch. Will be cut from try-out programs

C RHS More transportation costs

C RHS Need for classes-retakes/advanced

C RHS New concepts; location; lack integration

C RHS No mentors for freshman

C RHS Not close to each other; busing; multiple children/different schools; teachers on board?

C RHS Not on same campus




Aud. Loc. Weakness

C RHS Opportunity of students to take advanced classes

C RHS Problem with advanced classes (will trans-portation be offered?)

C RHS Schedule with extras

C RHS Separated campuses for extra-curricular activities (marching band, orchestra, sports, drama)

C RHS Some teachers may teach multiple grades in both schools. Would honors programs be offered at both?

C RHS Space, crowding; freshmen twice-starting over too many times

C RHS To foreign language teachers/options offered in both?

C RHS Transportation (x2)

C RHS What about athletics & extracurriculars; more busing; what about advanced classes; mentoring not available

C SAC 9-10 Limitations

C SAC Competition

C SAC Limited specialization

C SAC Strong coordination effort

C SAC Too many kids at grade level

C SAC Transition time/years

C SR 9th-grader or 10th-grader trying to take 11th-grade classes

C SR Advanced placements – how?

C SR Can limit development

C SR Can limit development (altogether)

C SR Five schools in life

C SR Geographical distance

C SR Harder for advanced students

C SR Logistics with higher level students (x2)

C SR More students will compete for activities

C SR One more building, transportation

C SR Sports – 9-10, 11-12

C SR Transportation (5 miles)

C SR Transportation costs-system needs over hall anyway

C SR Transportation increases risks and expense

C TR 10-12 Like this across the country

C TR 5 Mi. Btwn campuses

C TR Academic or athletic gifted student has to go to other HS to participate

C TR Academic/athletic gifted

C TR After-school activities

C TR Big experiment – no example of this done with two campuses

C TR Bigger class sizes

C TR Busing

C TR Busing expense

Aud. Loc. Weakness

C TR Can't share classes/abilities vary

C TR Difficult for families with multiple children attending

C TR Distance between the two schools

C TR Eliminates opportunities for advanced coursework

C TR Emotional issues -- what about kids that have to attend both?

C TR Emotional issues, what if kids have to attend both

C TR Extra buses in some communities

C TR Extra-curricular challenges (where to place kids) (x2)

C TR Extracurricular, JV and varsity, band (9-12 all together in past, what now?)

C TR Fewer extracurricular opps.

C TR Fewer mentoring opportunities

C TR Five miles apart

C TR Five-mile separation, so classes cannot be shared. Curriculum would be more rigid/grade

C TR Gifted students can't get to higher level coursework

C TR Higher operating costs

C TR How to deal with advanced lower classmen and lower academic upperclassmen

C TR Less chance to play

C TR Limited opportunities for students W/2 campuses (x2)

C TR Limited opportunities for advanced students

C TR Limits varsity playing time

C TR Logistics of transporting kids between two campuses, but worth it

C TR Logistics, transportation

C TR May limit opportunities for younger kids to take higher level courses, but can bus kids or teachers, besides each class will be so big that there may be enough students to offer the class in both buildings

C TR Mentorship opportunities is gone

C TR More potential costs

C TR Need 3-4 years at one school

C TR No boundaries

C TR Not enough research on this concept yet

C TR Not on same acreage (x2)

C TR One set of extra curricular activities

C TR Requires students to change schools every two years from 5-12

C TR Research

C TR School would be five miles apart

C TR Separate transportation for families W/multiple children


106



Aud. Loc. Weakness

C TR Separates transportation for families with multiple children

C TR Staff communication

C TR Start times (bus problem)

C TR Transportation (x3)

C TR Transportation expenses

C TR Transportation for after school activities will be a problem

C TR Transportation for extracurriculars

C TR Transportation for extracurriculars -- 9th/10th members of varsity, etc.

C TR Transportation, start times

C TR Two campuses

C TR Two schools separated by five miles

C TR Underclassmen can't participate in varsity sports

C TR Using students as guinea pigs

C TR Will gifted kids move up (for subjects)

C TR Will gifted kids move up?

C WRJH 9/10 JV, 11/12 varsity with exception of very talented students.

C WRJH Big chance

C WRJH Curriculum mapping problem.

C WRJH Distance between two schools.

C WRJH Distance to travel for extra curricular.

C WRJH Divides resources for extra-curricular and clubs

C WRJH Extra curricular activities – transportation again.

C WRJH Impossible to map curriculum

C WRJH Inability to teach to kids who are 1-2 grade levels ahead in subjects.

C WRJH Limits choices (academics)

C WRJH No role models for underclassmen

C WRJH Separation of campus (5 miles)

C WRJH Students being separated from peers

C WRJH Teachers would not have enough time together

C WRJH This just sends kids to different buildings it does nothing to make school feel smaller.

C WRJH Too many new starts

C WRJH Transportation – two schools district wide transport for all students.

C WRJH Transportation cost, liability.

C WRJH Transportation nightmares.

C WRJH Travel between campus re: extracur-riculars

C WRJH Two campuses.

C WRJH Untested

C WRMS Breakdown in communication across staffs-different bldgs

C WRMS Costly

Aud. Loc. Weakness

C WRMS Drop in participation across music/sports program

C WRMS Fewer opportunities per grade to partici-pate (students)

C WRMS Increased bus costs

C WRMS Lack of continuity across program/HS

C WRMS Not a full four year high school experience

C WRMS Redundant resources

C WRMS Should not continue two-year pattern

C WRMS Social training

C WRMS Some students may lose identity

C WRMS Transferring student to 11-12 form 9-10

C WRMS Transportation

C WRMS Transportation for extra-curricular

C WRMS Will remediation be available for 11/12 advanced for 9/10?

P BRJH 2 Different schools for HS

P BRJH AP classes -- where?

P BRJH AP kids would need their own class, more classes

P BRJH Bus rides too long, practice, bus, parents

P BRJH Couldn't see younger/older friends

P BRJH Excel stuff would be hard to go to because 5 mile difference

P BRJH Friends split up from each other, more buses, 2 different schools throughout HS, AP. Classes where?

P BRJH Go somewhere to get to practice

P BRJH Have to travel far on the bus, how to get to sports practice

P BRJH If you would have friends in the other school you would not be able to see them. Kids would have to move from one school to the other

P BRJH More buses

P BRJH People will have to go far away to go to a school

P BRJH Schools are farther apart

P BRJH Sports -- lot more kids in same grades

P BRJH Students will not be able to get from class to class, money problems, transportation, sports

P BRJH Students would be placed together, in the 9-10 and they would probably not like that

P BRJH Transportation

P BRJH Will have two different schools, more buses, AP classes-where? Couldn't see younger/older friends

P BRJH You would have to change high schools

P BRJH You would travel farther if you a junior and live by the HS

P HAMS $ -- Lots of gasoline

P HAMS Confusion

P HAMS Less chance to be on team




Aud. Loc. Weakness

P HAMS More busing

P HAMS Separated from older friends

P RHS 9th and 10th students can't take AP or enrich classes

P RHS Advanced classes

P RHS Advanced students won't be able to take advanced courses

P RHS Always change

P RHS Always in motion

P RHS Always in motion/moving every two years

P RHS Bus routing

P RHS Bus routing/twice same neighborhood

P RHS Busing issues

P RHS Busing stress for Mr. Strussion

P RHS Children that are more advanced would not have the opportunity to take 11-12 classes

P RHS Confusing and a waste of money

P RHS Confusion -- waste of $$ -- e.g. buses for kids who don't drive (like a "one stop shop")

P RHS Division of upper/underclassmen

P RHS Double up on electives

P RHS Electives

P RHS Experience

P RHS Extra -curriculars- would be hard to work out, messy

P RHS Extra curricular activity conflict

P RHS Fighting

P RHS Freshmen needed to attend senior?

P RHS Freshmen needing to attend senior func-tions

P RHS Hard to share information between schools

P RHS High school experience would not be the same

P RHS High school divided socially

P RHS High school will be split in two

P RHS How to split up buses

P RHS I would feel like your just going to another Jr. High

P RHS I think it would make it harder on both schools because…

P RHS It's not the "normal" high school experience when you're a freshman and sophomore

P RHS Least preferred in my opinion

P RHS Like older/younger together (leadership/mentoring)

P RHS Location will limit academic offerings

P RHS Lower class students taking upper class classes might have difficulties

P RHS Maybe room to improve test scores (like OGT)

Aud. Loc. Weakness

P RHS Might have to leave your friends if upper-class/lowerclass friendships

P RHS More intimate environment

P RHS Need seniors to look up for -- leadership e.g. sports

P RHS No 11/12 role models-not there to set examples

P RHS No bond- for sports & extras

P RHS No camaraderie

P RHS No modelers

P RHS No role models for 9th GR.

P RHS No upperclassmen leadership

P RHS Not focused

P RHS Not get full high school experience

P RHS Only one student council, marching band-could get difficult to reach all students in a timely manner

P RHS Practice and meetings for extra-curricular activities

P RHS Role models

P RHS Same sport at both schools= not good team chemistry

P RHS Scheduling/transportation (x2)

P RHS Scheduling extra-curricular/transporting

P RHS Seniors won't be looked up as mentors/role models

P RHS Seniors won't be that much respected by underclassmen

P RHS Separate student from other grades

P RHS Separates 9/10 -11/12 athletes will weaken progress

P RHS Separating students isn't real

P RHS Separation of siblings

P RHS Social bonding

P RHS Social experiences-split 9/0 and 11/12

P RHS Social functions

P RHS Socially divided

P RHS Splitting staff (x3)

P RHS Sports

P RHS Student presidents might be in 12th grade, so it will be hard to help 9-10

P RHS Students in the 9th + 10th grade may need to take advanced classes that aren't readily available in their school

P RHS Students not coming in contact with good role models who know what's going on and how everything works

P RHS The 9-10 children would not mature as well because they do not have the examples set by the older children

P RHS The children that are more advanced do not have as much of an opportunity to move up because the 9-10 school is focused on the other levels


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Aud. Loc. Weakness

P RHS The separation can cause increase in taxes because of buses compared with two separate high schools

P RHS There may be some bad rivalry between the two schools

P RHS Times

P RHS Transportation

P RHS Transportation -- is this economical (gas prices) and efficient (timing)

P RHS Transportation for extra curricular activi-ties

P RHS Transportation, extra-curricular activities

P RHS When there is a band playing, the students from the 9th to 12th will be on it and they won't know each other well, it might be a problem

P RHS Would be may be some people might get mad because they have a lower class friend that they would have to leave behind

P RHS Would not be able to get to teachers

P RHS Wouldn't get the whole high school experience-moving from one school to the other

P RHS Younger siblings separated

P SFG If one friend is in a higher grade they would be split

P SFG Less chance for sports and to get into certain classes that only certain grades can take

P SFG There's less of an opportunity to get involved with sports

P SFG They would only connect with the people in their class

P WRJH 9-12 Wouldn't be together

P WRJH A lot of driving

P WRJH Adjust to a new school again

P WRJH Buses would have to travel farther

P WRJH Busing

P WRJH Distance

P WRJH Far apart

P WRJH Farther apart (x2)

P WRJH Five miles between schools (x2)

P WRJH Freshman on varsity logistics

P WRJH If someone is a freshman and is accepted for varsity it would be hard for them for practice

P WRJH It would then cause a lot of meeting new people or strangers

P WRJH It wouldn't be a very united high school

P WRJH Long distance between each other

P WRJH Miss older/younger friends

P WRJH Need for transportation

P WRJH No one to look up to

P WRJH No role models

Aud. Loc. Weakness

P WRJH People would miss their friends

P WRJH Same teachers

P WRJH Siblings

P WRJH Siblings are separated

P WRJH Some kids that are in the 9th might have friends or close family members that are in the 11th

P WRJH Students may not have anyone to look up to

P WRJH The 10th graders wouldn't be able to talk to the 11th graders so it would be differ-ent for them when the 10th want to the other school

P WRJH Transportation for higher level classes/sports/extra-curricular (x2)

P WRJH Travel every day for extra-curricular activities

P WRJH We would be able to learn how to gather from 11-12 and we would have less stu-dent tutors or anything

P WRJH Well, it would be a lot of driving for parents and lots of gas money too

P WRJH Will have to figure out a whole new school (how it works, where things are, etc.

P WRJH Won't see friends

P WRJH Would there be time differences because some people live closer than other kids

P WRJH A lot of driving

P WRJH Split family members

P WRJH Won't see friends

P WRMS Couldn't go so school with siblings (x4)

P WRMS Couldn't go to school with siblings – bad idea

P WRMS Different start times (x3)

P WRMS Different start time

P WRMS Extra-curricular activities may be limited

P WRMS Not go to school with siblings (x2)

P WRMS People in the community may struggle while attempting to adapt to change

P WRMS Share teachers (x6)

P WRMS Smaller opportunity to play sports

P WRMS Split up in 11-12

P WRMS Start times

P WRMS Use of non-renewable resources (x5)

P WRMS What would you call 9-10 or what would you call 11-12?

P WRMS Wouldn't get to experience high school W/siblings

P WRMS Wouldn't get to go to school with siblings

P WRMS You should have different teachers each year

P WRMS Divides 9-12

P WRMS Less opportunity for extracurriculars

P WRMS Split siblings- hard on families




Aud. Loc. Weakness

P WRMS Split the money between bldgs

S BMG Sports, what if you are smart in a certain area

S BMG Dividing the students. Need to keep kids together with teachers and in the same environment

S BMG Duplicates transportation costs

S BMG Have to travel the whole district for both schools

S BMG Increased transportation mileage (travel whole district)

S BMG Lack of peer interaction

S BMG More fuel cost

S BMG Sports if school and kids are separated

S BMG Transportation

S BMG Transportation – have to move kids from all over the city

S BMG Transportation for sports and other activities

S BMG Two drivers driving the same route

S BRJH 11th and 12th graders who need 9th and 10th grade classes.

S BRJH 9th and 10th graders who need 11th and 12th grade classes.

S BRJH Advanced students could not always have advanced opportunities.

S BRJH Are they stuck at 9-10 building.

S BRJH Busing

S BRJH Costly busing to give students opportuni-ties-time away from actual learning.

S BRJH Costs of busing.

S BRJH Have to provide higher level classes for a few.

S BRJH Limited in course options.

S BRJH Limits opportunities to access kid who doesn't get credit for required 10th grade course.

S BRJH Mileage-too far apart.

S BRJH Not preparing students for real world experiences.

S BRJH Possibly transportation issues for students.

S BRJH Removes geographic community from schools.

S BRJH Sports, music, performance clubs.

S BRJH Staffing

S BRJH Staffing issues.

S BRJH Too nurturing?

S BRJH Transportation.

S BRJH Will the curriculum offered be able to remain the same.

S BRJH Cost higher – busing & staff

S BRJH Extra-curricular: how schedule, transporta-tion, etc.

Aud. Loc. Weakness

S BRJH Perhaps "too" nurturing

S BRJH Removes community from schools

S BRJH To far apart

S BRJH Will this model accommodate academic needs

S CK A lot of planning to make activities and coursework fit for each student

S CK Adjustment in two years, again

S CK Busing

S CK Communication between staff (x2)

S CK Create more busing

S CK Difficult for younger students to take part in advanced placement

S CK Distance between schools

S CK Extra activities – getting together

S CK Harder for advanced 9&10 graders to take advantage of upper grade level classes

S CK If the after school activities are combined it would mean more staff and greater cost

S CK Kids in different families with kids in differ-ent grades will be at different schools

S CK Kids separated-classes for band, etc…

S CK Logistics of advanced classes and extra-curriculars

S CK Maybe traveling teachers cheaper than busing

S CK More busing- getting kids to more schools

S CK More gas/buses for regular transportation

S CK More transportation

S CK Moving between bldgs for band and activities

S CK Moving children every two years (but mov-ing with peers

S CK Need buses for all 1 + 10

S CK Not a neighborhood school

S CK Not as much mentoring time for teachers

S CK Older siblings can't transport

S CK One large campus may tend to let some students fall into the corners and not be as known as other students

S CK Parent having a child in each school

S CK Parent/teacher conference in two different bldgs for parents

S CK Requires more busing

S CK Schools are too far apart to allow younger students to take advanced classes easily

S CK Start times-split or ?

S CK Students in same family can't ride together

S CK Students transported for advanced classes and activities

S CK Switching schools every two years, again

S CK The busing situation would be harder

S CK Transpiration (x2)


110



Aud. Loc. Weakness

S CK Transportation and staff weaknesses

S CK Transportation between schools for activi-ties/classes

S CK Transportation coordination

S CK Transportation cost would be greater

S CK Transportation/parents or other siblings can't transport

S CK Transportation-activities bus

S CK Where will specialized classes/children go?

S CK Would have to bus students to whichever school held the extracurriculars

S CO 11th graders will not know seniors when they move to new building.

S CO 9/10 Grader who may be academically suited for an upper level course-will they be transported?

S CO Access to accelerated

S CO Age grouping (both strengths & weakness)- no role models of maturity

S CO Curriculum articulation between teachers

S CO Definitive extra-curricular spots

S CO Definitive number of spots for extra-curricular

S CO Difficult for curriculum articulation in transition

S CO Distance between buildings (x2)

S CO Division of families

S CO Economics/efficiency (e.g., Transportation + travel time; loss of shared academic op-portunities – e.g. P.E., Foreign languages, sports, enriched, AP classes, special ed

S CO Fewer kids will participate in sports

S CO Kids fall between cracks/less continuity in counseling, teaching

S CO Less opportunity, extra-curricular

S CO Logistics of multi-grade teachers

S CO Lose advisors/mentors/role models

S CO Lose opportunity for leadership/role models

S CO More anxiety

S CO Nightmare

S CO Not fully use 11-12 building

S CO Siblings can't drive each other

S CO Socioeconomic together

S CO Sports logistics/extra-curricular

S CO Too many transitions

S CO Transport for AP courses

S CO Transport logistics for activities + families that have kids in each school

S CO Transportation nightmare

S CO Transporting teachers/students between buildings

Aud. Loc. Weakness

S FR 10th grade students who are advanced in certain areas that may wait to take a class for 11th grade students.

S FR 10th grade students who are advanced in certain areas that may wait to take a class for 11th grade students.

S FR Academic choices for advancements. (x2)

S FR Advanced classes. (x2)

S FR Age is splitting sports teams

S FR As long as 9/10 is "out" on summit, I see no weakness as opposed to 11/12 with to many inexperienced drivers needing to drive into the outer area. (x2)

S FR Buses

S FR Busing/adv. Placement

S FR Busing-do they start at the same time? (x2)

S FR Busing (x2)

S FR Busing nightmare. (x2)

S FR Could limit extra curricular

S FR For 9/10 students who take advanced classes, how would this be affected. (x2)

S FR If classes needing to be repeated or advanced. (x2)

S FR Less opportunities. (x4)

S FR Less sporting opportunities (x4)

S FR Less students can play

S FR Limited academic opportunities due to transportation

S FR Limited extra curricular activities. (x2)

S FR Limited social interaction

S FR Making sure AP student are getting what they need

S FR Making sure the AP kids get what they need. (x2)

S FR No additional sports chances. (x2)

S FR No/limited change for extra curricular activities

S FR One grade-large number may make build-ing overcrowded. (x2)

S FR One opportunity for sports/music/etc.(Limits) (x2)

S FR One set of sports teams. (x2)

S FR Separation form friends (x2)

S FR Separated from friends

S FR Sports. (x2)

S FR Ss. Can be lost is large numbers

S FR Students can be lost in large numbers. (x2)

S FR Students limited could not take certain classes. (x2)

S FR Students travel for advanced classes. (x2)

S FR Too many teenage drivers

S FR Trans. For sports participation

S FR Transportation could be a problem. (x2)




Aud. Loc. Weakness

S FR Transportation for large families. (x2)

S FR Transportation of students for extra-curricular. (x2)

S FR Transportation (x3)

S FR Travel between schools. (x2)

S FR Travel for advanced classes

S FR Travel issues

S FR Would prevent advanced students from taking courses at a younger age. (x2)

S GR Animosity. (x2)

S GR Band/orchestra, extra-curricular must be after school

S GR Choosing attendance area may be difficult.

S GR Divides the city.

S GR Haves/have nots.

S GR How do you get classes that you still need when you move to 11-12?

S GR Lots more organizations.

S GR More classes not knowing each other every year

S GR More costly to have 2 of everything espe-cially extra-curricular.

S GR More staffing

S GR Not opportunity for a higher level classes

S GR Polarizes the community "haves/have nots"

S GR School

S GR School against school.

S GR Transportation

S GR Two sports teams.

S GR Two of everything- competition may ensue also not enough participation for activities. (X2)

S GR Two sports teams.

S GR Which building for 9-10/which for 11-12

S GR Wrong side of tracks.

S GR You have the "new" school and the old school".

S HAMS Alternative school (?)

S HAMS Busing

S HAMS Getting everyone in one place-football, band, newspaper

S HAMS Hold back accelerated students

S HAMS Less mentoring opportunities

S HAMS Lopsided enrollment

S HAMS Never become a community separation of students

S HAMS Never take ownership

S HAMS Physical separation

S HAMS To much transitioning

S HAMS Transportation logistics

S HM 5 Miles between

Aud. Loc. Weakness

S HM A lot of transition to get used to environ-ments, faculty to get used to once you hit 5th you make a building switch every other year

S HM Advanced classes for 9th and 10th

S HM Also classes like orchestra

S HM Coordinate extra curricular activities

S HM Coordinating extra-curricular, not able to take above classes, lack of staff communi-cation, a lot of enforcement changes, staff having to be mobile

S HM Difficult changing schools halfway through

S HM Division in extra curricular activities 9-10/11-12

S HM Hard to change school building after grade10

S HM Less opportunity for teachers to connect with kids (2 yrs. vs. 4)

S HM Lot of environments to get used to

S HM Prom, homecomings – who can come

S HM Some division on activities that include 9-12 jointly

S HM Staff/departments can't communicate as easily

S HM Teachers would have to travel

S HM Transportation issues – 5 miles between buildings

S HM Travel between schools for extra curricu-lar, more transition between schools, less consistency

S HM Travel time, less spots on sports, size, hard to change school in middle of years

S RH Build culture takes longer

S RH Can't offer academic classes for all s needs

S RH Distance makes difficult for courses (french…)

S RH Don't get to know kids in two years.

S RH Every time you segment population, 5/6, 7/8, 9/10 and 11/12, arts , sports, music programs cause students to drop out of a program instead of staying consistently in.

S RH Fewer extra -curr opportunities

S RH Fewer extra curricular.

S RH Fewer opportunities for students.

S RH Fewer opportunities.

S RH High pto turnover; reduced parental owner-ship/involvement

S RH Kids and teachers don't get a chance to really know each other.

S RH Lack of mentorship. (x2)

S RH Lack of parent involvement, high turnover.

S RH Lack of upper-class peer mentors

S RH Limited curriculum. (x2)


112



Aud. Loc. Weakness

S RH Loose kids out of PGMS and don't go on (both curricular and ex.)

S RH More demand for educators to work together

S RH Need of program for both.

S RH Needs to be on same property (distance).

S RH No student leadership (seniors) to direct your students.

S RH No upper classroom mentors together in one facility.

S RH One of everything (extra curricular).

S RH Pto turnover or lack of parent involvement.

S RH Senior mentors to younger

S RH Transportation

S RH Transportation for sports (x2)

S RH Ts can't get to know Ss well; only see them for 2 years

S RH We do not have the space for both build-ings on the same campus- so we would have limitations of students who need to travel between buildings.

S RHS "Role models" younger kids looking up to 11th and 12th graders.

S RHS 1 School with 2 campuses

S RHS 10-12-Sports

S RHS 11/12 Will be really small

S RHS 3 or 4 has to travel.

S RHS 9/10 Taking advanced math or language.

S RHS 9-10 Would become OGT school (lots of pressure) for whole building

S RHS 9th and 10th grade that need advanced or 11-12 that need remediation (staffing)

S RHS Accelerated kids?

S RHS Another horizontal line.

S RHS Another transition.

S RHS Athletic transition (x2)

S RHS Behavior.

S RHS Big difference in #'s. 9-10 vs. 11-12

S RHS Change in administration

S RHS Class size.

S RHS Class sizes (even) grade sizes

S RHS Classes may not be proportionate.

S RHS Course failures.

S RHS Difficult to accommodate coursework needs of move in students.

S RHS Doesn't account for students with combi-nation 10th and 11th classes

S RHS Doesn't free up staff for electives

S RHS Extra transition

S RHS Harder to communicate.

S RHS Higher level classes not necessarily avail-able to gifted students.

Aud. Loc. Weakness

S RHS Hinders communication between dept. Staffs.

S RHS Horizontal division. (x2)

S RHS I have 11th graders in my 10th grade class. How would this work?

S RHS If you fail a 10th grade course what happens?

S RHS Kids must travel to practices/band etc.

S RHS Kids who must repeat a course.

S RHS Lack of flexibility for repeaters or gifted

S RHS Lack of Jr./Sr. Leadership at 9/10 build-ing.

S RHS Lack of peer models

S RHS Large # move in with different coursework (x2)

S RHS Lessons diversity amongst classes

S RHS Limits extracurricular.

S RHS Limits student advancement and opportuni-ties

S RHS Logistics

S RHS Lose vertical communication

S RHS Losing role models

S RHS More transition problems

S RHS Need older role models.

S RHS No class sizes.

S RHS Not comprehensive enough

S RHS Offer courses to accelerated students.

S RHS Opportunities for advanced students.

S RHS Practice for bands, cheer leading and other sports?

S RHS School community

S RHS Senior to sophomore – make sue obsolete (x2)

S RHS Seniors don't have as much time in classes or as many classes

S RHS Seniors leave for other programs or work.

S RHS Separating grades-role models, activities etc.

S RHS Serious pressure in the 9-10 building- all OGT all the time.

S RHS Spits student body. No opportunity to work with upper grade levels.

S RHS Splits student body

S RHS Splits students apart.

S RHS Staffing at both schools.

S RHS Status quo

S RHS Strength and maturity

S RHS Students don't experience older and younger in same building.

S RHS Students retaking classes at other build-ing?

S RHS Teacher assignments.




Aud. Loc. Weakness

S RHS The lack of "oneness" and their lack of raider pride. We have that now with such a large group.

S RHS The more transitions the more likely to struggle

S RHS The same (still so many 9th, 10th etc.)

S RHS Too many 9th graders in 1 building. With-out role models

S RHS Too many building changes.

S RHS Too much change

S RHS Transition

S RHS Transportation

S RHS Transportation issues.

S RHS Water down the identities.

S RHS What about help from the 11th & 12th grade teachers to the 9th and 10th grade teachers.

S RHS What about kids in 10th & 11th courses?

S RHS What about opportunity for accelerated kids?

S RHS Would hinder communication/staff

S SR Acceleration

S SR Bus to extra-curricular activities

S SR Busing

S SR Communication between buildings

S SR Dividing the "high school"

S SR Five miles between schools

S SR Gifted students

S SR Gifted students in the 10th grade may need 11th and 12th grade classes

S SR Have to bus the same area two times for high school

S SR Is this feasible for sports, etc.

S SR Kids who aren't ion same grade level courses as their actual grade

S SR Lack of opportunity for special ed

S SR Limits underclassmen for taking higher classes, or extra cost to transport

S SR Multiple children in different grades makes parent involvement harder

S SR Not familiar W/upper level teachers

S SR Philosophies would have to be parallel

S SR Separates age groups

S SR Sports, music programs – where a 10th graders might have the talent to play varsity or be in an upper tiered group

S SR Students won't have familiarity with 11th and 12th grade teachers

S SR Take upper level

S SR Too many levels, or schools, to transition throughout school career

S SR Too many transitions

S SR Transportation (x2)

Aud. Loc. Weakness

S SR Transportation issues (x3)

S SR Two transitions in high school

S SR What about accelerated kids?

S SR What about extra-curricular activities: 10th graders who are good enough for varsity, marching band

S SR What about kids who need challenged in 10th grade? Or they need to take 11/12 grade classes

S SR What about sophomores needing classes at Jr/Sr building?

S SR What will happen in their transition to 11th?

S TR Advance coursework.

S TR Athletes/extracurricular where/transport?

S TR Athletic transportation.

S TR Busing for events.

S TR Decreases electives as choices.

S TR Difficult to have unity

S TR Divides high school years.

S TR Doesn't free up teachers.

S TR Electives?

S TR Extracurriculars logistics (varsity)

S TR Extracurricular activities/coordination

S TR Fewer course offerings especially gifted kids.

S TR Hard for unified team high school feeling.

S TR How do you deal with remedial courses?

S TR Info gap for staff

S TR Less flexibility to adjust to enrollment #s

S TR Less opportunities

S TR Limits opportunity to take advanced classes

S TR Loss of socialization of older to younger students.

S TR May complicate participation in athletic teams with transportation issues.

S TR Not comprehensive enough?

S TR Not familiar W/11th & 12th grade teach-ers

S TR One band , team

S TR Possible limiting 9/10 from advanced courses.

S TR Reduces opportunity for mentoring

S TR Removes interaction between younger and older high school students.

S TR Requires strong coordination effort for multi- grade level activities.

S TR Same people get everything.

S TR Seniors to sophomores program may make 12th grade obsolete and require reconfiguration.

S TR Splits campus.

S TR Sports, drama, social clubs.


114



Aud. Loc. Weakness

S TR Still just one opportunity for extracur-ricular.

S TR Taking advanced classes.

S TR Too many in grade level.

S TR Transition building to building


S TR Transportation for sporting activities.

S TR Transportation for sports-track etc.

S TR Transportation.

S TR Upperclassman for leadership not there.

S TR Won't know kids as well gone soon).

S WRJH "Average" kids miss out on athletics: limited opportunities

S WRJH 9/10 Loop (teacher/student ).

S WRJH Academics, Esp excel kids

S WRJH Advanced opportunities

S WRJH Another move between bldgs

S WRJH Another move between buildings.

S WRJH AP classes?

S WRJH Athletics

S WRJH Athletics/limited option.

S WRJH Average kids miss out.

S WRJH Busing costs

S WRJH Busing

S WRJH Busing for athletics (shuttle).

S WRJH Communication among teachers (x2)

S WRJH Difficult to coordinate extra curricular activities.

S WRJH Distance

S WRJH Distance B/W schools (x2)

S WRJH Distance between schools (bus costs).

S WRJH Distance of schools.

S WRJH Distance schools are from one another.

S WRJH Electives issue (band, sports?)

S WRJH Extra transition for students.

S WRJH Extracurricular questions

S WRJH Families split between two buildings.

S WRJH Five miles apart.

S WRJH How do sports work?

S WRJH Ideal for smaller campus

S WRJH Inability for younger students to participate in advanced courses and electives.

S WRJH Lack of more mature/upper classman role models.

S WRJH Looping can be a weakness.

S WRJH Looping can be a weakness: students and teacher clashes

S WRJH Lots of students trying out for a single sports team.

S WRJH New territory.

S WRJH No senior influence

Aud. Loc. Weakness

S WRJH Or weak teachers for 2 yrs

S WRJH Plays, band etc?

S WRJH Scheduling (taking advanced classes).

S WRJH Segregate students?

S WRJH Segregating

S WRJH Shuttles for extra-curricular

S WRJH Sophomore needed higher class for A.P. Etc. May have a problem.

S WRJH Sports – varsity/JV.

S WRJH Sports- busing kids from 9-10 campus to 11-12 for practice.

S WRJH Sports (x2)

S WRJH To many transitions between grade levels.

S WRJH Transportation (x2)

S WRJH We already have an extra transition too many!

S WRJH When does a kid move to the next building

S WRJH Younger students taking advanced classes

S WRMS "One size fit all"

S WRMS Absence of "high school experiences" for four years -student council, homecoming, cross age group relationships. (X2)

S WRMS Additional/redundant resources needed.

S WRMS Allows for minimal individualized program.

S WRMS Break up of community.

S WRMS Chance of becoming imprinted negatively – good school versus bad school.

S WRMS Community identity

S WRMS Competition between neighbors.

S WRMS Competition between schools – one better than the other. Perception on "better", less opportunity-

S WRMS Competition between schools.

S WRMS Competition between schools-one better than the other.

S WRMS Could be a dispute over demographics of each school related to socioeconomics.

S WRMS Curriculum/resources.

S WRMS Curriculum aligned/resources.

S WRMS Difference with busing.

S WRMS Difficulty in organizing/HS practices of varsity sports, quiz teams, band, chorus, etc. (x2)

S WRMS Divide community

S WRMS Divided neighborhoods.

S WRMS Division of sports teams.

S WRMS Doubling athletic budget for district.

S WRMS Extracurricular scheduling problems.

S WRMS Finding teachers to teach content of high demand (calculus/physics), various arts for different buildings.

S WRMS Homogeneous

S WRMS How to calibrate.




Aud. Loc. Weakness

S WRMS How to program band/sports/activities. (x2)

S WRMS Lack of individualized recognition by staff.

S WRMS Large population-students feeling over-whelmed.

S WRMS Less choice.

S WRMS Less creativity-bland.

S WRMS Less opportunities-high costs (duplication of programs)

S WRMS Less opportunity.

S WRMS Less specialization; less tapping into stu-dents strengths and weakness; less choice for parent and choice.

S WRMS Less sporting teams.

S WRMS Limits opportunities for kids who need higher level or lower level instruction than current (e.g. A 10th grader who takes 11th grade math.

S WRMS Logistics re: all kids are not clearly 10, 11, or 12. (x2)

S WRMS More busing.

S WRMS Not aligned-split curriculum.

S WRMS Not as many class options equals bigger expense for the district.

S WRMS Not enough variation for content.

S WRMS Perception one "better" less opportunity.

S WRMS Problems getting them to extracurricular.

S WRMS Rich/poor school debate/gossip/rumors.

S WRMS Same old, same old.

S WRMS Scheduling extracurricular groupings-orchestra.

S WRMS Separate students.

S WRMS Separating town.

S WRMS Separation of buildings/based on socio-economics.

S WRMS Split experience.

S WRMS Split of boundaries.

S WRMS Sports rivalry "rich school versus poor school.

S WRMS Staff split.

S WRMS Students can keep going to school with students they are familiar with and closer to their homes.

S WRMS Takes twice as much transportation as option #1

S WRMS Traditional-been there done it.

S WRMS Transferring when they leave 10th grade.

S WRMS Transportation

S WRMS Transportation costs double?

S WRMS Transportation problems for extra-curricular.

S WRMS Two schools.

S WRMS Will younger kids have the opportunity to take college courses.

Aud. Loc. Weakness

S WRMS Would limit class offerings (option for 9th or 10th graders to take upper level classes).

S WRMS Young students in the mix with seniors

S WRMS Access to extracurriculars

S WRMS Advanced coursework less available – meet need academically

S WRMS Class sizes may be too large

S WRMS Distance between buildings

S WRMS Extra-curricular opportunities limited due to logistics

S WRMS Families split

S WRMS Growth can stagnate (advanced class)

S WRMS Lack of "traditional" high school culture

S WRMS Less opportunity

S WRMS Limit academic choices

S WRMS Logistics

S WRMS Logsitics (transportation)

S WRMS Loose of continuity

S WRMS Multiple transitions for kids

S WRMS One more building transition

S WRMS Pigeon-holed – same peers

S WRMS Role models for at-risk kids

S WRMS Staffing issues


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Aud. Loc. Opportunity

C BRJH Allow Reynoldsburg to remain a 1 high school town

C BRJH Easier to have correct number of students needed for class

C BRJH For kids to get accumulated into H.S.

C BRJH One high school town, remain one com-munity, all kids get best resources, friends stay together

C BRJH Remain as one community

C CO Concentrated funding

C CO Identity within identity

C CO Keep community together

C CO Large school = competitive

C CO Less students less traffic

C CO More cultural diversity

C CO Opportunity for community (school to work)

C CO Opportunity for funding from colleges to train teachers

C CO Opportunity for sponsorship on one school

C CO Opportunity to build community support for levies

C CO Smaller class sizes

C CO Unique transportation ideas (shuttle vans)

C FR Academic focus

C FR Allows 11-12 academy with specialization

C FR Could create "academies" at higher levels (similar to the small schools option)

C FR K-5, 6-7, 8-9, 10-12

C FR Less bullying problems (gang)

C FR One school (9-10) run on traditional lines; use second school to offer the small schools option

C FR Teacher specialization

C FR Teachers able to get to know all students/one focus on age group or grade level or content area

C FR Teachers able to loop with students across 9-10, 11-12 = more guidance/caring group of teachers to have a strong base without distraction of upperclassmen

C FR Team teach/looping

C FR Transportation for some coursework/activities

C GR 11-12 Can have specialized areas/student initiative

C GR Can participate.

C GR Closer/better acquainted parent/teacher/student relationships.

C GR Easier to track students need by grade

C GR Get to know teachers

C GR Less chance of negative interpersonal relationships over age span

C GR Looping


C GR More opportunities for kids to participate in activities sports etc.).

C GR More personalization.

C GR More student participation.

C GR More students able to participate in extra-curricular.

C GR More students have opportunities for activities.

C GR Participate in extra curricular activities.

C GR Single gender high schools

C GR Smaller class sizes.

C GR Smaller community-stronger relationships

C GR Strong community

C GR Two of everything.

C HAMS Might make community more desirable.

C HAMS The basics are taught in the 9th and 1oth grades.

C HAMS The possibility of using some of # 3 plan in the 11 and 12th grades.

C HAMS Can build more confidence for participation in extracurriculars

C HAMS Specialization in 11/12

C HM Attract new residents-immigrants due to lack of overcrowding (because they like this model)

C HM Ease freshman into HS life

C HM Easier to have sized classed for higher teacher attention

C HM Easier to track student need by grade

C HM Freshman quarantined which causes juniors & seniors ti kearn things with out pressure of OCT dictating what is taught

C HM Freshmen and sophomore travel to 141 – 12 building more focussed/advanced/enriched classes

C HM Given more one on one

C HM Juniors and seniors escaping wrath of OGT

C HM More opportunity to spend time each level of kids, less discipline problems

C HM Not as much bullying (x2)

C HM Promote cohesiveness

C HM Promote, testing for students more com-fortable, small atmosphere

C HM Racial integration, unified ratio community

C HM Really strong extra curriculars

C HM Really strong football teams, extra curr.

C HM Stronger extra curriculars.

C HM Testing for students might be more com-fortable in small atmosphere

C HM Testing for students more comfortable (final/ongoing)

C HM You could stay with your friends you went to school with last year

C RH 11-12 Opportunity for more concentration.

OPPOrTUnITIeS




C RH Attracts students needs by grade level

C RH Business community.

C RH Business easier to support.

C RH Businesses can support one athletic program

C RH Businesses could be supportive of the school!

C RH Could be excellent opportunities for students/families of children with special needs.

C RH Easier to have correct number of students needed for classes.

C RH Easier to track students needs by grade.

C RH Free expression- spots to do exemplarity things not taken by upperclassmen.

C RH Growth from outside district

C RH Keep community together.

C RH Maintains "united' identity for community.

C RH No learning from each other

C RH Not as much duplication

C RH Opportunity for different types of mentor-ing

C RH People may move into district excited about the new concept.

C RH Single identity for Reyn

C RH Smaller community/ratios/not a #

C RH Special needs opportunities/socially

C RH To adjust to attending multiple locations

C RH To remain united as 1 school.

C RH To teach a traditional curriculum.

C RH Unified no inter school competitions.

C RHS 1 HS united community; 9-10 can mature faster having to take role

C RHS 1 Of each extra curricular; more choice/more opportunity; all students look to new school

C RHS Administration has more of an opportunity to identify those "troubled" "bully" students and work on correcting those problems

C RHS All students look forward to school

C RHS Better environment for incoming freshman T adjust/have comfort

C RHS Better environment to learn for lower classmen in 9-10; build relationship with teachers; allows equal education benefits to have & have nots; better allow admin-istrators to identify problem students and correct them

C RHS Build a relationship with students teachers if they move to next grade W/them

C RHS Build longer, stronger relationships with other students & teachers

C RHS Can create small schools in 11-12 school (hybrid model) when students are better able to choose


C RHS Easier to track by grade

C RHS Keeps team solidarity

C RHS Larger 1 high school

C RHS Maintain one community spirit; better learning environment for freshmen and sophomores without having jrs and Srs around; teachers & administrators can more quickly recognize troubled kids.

C RHS Maintains a 1 high school community & familiarity of faces/friendships

C RHS More $ to students

C RHS More chance to participate if they keep a good number of extra-curricular programs

C RHS More choice

C RHS More choices; all students could attend new school

C RHS More focused toward particular credit requirements in lower grades.

C RHS Reduce overcrowding, safer (all)

C RHS Same sports

C RHS Stronger community at each grade level

C RHS Varied start times

C RHS Younger students can flourish without older students

C SAC 11-12 Readiness

C SAC 9-10 OGT

C SAC Focus learning

C SR "Perceived" equity

C SR Allows student to be with peers of their own age (x2)

C SR Better advantage with current staff (x2)

C SR Better opportunity for staff

C SR Easier to have correct minimum number of students needed for classes

C SR Easier to have minimum number of stu-dents per class (x2)

C SR Easier to target

C SR Easier to target age specific content

C SR Easier to track by grade (x2)

C SR Easier to track students by grade

C SR One gender schools

C SR One more building – transition

C SR Perceived equitable

C SR Prefer k-4/5,6/7-8,9/10,11,12

C SR Rare model (success)

C SR Renew? Transition between grades 10-11, make the two experiences really distinct

C SR Safer learning opportunity

C SR Staffing – more comrades

C SR This model is rare & could cause Reynolds-burg to be negatively differentiated

C SR This model is rare across the country-competitive advantage


118




C SR Use close-circuit to include younger students

C TR Can still do small schools

C TR Chance to meet other kids from Reynolds-burg when everyone comes together

C TR Decreased apprehension B/C of separation

C TR Easier to have minimum number of stu-dents needed to help classes

C TR Easier to track students need by grade (x2)

C TR Education focused on age group

C TR Every child has same options/opportunities

C TR Have students not feel so apprehensive about high school

C TR Hybrid can still do small schools in each building, or in the 11/12 building only

C TR Keeps friends together

C TR Looping opportunities

C TR Lower drop out rate/raise graduation

C TR No socioeconomic boundary difficulty

C TR Now inter-school rivalry

C TR One set of extracurricular

C TR Possibly more specialization

C TR Prom is more focused on 11-12 (x2)

C TR Room for specialization

C TR Single entity for business/community to support

C TR Students has the same teacher for 9 and 10

C TR Tries something new creates new path

C WRJH Customizing

C WRJH Easier to get current size needed for class.

C WRJH Easier to track students needs by grade.

C WRJH Filling classes

C WRJH Gives 9th and 10th grade students time to mature without pressure from upper classes.

C WRJH Limits choices if you are on the wrong campus.

C WRJH Travel between buildings to attend desired classes

C WRMS AP courses

C WRMS Create more age appropriate programs

C WRMS Fields available as practice facilities

C WRMS Get more kids involved

C WRMS Keep track of student needs

C WRMS More leadership opportunities for 9-10 graders

C WRMS More specific/custom (age specific) extra-curricular or academics

C WRMS Smaller classroom settings

P BRJH Be with friends (x2)

P BRJH Everyone has opportunity to go to new school


P BRJH Focus more -- seniors in another building

P BRJH Freshman/sophomore can drive to school

P BRJH Get help from older students

P BRJH Get help from older students, classes that you want, focus more, new teachers, everyone has opportunity to go to the new school

P BRJH Get to meet new teachers and be able to go to a new school, get help from others, focus on work and not get distracted from 12th graders in other building

P BRJH Has opportunity to go to a new school

P BRJH Have much more room to do more things because a lot of the kids are gone. You won't get distracted as much

P BRJH Meet new teachers

P BRJH More kids to choose from, better teams, more room to move around

P BRJH More teachers to help you

P BRJH Stronger sports teams if all have one sports teams, senior and sophomore can just drive to school, more room for students, better chance to get the classes you want

P BRJH You can focus on your school work without being distracted from the 12th graders, get to meet new teachers, more teachers to help you

P BRJH You would be able to see your friends and teachers

P HAMS Make more friends/you know more people you age

P RHS 9/10 Trains for 11/12-less behavioral issues

P RHS Better learning experience

P RHS Could have 9/10 for OGT, then have smaller spec. Schools for 11/12

P RHS Different, innovative

P RHS Easier on younger – intimidation

P RHS Easier to relate to others

P RHS Focus on curriculums student needs depending on age

P RHS Focused on individuals

P RHS Fosters independence

P RHS Giving kids the chance to mature with their age group so they don't grow up too fast

P RHS Greater chance of personalized teaching

P RHS Intimate setting

P RHS Intimidation

P RHS Juniors/seniors may get stronger attention

P RHS Learning

P RHS Learning experience

P RHS Less distraction (x2)

P RHS Little more initiative – easy to change back to 2 regular schools





P RHS May become better in the OGT’s

P RHS More active in 11/12-once OGT is out of the way

P RHS More activities

P RHS More curriculum

P RHS More focused on needs of age appropriate kids/teaching

P RHS More hands on for each grade level

P RHS More opportunity for 9-10 graders to be more independent

P RHS More responsibility

P RHS More responsibility on 10th to acclimate 9th to new school

P RHS More specialized/individualized junior/senior year

P RHS Much more concentration on college will be available to juniors and seniors

P RHS None

P RHS Not as cohesive

P RHS People will be around the same age

P RHS Possible boost of test scores

P RHS Provides students opportunities to focus on academic needs

P RHS Seniors and juniors have more room to move and make a more informed decision because a school is dedicated to them

P RHS Small classes,

P RHS Smaller, more intimate setting-more famil-iar with the kids

P RHS Something new

P RHS Sophomores have more responsibilities

P RHS Teachers could hold you to certain stan-dards in each school

P RHS There would be a lot of great opportunities

P RHS Transportation

P SFG Have more space to learn

P SFG Maybe they'll have a little more space

P SFG Seniors will graduate all together

P SFG Wouldn't have to worry about not under-standing something

P WRJH 11-12 Would already be prepared

P WRJH 9-10 Would be getting use to high school

P WRJH Come together for graduation

P WRJH Looping (x2)

P WRJH More focus

P WRJH More individual help

P WRJH More room for learning because if teachers follow along, they know the student and their passion

P WRJH More study focus

P WRJH No boundaries

P WRJH Possible scholarship opportunities (x2)

P WRJH Same teachers for two years


P WRJH Technology to address distance problems (x2)

P WRJH Two different buildings

P WRJH Work with other people, other ages

P WRJH Looping

P WRJH More student focus

P WRJH Transportation- families and buses

P WRMS Both schools would be easier to learn in

P WRMS Courses you may want to take are up to you

P WRMS It keeps space open

P WRMS More instruction in sports (x8)

P WRMS More opportunities for people to make teams

P WRMS More opportunities to play (x6)

P WRMS Not so much bullying

P WRMS They should be next to each other because some people are best friends and they want to be by each other

P WRMS Chance for a fresh start

P WRMS Separate track teams girls/boys

S BMG Could be more involved with the business community

S BMG Miss sports opportunities to compete

S BMG To adjust bell times for transportation

S BMG To mature with their age group

S BRJH Ability to keep track of needs of students and spend more time on weakness Esp. In 9 and 10 grades.

S BRJH Allows 9th and 10th graders more leader-ship opportunities.

S BRJH Allows more attention to various stages of adolescence.

S BRJH Can create more age appropriate pro-grams.

S BRJH Costs

S BRJH Could offer appropriate events and growth by age.

S BRJH Extra curricular transportation.

S BRJH Focus better on age group needs at each school I.e. Maturity levels.

S BRJH Get more kids involved in AP courses.

S BRJH Lack of continuity.

S BRJH New facility could be a "carrot" to lure kids into staying!

S BRJH Not drop out.

S BRJH Remain strong as a united community throughout the district. No boundaries to divide the students, parents, teams, clubs etc.

S BRJH Smaller classroom settings.

S BRJH Begin a freshman collage

S BRJH Perhaps the "new" building will entice some kids to stay in school


120




S BRJH Remain strong as united community

S CK All one

S CK Be with kids same age (x2)

S CK Can't #3 be done with #2 – how special-ized are 9th graders? Small schools in separate 9/10 and 11/12 buildings

S CK Driving 55mph

S CK Extra activities – getting together

S CK Keeping specialized classes at 9/10, loca-tion good for esteem

S CK Less intimidation

S CK Less intimidation (to grow socially)

S CK Looping/stay with same teacher

S CK Mild transitions

S CK More one on one

S CK Not divided

S CK Plenty of room

S CK Plenty of room for growth in each school

S CK Small classes (x2)

S CK Smaller groups

S CK Smaller groups of same age groups together in one building

S CK Smaller groups together

S CK Smaller numbers

S CK Sports

S CK Sports divided, Jr varsity/HS varsity

S CK Sports would be better for each school

S CK They stay together

S CK This would be good as far as the kids would really get to know each other for those two years in the different bldgs

S CK To have smaller groups

S CK Transitioning easier for freshmen

S CO Course work not duplicated between schools-focus on certain subjects may allow for more expenditures for things such as speakers, equipment, etc…

S CO Focuses on subjects in smaller classes

S CO For teachers to really know kids

S CO Introduction of new technology

S CO Looping 1+10; looping 11+12

S CO Making the curriculum age-appropriate (e.g., 11-12 Become a better preparation for life after high school)

S CO New technology

S CO One high school town

S CO On-line learning

S CO Opportunity for looping

S CO Satisfy all taxpayers and parents whose kids will go to new school

S CO Satisfy taxpayers

S FR 11/12 Students could choose career path


S FR 9/10 Could offer all perquisite courses

S FR Community not divided. (x2)

S FR Could still be considered as 1 Jr. HS

S FR Guidance to help students in 9/12 worth career/academic choices

S FR Interventions more specific

S FR Less coaches

S FR Less intimidation

S FR Money would be saved

S FR More bonding W/counselors

S FR More leadership opportunities. For younger kids

S FR Stay with two grade groups

S FR Still could participate in "1 high school' sport & extra – curricular activities. (x2)

S FR This could really afford a real focus for 9/10 to zero in on developing their choice of study or preparation for either the work force/college. (x2)

S FR Zero in on needs of 9/10 students (x2)

S GR Everyone gets to go to new school

S HAMS Different-hard to understand & sell

S HM 11/12 Extend programs, age appropriate, looping

S HM Age appropriate – hormones

S HM Curr and environment developmental appropriate

S HM Curriculum/environment can be adapted to age level

S HM Curriculum developmentally appropriate to environment, young kids not exposed to so much at once

S HM Individualized attention freshmen needs vs. senior needs

S HM Interact with people own age for longer period of time

S HM More indiv. attention

S HM Opportunity to loop

S HM Shared sports facilities, as well as arts facilities

S HM Small school feel.

S HM Stellar facilities for all activities in that they could be divided, I.e.: football field here, baseball diamond there. It would also be much more feasible.

S HM Unity

S RH 9th grade teachers loop to 10th.

S RH Don't separate the town.

S RH Give support groups to work together in one facility.

S RH Gives the support groups to share ideas and efforts commonly.

S RH Keeps students together.





S RH Support groups can share ideas/efforts across grade levels.

S RH Support groups can share ideas/effort commonly across all grade levels

S RH The town won't be separated; one identity

S RH Town not separated.

S RH You don't separate the town. (Same identity).

S RHS "Personal growth" could be more special-ized especially at 9/10 level.

S RHS 1 bldg focused on college

S RHS 1 bldg focused on OGT

S RHS 11 & 12 Compels style/open leaving.

S RHS 11/12 Focus on advanced education.

S RHS 11-12 College prep focus

S RHS 9 & 10 Easy to keep focused without older students.

S RHS Academics

S RHS Alliances with universities

S RHS AP-paths

S RHS College connection

S RHS College cooperative work.

S RHS College/university (kap).

S RHS Could do small schools 11/12.

S RHS Division of freshman/sophomore- junior/senior more opportunity for pso-alliance at universities.

S RHS Easier to establish college partnership with 11/12

S RHS Easier to establish focus (OGT/college)

S RHS Easier transition

S RHS Easier transition for students (x2)

S RHS Establish OGT vs. College focus

S RHS Focus on OGT

S RHS Greater opportunity for team teaching.

S RHS Having a students multiple years

S RHS Hybrid with small schools in 11-12

S RHS Keeping 9/10 "sheltered longer"

S RHS Lunch room size (x2))

S RHS More creative teaming, teaching.

S RHS Nothing really changes for students.

S RHS OGT versus college focused.

S RHS One building focus on college

S RHS One building focus on OGT

S RHS Opportunity to be big man on campus

S RHS Pse0

S RHS Pseo at 11-12.

S RHS Same as high school -some will rise to the top.

S RHS Smaller class sizes.

S RHS Specialization


S RHS Still one high school. (x2)

S RHS Team teachers.

S RHS Team teaching. (x2)

S RHS Teaming more focus

S RHS Work with colleges (11/12)

S SR 11/12 Job shadowing

S SR 9/10 All core; 11/12 magnet

S SR Chance for 11+12th graders to shadow people

S SR Easier to plan

S SR Like looping option

S SR Looping opportunities (x2)

S SR More variety

S SR Opportunity to attend new school

S SR Opportunity to test out

S SR Pro-active academically

S SR Staff knowing student better because of looping

S SR Student looping

S SR Teacher looping

S SR Teacher/student looping

S TR Advanced study/college credit

S TR College credit.

S TR Community outreach partner opportunities.

S TR Could "cross pollinate" in electives.

S TR Easier to staff within school.

S TR Flexibility

S TR Focus learning on target areas pertinent to their age/maturity, as well as federal standards.

S TR Little

S TR Meets needs of age development of students.

S TR OGT versus college focus.

S TR Public will accept it, maintains "raiders"

S TR Small school feel.

S TR Smaller schools-could really focus on needs of each group.

S TR Unified class structure

S TR Unique

S WRJH City wide.

S WRJH Community building with in the school.

S WRJH Create new.

S WRJH Help W/9th grade transition

S WRJH Like looping (x2)

S WRJH Looping

S WRJH Looping- great!

S WRJH Looping with 9-10 and 11-12 specialty.

S WRJH More focused to needs of those age/grade group.

S WRJH Possible looping


122




S WRJH Really get juniors and seniors geared up for college and the future.

S WRJH Smaller transition into 9th grade.

S WRJH Some scheduling problems advanced courses.

S WRJH Teaching teams for 9-10.

S WRJH To focus on age appropriate concerns

S WRMS Collaboration between students and teachers.

S WRMS Could offer more classes to expand the 9-10 curriculum. (x2)

S WRMS Create programs meet changing needs with new high school.

S WRMS Establish friendships.

S WRMS Focus on issues for each grade level.

S WRMS Freshman to play varsity sports.

S WRMS Greater academic growth.

S WRMS Growth and development for teachers (workload meaning the # of students to meet the needs of.

S WRMS High school can collaborate-similar cur-ricula/classes.

S WRMS Kids can more easily reach across grade levels for academics.

S WRMS Major stress for students trying to deter-mine their life course.

S WRMS More funding?

S WRMS More kids can participate in extra cur-ricular.

S WRMS More opportunity for kids to be involved.

S WRMS More opportunity for participation in extra-curricular (more sports).

S WRMS More students possibly receive awards/scholarships.

S WRMS More students participate in extra cur-ricular.


S WRMS Opportunities for more student to partici-pate in programs/activities.

S WRMS Rounded education.

S WRMS Stronger "Reynoldsburg" as seen by other districts.

S WRMS Students can travel from one high school to another for classes or opportunities..

S WRMS Students receive all the perks of traditional high school but with fewer numbers. (x2)

S WRMS Students to mature and grow educationally in same environment.

S WRMS Two debate teams, two track teams, two etc.

S WRMS Two different kinds of H.Ss.

S WRMS Two separate sports teams, extra curricu-lar- more students can participate.

S WRMS Anti-bullying programs etc.

S WRMS Best student-teacher match

S WRMS Create peer mentoring

S WRMS Focus by grade – oat

S WRMS Focus by grade – real world

S WRMS Less expensive (no sports facilities)

S WRMS Maybe, won't divide

S WRMS More opportunity to collaborate across grade levels

S WRMS New beginning for students

S WRMS Opportunity for affect of education

S WRMS To attend two different schools




Aud. Loc. Threat

C BRJH Haves/have nots between schools (x2)

C BRJH Not able to take advanced courses, busing

C BRJH Resources

C CO Alternate plans for moving students

C CO Bus maintenance

C CO Community tired of being experimental

C CO Cost on resources for transportation – school and parents

C CO Lack of role models

C CO Splits parent support time

C CO Traffic

C CO Transportation liabilities

C FR "Second class" athletes/extra curricular participants

C FR 9-10 Graders less access to extracur-riculars

C FR Busing between schools

C FR Could still do small schools at one or both facilities

C FR Cross certification of staff

C FR Looping staff with students

C FR Opportunity for conflict

C FR Students may have to go to the other school to take advanced courses

C FR Students who need high/low academic support/extension may miss out

C FR Transportation costs

C FR Two junior high to one freshman location can increase security threat – have been in two buildings prior

C FR What about students who are behind in subjects going into 11th grade (algebra, etc.)?

C FR What happens when a student has reached junior or senior status but has not passed a freshman or sophomore course they need to take again? OGT options

C GR Boundary -drawing: what's equitable now might not be in 10 years.

C GR Boundary issues.

C GR Competition between instead being one community school.

C GR Could cause lessening of value of certain homes.

C GR Equity

C GR Haves/have nots.

C GR Home values for the "old" school district.

C GR Labeling of students.

C GR Labeling poor school/rich school.

C GR Labeling threat.

C GR Lack of opportunity to play/participate

Aud. Loc. Threat

C GR Possible hostile division of the Reynolds-burg communities over boundaries.

C GR Rivalry

C GR Separate but not equal.

C GR Students' vehicles/busing

C GR Travel between schools: accountability & liability

C GR Will open enrollment be offered and what will be cut off?

C HAMS 11-12 – More vocational needs.

C HAMS 9-10 – Have more generic needs.

C HAMS Have great facilities focused on particular needs of student population.

C HAMS Losing out on basics W/specialization

C HM Age related rivalries

C HM Age-related rivalries, disrupt traditional

C HM AP courses at 9-10

C HM Disrupt traditional high school experience

C HM Increased transportation costs

C HM More chance that you have to do extra curr practices at one campus, need more communication

C HM More chance that you have to do extra curr. Practices at one campus

C HM More chance of after school extra curr. Need more communication

C HM None

C HM Pseo courses at 9-10

C HM Rivalries

C HM Still crowded

C RH Allowing students to drive more between schools and more kids in a car "carpool-ing" back and forth out of necessity to "participate" in practices etc.

C RH None, excellent.

C RH OGT driving choices

C RH Shuttle bus.

C RH Students driving to make extra-curricular

C RH Transportation costs cause other options

C RH Transportation costs. (x3)

C RH What of older students who remain in 10th, 9th?

C RHS Alternate transportation

C RHS Busing "headache" (x3)

C RHS Difficult to maintain quality of music & arts programs with multiple campuses; I believe that two distant campuses will not foster community unity. It will feel like two separate schools; limits opportunities for students along edge of bell curve

C RHS Do they feel as they are high school stu-dents when they are 9th and 10th grade

C RHS Getting students back and forth

ThreATS

124



Aud. Loc. Threat

C RHS Gifted students may not be able to take ap-propriate – vertical movement (up or down)

C RHS Impede social development

C RHS Is there any mentoring with older students anyway? They keep the younger grades apart. Older grades sequestered right now.

C RHS Less opportunity for student participation in extra-curricular programs

C RHS Logistics of busing

C RHS Loss of continuity of relationship W/adults

C RHS Loss of peer mentors/opportunity to men-tor (older role model)

C RHS No school spirit/pep rallies; no rites of passage

C RHS Parents will be driving (if levy doesn't pass)

C RHS Questions/unknowns = cost?

C RHS Risky bus driving

C RHS School spirit/getting to pep rallies etc.

C RHS Sports logistics

C RHS Too divided

C RHS Varied start times

C RHS What is going to happen is safety and security – all buildings

C RHS Younger can't monitor upperclassman

C RHS Younger students would not have the opportunity to learn or grow following the example of older students

C SR Adapting to another school: middle/Jr./9&10/11&12

C SR Difficult to maintain balance (x2)

C SR Less opportunities for AP 9& 10th graders

C SR Logistics with older drivers, parking and driving

C SR Logistics with order marketing and driving

C SR Looping

C SR Rare model (x2)

C TR 9-10 Grade participation in "senior high" activities

C TR Accelerated students in 9-10 would not have access to higher level classes

C TR Can't build sense of community as well. Students taking higher level classes no served W/rest of peers

C TR Constant school change is difficult (no continuity)

C TR Cost of busing

C TR Could place extra transportation burden on parents (x2)

C TR Differentiation W/other communities

C TR Difficulty of 9th participating in other school (band/ball/adv. Math) logistic is-sues opposite -- 11th on 9/10th team?

Aud. Loc. Threat

C TR For a working parent, this is not satisfac-tory, especially with the increased among of school taxes

C TR Gifted students taking upper level classes?

C TR Hurts gifted/accelerated learners

C TR Lack of continuity – constant school change is difficult

C TR Larger classes could reduce sense of connectedness

C TR Limit friendships between 9-10 and 11-12 students

C TR Limit opportunities for younger student to take higher grade level classes

C TR Older students coming to younger campus and bullying

C TR Older students going to 9/10 campus -- security issues/bullying

C TR Only 12 models nationwide (most on same campus)

C TR Parking for all these kids' cars around one location, who gets to drive to school?

C TR Same old thing in 2 locations

C TR Some classes have minimum size require-ments

C TR Some sports do not lend themselves to easy sep. Of v-jv

C TR Sports questions – travel/opportunities

C TR Sports, band, councils as well as 11 and 12 in junior varsity programs

C TR Students in extra curricular would need to be transported if in another building

C TR Students lack of continuity from school to school

C TR The 11-12 school will have a lot of traffic

C WRJH Architectural issues for future plans, no additional band room, etc.

C WRJH Liabilities (scheduling, transportation, insurance)

C WRJH Multiple schedules causing too much stress

C WRJH Transportation liabilities

C WRMS Enrollment fluctuation-difficult to manage

C WRMS High school may lose busing-transportation

C WRMS How colleges may perceive the school concept

C WRMS Social issues-homecoming and prom

C WRMS Wasted tax money-secondary fields purchased

P BRJH All kids driving

P BRJH May not get too many teachers to come teach at the same time,, transportation may be harder

P BRJH No bullying from seniors

P BRJH People would probably get pushed over

P BRJH Transportation harder

ThreATS (continued)



Aud. Loc. Threat

P BRJH Transportation, not see friends

P BRJH Won't get to see your friends, transporta-tion would be harder

P BRJH Won't see your friends

P HAMS More chance that you have to do extracur-ricular practices at one campus and only go occasionally all be together as a team

P HAMS Need more communication

P RHS 9/10-11/12 Divided; 11/12 feels more accomplished

P RHS Administration

P RHS Cost more

P RHS Could be boring-same grade groups always together

P RHS Friendships?

P RHS Getting 9-10 to sports practice

P RHS Getting to practice

P RHS Grades split in half isn't a good idea because some students might have to go to other school to higher math class

P RHS I don't see a threat

P RHS It's not a realistic view of the world with the age differences

P RHS Lack of transportation

P RHS Maturity is lower because of lack of example

P RHS May be shown that one school is rich and the other is poor

P RHS None

P RHS Not a cohesive 4 years

P RHS Not as challenging of an education

P RHS Not being able to get the more challenging education because it its not available.

P RHS Not good for recommendations

P RHS One choir (sports, bands, chorale, extra-curricular, etc.) at 2 different schools?

P RHS Same 2 grade levels (classes) in every school past elementary

P RHS Social division between grades

P RHS Some classes will not be available to 9th-10th graders

P RHS Splitting friends every other year

P RHS Too many transitions -- elem/MS/JH/9-10/11-12

P RHS Too much change for students (switching 4 times through school: elem-MS-JH-HS-HS-)

P RHS Transitions -5, 6-7, 8-9, 10-11, 12

P RHS Transportation – shuttles (x2)

P RHS Underclassmen transportation to athletics?

P RHS Upper class animosity towards lower class

P SFG Could have fights

P SFG I may be distracted in class by friends

P SFG Lots of commotion and unnecessary drama

Aud. Loc. Threat

P SFG Overcrowded grades

P SFG The 11th grade would feel confused as a freshman

P SFG The students wouldn't like coming to Reynoldsburg so they might leave

P WRJH 9-10 Might be mad

P WRJH A lot of driving between schools

P WRJH A lot of trades

P WRJH Community problems

P WRJH Gas prices

P WRJH Interaction with peer upperclassmen will be inhibited (x2)

P WRJH Less interactions with other school

P WRJH A lot of tardiness

P WRJH Too far away for some students

P WRMS Cost difference (x7)

P WRMS If something happens to a person, they might want help

P WRMS Not as much staff

P WRMS School safety (x2)

P WRMS School safety (not enough staff)

P WRMS School safety because not as much staff (x4)

P WRMS Underclass may not have chances

P WRMS Underclass may not have opportunity to compete in sports (x2)

P WRMS Underclassmen

P WRMS Underclassmen may not have opportunity to compete in sports

P WRMS Upperclassmen might not have an opportu-nity to compete in sports

P WRMS Wouldn't be able to help in school dances for the older kids

P WRMS Distance to schools

P WRMS Have to get used to another school

S BMG Could effect sports attendance

S BMG No school spirit

S BMG Pay to play?

S BMG Readjust to a new building

S BMG Teacher support to bell schedule changes

S BRJH 12th grade-schools over syndrome.

S BRJH Costs would be higher in busing/staff/fine arts and other classes which crossover between grades.

S BRJH Enrollment fluxation difficult.

S BRJH I don't think this would retain one school identity-how would it? 9-10-Would become the less dominant school just because of sports alone. What's the big deal about one identity? We are one community.

S BRJH Limiting options drastically!

S BRJH No vertical alignment of the arts without huge sacrifice.

ThreATS (continued)

126



Aud. Loc. Threat

S BRJH Programs may be limited form a school. Two drama clubs?

S BRJH Tracking.

S BRJH Uncertain as to how have/have not dichotomy would be affected.

S BRJH Who gets the "new" building?

S BRJH Will possibly cause problems with certain coursework for enriched students who are 9th and 10th grade.

S BRJH Might not attract strong families to Reyn

S BRJH No vertical alignment of arts due to logistics

S BRJH Problems for certain coursework (AP, enriched)

S BRJH Who will "get" new building

S CK Added expense

S CK Added expense of all the buses

S CK Amount of moving

S CK Amount of transitions

S CK Less opportunity to meet classmates of same grade level

S CK Moving every two years-from middle school through high school

S CK Operating levy – already have need

S CK Safety of young drivers on broad and main

S CK Too many transitions (x2)

S CK Transitions for kids

S CO Competitive for extracurriculars.

S CO Financial

S CO High appeal gives way to logistics

S CO Lose high school experience

S CO No chance

S CO Students transitioning

S CO Students who need more advanced classes need to be transported

S CO Teams divided during day

S CO Transporting across town

S FR Bus issues/ driving to school. (x2)

S FR Busing

S FR Busing issues. (x2)

S FR Inequality in how choices made. (x2)

S FR Kids driving to one school

S FR Limits ability to participate in certain act.

S FR Might need more teachers

S FR More teachers/more money

S FR Not being a part of a large community. (x2)

S FR Not one unit under one roof

S FR Teaching strategies on same levels. (x2)

S FR Would 9/10 try to invade the 11/12 campus and vice versa

Aud. Loc. Threat

S GR Could be less students in extra-curricular activities because everything would have to be after school

S GR Less class choices

S GR Will 9-10 advanced students be limited?

S HM 9/10 Not on 11/12

S HM Duplication of classes

S HM How to organize sports/drama, etc. (x2)

S HM School start & dismissal times

S HM Transportation

S HM Transportation for younger students

S HM Transportation issues, timing to get to places, organizing, family getting kids to school

S HM Traveling safety

S HM Would be hard to sort

S RH Evidence that rapid moved between schools leads to drop in participation, e.g. Music, arts

S RH Other ideas not considered (i.e. 9th grade separate or 7/8/9/th together)

S RH Smaller s numbers --limits participation opportunities

S RH Teacher collaboration

S RH Teachers teaching up to their level (mental-ity at current level)

S RH Transportation

S RHS 11-12th vic? 9 & 10 As JH

S RHS 11th and 12th view 9th and 10th as junior high

S RHS 11th graders who fail a 10th grade class (x2)

S RHS 9-10 Equals OGT school (hell) when there are so many worth while things that can be done.

S RHS 9-10 Teachers benefit from input of 11-12. We build from the top down.

S RHS Becomes the OGT school!

S RHS Behavior issues

S RHS Busing.

S RHS Classes are still to big.

S RHS Collaboration

S RHS Collaboration between teachers.

S RHS Communication between teachers verti-cally.

S RHS Discontinuities in curriculum.

S RHS Electives (restricted)

S RHS Electives and extra-curricular a nightmare

S RHS Extracurricular -- transportation issues? Limit electives?

S RHS Failures

S RHS For varsity will they be left out?

ThreATS (continued)



Aud. Loc. Threat

S RHS Hard to do away W/if combine smaller programs W/9-10 & 11-12 flexibility to change

S RHS Hybrid if supt leaves -- so goes the pro-gram (no protection)

S RHS Kids must transition again.

S RHS Less school spirit (x2)

S RHS Limited resources

S RHS Lose rapport with student/staff

S RHS Loss in community.

S RHS Lots of pressure on teachers.

S RHS May lead to coddling of 9th and 10th graders

S RHS May not be able to offer as many choices for electives, etc.

S RHS More building movements the less suc-cessful (x2)

S RHS No role models (x2)

S RHS OGT fairness.

S RHS Pigeon-holing staff into one course.

S RHS Pigeon-holing staff into teaching one course.

S RHS Pigeonholing staff to teach a specific course

S RHS Scheduling (start./End) busing and activi-ties

S RHS Scheduling nightmares.

S RHS School spirit

S RHS Schools disassociate with younger and older classes.

S RHS Sense loss in community (disagree)

S RHS Sense of community lost.

S RHS Sense of loss in community

S RHS Serious -- discontinuity of curriculum (9 & 10 teachers benefit from conversation W/11 & 12

S RHS Serious discontinuity.

S RHS Split schedules.

S RHS Staff collaboration

S RHS Students moving from building to building to much.

S RHS Students who fail 11th grade course but still pass others.

S RHS Takes away from four year high school.

S RHS Teacher burnout due to less variation in teaching schedules.

S RHS Teaches to 9th and 10th grade teachers?

S RHS Threatens extracurricular

S RHS Too many younger students (9th grade especially)

S RHS Vertical articulation (divide)

S RHS Where do you house/traffic

S RHS Will they compete at the JV level?

Aud. Loc. Threat

S RHS Would this "hold" students back.

S SR Driving between schools

S SR Safety of five-mile distance

S SR Safety of transporting kids between buildings

S SR Transportation problem for 9-10 to play varsity sports

S SR Transportation, driving between schools

S TR 9-10 May be too much extension of Jr. High.

S TR 9th and 11th grades are "freshman" twice.

S TR Logistics of scheduling, blocking flexibility?

S TR May seem too different or experimental.

S TR Mentoring for younger kids.

S TR Not high enough expectations for students.

S TR Not uniting community.

S TR Ready to choose?

S TR Role models of older kids.

S TR Rule out too soon

S TR Separation of classes.

S TR Which grades get the new building?

S TR Will it attract "strong" students to Reyn-oldsburg?

S WRJH Athletics

S WRJH Attending extracurricular activities

S WRJH Difficult to coordinate.

S WRJH Distance

S WRJH Does it limit extra curricular activities?

S WRJH Does this limit classes students can take?

S WRJH Drawback

S WRJH Drawback for future transition.

S WRJH Financial burden for families.

S WRJH Five mile distance between both schools- athletic and academics.

S WRJH Gradeism

S WRJH Keep support.

S WRJH Keep younger students together , older students together.

S WRJH Less interaction and continuity between what is thought and looked at.

S WRJH Sports

S WRJH Unknown

S WRJH What do freshman do if they take higher level classes, I.e. Math?

S WRJH Will that be a draw back for future transi-tion (refers to opportunities #2 comment)

S WRMS $-Hire explore teachers, coaches, support staff etc.

S WRMS Academics

S WRMS Boundaries dividing the town in rich side and poor side, the haves and have nots.

ThreATS (continued)

128



Aud. Loc. Threat

S WRMS Community divided racially/socioeconomi-cally/athletically.

S WRMS Community rivalry (a bad thing?).

S WRMS Competition between two high schools in same community.

S WRMS Competitive-less sharing of ideas, lessons.

S WRMS Competitiveness becomes unhealthy- la-beled as "old" and "new".

S WRMS Create competition.

S WRMS Division of community. (x2)

S WRMS Following typical procedure-falling behind the times.

S WRMS Haves/Have nots.

S WRMS Inequality in behavioral issues.

S WRMS Lack of creativity.

S WRMS Limited classes offered. (x2)

S WRMS Major inequality.

S WRMS Not aligned with each other.

S WRMS Not necessarily a creative plan, nor is it best for needs of 21st century learner.

S WRMS Parents wanting student in "new" school.

S WRMS Pay to play for sports.

S WRMS Racial diversity/issues.

S WRMS Socioeconomic competitiveness.

S WRMS Some students will grow up in same com-munity and never know each other.

S WRMS Split community. (x3)

S WRMS Sports

Aud. Loc. Threat

S WRMS Tests scores.

S WRMS Two entitles focus differently on academ-ics, behavior expectation, community involvement, extra curricular.

S WRMS Two high schools work against each other.

S WRMS Violence between two schools and town.

S WRMS Will one high school be "better" than the other?

S WRMS With more students bullying could be an issue,

S WRMS More discipline issues

S WRMS More student driving

S WRMS Rivalry

S WRMS Staff collaboration limited

S WRMS Teacher assignments/strengths

S WRMS Transportation (x2)

S WRMS Under build? Crowded immediately

ThreATS (continued)


C. SWOT Responses: High School Scenario 3

Appendix CSWOT Responses: High School Scenario 3(Small Schools Under One roof)

Aud. Loc. Strength

C BRJH Better future preparation – future trend setter-strong academic program

C BRJH Better prep for career, futuristic, set new trends, academics

C BRJH Capacity relief, transportation, more opportunities for sports

C BRJH Career opportunities help drive for deci-sions, not split community

C BRJH It's similar to option 1

C BRJH Prepare for college, early start on focus

C CO Allows students to focus on topics

C CO Creates like-minded groups

C CO Cutting edge and attractive

C CO Get to focus in a career path

C CO Higher attendance

C CO Higher grades with more focus, choice

C CO Motivation for students

C CO Prepares student for college and business

C CO Resources can be targeted

C CO Smaller class sizes = opportunity for relationships

C CO Streamline transition

C CO Students and teachers follow interest

C CO Turn on kids and engage parents

C CO Working in smaller groups

C FR A lot cheaper than private school (x2)

C FR Ability for students to choose an interest

C FR Able to specialize in you interests

Aud. Loc. Strength

C FR Advanced/post secondary options -- more?

C FR Allow more choices for student (x2)

C FR Better preparation for a focused career (x2)

C FR Building a true foundation for college

C FR Builds a better foundation for college (preparedness) (x2)

C FR Cheaper than private school

C FR Focus on career

C FR Focus on curriculum opportunities

C FR Focus opportunities for students based on potential career interests

C FR Has the option of being one school

C FR Higher level classes available

C FR I like this idea best. I think children learn best when they are able to learn ac-cording to their interests and strengths

C FR More choices offered (x2)

C FR More familiarity between students and staff

C FR More familiarity between students and staff (x2)

C FR No boundaries

C FR Notion of getting to know all students well within your small school

C FR Notion of small learning community

C FR One school -- opportunity

C FR Potential career interest

C FR Remain strong as a whole for athletics and music

STrengThS

Key to abbreviations:Aud Audience

C Community Participants

P Student Participants

S Staff Participants

Loc Location

BMG Bus Maintenance Garage

BRJH Baldwin Road Junior High

CO Central Office

CK Cooks

FR French Run Elementary

HAMS Hannah J. Ashton Middle School

HM Herbert Mills Elementary

GR Graham Road Elementary

RH Rose Hill Elementary

RHS Reynoldsburg High

SAC Superintendent’s Advisory Council

SR Slate Ridge Elementary

TR Taylor Road Elementary

WRJH Waggoner Road Junior High

WRMS Waggoner Road Middle School

130



Aud. Loc. Strength

C FR Small, specialized schools could be a good thing for academic success (x2)

C FR Some students ready to choose

C FR Teach kids flexibility and how to stay with choices

C FR Teacher looping

C FR Teacher rotate with kids

C FR Team teaching benefit

C FR Variety of classes (x2)

C GR 400 Size most advantageous for kids

C GR Best scenario, as I see it, for meaning-ful student involvement in academics.

C GR Builds on student strengths

C GR Choice exists for those ready to choose

C GR College-level classes (specialization)

C GR Concrete path for classes and choices (flowchart)

C GR Creates communities-increased safety.

C GR Creates community within the small school

C GR Creates community.

C GR Higher motivation for students

C GR Hones in on students specific inter-ests. .

C GR Increased student motivation- they participate in their educational choice.

C GR Increases safety

C GR Kids will be more excited about school if they are involved in a specific study of interest.

C GR More kids play sports.

C GR No income gap.

C GR Opportunities

C GR Plays to teacher strengths.

C GR Plays to teacher strengths/styles

C GR Safety

C GR Smaller learning communities.

C GR Sports/extra--curricular activities open to all if different irn #s

C GR Strong area of study

C GR Strong knowledge of certain area of study.

C GR This is best for students.

C GR Two high schools.

C HAMS A plus if kids know what they want

C HAMS Can have one high school or two high schools

C HAMS Experimentation W/fields of study

C HAMS None (x2)

C HM Can go to a school in your interest and not focus on things you don't really like, learn more about what you would like to be, prepares you for college


C HM Choice, more friends

C HM Could allow advanced learnings

C HM Creative learning and advanced classes

C HM Dress code

C HM Flexibility re-use

C HM It has one and special eds

C HM Local access/bring specialization to students

C HM Make more friends with kids who like the same thing

C HM More academic learning

C HM More AP coursework

C HM More cohesiveness in 6 houses, more specialized training or better for learn-ing style

C HM More help for kids without struggle

C HM More specialized learning, more AP course work

C HM None: looks good on paper won't work here!!!!!

C HM Opportunity to learn about what you like, make friends with kids who like the same thing

C HM Participate in what you want to be in the future

C HM Smaller class size, more focused class choice

C HM Smaller groups of kids more cohesive-ness, knowing each other better – teachers & students

C HM Specialized learning opps

C HM Specialized learning opportunities

C HM Specialized learning, more AP course-work, more academic learning

C HM Teach to the student needs

C HM What about sociology-only offered once, can you get shut out depending on the school you are in

C HM You can choose your themed school

C HM You get to choose within small high school to go to

C RH 9/10 As one school.

C RH Allows students to follow passions.

C RH Awesome to make smaller communities in a time when kids are sort of being swallowed by big schools.

C RH Better educational opportunities/cours-es for the interests of the kids.

C RH Better prepared for post-high school.

C RH Better preparation/easier to employ-ment vision.

C RH Better since of community within smaller schools.

C RH Children may discover new interests.



Aud. Loc. Strength

C RH Closely related subject matter in the building

C RH Competitive nationally for college

C RH Concentration on unique curriculum.

C RH Core subjects compensate change of plan

C RH Could excel at areas where students are interested in, such as arts.

C RH Could increase in academic area.

C RH Desire for dual programs

C RH Desired special ed program flexibility

C RH Diversity

C RH Early specialization (global competition-similar to others)

C RH Early specialization.

C RH Easier for principals to initiate change.

C RH Follow my passions + be better prepared

C RH Good experience to know what your plan is

C RH Great experience for those who know what they want to do.

C RH Help encourage "specialization" in contrast/concepts.

C RH Inspiring children with passions.

C RH Keeps kids in school through choices

C RH More choice.

C RH More opportunities or choice.

C RH More student buy-in and excitement.

C RH More teacher buy in/energy and retention.

C RH More teachers that know their com-munity.

C RH New and exciting.

C RH Not only core subjects.

C RH One identity (x2)

C RH Opportunity to deal W/consequences of choices

C RH Out of the box-unique

C RH Prepare students for adulthood

C RH Prepare students for adulthood.

C RH Reynoldsburg could be more competi-tion on national level with college level AP courses etc.

C RH Smaller class size.

C RH Smaller learning community

C RH Some departments are ignored by high school currently, probably will not happen here.

C RH Students can excel. (X2)

C RH Students could excel in specialized areas.

C RH Students experience something new.


C RH Students may discover new interests

C RH Students seen more attractively by business due to specialization.

C RH Unique education opportunities (x2)

C RH Within 6 smaller schools.

C RHS 2 Irn #

C RHS Better direction for long range planning

C RHS Better prep for next level (some students)

C RHS Can specialize curriculum; community/business support; small # of students/cohesive group; ownership; focus on discipline; extra funding through available grant money; small school environment

C RHS Choice; know kids well; 2 irn#s

C RHS Choices

C RHS Choices of programs

C RHS Common resources between "academy" school; like college, disciplines; prepare students for life after HS; focused discipline; keeps schools small (metro schools)

C RHS Enhances learning environment

C RHS Enthusiasm for learning

C RHS Focus on discipline; small school campus

C RHS Force us to identify strengths

C RHS Funding

C RHS Gives students opportunity to begin focus on their career and develop towards college

C RHS Greater # of students excited to come to school

C RHS If students already know what they want to do they can go further and programs can be developed for them

C RHS It would allow students an opportunity to focus toward a career

C RHS Kids can specialize; can be either/or high school

C RHS Know students better

C RHS More choice (x2)

C RHS More flexible

C RHS More intense specialization

C RHS More interest for the less interested

C RHS More opportunities to go farther if you know what you want; possibly commu-nity leaders may open up chances for field trips for a select group (interested in business/electronics/arts, etc); more interesting studies make students more engaged in their work, will do better

C RHS More opportunity to play out strengths

C RHS More specialized classes

Many comments appear repeatedly among some

groups of participants. Comments that are verbatim duplicates are condensed in the Appendix and indicated with an (xN), where N is the

number of times the idea was recorded at a particular

meeting location. For example (x2) indicates that the idea was mentioned and recorded twice.

132



Aud. Loc. Strength

C RHS No split along have and have not lines; causes students to focus on their future earlier

C RHS No split of have/have nots

C RHS Opportunity for stronger

C RHS Ownership of learning

C RHS Possibility of depth

C RHS Promotes community and business support: internships, curriculum devel-opment, tours

C RHS Shared interests/learning styles

C RHS Small student numbers – more atten-tion

C RHS Stronger small community relationships

C RHS Students get to know each other and teachers better

C RHS Students may feel more ownership in their own education

C RHS Supportive network

C SAC Focus/motivation

C SAC Flexibility

C SAC Focus of curriculum.

C SAC Innovative.

C SAC Maintain single high school or multiple high school-options are left open.

C SAC New and different.

C SAC One booster focus

C SAC Splits the population. (x2)

C SAC Strength of student noted increase.

C SAC Subdivides the students into smaller schools.

C SAC Targets academic areas important to success after high school.

C SAC Unites Reynoldsburg (1 RN)

C SAC Variety

C SR Advanced opportunity to challenge students

C SR Allows flexibility

C SR Allows for student focus

C SR Attract non-traditional educators (x2)

C SR Better preparation

C SR Better prepare students after gradu-ation

C SR Better social development (x3)

C SR Can weaken 'buzz' in schools based on collegiality

C SR Choice for the students' future buy-in

C SR Diversified education, "big city educa-tion in a small town"

C SR Diverse education

C SR Economies of scale

C SR Focused education (x2)

C SR Gives students voice in education

Aud. Loc. Strength

C SR Increased graduation rate (x2)

C SR More cost efficiency (x2)

C SR More investment in future

C SR More likely to promote excellence in schools

C SR New energy

C SR Opportunity of figure out your niche (x2)

C SR Preparation for future specialization

C SR Specialization

C SR Students who make choices have more investment in education/future

C TR "Research" shows attendance is better

C TR 2 Extra curricular teams

C TR 4 Years -- maintain sense of home

C TR A lot like teaming -- everyone knows each other/common abilities

C TR Academic achievement

C TR Allow students to experience and be exposed to different opportunities or programs

C TR Allowed to better focus on specific curriculum

C TR Allows students to experience and be exposed to different opportunities

C TR Better meets need

C TR Can prepare kids for what's next

C TR Choose what you want

C TR Discipline and attendance improve -- better learning environment

C TR I went to college designed like this – has some great positives – you know staff well, can take classes from other schools. However, it was on a single campus – and they allowed enrollment in multiple schools

C TR Kids select programs based on indi-vidual need/ability

C TR Magnet schools

C TR Maintain one HS identity

C TR Meets academic and artistic needs

C TR Meets academic and artistic needs of individuals

C TR Mixing geographic areas

C TR More choices

C TR More concentration of one subject

C TR No "haves-have nots"

C TR No boundaries (x2)

C TR No haves – have nots

C TR No social/economic boundaries

C TR Opportunity for students to get intense exposure to specific core classes

C TR Personalization of students education


“I went to college designed like this—has some great positives —you know staff well, can take classes from other schools. However, it was on a single campus and they allowed enrollment in multiple schools.”



Aud. Loc. Strength

C TR Possibility 9/10 core while still exploring electives/traditional 11/12 specialize

C TR Prepares kids that know what they're interested in for college

C TR Research supports – better behavior, better attendance

C TR Six choices of schools

C TR Smaller class size and more involved relationships with teachers

C TR Smaller communities and the ability to build a community

C TR Smaller groups

C TR Smaller identity group for each small school

C TR Smaller learning communities.

C TR Smaller schools

C TR Small community = staff and students get to know each other well

C TR Some specialization

C TR Specialization

C TR Specialization – prepare kids for what's next

C TR Teachers know their students

C TR Teachers will know kids better

C TR Team approach

C TR To me, this is just an expansion of current magnet program that identifies other areas where it makes sense to consolidate students from various schools together to save cost of imple-mentation to district

C TR Very focused curriculum (x2)

C WRJH A chance for 9-10 to mature without older influence.

C WRJH Allows specialization (x2)

C WRJH I feel like the two sets of extra curricu-lar are important.

C WRJH I like the small school concept, the problem is just that it is unfamiliar and hard to picture how they work.

C WRJH I like the small school only if two differ-ent schools.

C WRJH Interesting

C WRJH One identity

C WRJH Plays to strengths of students.

C WRJH Provides choice

C WRJH Small communities.

C WRJH Varied curriculum choice: with future direction.

C WRJH Variety, style and electives.

C WRJH Allowing the opportunity to learn by need/style

C WRJH Chance for 9-10 to mature

C WRJH Enable upperclassmen to be focused

Aud. Loc. Strength

C WRJH Higher level of accomplishment by specializing

C WRJH Less behavior problems due to similar ages

C WRJH One community identity in school & out

C WRJH Shares the wealth-no haves vs. Have nots

C WRJH Small settings-school community

C WRJH Teachers can loop

C WRJH Use the gates information-build on success

C WRJH Varied curriculum choice

C WRJH Variety of teaching style & electives

C WRMS Able to focus on interests.

C WRMS Allows motivated kids to focus on their strengths.

C WRMS Better communication/small schools.

C WRMS Better opportunities for kids.

C WRMS Better opportunities for Reynoldsburg.

C WRMS Encourage kids to think out of the mainstream.

C WRMS Focus interest.

C WRMS Focus on strengths of student.

C WRMS It will allow student to is other school activities.

C WRMS More busing.

C WRMS None, sounds good on paper.

C WRMS Prepare for the wide open choices in college.

C WRMS Specialized teachers.

C WRMS Students group by piers with similar interests

C WRMS Better opportunities for kids

C WRMS Better utilize resources

C WRMS Encourage kids to think outside mainstream

C WRMS Focus on interest

C WRMS Focus on students' strengths

C WRMS I like the concept and potential of this idea

C WRMS If different/additional classes available = more expertise needed

C WRMS Prepare them for choices post h.S.

C WRMS Recognize world as more specialized

C WRMS Students more comfortable W/similar classmates

P BRJH Be able to see friends

P BRJH Better chance getting into a class (x2)

P BRJH Better chance of getting into a class, helps focus on one thing you want to do in life

P BRJH Can help prepare for future job/college (x2)


134



Aud. Loc. Strength

P BRJH Can pick a subject

P BRJH College prep

P BRJH College prep, pick classes to your liking, better prepared for the future, get to pick

P BRJH Focus on one thing -- go into detail (x2)

P BRJH Get to study under one specific subject, learn other subjects from the one subject you pick, help prepare you for the future, less people, better chance of getting into classes

P BRJH Help learn better, good sports team if it is combined

P BRJH Kids get to learn the same thing at the same time, go into detail with it.

P BRJH Kids will be almost prepared for college

P BRJH Less people in each group (x2)

P BRJH More choice in what you learn, more space

P BRJH More space, choice in what you learn, knowledge increase in specific area

P BRJH People get to choose what they want for college major

P BRJH Smaller classes

P BRJH The strength is you would be able to meet different people and probably make new friends

P BRJH Work on strengths

P BRJH You can pick which school you would like to go to

P BRJH You could focus on one thing and really go into detail, less people, better chance of getting into a class

P BRJH You could learn what you want

P BRJH You could study for one class that you want to do for your job that you would like to do when you get out.

P HAMS Make friends with kids who like the same things

P HAMS Opportunity to learn about what you like

P HAMS Can go to a different school

P HAMS Can go to a school that you are interested in

P HAMS Can learn more about what you want to be when you are older

P HAMS Can learn something else

P HAMS Prepare you better for college

P RHS Anyone can attend

P RHS Better attendance

P RHS Better college acceptance

P RHS Better draw for better teachers

P RHS Better learning opportunity

P RHS Better prepares students for career

P RHS Better prepares them for the future

P RHS Better student to teacher ratio (x2)

Aud. Loc. Strength

P RHS Better student to teacher ratio-special needs

P RHS Bring up the reputation of Reyn

P RHS Career

P RHS College credit

P RHS College prep

P RHS Deeper education -- more understanding

P RHS Despite, residents can attend whichever "school" you want

P RHS Draw people to Reynoldsburg

P RHS Draw people to Reyn-unique make students feel more valued

P RHS Dress code

P RHS Everything you learn will revolve in your interest

P RHS Focus in student choice

P RHS Focuses on student choice

P RHS Fun and interest

P RHS Gain better knowledge, leave with more experience

P RHS Get to know teachers in your fields

P RHS Getting your education and being interested in it

P RHS Give skids more opportunity

P RHS Gives kids opportunity and direction toward what they want to do

P RHS Good chance for kids to choose their career in life

P RHS Good focus on student needs

P RHS Hands-on learning (x2)

P RHS Happier teachers, kids more interested

P RHS Help students with career planning

P RHS Helps kids push an idea of what career they wanted

P RHS Helps strengthen the students for when they enter challenge

P RHS Increase of job opportunity for teachers

P RHS Increase student motivation

P RHS Individualized planning

P RHS Individualized planning/curriculum toward career

P RHS Individualized socialization

P RHS Interest in learning

P RHS Interests students

P RHS It helps the seniors to be ready for college, or whatever step is next in their lives

P RHS Keep students

P RHS Keep students more active

P RHS Keeps focused

P RHS Learn more

P RHS Less crowded




Aud. Loc. Strength

P RHS Longer periods=better understanding

P RHS Love it-it's perfect-keeps kids focused on what they want to learn

P RHS Lower drop out rate

P RHS Match program to student interests

P RHS More active students

P RHS More courses and classes can be offered to help students further their education towards what they want their career to be

P RHS More experience towards future career

P RHS More flexible schedule could offer div-ers/specialized opportunity

P RHS More interest in what you are doing

P RHS More organization

P RHS More push on senior year

P RHS Newer classes – Bio, Chem in depth

P RHS No segregation-no haves vs. Have nots

P RHS Now it's about credits -- would chose more carefully, thinking of future

P RHS Passion is focused on

P RHS Personal class attention

P RHS Ratios better

P RHS Same staff at both

P RHS Schools can start later

P RHS Separates kids who are there to learn from kids who don't want to and are just distractions

P RHS Small group

P RHS Smaller classes (x2)

P RHS Smaller classes/more attention teach-ers

P RHS Smaller classes-more attention

P RHS Smarter -- learn more things, gives kids more opportunities

P RHS Special needs more available (x2)

P RHS Specialization

P RHS Specialization- more like college

P RHS Specializing in certain ideas builds strengths, better prepares students for next level

P RHS Still have basic HS education-just more specific

P RHS Stronger sport teams to battle in the OCC.

P RHS Students can get more into what they want to become

P RHS Teach to individual rather than the group

P RHS The option of keeping sports and extras together

P RHS There are many great options

Aud. Loc. Strength

P RHS There can be more concentration on concepts that may be pursued after high school

P RHS Very intimate (makes students fell valued)

P RHS What they are interested in

P RHS You can take more classes you're interested in and pay more attention to what you're doing

P RHS You get to focus on education but it is something you're interested in

P RHS Your particular field is focused on and zeroed in

P BMG Concentrated on courses that go together

P BMG I think it will be great learning the same things with the people you like most

P BMG It would still feel like one school

P BMG It's really cut down so you learn what you need to know with nobody getting in the way

P BMG You could concentrate more on what your profession is going to be

P SR Early start on career

P SR More interest for students

P WRJH 80 Percent of students get first choice

P WRJH 9 And 10 don't change much

P WRJH A lot of people will be able to do a lot of different things

P WRJH All high school age groups

P WRJH Better alliance with faculty

P WRJH Can change schools

P WRJH Choose a path for life

P WRJH Choose what want to study

P WRJH Classes would be split up

P WRJH Diversity

P WRJH Do what you want plus basic education

P WRJH Early start on career (x3)

P WRJH Elite studies

P WRJH Familiar principal

P WRJH Help students learn the best way they can

P WRJH Keep one or two sports teams

P WRJH Kids could choose their own "identity" for everyone

P WRJH Learn everything you love and the basics

P WRJH Learn in way best for you

P WRJH Learning something you love

P WRJH More career options

P WRJH More likely first choice

P WRJH No boundaries (x2)

P WRJH No boundaries -- go to the school want to go to


“There can be more concentration on concepts that may be pursued after high school.”

136



Aud. Loc. Strength

P WRJH Not like a career center

P WRJH Not stuck in choice like career center

P WRJH One strength would be people will be in an environment based on their interest

P WRJH Organized in identities

P WRJH Own identity

P WRJH Principal will be familiar

P WRJH Smaller classes

P WRJH Specialized, learn more

P WRJH Specific ideas taught

P WRJH Stronger need for school unity (x2)

P WRJH Students study what they want to study

P WRJH This one will help the kids who like dif-ferent things like me

P WRJH Transportation is given no matter where you live

P WRJH What you love and basics

P WRJH You can pick your choice of placement

P WRJH You may be able to keep one team or two teams

P WRJH You would learn a lot

P WRMS A lot smaller

P WRMS Be better prepared for college

P WRMS Can keep a strict watch

P WRMS Challenging extra-curricular activities for both schools making sure that even though we're divided into two school building within Reynoldsburg

P WRMS Focus more on academics (x2)

P WRMS Having them would help separate the super-advanced people from the advanced but treated as equals, and so on with advanced and needs help

P WRMS Know your friends better

P WRMS More choice – and focus

P WRMS More choice and focus (x4)

P WRMS More impacted on specialized subjects

P WRMS Prepare you for college (x6)

P WRMS Will focus more on academics

P WRMS You can have better education, so when you go to college you can have already learning some things

P WRMS You will focus more on academics (x5)

P WRMS Better chance to succeed

P WRMS Can do what interested in

P WRMS More choice where want to go

P WRMS Pick academic focus

P WRMS Prepare of future choices

S BMG Can specialize

S BMG Can specialize when you decide

S BMG College credit

S BMG Easier to integrate and specialize

Aud. Loc. Strength

S BMG Flexible to students

S BMG For kids that knows what they want to do

S BMG Good primer for college

S BMG Having a choice

S BMG I like, good choice for students

S BMG More offerings to interest students

S BMG More one on one opportunity

S BMG Puts like minds together and makes everyone more creative (teachers and students)

S BMG Student focuses on their choice and show more enthusiasm

S BMG Using the lottery

S BRJH Allows for differently focused schools.

S BRJH Chance to switch paths if needed interests change.

S BRJH Choices for students/families.

S BRJH Community sponsorship of facilities.

S BRJH Creativity of curriculum.

S BRJH Doesn't relay on geography.

S BRJH Flexibility.

S BRJH Good for students with means.

S BRJH Many options

S BRJH Meets the learning needs of all students.

S BRJH More choices

S BRJH More motivated students – tailored to interests

S BRJH Opportunities to exploit kid's strengths.

S BRJH Prepares students for life better.

S BRJH Preparing students for life if they don't go to college.

S BRJH Separate identities

S BRJH Small groups

S BRJH Small schools give more identity to students and association with a core group of teachers.

S BRJH Smaller schools/opportunities for service learning, trips, experiences.

S BRJH Specialized

S BRJH Staff invigoration/thinking different/collaboration.

S BRJH Strong factor for success of students is to have a strong bond/trust with adults.

S BRJH Students can emphasize their strengths.

S BRJH Students would take more ownership of their studies.

S BRJH Tailor facilities

S BRJH Teachers can expand their ideas from beginning through sr. Year.

S BRJH There would be less feeling of, "why do I have to learn this" ?


“Small schools give more identity to students and association with a core group of teachers.”



Aud. Loc. Strength

S BRJH College admission

S BRJH Community not divided

S BRJH Good preparation for college

S BRJH Match student interest with program

S BRJH Meats learning needs of all students

S BRJH More positive learning attitude

S BRJH Opportunities for career preparation

S BRJH Prepare students better for life-learning something specific

S BRJH Raise test scores

S BRJH Relationships, school is a pseudo-family

S BRJH Small schools give more identity for students with teachers-strong bond/trust with adults

S BRJH Staff & student excitement

S BRJH Students can emphasize their strengths

S BRJH Teachers- really get into it/draw kids in

S CK All like the same classes = better learn-ing environment

S CK Allows student to increase (focus) on strengths

S CK Better for college course

S CK Better learning environment b/C less behavioral problems

S CK Better opportunity for college courses

S CK Can follow their strengths-math verses English

S CK Class choices

S CK Don't like that idea at all

S CK Earlier exploration of specialization

S CK Focus on child's strengths

S CK Follow their strengths

S CK Follow what they like the best (math, science, etc.)

S CK Get them to focus on college prep/life in general

S CK Help narrow choices for future

S CK Helps narrow choice

S CK Increases focus on strengths

S CK It allows students to follow their inter-ests and personally excel in that area

S CK Job focused

S CK Keep community

S CK Keep community together

S CK Keeping the district as one school. One football team, band

S CK Keeps community together (one high school)

S CK Learn if your choice for future is what you want

S CK Less students (x3)

S CK May help narrow choice for the future

Aud. Loc. Strength

S CK More college courses

S CK More focus on future

S CK More focus on their future

S CK More growth

S CK More interest

S CK More learning opportunities (x3)

S CK More one on one

S CK More one on one (less students)

S CK More options within each school

S CK More training-in-depth learning

S CK Opportunity for focus on career

S CK Opportunity to excel in something they are interested in

S CK Same staff

S CK Smaller classes

S CK Smaller groups

S CK Smaller groups- able to keep them accountable

S CK Smaller groups of kids for each class – not your typical school set type

S CK Smaller groups of kids keep them ac-countable, know them

S CK Smaller schools offering specialized

S CK Stay with same friends and staff-know each other

S CK Students follow their strengths

S CK Students have more of an interest because they want to be there (choice)

S CK Students in what they like – less behav-ior issues – more collaboration – better learning environment

S CK The option to learn specialties (likes)

S CK This would be good for our children- they would have the choice of classes they would like to go into as far as a career

S CK Try in high school and like focus, you can change before college

S CK Variety of options

S CK Wide variety of options

S CO Ability to meet a variety of student needs/interests

S CO Advanced curricula more focused on theme

S CO Attend either school

S CO Better chance academic success

S CO Creates focus for students

S CO Dan Hoffman’s expertise & experience in this area

S CO Depth of content in focus area (love of learning)

S CO Develop unique curriculum

S CO Developing love of learning


138



Aud. Loc. Strength

S CO Early chance to try focuses

S CO Follow passions

S CO Gifted, no child left behind

S CO Grouping by common interests

S CO Helps prepare for careers

S CO Involvement

S CO Irn flexibility (x2)

S CO Kids don't get "lost" (x2)

S CO Lottery gives every child chance (x2)

S CO Meet variety needs/interests

S CO More choice-less kids leaving Reyn for other options/preferences

S CO More differentiation styles

S CO More differentiation that match needs, learning styles

S CO More focused

S CO More personal/knowing kids

S CO Motivated staff

S CO Opportunity to excel

S CO Safety because better known

S CO Same sports teams

S CO Strong relationship in smaller learning communities

S CO Strong relationships with students (smaller learning communities)

S CO Students do well because interested

S CO Students do well- they are studying what they like

S CO Students will be more identified with their own group-knowing each other

S FR A lot of opportunities

S FR Allow the more advance students to choose and pursue their career path.

S FR Better participation for college.(Choos-ing fields)

S FR Better prepared for college

S FR Better prepared for college.

S FR Focus on subject area for kids who have decided what they want to do.

S FR Innovative.

S FR Meeting more specialized needs

S FR More age group oriented. No 14 & 18.

S FR More college preparation

S FR More focused areas.

S FR More precise education.

S FR More prepared for college.

S FR New opportunity

S FR Opportunities to reach student/parent interests.

S FR Reyn. Becomes known as innovative

S FR Reynoldsburg becomes known as innovative.

Aud. Loc. Strength

S FR Smaller numbers (x2)

S FR Specialized instruction

S FR Ss. Could plan a personalized cur-riculum

S FR Ss. Who have decided on a subject fo-cus can focus on thaqatmore prepared for college

S FR Starts to get ss thinking a lot their future earlier

S FR Students could plan a personal cur-riculum.

S FR Students may change minds.

S FR Students wouldn't be guaranteed their choice.

S FR The students would probably have a better sense of community or belong-ing.

S FR This would be a good opportunity for students who have already decided on a major to develop their talents.

S GR Allow for less trouble because of inter-est in education

S GR Allow for less trouble because of inter-est in education.

S GR Building on student's strengths. (X4)

S GR Keeps one high school for sports, bands, clubs etc.

S GR Less discipline

S GR Less discipline problems.

S GR Less dropout

S GR More choices (x2)

S GR More opportunities if there are separate extra-curricular activities

S GR More opportunities.

S GR Provide a safer environment-where they want to be.

S GR Reason to go there

S GR Safer-less discipline issues.

S GR Students have more choices. (x3)

S GR Students interested/invested in their education.

S GR Two irn numbers creates more after school opportunities.

S HAMS Allows choices.

S HAMS Costly

S HAMS Excellent opportunity for kids who know what they want to do.

S HAMS Great for addressing special needs (one site does not fit all).

S HAMS More individual attention.

S HAMS Small schools (every teacher knows you) and big school facilities

S HAMS Students would be able to chose the education they receive.




Aud. Loc. Strength

S RH More personalized education.

S RH More personalized.

S RH No boundaries.

S RH No boundary implications.

S RH Opportunity. For 1 irn

S RH Smaller number in teams/children get to be with friends.

S RH Smaller numbers/classes/learning communities

S RH Smaller teacher/student teams

S RH Ss have opportunities for a wider choice of classes in other programs

S RH Students could specialize in special preparation for college.

S RH Teach. Stud. Interaction

S RH Teachers could collaborate more together.

S RH Won't get lost

S RHS But do not do academically??

S RHS Academic focus.

S RHS Better communication/small schools.

S RHS Build on student and staff strengths

S RHS Can lend themselves toward student strengths.

S RHS Chance to build strong programs and good communication

S RHS Choice (x3)

S RHS Choice in curriculum.

S RHS Choice in pursuing interests (x2)

S RHS Community feel stronger academically

S RHS Community involvement

S RHS Eliminates haves/have nots.

S RHS Energize staff -- think about how/what we teach

S RHS Flexible basin.

S RHS Focus on future plans and backwards building.

S RHS Focus on specific academics.

S RHS Giving each student more individualized learning opportunities.

S RHS Goes with staff strengths

S RHS In depth approaches.

S RHS Learning styles.

S RHS Long term teacher student relation-ships.

S RHS Lots of choice

S RHS Love small schools for more personal settings and relationships

S RHS Many opportunities.

S RHS May be the spark less motivated students will love.

S RHS More academic/extracurricular choices.

Aud. Loc. Strength

S HAMS Would give students an idea of what they would like to study in college.

S HAMS Design curriculum that meet student needs

S HAMS Earlier career path decisions

S HAMS Everyone knows you – student & teacher

S HAMS Good place to choose a path

S HAMS Higher graduation rate

S HAMS Student choice – students stay interested

S HAMS Students will be able to compete globally

S HAMS Wonderful

S HM Choices

S HM Focus in area of interest

S HM Get to know teachers/kids in a small setting

S HM Get to know teachers/students in smaller schools

S HM More choice, built to students strengths, know teachers in small set-ting, students to excel in specific area, option of staying in one school

S HM More opportunities for kids to excel

S HM Opportunities for students to choose an educational program that they may excel in

S HM Opportunity to specialize

S HM Option of staying as one school

S HM School choice

S RH About 400 kids in each cluster.

S RH Based on interests.

S RH Being on the same campus students could attend a couple schools of interest.

S RH Core curriculum in 9th and 10th grade.

S RH Excitement

S RH Excitement in what choice you get to have in your interest area.

S RH Get to students/personable.

S RH Happy people/happy students.

S RH Happy ss & Ts because their learning/teaching what they want

S RH High interest – motivate students.

S RH Involvement

S RH Lots of choices for students.

S RH Lots of team teaching.

S RH More

S RH More choices opportunity to make

S RH More choices.

S RH More opportunity to explore ed innova-tion

S RH More opportunity to explore innovation.


140



Aud. Loc. Strength

S RHS More individualized learning opportuni-ties and teaching (x2)

S RHS More opportunities and advantages for students

S RHS More opportunities for sports/band?

S RHS More personal relationships (student/teacher)

S RHS Opens up doors to many new ideas.

S RHS Opportunities for change/creating.

S RHS Parent involvement

S RHS Personal identity

S RHS Personalization (x2)

S RHS Promotes backward building

S RHS Provides small community, generates school spirit

S RHS Provides unique experiences.

S RHS Relevant curriculum

S RHS Safety

S RHS Small schools but identical (x2)

S RHS Smaller class size (x2)

S RHS Smaller learning communities. (X4)

S RHS Something for everyone.

S RHS Spark that motivates

S RHS Specialization

S RHS Specialized education (x3)

S RHS Staff choice.

S RHS Staff choices more buy in.

S RHS Student choice (x2)

S RHS Student choice = student invested

S RHS Student choice more buy in.

S RHS Student motivation (x2)

S RHS Students better known.

S RHS Students choose path based on interest.

S RHS Students more interested in school.

S RHS Students with same teachers is helpful.

S RHS Teacher freedom in practice.

S RHS Variation in learning styles, targeted learning.

S RHS Variety with focus.

S RHS Would encourage lots of staff reflection on what and how we teach.

S SR Amazing potential

S SR Areas of interest

S SR Best for community

S SR Can cross over from one school to the next

S SR Choice promotes success

S SR Community outreach potential (x2)

S SR Could have opportunity for one set of extra-curricular activities

Aud. Loc. Strength

S SR Crossover possibilities

S SR Decreased discipline

S SR Expand horizons

S SR Focus earlier on interests

S SR Focus on interests and strengths

S SR Good for students to "test waters"

S SR Good foundations within focus on core

S SR Helps kids think about their future and not just the present

S SR If done right most rigorous

S SR If we have one irn it will be successful

S SR Increases self motivation

S SR It will turn community around-strengthen community

S SR Kids are around a lot of kids with similar interests

S SR Kids are around kids with similar interests

S SR Less students in classrooms

S SR Less students in each class

S SR More opportunities for kids to choose career paths early

S SR More student parking

S SR Most equitable

S SR Motivated students

S SR Opportunity to test the waters

S SR Opportunity to try different things

S SR Personalization, opportunity

S SR Placates those who desire 1 high school

S SR Sets stage for Reynoldsburg to compete

S SR So many opportunities for our kids

S SR Standardized bus stops

S SR Student choice

S SR Students can "test" out their interest before moving on

S SR Will keep us competitive in central Ohio

S TR Attention

S TR Attractive for career choice

S TR Comfortable with situation.

S TR Community remains united (x2)

S TR Community stays united.

S TR Elementary school is within neighbor-hood.

S TR Elementary students need to given a firm foundation to grow on.

S TR Focus

S TR I agree that a small environment feeling is for kids.

S TR Small environment

S TR Small groups know students better.




Aud. Loc. Strength

S TR Students can strengthen areas for pos-sible career choices.

S TR Students can work in a 'strength" area.

S TR United community?

S TR Variation

S TR Variation – specialization.

S TR Variation-track opportunities

S WRJH "Family" oriented (teams)/

S WRJH Choice

S WRJH Closeness, opportunity for specific academic.

S WRJH Communities.

S WRJH Could be focused around staff interests.

S WRJH Each building will have its own I.D.

S WRJH Education more individualized.

S WRJH Flexible

S WRJH Focused on students interests.

S WRJH Great learning experiences.

S WRJH Hopefully higher grades based on selection due to interests/abilities.

S WRJH Interest/ability specific.

S WRJH Keeps high school identities.

S WRJH More choices overall.

S WRJH More personalized, one on one repor with students.

S WRJH No duplication of what fair field career is doing.

S WRJH Offer specialized/custom design academic programs.

S WRJH One all girl, one all boy.

S WRJH One science/math, one performing art.

S WRJH Options high for classes.

S WRJH Sense of community.

S WRJH Similar to other schools- 9-12.

S WRJH Smaller group learning.

S WRJH Smaller number of students that teach-ers get to work with.

S WRJH Sound educational practice.

S WRJH Specialized.

S WRJH Students more motivated when learning more tailored to their " likes".

S WRMS "Green" fields.

S WRMS Allows smaller community feeling without dividing community

S WRMS Chance to encourage changes in the world.

S WRMS Choice opportunities.

S WRMS Choices

S WRMS Connections with staff.

S WRMS Could be one high school.

S WRMS Could help some students grow

Aud. Loc. Strength

S WRMS Could offer classes not frequently at-tended by many (e.g. Specialized type of physics or a low incidence language.

S WRMS Cutting edge learning

S WRMS Design own plan.

S WRMS Different curriculum for special ed

S WRMS Diversity -needs met – more options.

S WRMS Diversity of interests, learning styles.

S WRMS Doesn't divide

S WRMS Embrace 21st century

S WRMS Explore areas before college/work

S WRMS Flexibility and program expansion

S WRMS Flexibility of programming (depending on your type of "schools"

S WRMS Force kids to be serious about educa-tion at early age.

S WRMS Future planning

S WRMS Generate creativity, problem solving.

S WRMS Global market place.

S WRMS High interest.

S WRMS Increased graduation rate, attendance, participation

S WRMS Increased student motivation

S WRMS Individualized learning.

S WRMS Individualized student need

S WRMS Innovation (x2)

S WRMS Interest driven (x4)

S WRMS Kids fulfill potential as individuals.

S WRMS Language

S WRMS Leadership group

S WRMS Learners needs met.

S WRMS Learning

S WRMS Less students per staff

S WRMS Max use of physical resources.

S WRMS Maximum use of physical plant/resources

S WRMS Meet talent level.

S WRMS Meets needs of diversity of students.

S WRMS More choice

S WRMS More comfortable environment for staff and structs

S WRMS More direct input from the community.

S WRMS More individual areas (x2)

S WRMS More options for different types of learners. (x2)

S WRMS More options for different types of learners/diversity. (x2)

S WRMS More options.

S WRMS More personal environment

S WRMS Motivation may increase.


142



Aud. Loc. Strength

S WRMS Opportunity for choice – students get the type of education that they truly need.

S WRMS Opportunity for concentrated learning, subject matter/style of learning.

S WRMS Options could help some students grow and develop in different ways.

S WRMS Options for different types of learners.

S WRMS Options for learners.

S WRMS Possible motivation and better atten-dance due to the closeness of group.

S WRMS Promote excellence in each area.

S WRMS Provide for helping students focus on career choice/academic interests

S WRMS Provides students with individualized needs.

S WRMS Reflect newer fields/technologies

S WRMS Sense of belonging. (x2)

S WRMS Smaller community feeling.

S WRMS Smaller group of students each school is responsible .

S WRMS Special ed.

S WRMS Specialization available.

S WRMS Specialization of academic fields.

S WRMS Specialized opportunities

S WRMS STEM

S WRMS Strategies with more educators.

S WRMS Student/powered involvement in coursework plan.

S WRMS Student and parent designs own plan for coursework.

Aud. Loc. Strength

S WRMS Student and parent involvement in plan-ning coursework

S WRMS Student involved in coursework/scheduling

S WRMS Students and parents can have a voice in course work.

S WRMS Students are more of a person rather than number

S WRMS Students can focus on areas of inter-est.

S WRMS Students could become more focused for a university or career choice.

S WRMS Students could begin to focus on spe-cific learning styles or interests.

S WRMS Students have more choices for class course.

S WRMS Students will have a "more sense of belonging"

S WRMS Teachers can work from their strengths

S WRMS Teachers motivated by teaching their content

S WRMS Teachers work from strengths.

S WRMS Teachers work from their own strengths-enjoy teaching.

S WRMS Teachers work from their strengths.

S WRMS Varied options to meet needs/interests of kids.

S WRMS Wide range of programs.




Aud. Loc. Weakness

C BRJH Do not know a lot of background on this

C BRJH Extra cost of logistics , extra cost of busing

C BRJH Go with friends and not with real choice

C BRJH Lottery system

C BRJH Separation of friends, one school being better than the other

C BRJH Weakens traditional h.S. Experience, AP/enriched opportunities diminished, not appealing

C CO Complex

C CO Could be more expensive for the schools

C CO Could limit choice

C CO Cross labeling talent of teachers

C CO Difficult to change paths

C CO Equitable distribution of teacher talent

C CO Lack of resources

C CO Lottery

C CO More administrators

C CO Obstacle to complete education in one place

C CO Possibility of limiting choices or op-portunities

C CO Potential lack of flexibility

C CO Students are forced to choose

C CO Students may not be able to identify which "school" to fit into

C CO Transportation

C CO Voluntary segregation

C FR 13/2300 Doesn't support a class. What happens with a smaller pool

C FR 9th and 10th graders need guidance

C FR A lot more complex to plan, manage, implement (x2)

C FR At 9th grade, may not be mature enough to make choices (x2)

C FR Being unhappy with choice

C FR Cost of designing specific curriculum

C FR Curricular coverage; scheduling (x2)

C FR Friends might not be in your school because their magnet school is in another building

C FR Hard to work out (x2)

C FR Has the option of being two separate schools

C FR Intake/selection criteria (x2)

C FR Issues of stacking teams (x2)

C FR Kids don't know what they want

C FR Kids left out of top choices

C FR Lottery (x2)

C FR Lottery -- not my choice

Aud. Loc. Weakness

C FR May be disappointed with choice and start hating schools

C FR May be split up from friends (x2)

C FR Might not get to be in the area of your choice

C FR Not being able to get in the school of choice

C FR Overcrowding issues – everyone wants one school (x2)

C FR Perhaps loop 9-10 – choices for 11-12 (x2)

C FR Possible motivational issues if child is in last choice school (x2)

C FR Require more specialized teachers

C FR Some children won't get first choice

C FR Some students won't get first choice (rejection) (x2)

C FR Split friendships/stay with friends and avoid an academic strength (x2)

C FR Staffing: qualifications, experience, placing (x2)

C FR Students/families may not receive their first choice which could lead to a frustrating high school experience

C FR Tough for students who are not sure where they fit

C FR Tracked -- limited choices to change

C FR Transportation – small numbers of kids across town (x2)

C FR Transportation complexities (x2)

C GR "Cliquish"

C GR Access

C GR Can already choose more math, sci-ence or art.

C GR Child changes their focus, are they behind? Are they stuck?

C GR Constant switching-students don't know what their interest are.

C GR Cost of transportation with one irn

C GR Costs of student location changes/transportation

C GR Difficult for adolescent to determine needs or interests ("fart in windstorm")

C GR Equity

C GR Extra cost of busing if bused.

C GR Extra cost of logistics, example cost of changing student location if chose of theme changes.

C GR Getting shut out-advanced classes.

C GR If one band, one student council etc., Where do they meet?

C GR Indecision- tough to decide what area you want to specialize in at this age.

C GR Kids who switch focus might have to switch schools.

WeAKneSSeS

“Friends might not be in your school because their magnet school is in another building.”

144



Aud. Loc. Weakness

C GR Opportunity for extra classes (in math, etc) already exists

C GR Pigeon-holing

C GR Possibility of getting shut out

C GR Rivalry develops

C GR Shut out of opportunity if you change?

C GR Transportation

C GR Transportation for extra-curricular.

C GR What happens if child changes focus

C HAMS $$$$$

C HAMS Already pay for these-also fairfield

C HAMS Conflicts W/eastland career center-proven success

C HAMS Confusing

C HAMS Needs to include an option for some student to take the basics-not special-ized

C HAMS Specialization too soon-can they change?

C HAMS Specialized teachers to teach special classes

C HAMS Union restrictions?

C HM 6 Schools-less will rounded, not ready to make choice or vocation

C HM Bureaucratic mess

C HM Competition, a lot of money for busing

C HM Complex implementation

C HM Could create too many problems in dividing schools, not enough interest could cause issues

C HM Extra costs of logistics in changing themes

C HM Freshmen could then be bullied by seniors, transportation issues

C HM Hard to understand-students and par-ents may not know about opinions

C HM Having to decide which school, kids that don't fit in any school, not mature enough to choose

C HM Hire more teachers

C HM Hire more teachers, luck of knowledge

C HM Hiring of more teachers, lack of experi-ence to build choices

C HM If you have a subject you really like, but the HS has it will be a longer trip

C HM Kids can get more lost in the system not really necessary

C HM Kids fall thru cracks

C HM Lack of experience with idea

C HM Less diverse-super focus- of all "like" people

C HM Lost money-unnecessary expense

C HM Lottery

Aud. Loc. Weakness

C HM More diverse – less unifying – less school spirit

C HM Narrow focus, less choice, confusing schedule, complications if some are long than others

C HM Narrows student opportunity to see all subjects

C HM Need more core subject teachers

C HM Overload one school

C HM Split up friends, more busing, more cost

C HM Split up friends, more money, more busing

C HM Still take regular classes

C HM Theme, choice already available

C HM Transportation costs if bused

C HM Unequal quality of teaching

C HM What if change mind on interest

C HM What if students change mind in year 2 or 3

C HM Will cause students to fall through cracks

C HM Won't help transition to college

C HM Would model be flexible enough to stay current with education trends

C HM You don't know what classes to attend, how long the classes are

C RH A lot of seniors don't even know what to do in college so how will 8th graders?

C RH Can already choose classes by theme.

C RH Can not transfer until one year.

C RH Choices: 2nd and 3rd choice

C RH Class system W/in the school

C RH Community perception of equity.

C RH Cost, planning, organization, busing, implementation

C RH Create a social class system.

C RH Extra cost of busing if bused.

C RH Extra cost of logistics, example cost of changing student location if chose of theme changes.

C RH Extra logistics costs

C RH Have to stay in one school through the year even if they want to change .

C RH How do parents/students know what they really want to do.

C RH How to determine size of each program.

C RH If all schools are full, a child may not get into a school or program of choice so they may lose interest in attending- no guarantee of placement.

C RH Kids already have some choices (x2)

C RH Kids have to figure out what they want so early.




Aud. Loc. Weakness

C RH Kids may not be happen W/bldgs because they were assigned to their 3rd choice

C RH Kids would be looked down on if they were not in a "choice" school.

C RH Lack of motivation if not happy W/choice

C RH Lack on united identity.

C RH Lifes work, learning beginning early.

C RH Lottery system.

C RH Massive change- how to deal?

C RH Maybe hard to balance class sizes and teacher/subject.

C RH Might hurt community unity

C RH Money

C RH Money divided.

C RH No guarantee of placement (x2)

C RH No idea of choice-then what?

C RH No working models in area?

C RH Not enough local models

C RH Not enough working models.

C RH Not providing breadth to students.

C RH Organization of bldgs. Separation of subject matter

C RH Overcrowding; lack of choice for moving

C RH Pick to stay with friends

C RH Refuse too talented applications? Really? This is what we call "stupid."

C RH Safety W/transportation

C RH Scheduling will be haRd.

C RH Students may not know or like school of choice when done.

C RH Students moving into district may cause over crowding in schools of specialty or have no choice through no fault of their own.

C RH Students who want dual programs may have difficulty combining programs.

C RH Technology distribution?

C RH Too early specialization?

C RH Too few/many to support it.

C RH Too many applications in some areas, too little in others.

C RH Too much breadth (too many programs)

C RH Too much change

C RH Too narrow.

C RH Transportation costs (x3)

C RH Two different perspectives of math and arts-same area politics

C RH Two schools, “pigeon-hole" kids

C RH We have career centers already!

C RH What if student is unhappy first nine weeks? Stuck for three more quarters? Ugh!

Aud. Loc. Weakness

C RH What of special learners?

C RH Who makes child's choice? (X2)

C RH Who's picking is this parents choice?

C RH Will kids know what they want to do?

C RHS "Follow your buddy"

C RHS 8th graders are not mature enough to choose a discipline for their studies; freshmen need a varied subject to learn where they may want to study; students may need classes in both schools; lottery system will upset some people; transportation nightmare; tendency to follow their buddy to certain school or program

C RHS 8th graders don't know what they want

C RHS Are 8th graders ready to make a deci-sion on their "choice school" or career decision/path

C RHS Busing nightmare

C RHS Can already choose by theme

C RHS Can't individualize too far because of large student numbers

C RHS Change mid-stream?; Do kids really know what they want to do?; Limitation on number who can participate; sched-uling nightmare

C RHS Children making decisions. they’re not ready for (do 8th graders really know?)

C RHS Choices

C RHS Complicated – more administrators

C RHS Cost differences; high scholars have to make a choice; 5 years of commitment; lottery is not a choice for equity issue; are the teachers on board?

C RHS Divided cliques based on choices

C RHS Divided from other schools

C RHS Do freshmen know what they want to do? Can they switch schools? How many graduating classes? Lottery

C RHS Extra costs for busing

C RHS Extra costs for logistics

C RHS Extra expense of transportation

C RHS Forces decision by those not ready, core

C RHS Funding; transportation nightmare; lot-tery (lucky for one unlucky for other)

C RHS Getting teaching (all) to buy in

C RHS Going to building far from neighborhood

C RHS High school is for a broad education, college is the time to specialize

C RHS How do you deal with kids that have different skill levels

C RHS How do you handle arts/music pro-grams at the different schools

C RHS Kids don't always know what they want to do yet. Can they change their minds?


“8th graders are not mature enough to choose a discipline for their studies. Freshmen need a varied [curriculum] to learn where they may want to study. Students may need classes in both schools.”

146



Aud. Loc. Weakness

C RHS Kids might not get the program they want

C RHS Less diversity interaction

C RHS Limited to class choice – if student wants to take one of classes in other facility -what are the options

C RHS Logistics of extra curricular-kids try out/practice -etc

C RHS Lottery

C RHS Lottery to get into the school

C RHS More busing costs

C RHS Most expensive

C RHS Need for strong guidance

C RHS Operational expenses for experienced "specialized" teachers and the cost/supplies for those classes

C RHS Possibility of getting shut out of the "choice of school" student prefers & dealing with lottery choices

C RHS Restriction multi direction

C RHS Scheduling nightmare

C RHS Scheduling/planning challenge

C RHS Social dec

C RHS Special needs left out due to multi themes

C RHS Structure difficult; logistics; transporta-tion

C RHS Structure more difficult

C RHS Students making decisions based on social criteria

C RHS Students not getting what they wanted

C RHS Students with multiple talents may be limited in their opportunity due to logistics and cost

C RHS Students might not get choice/lottery

C RHS Switching between programs

C RHS The cost of hiring specialized teachers; it would force children to choose a career path when they're not ready to make one. Most college freshmen aren't ready to make that decision, how can you expect a 16 year old to? ; Logistics nightmare; taking a class at school "one" and wanting to take one at school "two" across town.

C RHS This would be a chaotic mess, not a choice school

C RHS Transportation "nightmare"

C RHS Transportation expense

C RHS With only 400 slots per school some kids will be limited in opportunities

C SAC Confusing and hard to decide specific areas to teach.

C SAC Duplication of resources.

C SAC Finding expertise from current staff.

Aud. Loc. Weakness

C SAC Not a well understood model by com-munity.

C SAC Other two may not be of interest.

C SAC Possibility not getting the school of choice.

C SAC Possibility picking the wrong school early on.

C SAC Reduced learning opportunities

C SAC Reduced opportunity for students who want to explore many different disciplines.

C SAC Set students on a path too young.

C SAC Student not getting first choice

C SAC Too many in grade level.

C SAC Transportation nightmare.

C SR A lot of research to implement

C SR A lot research to implement

C SR Allows customizing

C SR Can already choose classes by theme

C SR Disappointed if you don't get your choice

C SR Extra cost of busing, if bussed

C SR Extra cost of changing

C SR Extra cost of logistics

C SR Extra cost of logistics (busing, testing, transportation)

C SR Extra costs for logistics ex. More paperwork

C SR Heavily influenced by peer pressure

C SR If they have choice of math/science or arts may not get to be well rounded

C SR Integrate transfer students to11/12, in or out

C SR Kids can choose study of choice with traditional school

C SR Lower ranking on college admission (x2)

C SR More complex 9x2)

C SR More complicated-needs constant "refreshing"

C SR More expensive to operate everything

C SR Not every student has desire to focus

C SR Pigeon-holing students

C SR Too many options for students

C TR "Too fuzzy" conceptually -- will it meet the needs of children?

C TR 8th -- too young to decide on a choice

C TR 9-12 Attending same classes – bad habits? Images?

C TR Ability to take courses in other school? And what if school is on other campus?

C TR Are kids ready to focus on one style of learning?

C TR Are students locked into choice?


“The cost of hiring specialized teachers.”



Aud. Loc. Weakness

C TR Being locked into a curriculum could lower GPA

C TR Big $$

C TR Bus routes

C TR Busing nightmare

C TR Can already choose classes by theme (x2)

C TR Can take some classes in other schools

C TR Can't change curriculum until end of school year

C TR Can't change for a year

C TR Career center already an option

C TR Complicated

C TR Complicated

C TR Cost – transportation, administration. Transportation nightmare getting kids to/from school

C TR Cost to implement is huge

C TR Could get locked into curriculum

C TR Could get locked into the wrong cur-riculum

C TR Difficult to find and develop educational resources

C TR Do they really know what they want to grow up to be?

C TR Do we realign programs every year?

C TR Does this cause students to enhance bad habits? Images?

C TR Exclusionary – students must be ex-posed to all types of students, diversity

C TR Extra cost of busing if bused

C TR Extra cost of logistics, example cost of changing student location if chose of theme changes

C TR Extra costs for logistics ex. More paperwork

C TR Families with students in multiple buildings

C TR Finding teachers specialized enough for disciplines

C TR Forced to commit to a curriculum that you do not like or interested in for a full year

C TR Forces kids that don't have a particular interest to choose



C TR How do we treat the 80 percent in the middle of the bell curve?

C TR How will kids get their choices? Who decides (x2)

C TR If too many kids want the same school

Aud. Loc. Weakness

C TR If totally random, how to kids that are a good match and don't get in, I.e. kid is math whiz but doesn't get into STEM school – handle where they are put?

C TR Interest for freshmen year?

C TR Issue of travel between 2 campuses

C TR Kids are too young to decide what they want to do at that stage of their lives

C TR Kids may follow friends

C TR Kids would have to determine their future plans at a much younger age

C TR Limiting of electives/choices of 9th/10th courses

C TR Little flexibility if allowed only end of year switch

C TR Lottery system (x2)

C TR Mapping nightmare

C TR May not meet needs of traditional student

C TR May or may not have two sets of extra curricular activity

C TR More busing required

C TR Needing to move kids is probably costly and waste an entire academic year (switch major)

C TR No boundaries

C TR No diversity, staleness of students see-ing the same four walls and teachers teaching the same subject and same students

C TR No nuts and bolts

C TR Not comfortable with this

C TR Operating costs

C TR Operating expenses will go up

C TR Overtaxing students

C TR Personalizing education is a weakness

C TR Pigeon-holing

C TR Rise in transportation costs

C TR Sports players may not be together or split

C TR Staffing

C TR Staffing; ensuring continuity of program-ming

C TR Staleness -- W/all same students all 4 years

C TR Struggling students?

C TR Students get lost in large school environment

C TR Students would have to select lead discipline (could change at end of year)

C TR Too complicated

C TR Too much concentration too early when HS students need some overview

C TR Transportation (x4)


“Being locked into a curriculum could lower GPA.”

148



Aud. Loc. Weakness

C TR Transportation difficulties

C TR Transportation nightmare

C TR Unproven model in area

C TR Using kids as guinea pigs

C TR Using students as guinea pigs

C TR Very complex

C TR What about kids who don't know?

C TR Will cost more to operate

C TR Working out "bug" of a complicated and new option

C WRJH 9-10, 11-12 Both small schools.

C WRJH Already have the career center

C WRJH Can already choose classes by theme.

C WRJH Confusing (students, parents)

C WRJH Expecting high school students to decide on a major

C WRJH Extra cost of busing if bused.

C WRJH Extra cost of logistics, example cost of changing student location if chose of theme changes.

C WRJH Falling behind due to a wait lists for a specific program

C WRJH It is hard to decide this in college alone.

C WRJH It might be difficult to decide what theme they want to settle in so early.

C WRJH Less broad range of exposure

C WRJH Limited choices

C WRJH More faculty needed to do same amount of work

C WRJH Needs much more evaluation.

C WRJH Not preparing students for college

C WRJH Second or third choice.

C WRJH Serves elite students

C WRJH Staff qualifications?

C WRJH Transportation

C WRJH Transportation for gifted classes

C WRJH Very costly

C WRJH Younger students not yet directed, they may not be able to choose.

C WRJH 2nd and 3rd choices

C WRJH Busing for extra-curricular

C WRJH Curriculum challenges

C WRJH Extra logistics costs

C WRJH Kids choosing wrong path

C WRJH Kids unable to choose as freshman/sophomore

C WRJH New concept and hard to explain to community

C WRJH Staff buying into new system of small schools

C WRJH Transportation costs and logistics: 2 buses in potentially each neighborhood

Aud. Loc. Weakness

C WRJH Transportation for students taking advanced classes

C WRMS Busing.

C WRMS Cheating the kids in some area.

C WRMS Costs.

C WRMS End up cheating kids with strengths in all areas.

C WRMS Hiring specialized teachers.

C WRMS It will not teach basic math, reading, and writing.

C WRMS Limited availability for interests.

C WRMS Students not getting into their school of choice or major classes of area of study.

C WRMS Transportation

C WRMS Transportation problems.

C WRMS Busing

C WRMS Cheat kids with a lot of strengths

C WRMS Concern that some students will miss out on experiences + opportunities

C WRMS Cost

C WRMS Cost-huge

C WRMS Costly to find qualified teachers

C WRMS Federal funding impact?

C WRMS Hard to change-programming

C WRMS How to identify student interests and skills?

C WRMS How would teams work/bands/clubs

C WRMS Lottery- how will it work

C WRMS Not getting into school of choice

C WRMS Opportunity window small-only six schools

C WRMS Students get locked in (can't switch)

C WRMS Transportation (x2)

C WRMS Two separate 3-school bldgs or one group of 6 schools?

P BRJH Can't see your friends, not learning everything you need to know, have to go to other h.S. For classes, certain classes can be really full, others can be really small

P BRJH Fiends split

P BRJH Friends split again, classes outside of school

P BRJH Harder to make teams

P BRJH Have to go to other building for classes? (X2)

P BRJH If you had one class at the other school you would have to walk

P BRJH Kids could want to have the same class and it gets full

P BRJH Learn in one subject/topic, choice may not exist




Aud. Loc. Weakness

P BRJH Might be too many fights between students, not learning everything you need to know or other subjects, have to go to other schools for classes, might not have your choice

P BRJH Might not have your choice -- would have to settle (x2)

P BRJH Might not have your strength, not learn-ing everything, won't see friends

P BRJH Not being in all subjects

P BRJH Not learning everything you need to know for other subjects (x2)

P BRJH Not learning everything you need to know, not have a class you want, not see friends because they may be taking something else

P BRJH Not seeing friends, if you picked the wrong subject you are stuck with it

P BRJH People might not want to do anything in the choice

P BRJH People will get lost

P BRJH Small and large classes (x2)

P BRJH Some kids could get mixed up with different teachers

P BRJH Split friends

P BRJH Won't be with friends

P BRJH Won't see friends unless same is chosen (x2)

P BRJH You can only do one subject

P BRJH You have to focus on certain subjects and topics, might not have the topic you want to practice

P HAMS Cost more $

P HAMS More busing -- more $

P HAMS Split up friends

P HAMS Freshman could be bullied by seniors

P HAMS Transportation

P RHS A lot of money

P RHS Afraid of not having what I want

P RHS Clashing for college prep

P RHS Confusing to people

P RHS Constant changing of minds

P RHS Create segregation/separation between kids

P RHS Dress code

P RHS Expecting kids to know their future

P RHS Hard to pick what focus you want

P RHS Hard to sell to people

P RHS Have to find teachers who specialize -- would that cost more?

P RHS Have to wait a year to switch

P RHS If lottery, what if lots of kids want sci-ence/math -- what happens "so sorry"

P RHS If school area-sub school-not good- you are in a bad place

Aud. Loc. Weakness

P RHS If transfer to another school you might get confused

P RHS In college, lots of kids switch majors -- what if you choose 1, then want to change?

P RHS Indecisive students

P RHS Innovation and change are never easy to sell

P RHS Just confusing -- not a good idea

P RHS Kids getting lost in system

P RHS Less diversity/not exposed to as much

P RHS Less diversity/people in my field not exposed to others

P RHS Less socialization

P RHS Limited to 400 students per area

P RHS Limited to certain teachers recom-mendations

P RHS Location could limit choices

P RHS Long waiting list

P RHS Long waiting list-cannot get into to school you want

P RHS Lottery system could turn into problems for many students

P RHS Makes it difficult for students to take courses offered by more than one facility

P RHS Might not have the careers/fields that everyone might want

P RHS Not enough socializing (x2)

P RHS Not every freshman knows what they want to do

P RHS Not everyone knows what they want

P RHS Not getting same studies as someone else

P RHS Not having equal opportunity

P RHS Not many kids know what they want to do when they come out of the 8th grade

P RHS Not the same standards

P RHS OGT

P RHS People do not have a full idea of what they will major in college/career.

P RHS Scheduling

P RHS Separates students from other students socially

P RHS Social separation

P RHS Socializing

P RHS Socially separates students

P RHS Some people might know or might not know what they want to focus on

P RHS Stuck with teachers/kids you may not like

P RHS Students may be placed where they do not want to be

P RHS Students may not know which choice to select


150



Aud. Loc. Weakness

P RHS Switching between smaller schools=problem?

P RHS Takes away career center

P RHS Teachers

P RHS Then some people switch their majors to completely different things

P RHS They may not know what they want

P RHS Time/scheduling conflict

P RHS Time conflict between core/elective classes

P RHS Time conflict between specific schools and core classes

P RHS Time/schedule conflict W/core classes

P RHS Times

P RHS Too many people in the same area (x2)

P RHS Too many want same thing

P RHS Too much like college (stress)

P RHS Transfers

P RHS Transportation (x2)

P RHS Trying to get students and teachers. It's just a big mess

P RHS Very little unifying school identity, trans-portation, student classes

P RHS What about students that don't want to go to college

P BMG As freshmen, most don't know what their career is going to be

P BMG If buses didn't take kids from school to school, then kids would have to find their own way there

P BMG If everybody wanted the same career, that class may be filled

P BMG If you want one of the class you have to take them all

P BMG Long distance between places?

P BMG Might feel cramped getting to different places

P BMG Spend a lot of money

P BMG Very expensive

P SR Confusing

P SR If signed up but do not like, wasted time

P SR May not like this plan

P WRJH Busing (x2)

P WRJH Confusing

P WRJH Confusion

P WRJH Everyone would be split up by grade (not identity for everyone)

P WRJH I don't like this idea because it seem like too much to deal with in one building

P WRJH Limited choices (x2)

P WRJH Lottery – not getting what you want

P WRJH Makes kids decide what they want to do when they're young

Aud. Loc. Weakness

P WRJH May not get what you wanted

P WRJH Might limit choices after school

P WRJH Might not get first choice (x2)

P WRJH No identity for everybody

P WRJH Not always get first choice

P WRJH Overpopulation

P WRJH People may not be in what they want to be in and will not be happy

P WRJH Rivalry between schools (x3)

P WRJH Separation of teams

P WRJH Slight chance bump to second choice – lottery

P WRJH Some people might not want to do thing like what you have in school. They might want to do something else

P WRJH Special teachers

P WRJH Split possibly

P WRJH Staffing

P WRJH Student might have to move -- catch up

P WRJH Students prefer regular classes

P WRJH Students who choose to attend one school due to its cons might not be able to

P WRJH Students wouldn't be able to learn what they want to be in the future and they would not be happy

P WRJH There may not be an "identity" for everyone

P WRJH Transportation (x4)

P WRMS Less friends (x5)

P WRMS Many kids don't want to just learn a couple of subjects they would most likely want more

P WRMS Might be too crowded if everyone goes to the same school

P WRMS Might not get what you want

P WRMS More parental pressure (x3)

P WRMS More parental pressuring (2)

P WRMS Not as much safety

P WRMS Peer pressure

P WRMS Peer pressure to take something you might not really want(x3)

P WRMS People in the community may struggle while attempting to adapt to change

P WRMS The kids might be a little confused my the design

P WRMS There still may be a possibility of overcrowding

P WRMS You might not get you first choice

P WRMS You might not get your choice

P WRMS Might just pick what good at-not learn what you need

P WRMS One might be overpopulated-too popular

S BMG Competition still exists between schools




Aud. Loc. Weakness

S BMG Deciding the options

S BMG Fuel cost

S BMG Full district transportation issues

S BMG Jvs, transportation suffers

S BMG May not know what you want to special-ize in

S BMG More overall transportation costs (driv-ers, repair, buses, etc.)

S BMG Not all students get their choice

S BMG Special schools receive special treat-ment (I.e. all send in one school

S BMG Teammates might not really know each other

S BMG Too soon to choose what they want to do

S BMG Where does a student fit in that doesn't fit in

S BRJH Balancing special opportunities

S BRJH Busing

S BRJH Can children switch between school?

S BRJH Can procedures be the same through all disciplines?

S BRJH Capping enrollment #'s

S BRJH Could become competitive i.e. The lottery thing you described.

S BRJH Difficult to manage

S BRJH Difficulty staffing

S BRJH Elitist attitude for some programs.

S BRJH Families in both buildings

S BRJH How to decide what program at certain school

S BRJH If change mind…..

S BRJH If separate sports; competition

S BRJH If single sports; limited opportunities

S BRJH Losing experiences of either discipline. They are not focused on.

S BRJH Lots of decisions/one graduation.

S BRJH Maybe too early to specialize

S BRJH New to residents.

S BRJH No options/room for whole child growth.

S BRJH Nothing to base this on – parents do not know

S BRJH Scheduling nightmare.

S BRJH Seems expensive.

S BRJH Separation among groups.

S BRJH Tracking

S BRJH Transportation (x2)

S BRJH Transportation nightmare.

S BRJH What if a child doesn't want to "special-ize"?

S BRJH What if they don't fit into specialized areas?

Aud. Loc. Weakness

S BRJH What is involved if student change their mind

S BRJH Would an la teacher be assigned to the math school.

S BRJH Ability may not match student choice

S BRJH Academic plan to early

S BRJH Change from norm (fear)

S BRJH Cost move to bus kids

S BRJH Expensive

S BRJH Forcing kids to choose

S BRJH May limit choices

S BRJH No room for "whole child" growth

S BRJH Scheduling nightmare

S BRJH School transfer issues

S BRJH Staff license issues

S BRJH Technology & support

S BRJH Teenage driving

S BRJH Tracking

S BRJH Transportation-financial-serve entire district W/both locations-enough buses, drivers, etc...

S BRJH What if someone did not want to specialize-how would they fit?

S BRJH Will science teachers have equipment

S CK Can community afford another levy?

S CK Change your mind

S CK Choice could not be available

S CK Cost (x2)

S CK Cost of extra staff

S CK Cost of two separate buildings

S CK Even if one kid can't get what they want- it's wrong, when 80% of kids do get what they want

S CK Hard for kids to make a choice

S CK I still think that with two high schools you are placing the children with money in one, and children without in another. I feel they will think school is better than the other

S CK If don't get choice…

S CK If student doesn't get choice

S CK If you don't get into the school choice

S CK In my opinion, would not be right choice

S CK Kid having to choose subject matter to early in HS

S CK Kids may not get into to their areas b/C of lottery

S CK Logistics-transportation

S CK Lottery (x3)

S CK Lottery/students unable to get choice

S CK Lottery-unable to get your choice

S CK Make choice and sticking to it


152



Aud. Loc. Weakness

S CK Make one large

S CK Nightmare to administer

S CK Not sure if they are old enough to be pigeonholed

S CK Parent could make wrong choice for student

S CK Pigeon-holes students

S CK Separating families with students in two schools

S CK Students may get stuck with something they don't like

S CK Teacher staffing difficulties

S CK They may lose a learning experience from diversity of students' life experi-ences

S CK Two buildings will have "school" separa-tion – should build one facility

S CK Unable to change

S CK What happens to kids that aren't smart or have very average learning?

S CK What if not even, or fluctuation of interest year to year. Can you accom-modate?

S CK What if you do not know what you want to pursue?

S CK Wouldn't be around different people

S CK Wouldn't be around students with other interests

S CO Issues between parents and staff deciding

S CO A student who may attend the school and decide that it is not what they thought it would be, how easy would it be to change?

S CO Achievement/students suffer

S CO Average costs of offering specialized, advanced courses in selected areas

S CO Division of focus disciplines

S CO Equity

S CO First year rocky, could affect achieve-ment

S CO Logistics nightmare W/one irn

S CO Lottery

S CO Lottery-failure

S CO May lose staff buy in

S CO Might promote spirit of elitism/division

S CO More planning and funding required that we may not have

S CO Non-active parents won't care about choices

S CO Parents may be intimidated

S CO Perception in the community about com-plexity, cost, potential discrimination

S CO Perception more complex, more costly, potential for discrimination

Aud. Loc. Weakness

S CO Questions about students who change their minds-need procedures/policies

S CO Staffing costs

S CO Student not getting first choice

S CO Too many kids wanting same career path

S CO Transition period/learning curve

S CO Transport logistics between schools to get classes they need

S CO Transportation

S CO What about kids who don't like school, will they be left behind?

S CO Will not work smoothly at first

S FR Are the students old enough to make these choices?

S FR Balance enrollment

S FR Can't be guaranteed your first choice

S FR Decide who attends

S FR Graduating early.

S FR Hard for students to decide.

S FR Having to make choice

S FR How are children at 14 to know what they want to specialize in?

S FR Informing the community of the theories behind this option could be an obstacle (tradition)

S FR Limit choices for further advancements.

S FR Many (community) are resistant to change

S FR Movement of students within schools.

S FR No idea what they want to do.

S FR Not being in school and teammates.

S FR Not sure about subjects

S FR Not true high school experience.

S FR Prevents the amount of "exploring" students can do by taking different courses. Forces students to make deci-sions at a young age.

S FR Should be able to switch if you don't get your 1st choice

S FR Student choice.

S FR Students may not get into the school of their choice.

S FR Teacher training/materials

S FR That teenage driver thing.

S FR Too much opportunity

S FR What happens if students change their minds.

S FR What if they think they "know" but grades and the selection process doesn't agree with their choices?

S FR Would we have enough qualified teach-ers in these specific areas?

S GR Costly


“Informing the community of the theories behind this option could be an obstacle (tradition).”



Aud. Loc. Weakness

S GR Deciding who would go in the lottery.

S GR May not get first or even second choice.

S GR More organization (x3)

S GR More specialized staff.

S GR Requires a more specialized staff.

S GR Specialized staff

S GR Staffing (x2)

S GR Will students be prepared for OGT

S HAMS Change in demand needs to be accom-modated.

S HAMS Concern that many high school fresh-man don't really know what they want to specialize in.

S HAMS Locks students into one choice.

S HAMS More complex than other (more money).

S HAMS Students may not receive their first choices.

S HAMS You already have a tech school you don't need the extra.

S HAMS Busing

S HAMS Communication

S HAMS Complicated

S HAMS Costly

S HAMS Logistics

S HAMS May not get choice they want

S HAMS Not ready to pick a path

S HAMS Transportation

S HM Division of community

S HM Equality of ESL – socio economic

S HM Parent pressure

S HM Students not knowing what they want to specialize in, creates pressure

S HM Unequal opps – Esp. Spec need students

S HM What happens if school you want to go to is full

S HM What if school is full but still want to go there?

S HM What if you don't know what you want to do with your life

S HM What students go where, equity among students, locked in after 11th grade, what if it is full, dumping grounds, par-ent pressure

S RH "Who is in my class"

S RH $ – Staffing/transportation

S RH $/Staffing.

S RH A lot of change for Ss/Ts/Commu

S RH Are high school students able to make the choice of interest?

S RH Can interests change?

S RH Changes for interests.

Aud. Loc. Weakness

S RH Creating special opportunities in 11 and 12 grades.

S RH Each school assume identity I.e. Busi-ness, math arts, impact, leadership.

S RH Harder to implement. (X2)

S RH It will have to have excellent administra-tion to make it work. Otherwise it would be a mess.

S RH Kids not sure what school to be in if closed out of choice.

S RH Pigeon holed

S RH Pigeon-holed into interest area.

S RH Ss don't know which school to choose

S RH Ss who don't get first choice

S RH Students get closed out of choice.

S RH Students not sure what to concentrate in.

S RH The students who don't get their first choice of interest to attend that small school.

S RH Transportation and staffing.

S RHS Amount of planning (x2)

S RHS Bus nightmare

S RHS Busing. (x2)

S RHS Chance for failure

S RHS Choice at too early age.

S RHS Choose as freshman.

S RHS Choose early and some kids focus to much with friends.

S RHS Choosing so early would it be hard to switch/hassle?

S RHS Confusing

S RHS Confusing hard to change around.

S RHS Confusing transfers, so new.

S RHS Costs with more busing.

S RHS Different levels of success

S RHS Difficult for kids who change focus.

S RHS District is highly transient-too many new kids to identify and properly enroll.

S RHS Forcing choices by parents/peers

S RHS Freshman!

S RHS Hate for students to decide against STEM @ 9th grade!!

S RHS How do you ensure kids all get the same opportunities.

S RHS How would you have high school spirit or comrades?

S RHS I saw this set-up in Cincinnati. Six differ-ent schools does not allow connections.

S RHS Influx of kids coming from other schools.

S RHS Keep education structure pertinent of leadership changes

S RHS Keeping #'s balanced.


154



Aud. Loc. Weakness

S RHS Keeping/making permanent and viable over years with change in leadership.

S RHS Kids change schedules a lot now --this would be more so

S RHS Kids choosing as 9th graders.

S RHS Kids have to choose as freshmen

S RHS Kids must choose early

S RHS Kids who are arts bound as adults need a strong foundation of math and science to understand the world and communicate effectively with scientists, engineers, doctors.

S RHS Logistics

S RHS Logistics of choice

S RHS May need flexibility (x2)

S RHS Minds change?

S RHS Opportunity to change your mind

S RHS Parent pressures. (x2)

S RHS Peer pressure- go where your friends go.

S RHS Policy for acceptance

S RHS Politics -- who teaches what/when/where/how kids are selected

S RHS Politics-who teaches where?

S RHS Poor prep exposure to areas of non- interest.(May reduce opportunities in long run.

S RHS Saw each as one unit -not together, "have" and "have nots"

S RHS Schedule changes.

S RHS Staffing

S RHS Staffing inequalities.

S RHS Staffing issues.

S RHS Student choice?

S RHS Students change their minds often.

S RHS Students may "lose" a year if their initial direction for instruction is not what they come to want.

S RHS Takes time to adjust.

S RHS Transience -- identify needs

S RHS Transfers in wouldn't fit neatly.

S RHS Transiency – identify needs

S RHS Transportation (x2)

S RHS Unequal emphasis in subjects.

S RHS Unknown

S RHS Water down curriculum

S RHS What about seniors first time?

S RHS What do you do when spaces fill up?

S RHS What if all kids want the same thing? (Year to year too)

S RHS What if kids want to change? Do they have to start over?

S RHS What if student changes mind (x3)

Aud. Loc. Weakness

S RHS What qualification?

S RHS What to do with move-ins?

S RHS Will traditional school be a choice?

S RHS Would only work well for first time fresh-man to get the full experience.

S RHS Would we know each other?

S SR A lot of change and planning

S SR Better experience for kids that get in choice right away

S SR Busing nightmare = $ (x3)

S SR Challenges for staff (new mindset)

S SR Change is difficult

S SR Communication to the community

S SR Equity? One house is liable to be stron-ger than another

S SR Getting community ready for change

S SR How would it affect graduation tests?

S SR I think many students even in their sophomore year or junior year don't know what they want to focus on

S SR I think that having two different irns would cause a lot of dissidence within the student body and the community

S SR Is this appropriate to take on given cur-rent economic issues?

S SR Lack of opportunity for new students

S SR Lots of issues

S SR Lots of work to implement

S SR Lottery a weakness-can't get into what you want

S SR More teachers needed – money

S SR New students would be placed in open seats

S SR Not getting choice

S SR Now students wouldn't get their choice

S SR Teachers have to be teaching what they are good at or have a passion for

S SR Transfers would have to stay unless there were open seats

S SR Very complex

S SR What do you do with new students?

S SR What if kids choose schools based on friends?

S SR What if there's not an area of interest for kids? Where will they be placed?

S SR What if they want to take classes in opposite building?

S SR What would happen to special ed kids? Case managers?

S SR Will kids pick school based on sports?

S SR Will special ed =ESL be offered?

S SR Would it be tough for a student to change focus?




Aud. Loc. Weakness

S SR Would there be something for kids who don't have a focus

S TR A student may change interests-would they be able to change schools?

S TR Assigning "small schools" can be difficult

S TR Changing path later on.

S TR Diversity and exposure to people with different interests and experiences may be limited for students.

S TR Do students choose any of small schools?

S TR Elementary students are to young to be focusing on just one content area.

S TR Exposure to a variety of people?

S TR Exposure to ideas & people limited

S TR Flexibility

S TR How is decided which school?

S TR Limits diversity

S TR Missing opportunities to develop other strengths

S TR Putting students into tracks to early.

S TR Scheduling

S TR Scheduling nightmare?

S TR Students are not able to experience as much diversity.

S TR Students may not know what program they want.

S TR Switching "schools" can we hold kids accountable for their choices?

S TR Transfers in wouldn't fit neatly.


S TR Unequal emphasis in subjects.

S TR What if they change focus?

S TR Would take lots of planning and more staffing.

S WRJH Balanced special opportunities.

S WRJH Burden on transportation.

S WRJH Busing would be difficult?

S WRJH Caps on each school?

S WRJH Families in two separate buildings.

S WRJH Finding schools to study and get insight.

S WRJH Flexible focus.

S WRJH Great schools.

S WRJH If separate sports, competition.

S WRJH If single sports, limited offering.

S WRJH Incoming students?

S WRJH Maybe to early to specialize.

S WRJH More time involved in set up

S WRJH Needs to be really organized.

S WRJH Parents may be skeptical- not enough research.

S WRJH Preparation for future.

Aud. Loc. Weakness

S WRJH Some more popular than others.

S WRJH Staffing issues.

S WRJH Stereotyping of each small school (geeks, etc.).

S WRJH Students in some building only know/associate with those in their house.

S WRJH Taking because "my friend " is.

S WRJH Tracks to tech schools.

S WRJH Transportation.

S WRMS Licensing – HQT

S WRMS “Labeling occurs” – trapped.

S WRMS Appropriate amount of staff/courses.

S WRMS Appropriate staffing.

S WRMS Are people stuck with choice of small school they decided when in 8th grade?

S WRMS Balancing in terms of numbers

S WRMS Being "fair" in deciding who 'gets in" or accepted, to a specific school can be difficult.

S WRMS Busing

S WRMS Can not accommodate diverse interests (all)

S WRMS Cannot accommodate all interests/needs.

S WRMS Cannot accommodate all of the choices.

S WRMS Can't accommodate interests.

S WRMS Classes may still be crowded because of popular choices.

S WRMS Clear identity of various programs

S WRMS Clear identity

S WRMS Confusing

S WRMS Cost

S WRMS Decrease opportunity in, drama, musi-cal, extra curricular.

S WRMS Decrease opportunity to be involved in extra-curricular depend on school affiliation

S WRMS Decreased opportunities to be involved in a diverse set of activities; separation of grade levels.

S WRMS Developmentally too young for choice

S WRMS Difficult for parent support

S WRMS Difficult for someone new to move into district.

S WRMS Expensive

S WRMS Figuring out the focus of all the schools and having each student pick a school- lots of planning.

S WRMS Financial resources (x2)

S WRMS Force kids to choose possibly before ready.

S WRMS Fragmented population-confusing, chaotic.


“Would there be something for kids who don't have a focus?”

156



Aud. Loc. Weakness

S WRMS How easy to change/switch "schools" based on changing interests of kids.

S WRMS How serve sped students?

S WRMS How to integrate "move in" students.

S WRMS Lack of financial resources.

S WRMS Less exposure for students into differ-ent area of study.

S WRMS Less sense of community.

S WRMS License/highly qualified?

S WRMS Logistics of allowing choice.

S WRMS Logistics of developing staff

S WRMS Logistics of getting infor out

S WRMS Lots of planning

S WRMS Low functioning/low economic kids all end up in one building.

S WRMS Neighborhood school is gone.

S WRMS Nightmare for realtors

S WRMS Not much identity district wide

S WRMS Overcrowding in one area.

S WRMS Overload in some programs.

S WRMS Planning

S WRMS Planning overload.

S WRMS Popularity – overcrowding

S WRMS Potential of student being tracked

S WRMS Process-who, what, where, when.

S WRMS Selection choice

S WRMS Separate students based on academic level.

Aud. Loc. Weakness

S WRMS Start up time in relation to student achievement

S WRMS Students "stuck" in limited program.

S WRMS Students are prepared narrowly instead of broadly and may change their career focus.

S WRMS Students being stuck in school.

S WRMS Students stuck (tracked) into area/content.

S WRMS Take longer to get going smoothly ver-sus meeting our state report (logistics). Enough staff. Students being tracked (or stuck).

S WRMS Ten years from now, what if doesn't work?

S WRMS Time for staff and students to develop this type of learning facility.

S WRMS Too many students in one area (pick and choose)

S WRMS Tracking

S WRMS Transportation nightmare.

S WRMS Transporting

S WRMS Very complicated.





C BRJH Greater opportunities to prepare stu-dents for the future

C BRJH Higher chance to focus on specialized classes

C BRJH Prepare better for college

C CO Attract new residents

C CO Build relationships

C CO Community partnerships

C CO Could attract good teachers

C CO Could create new classes or areas of study

C CO Could maintain one identity

C CO Good press – innovative identity

C CO More flexible in program design/change

C CO Partner with higher education

C CO Partnerships with different colleges

C CO Reach non-traditional students – help get ahead

C CO Students could focus on a career path

C CO Uniquely think of different tracks

C FR Academic options, rigor (x2)

C FR Can draw people to Reyn (x2)

C FR Could be two sports teams or one team

C FR Could become "destination" community for moving parents

C FR Could duplicate some schools

C FR Draw parents of student who do have an academic focus

C FR Draw parents of student who do have an academic focus

C FR Gates foundation funding

C FR I think we would see an increase in aca-demic performance, because the child will be learning in a way he or she enjoys

C FR Improving existing career education opportunities for students – identify dual credit opportunities based on small school themes

C FR Internship opportunities (x3)

C FR Larger numbers of students might par-ticipate in AP, etc. And other opportuni-ties with closer staff relationship

C FR Opportunity to follow an in-depth track before college

C FR Opportunity to follow an in-depth track before college

C FR Potential for corporate and higher education support

C FR Potential for decreased transient popula-tion in district

C FR Propel Reyn schools into top slots (x2)

C FR Selection preferred to lottery (x2)

C FR State early college programs

C FR Unique (x2)


C FR Unique design that could draw people to Rey. Schools

C GR 21st century schools initiative as a forerunner

C GR All choices/small schools

C GR Attracting good teachers/highly qualified

C GR Attracting highly qualified teachers.

C GR Attracts people to community

C GR Being able to transfer in at another grade level-would you be able to start as a junior?

C GR Better education opportunities.

C GR Choice

C GR College level specialization.

C GR Experience what is expected in college as far as course of studies on a lower scale- still good opportunity for prep.

C GR How would empty spots-due to moving out of district or changing schools be filled.

C GR Maximize opportunities with two irns

C GR More prepared for life.

C GR More vocational opportunities.

C GR Opportunity for internships/alternative study

C GR Same teachers for multiple years (x2)

C GR Single gender option?

C GR Specialized teachers and techniques.

C GR Students with similar strengths may help build self-esteem/interpersonal relationship

C GR The 21st century schools initiation, which is currently ongoing in W va and other states, is likely to take place soon in Ohio. Oea and governor strickland are both strong supporters of academic programming that looks at a global competition and market, which this design assumes.

C GR Unique design opportunity – learn from solar etc

C HAMS Become closer W/age group & peer group

C HM Attach better teachers, special need children

C HM Attract better funding

C HM Attract better teachers

C HM Attract more funding, more opps for students with disabilities

C HM Capitalize on strengths of each student

C HM Kids learn better thru focus on what they like

C HM Marketability of community

C HM May include opportunities for special needs students

OPPOrTUnITIeS

158




C HM Maybe more beneficial for those not going to college

C HM None

C HM To pick between art and science

C HM Unlimited flexibility

C HM You can choose your themed school

C RH 9th grade core -then progressive.

C RH Bring in new students.

C RH Change quicker with needs

C RH Changes within schools before you get to college

C RH Community perception of equity

C RH Different learning styles

C RH Excel courses.

C RH Expand on new models working well

C RH Fulfill objectives creatively.

C RH Grants

C RH Keep competition and keep quality.

C RH Keep one high school.

C RH Kids are kids- too young to make choices

C RH Kids choose credits.

C RH Like the idea of all 9th graders being in a core program with information to decide which school is best fit for them.

C RH Major potential to development.

C RH People moving here because of choice.

C RH Poor perception by other districts

C RH Pull into district.

C RH Safer (smaller).

C RH Smaller class size.

C RH Smaller learning community focus on needs

C RH Stop using career centers

C RH Students who attend Reyn don't live in the district

C RH Supported by bill and melinda gates- new thinking.

C RH Teacher retention due to small schools within big school

C RH Think out of the box. (x2)

C RH To create excitement in schools.

C RH To create opportunities for kids – keep them in/excited about school.

C RH Unique curriculum.

C RH Will central office decide/find place-ments?

C RH Within districts different structuring opportunities

C RHS Able to experiment W/O spending money (college)

C RHS Access to extra funding (bill gates)


C RHS Areas to focus on; scholarship op-portunities

C RHS Better prepared for colleges

C RHS Businesses could focus on a particular program

C RHS Can expand the curriculum

C RHS Career choice; focus discipline; unique opportunities

C RHS Chance to expand knowledge and bring in other speakers

C RHS Cross school boundaries-but should be all four years, e.g. band

C RHS Cross-curricular instruction

C RHS Extra curricular activity (varsity/rec-ed) partners; match learning styles to teach-ing styles

C RHS Flexibility of class

C RHS Focused education

C RHS Help those who want to focus; better opportunity for specific scholarships

C RHS High graduation rate

C RHS If you love what you're doing, it's not work. Can keep up with new/innovative things within a discipline more easily

C RHS Language – immersion schools (keeping up with the times

C RHS Learn from other schools

C RHS Look at arts etc more intimately

C RHS More AP in correct school model

C RHS More appealing college desires

C RHS More choices; partnership with business-es & colleges; internship opportunities for non-college bound students

C RHS More flexibility if future to change to meet changing educational needs

C RHS More flexibility to change emphasis/curriculum; match teachings style with education style

C RHS More opportunity for intense study in one area; possibility of better internship offers from supporting companies

C RHS More opportunity for the "internships"

C RHS No college student intern work or networking

C RHS Opportunity for cross-curricular

C RHS Participation in programs

C RHS Partner with businesses

C RHS Partnership with a range of community businesses

C RHS People moving here may be drawn to the idea

C RHS Set them up for a better chance to get grants/scholarships

C RHS Size of schools flexible to accommodate student need





C RHS Special needs/more choice

C RHS Specialization available

C RHS Teaching styles can be better matched to students learning styles

C SAC Attract strong students.

C SAC Engage students in areas they enjoy. (x2)

C SAC Excellent for student achievement.

C SAC Focuses students

C SAC Further your interest in an area of study.

C SAC Hiring tool

C SAC Increased motivation.

C SAC Limit truancy and dropout rate.

C SAC More personable (1&1) studies with students and teachers.

C SAC Motivation

C SAC Personalization

C SAC Prep for college, vocational school.

C SR Asian schools use a similar model- Eu-ropean

C SR Create a 'buzz' about education in the community-it's good to be faced with choices

C SR Develop a great liberal arts program (x2)

C SR Develop competitiveness for future opportunity

C SR Future advancement for college

C SR Give opportunity for more kids to learn in depth

C SR Increase competitiveness for future careers in a global market

C SR Levels educational playing field W/Europe & Asia (x2)

C SR Opportunity for kids to learn in depth

C SR Push students to have a back up plan (x2)

C SR Rare-competitive advantage

C SR Recent research has highlighted differ-ences of learning styles

C SR Sharing facilities and teachers across schools-not completely separate

C SR Sharing teachers and facilities fiscally better

C SR Teacher satisfaction (x2)

C SR Us needs students who are strong in science, engineering, and math

C TR Ability to focus in specific area

C TR Adopt programs to meeting needs in a changing world

C TR But still need core classes – mostly geared toward 11-12 grades

C TR Can adapt to changing needs of the world

C TR Can still build relationships & identity via extracurriculars


C TR Core class idea for 9 and 10 is great – I went to a tech school that required liberal arts of writing and speech which were later dropped from the curriculum I worked R&D, those classes were ones I used the most. My husband (also R&D) went to tech school without those liberal arts and cannot write or present well – it has impacted his career – so I worry about restricting education too much

C TR Could be boundaries

C TR Could have one or two extracurricular programs

C TR Different schools within each building

C TR Don't know what will happen W/extracur-ricular

C TR Extra-curricular activities

C TR Extracurriculars choices

C TR Flexible

C TR Like team concept at middle school

C TR Lower drop out rate/raise graduation

C TR May attract people to the community

C TR More flexible (irns) than scenario 1 (admin costs)

C TR More student participation in extra-curricular (jv and varsity)

C TR More track record of schools W/this plan

C TR Networking w/students W/similar interests

C TR No community division – intermixed

C TR Opportunities for advanced classes & specific choices

C TR Opportunity for students to get more learning styles

C TR School of arts

C TR School of business

C TR Specialization for kids who know what they want (x2)

C TR STEM

C TR Student communities based on similar interests/focus/majors

C TR Students who were clear on what they wanted to student would have opportu-nity to specialize

C TR Try something new creates a new path

C TR Two sets of extra curricular

C TR We have a model in the magnet program that's already here

C TR World-class programs

C TR You should allow students the op-portunity to participate in the various programs if the commitment is less than a whole year

C WRJH 9th grade class as one of the small schools.


“Core class idea for 9 and 10 is great.”

160




C WRJH Business involvement

C WRJH Can some of the schools be traditional.

C WRJH Difficulty learning solved here.

C WRJH Make one specialized school for 9th grade as a choice school

C WRJH Many traditional schools, one or two specialized schools

C WRJH One "traditional school"

C WRJH One set of teams.

C WRJH Customizing with curriculum

C WRJH Easier to track student needs at each grade (more concentrated intervention support)

C WRJH Fuller menu of classes at all levels

C WRJH Kids choosing wrong path

C WRJH Poor evaluation of or screening of students for selected small school

C WRMS Again sounds good on paper.

C WRMS Competing in local/regional/national competitions.

C WRMS Create kids with lots of strengths.

C WRMS No comment.

C WRMS Equal opportunities

C WRMS Flexibility

C WRMS Increase opportunities for competitive-ness & advancement in areas of interest for students & parents

C WRMS Like minded peers

C WRMS More business/community involvement

C WRMS More focus on future paths

C WRMS More preparedness

C WRMS Prep for global competition

C WRMS Prepare for college

C WRMS Student makes choices earlier

C WRMS Teacher focus on expertise

C WRMS Would not be have vs. Have not schools

P BRJH Classes you want (x2)

P BRJH Classes you want, helps with college credits, jobs you want

P BRJH Earn college credits (x2)

P BRJH Get to see everyone, helps you earn for college credits

P BRJH Having classes tailored to what you like

P BRJH Helps W/college and jobs you want (x2)

P BRJH Helps you with college and one job that you would like to do

P BRJH Meet different teachers, different stu-dents, helps earn college credits

P BRJH More opportunities. For more careers

P BRJH More opportunity for more careers

P BRJH More teachers to help

P BRJH People have an idea what they will do for the future


P BRJH Prepare you for your career

P BRJH You could help out, kids could help kids

P BRJH You have to focus on certain subjects and topics, might not have the topic you want to practice

P HAMS To pick art or science

P RHS Ability to change after experiencing

P RHS Able to divide off more into interests as upper-classmen

P RHS Better help available (x2)

P RHS Better prep for college

P RHS Better preparation for college and your field of study

P RHS College credits

P RHS Could build an interest in a career for kids

P RHS Deeper education, better understanding

P RHS Easier transition

P RHS Education more important-focused

P RHS Experience

P RHS Exposed to career choice (x4)

P RHS Fewer dropouts because students are dealing with…

P RHS Give people opportunity to do what subject they like

P RHS Interest

P RHS Later starting time?

P RHS Learn more about what interests you

P RHS Leave Reynoldsburg high the same, create the 3 small school and the op-portunity school with the extra courses, for those who are ready

P RHS Lets student select interest areas

P RHS Many different options available

P RHS More focus on specific topics

P RHS More opportunity and a better learning experience

P RHS New opportunities and fields

P RHS New technology and hands on

P RHS No rivalry between schools

P RHS Opportunity to earn a degree

P RHS Opportunity to learn more about career of choice

P RHS Possibility of changing

P RHS Prepare students early for college which helps you in the future

P RHS Prepares students

P RHS Provide learning opportunity off campus

P RHS Quality

P RHS Same irn (x2)

P RHS Same opportunity as career center to explore career/college

P RHS Sports





P RHS Students choose

P RHS Time schedule -- flexibility in use of time & space (more creative)

P RHS To expand your mind

P RHS To get help on what the students want to become

P RHS You get to focus on what you really want to do and get your education

P BMG Be able to get more attention in their classes which will prepare them for college

P BMG Can spend time with all your friends

P BMG Get prepared for the future (college)

P BMG Students might come to learn about the certain classes we offer

P BMG We'll have a nice opportunity to learn in a nice way

P BMG You could get all your classes in one place

P SR Linking studies to careers

P SR Prep for career

P WRJH A provided challenge

P WRJH Able to explore different fields

P WRJH An opportunity is you can learn new things about what you're interested in

P WRJH Career options

P WRJH College entrance/internship

P WRJH Early college enrollment

P WRJH Harder, more advanced

P WRJH Kick off your career

P WRJH Kick-off for college

P WRJH Kids could open up horizons

P WRJH Kids could try different things

P WRJH Lead a path

P WRJH May have college years in high school

P WRJH No boundaries

P WRJH Prep for career (x2)

P WRJH Prepare for future college/education

P WRJH Prepare for future, college education

P WRJH Provides challenge

P WRJH Pushing you harder

P WRJH Strong senior year

P WRJH Students have opportunities to become great students

P WRJH Work closer with what you want to ac-complish when you are older

P WRJH You can get together you future job in mind

P WRJH You could learn a lot of different majors

P WRMS Academics

P WRMS Find out more about yourself (x3)

P WRMS Focus on sports and academics (x8)


P WRMS Get to learn what you want to learn

P WRMS Gives us an opportunity to do what we want

P WRMS More opportunities to learn what you want

P WRMS More parental pressure

P WRMS Opportunities to learn what you want (x4)

P WRMS Peer pressure to take something you might not like

P WRMS Scholarships (x6)

P WRMS You actually get to choose what school you would like to attend and you can be transferred if you don't fee comfortable with the course on what you're taking

P WRMS You might not get your choice

P WRMS Be more free in student's opinion

P WRMS Opportunity to change/transfer

P WRMS Pick your schedule

S BMG A lot of opportunities for students

S BMG May be a step toward giving students an opportunity to increase their potential

S BMG Student may be more comfortable with others that have similar interest

S BMG Students could tutor other students in weaker subjects

S BMG To expand current programs (trailblaz-ers)

S BMG To specialize

S BRJH Bill gates' money

S BRJH Community buys in

S BRJH Focus helps achievement.

S BRJH Great bridge to tech school & college

S BRJH Possibly better grades

S BRJH Prepare for careers-if they pick correctly when they start.

S BRJH Staff buy-in to something

S BRJH Staff can specialize, play to strengths

S BRJH Students being able to specialize in areas.

S BRJH Students can specialize in an area of strength/interest (possibly career interests).

S BRJH Students could exceed within the program of study.

S BRJH Students may get excited about school.

S BRJH Transportation

S BRJH Will we find teachers who embrace this style?

S BRJH Attractive to new families

S BRJH Discipline- be sure procedures, rules are same

S BRJH More AP

S BRJH Opportunity to offer


“You actually get to choose what school you would like to attend and you can be transferred if you don't fee comfortable with the course on what you're taking.”

162




S BRJH Students better prepared for life

S BRJH Students will get excited about school

S BRJH Would there have to be more admin? Dept. Heads?

S CK Able to take their strengths

S CK At least the child would be able to focus more on what they want to do with their lives

S CK Being able to learn

S CK Being in a small group of your peers with like interests

S CK Benefits for kids who know what they want to do

S CK Blend #2 and #3: more cost effective; more developmentally effective; may be easier to accommodate flow

S CK Can #2 and #3 be blended

S CK Can each year accommodate the students

S CK Can learn something they are really interested in

S CK Choice to pick

S CK Could take classes that are in your strengths

S CK Get education in the field you want-specialization

S CK Getting ready for your cores in life

S CK Head start in adult life

S CK Heads up on careers

S CK Opens choice up in instruction areas

S CK Opens up more choices

S CK Operating levy

S CK Students take coursework in strength area

S CK Take course W/strengths

S CK To be able to learn many new things

S CK To learn more things of interest- to be ready for their future

S CK To learn something they are really interested in

S CO Can always go back

S CO *Because it is an opportunity

S CO Ability to change after 1st year-try on more than one "school"

S CO Better attendance

S CO Bring in new technologies

S CO Community partnership possibilities

S CO Community sentiment strong for and school that administration doesn't want

S CO Content in context, ease transition out of high school

S CO Design small school just for new students

S CO Dr. Hoffman has experience


S CO Drive change at junior high

S CO Greater motivation for students by being in a school they choose. That matches strengths, preferences

S CO Hopefully, less discipline issues

S CO Improve graduation rate/achievement

S CO It is opportunity to do new and innova-tive

S CO Keep kids here

S CO Less discipline problems

S CO Maintain racial balance

S CO Maybe increase enrollement – attract back charter

S CO More funding opportunities/grants

S CO More transition experiences that are authentic

S CO Opens opportunity to rethink all schools

S CO Opportunity for MS & JH to reinvent themselves

S CO Partnership opportunities – hospitals, engineering firms, cosi, college/profs

S CO Public sentiment for a smaller learning community? That we do or may not want

S CO Push rcs back to front

S CO Put off the one or two irn decision

S CO Renew opportunity-attendance

S CO Re-think direction of cell schools

S CO Specialized staff-availability

S CO Student/staff buy-in

S CO Students ownership of learning

S CO To take time to think about 1 or 2 irns

S CO Transportation logistics

S FR Better prepared for school

S FR Choice

S FR Choice leads to better preparation/effort

S FR College credit

S FR Getting students sparked (at risk)

S FR Might make ss. More serious

S FR More chance for extra-curr

S FR More interested effort.

S FR Opportunities.

S FR Staff training.

S FR STEM school offers much to students who ' know" what they want to study. The question is how do they really know?

S FR Students would probably have a better idea if they are making the right choice.

S FR They could change their minds.

S GR Good focus on individual interests/styles.

S GR If schools are identical then students choose for the right reason





S GR More prepared for life. (X2)

S GR More specialized staff.

S GR Preparation for work environment.

S GR Students can expand more in areas they are stronger in.

S GR Studies in fields they are interested in.

S HAMS Able to build close friendships with other kids with command interests.

S HAMS Focalized education.

S HAMS Options for internships in specific areas.

S HAMS To focus on vocational needs and pre-pare a student better for next steps.

S HAMS Cross over to other school programs

S HM For focused decision driven students = lot of opps

S HM More specialized help to make college choice, try different stuff, leave one that are basic, welcoming school

S HM Opportunity for diverse

S HM Will help with college choice?

S HM Would help with what to do in college

S RH 11 And 12 specialized opportunities.

S RH 2 HS -> more choice of extra-curricu.

S RH 2 HS->more academic choice

S RH Collaborative leadership

S RH College opportunity.

S RH Could have 1 or 2 sets of extra cur-riculars.

S RH Criterion placement

S RH Focus on less- get more.

S RH Grades 11and 12 choices occur.

S RH Have the options of separate mascots, council etc. Or combine to one.

S RH Know who is in charge (who is principal?)

S RH Make a decision to have two high schools and more extra curricular or curriculum choices.

S RH More guidance (x2)

S RH More room to explore specialization.

S RH Neighborhood facility for hym, tennis, pool, etc. $

S RH Pool (specialized facilities)

S RH Room for academic innovations.

S RH Teachers have the opportunity to spe-cialize in an area.

S RH Tools to help determine (counseling)

S RH Ts may be able to become more specialized

S RHS Academic focus.

S RHS Alliance with company university.

S RHS Almost endless

S RHS Being a pioneer with this type of school in Ohio.


S RHS Better attendance (x2)

S RHS Better for learning/kids.

S RHS Can dovetail with career center programs

S RHS Choice

S RHS College career prep.

S RHS College credit.

S RHS Community contacts.

S RHS Could cross curriculum collaboration

S RHS Could dovetail with career programming.

S RHS Creation of a "school" – perhaps a 2-4 period block-for new student orientation tied to core curriculum.

S RHS Engaged students.

S RHS Entry level school possible (x2)

S RHS Flexibility

S RHS Funding from gates. (X4)

S RHS Great resume builder for kids.

S RHS Huge opportunity for teacher buy-in

S RHS In depth learning.

S RHS Know students better. (X3)

S RHS Mentoring job opportunity.

S RHS More choices.

S RHS More direction.

S RHS New courses (x2)

S RHS Offer many different types of schools for students to choose.

S RHS Opportunity to develop and strengthen the core areas.

S RHS Outside resources (battelle, etc.)

S RHS Pioneer in Ohio -- lots of recognition

S RHS Post-secondary education (x2)

S RHS Resume builder.

S RHS Same irn

S RHS Small

S RHS Spark interests.

S RHS Specific skills learned in combination with everyday standards.

S RHS Staff choice.

S RHS Strive for own identity and strengths.

S RHS Students can real delve deeply into a discipline that appeals to them.

S RHS Students can work/learn focus on their strengths.

S RHS Students choice.

S RHS Students get to specialize early (x2)

S RHS Students specialize in an area.

S RHS Teaching based on ability level

S RHS Team planning (x2)

S RHS Team teaching with arts, etc.

S RHS Teaming based on ability levels not grade.


164




S SR Bring professional people in workshops

S SR Community outreach

S SR Endless for the future of Reynoldsburg

S SR Gives some college type experiences

S SR Great for developing various talents in kids

S SR Hands on might help kids flourish when otherwise they wouldn't

S SR Intense interest preparation into college courses

S SR More opportunity for participation

S SR More opportunity for student recognition

S SR Opens doors for college

S SR Opportunity to test out

S SR Possible college expense in a state environment

S SR Pro-active academically

S SR Scholarship potential

S SR So many grants available

S TR Split up families

S WRJH Advances education in the students " field of interest"

S WRJH Best of all plans to encourage opportuni-ties.

S WRJH Bill gates money.

S WRJH Community buys in.

S WRJH Division- community failing.

S WRJH More staff? More money.

S WRJH Not enough of a subject.

S WRJH One two sets of teams.

S WRJH Sounds great – I think it would be different.

S WRJH Staff can buy into something.

S WRJH Staff can play to strengths.

S WRJH Teachers teaching to area of their " interests".

S WRJH Who gets in where/turned down.

S WRMS Sense of ownership with choice of school

S WRMS "Ownership" and "belonging" based on choices made

S WRMS Alignment possibilities for 5-12

S WRMS All one team-strengthen community.

S WRMS Application of learning to real life.

S WRMS Application/relevance to real-world

S WRMS Attract great teachers

S WRMS Blend college

S WRMS Connectedness/belonging.

S WRMS Creativity of teachers and students.

S WRMS Develop skills in depth.

S WRMS Excited about school.

S WRMS For disorganization, not really fulfilling the ideal.


S WRMS For specialization.

S WRMS Full realm of extracurriculars

S WRMS Help students that are learners of differ-ent types.

S WRMS High interest in coursework.

S WRMS Higher interest = success

S WRMS Higher interest in what courses are being offered.

S WRMS Higher interest in what is offered

S WRMS Isolate at-risk kids.

S WRMS K-12 top to bottom

S WRMS Kids experience connection to school.

S WRMS Kids fulfill their unique potential.

S WRMS More " buy- in ownership by all parties if choice offered.

S WRMS More attractive to universities

S WRMS More opportunities to meet interests, needs of families.

S WRMS More opportunity for specialized instruc-tion.

S WRMS More support due to choice options

S WRMS Music/choir could be housed in one room.

S WRMS Opportunity for a wider variety of academic areas.

S WRMS Opportunity for expanded growth in specialized areas.

S WRMS Ownership of choice.

S WRMS Partnerships with higher education.

S WRMS Partnerships with local business/lead-ers/civic opportunities.

S WRMS Pretty strong academic and social skills

S WRMS Reputation

S WRMS Sense of connectedness by kids

S WRMS Sense of ownership with choice of small school.

S WRMS Sense of ownership.

S WRMS Specialization = better teaching.

S WRMS Specialized high interest instruction.

S WRMS Strong academic and social skills.

S WRMS Students could be more successful.

S WRMS Students feel like it is more real world

S WRMS Targeted intervention for at-risk students

S WRMS To focus on area of interest.

S WRMS Two sets of extra curricular (more student involvement)

S WRMS Variety

S WRMS Vital age to think about interest in terms of future

S WRMS Why not buy up land and housing around current high school and create a mega campus?

S WRMS Would/could we create small school environments.




Aud. Loc. Threat

C BRJH High achieving students would be forced into classes with lower achieving students and will be held back

C BRJH Overcrowded, students not being able to get in school of choice

C BRJH Program discrimination

C BRJH Rivalry, zoning, divisions in athletic size

C CO Eastland could be a busted model

C CO General education students dead ended

C CO How to place new students

C CO OHSAA – will they see as one or two?

C CO Stretching resources

C CO Students who leave may have a hard time adapting

C CO Stainability long term without leadership

C CO Two different identities

C CO Us and them mentality

C FR As students/parents desires change, school systems may remain static (x2)

C FR Children choosing "career" path too young – need to be careful not to pigeon-hole them

C FR College focus on well-rounded education (x2)

C FR Could be/get locked into a program you are no longer interested in (x2)

C FR I feel that this would not be the best for the children. They would have a 1st, 2nd, and 3rd choice. They would not be able to say that my children would get his 1st choice

C FR Kids can already make some of these choices at current building (x2)

C FR Lack of wide subject exposure may limit students opportunity to understand their own true talents (x2)

C FR Less career exploration

C FR Less participants in extra-curricular activi-ties/low turn-out

C FR Logistic costs (testing), change in loca-tion, administrators (x2)

C FR More decisive

C FR Not "career academy"

C FR Only focus on their selection and only do minimal at core subjects

C FR Possible testing implications (x2)

C FR Potential to not be as well-rounded (x2)

C FR Students can't get into school of their choice

C FR Students not able to get first choice and may need to explore several different op-portunities before settling on a path

C FR Students will only focus on/work at focus program and may ignore core subjects (x2)

Aud. Loc. Threat

C FR There may be a heavy concentration of students who want to be in one school, which would cause other students to be place in their 2nd and 3rd choice

C GR 9th graders inside high school environ-ment

C GR Becoming a "career center" (x2)

C GR Busses

C GR Changes (too many).

C GR Kid can't decide, making multiple choices.

C GR Might not bus high school students

C GR More clicks.

C GR Pigeon-holing

C GR Rivalry

C GR Same teacher for multiple years.

C GR Still have to do core classes to start in college.

C GR Students look for easiest route.

C GR Tough to pick six schools

C GR Transportation and liability issues

C GR Where does band meet? If just one

C HAMS Difficult to change once set in motion

C HAMS Losing out on basics W/specialization

C HM Could schools adapt – be flexible (x2)

C HM Couldn't be adaptable or flexible

C HM Cross school migration possible when choosing classes

C HM Kids deciding future at 14 is ridiculous/unwise

C HM Lopsided enrollment, overcrowding die to high or low interest

C HM Lost opportunity to choose what you like/explore

C HM Making kids decide field at 14 yrs., Loss of teaching quality, unequal opportunities

C HM Maybe incentive for kids no to go to college

C HM Potential of failure without community buy-in

C HM Separation

C HM Violation of educational rights

C HM What happens is students don't get 1st or 2nd choice

C HM What happens when attendance falls ion one or 2 of the small schools, will they be cut

C RH Can every childs request be handled and how are priorities set to be fair to all children?

C RH Can't support them all!

C RH Children starting school later when moving in.

C RH Community perception of equity.

C RH Experienced teachers?

ThreATS

“There may be a heavy concentration of students who want to be in one school, which would cause other students to be place in their 2nd and 3rd choice.”

166



Aud. Loc. Threat

C RH Feel year is wasted.

C RH Find funds to do it right

C RH Has to be done right with right people if done at all.

C RH How do youth thrive who do not have specialty area who have learning problem?

C RH How students placement determined (more tests?)

C RH How to we know what we really want to do in high school.

C RH Lack of business support!

C RH May not fulfill necessary concepts/items

C RH Mismanagement

C RH Money

C RH Money- what if levies/bonds don't pass-ruin school?

C RH More fractured school identity.

C RH Need opportunity to get core with extra's

C RH Not offering areas that students want (so what do they do) just settle until gradua-tion? Student could be unmotivated and perform poorly.

C RH Old teacher network resist changes

C RH Open enrollment.

C RH Passion, yes, but perhaps we do not understand.

C RH Poor participation by other districts if schools fail.

C RH Safety

C RH Students starting in one group and then finding out they don't like it or don't fit in.

C RH Taking theme because their friends are.

C RH Teachers may not all be on boaRd.

C RH Too few to support programs or too many

C RH Too few/many to support.

C RH Too late to take back experience.

C RH Transportation (x2)

C RH Trial and error and it may fail and students suffer.

C RH Trial and error/need to be solid from the start

C RH Wasting money trying to figure it out.

C RH What about students who need a general HS diploma- not willing/able to do special-ized program.

C RHS "Senior regrets"

C RHS Ability of student to float who has aptitude

C RHS Administrative challenge

C RHS College prefers rounded curriculums

C RHS Confusing to students and do they know what they want or what friends they want to be with? Student gets up into their senior year and may decide they are not where they want to be

Aud. Loc. Threat

C RHS Confusion for students – "did they re-ally know what they "wanted" when they signed up"

C RHS Faculty dissatisfaction W/assigned position

C RHS Forces decision; cost analysis; how many times to switch schools? Lower grades don't prepare children for choices; theme of school; at least 5 year commitment; some may be excluded by lottery

C RHS Forcing a child to choose a career path; the cost of maintaining the schools and transportation would cripple the school financially; getting shut out of choice by lottery, denying a more deserving child of a slot; senior regrets brought on by original choices could be detrimental to child's desire to learn

C RHS How students adjust to large college environment

C RHS How to determine who attends

C RHS Hurry children thru academics/pushed by adults vs. Their own pace

C RHS If children aren't prepared in earlier grades for problem-solving will decision-making process – affect the success of this effort

C RHS If don't know, are we giving them proper classes/education to steer them in right direction

C RHS If lottery is decided & a "unsure" "less desired choice" is given to a student – the "serious student" was not given a fair opportunity – moral broken

C RHS If the music/arts program is at one school, we need to be sure that the students at the other building have the opportunities for band, choir, etc.

C RHS In decisiveness of age

C RHS Kids are pigeonholed before they know their interests

C RHS Kids need to choose their paths early in life

C RHS Less standards friendly

C RHS Locked in to class path

C RHS Lots of planning needed to do it right

C RHS Need flexible staff

C RHS Not getting 1st choice

C RHS Not getting first choice; school could be taken over by certain group; colleges pre-fer rounded curriculum; rushing children

C RHS Opportunity for students all through their education

C RHS People moving in may choose not to because it's new and not understood

C RHS Poor choice by student

C RHS Possible neglecting

C RHS Qualified teachers

C RHS Questions/unknowns = costs?

ThreATS (continued)



Aud. Loc. Threat

C RHS Students who have a wide variety of interests/talents

C RHS Taking over school by certain group of people

C RHS To early for kids to focus

C RHS Too young to make life choice

C RHS When the smaller schools are created, it may make it more difficult for students to switch to a more appropriate course level

C RHS Will all students get the same chance to get the basics/all-rounded

C SAC Finding right teachers

C SAC Finding teachers and money to sustain.

C SAC Hard sell -- new

C SAC Home choice not available.

C SAC Make sure schools are equitable.

C SAC Small school rivalry.

C SAC Transportation/safety

C SAC What to do with kids who are not being successful – we don't want kids to keep moving.

C SR 20% That don't have first choice manag-ing disappointment

C SR 80% Awarded first choice switch at end of year

C SR Choose classes because of friends

C SR Complicated planning

C SR Economic threats

C SR Getting locked out of school of choice

C SR Getting locked out of theme of choice

C SR Integrate transfer students in or out

C SR Kids will be separated from friends

C SR More divided

C SR Planning would be complicated-jeopardize success

C SR Possibly become socially diverse

C SR Potential for becoming socially diverse

C SR Rivalries

C SR Students picking theme because friends are

C SR Teacher

C TR "Overbearing" parents choosing for the wrong reasons

C TR 8th graders too young to know what they really want to focus on

C TR Ability to meet individual education require-ments

C TR Busing

C TR Busing expense

C TR Can be too much to handle operations-wise

C TR Can lose focus if student is forced to stay in course for an entire year

ThreATS (continued)Aud. Loc. Threat

C TR Chance of student not being able to get into area of interest b/C of limited spots

C TR Closed out of interest school?

C TR Considerable additional admin costs

C TR Considerable administrative cost training, design, overseeing

C TR Cost outrageous to implement

C TR Cost to create & maintain programs

C TR Does this become eastland?

C TR Early transition could be tough

C TR Finding qualified staff

C TR Getting locked our of desired program

C TR Hard to implement by 2010

C TR Higher costs

C TR How equitable is decision process on who gets to chose – for what?

C TR How much accountability will there be?

C TR How will 8th graders know/be taught to make that decision

C TR Inaccurate survey lead to errors in programming

C TR Is their mobility between programs?

C TR Keep education structure permanent if leadership changes

C TR Kids that don't get in probably won't get in next year either, so…

C TR Kids will go to college unprepared. We're overspecializing

C TR Kids/parents choose based on location and/or friends rather than program (x2)

C TR Less community connection

C TR Less flexibility in scheduling

C TR May be better to merge 2 and 3, allow options on the 11/12 campus, students are older can make better decisions

C TR More money for research before school is even built

C TR Most expensive for transportation

C TR Parents forcing their wants

C TR Possibility of student making poor choice for their abilities

C TR Reduces diversity by splitting into 3 small schools; separate

C TR Self image based on school you are in, not in the stems so you're an idiot

C TR Sometimes parents force their choices onto children also

C TR Sometimes schools do not correctly iden-tity student potential – my brother was considered "not academically smart" but later earned a phd in electrical engineer-ing from the #2 engineering school on the east coast

C TR Specialization not offered

C TR Staffing

168



Aud. Loc. Threat

C TR Staffing intense plus administrative nightmare – cost

C TR Students could lose focus if forced to remain in a program that they dislike for a whole year

C TR Students making choice of theme be-cause your friends are

C TR The lines might affect community identity

C TR Too many unknowns (x2)

C TR Too much bouncing between programs

C TR Transportation costs to both schools

C TR Transportation issues

C TR Very complex

C TR We'll build the place without knowing the programs

C TR What if specialization of choice not offered?

C TR What will happen when attends large university if so used to smaller school system?

C TR Who chooses what academic school child is in? My parents had this what it was chosen by economics being poor they could not take pre-college classes but were pushed into trade schools

C WRJH 50 Percent of small school projects fail

C WRJH Does not focus on basics

C WRJH Enrollment being reduced due to eastland fairfield

C WRJH Locked out of theme of choice.

C WRJH Need to provide "basics"

C WRJH Teacher qualifications?

C WRMS Less enrollment at the vocational school.

C WRMS More staffing.

C WRMS No comment.

C WRMS Will end up costing $$$ and hassle.

C WRMS Availability of programs for all students

C WRMS Change schools every year

C WRMS Cost more money

C WRMS Difficult to undo

C WRMS Impact on future-will it still work in 10 years

C WRMS Less enrollment at vocational + competi-tion

C WRMS Lottery system may not be fair

C WRMS Make choices they may not be ready for

C WRMS More staffing

C WRMS Plan for student transfer choices made by 9th graders?

C WRMS Same or separate irns could be potentially divisive and hazardous

C WRMS Students could get lost if interests change

C WRMS Too many cliques

P BRJH Bullies, being made fun of

Aud. Loc. Threat

P BRJH Might be too hard for teachers, buses will get full and very crowded

P BRJH More opportunity in choosing your career in high school thru college

P BRJH Not being in all classes

P BRJH Won't see friends

P HAMS If you are there for a year you might not like your teacher

P HAMS If you change your mind you have to wait a whole year

P HAMS Possibly not enough room in the school that you want

P HAMS Separation from friends

P RHS Getting students together for extra cur-ricular/activities

P RHS I don't see a threat

P RHS Less bonding-sub schools could divide kids

P RHS Little bonding and poor extra curricular

P RHS Location

P RHS Locking students into a year long choice is not good!

P RHS Lottery-not everyone gets what they want

P RHS May eliminate vocational school options

P RHS May need to change direction

P RHS Might end up with one school better than the other

P RHS Money problems (rich/poor)

P RHS Not enough focus on the need to know subjects

P RHS Not know what they want

P RHS Rivalry

P RHS Same student s may not get into their school of preference – leaving them in a school where they are not interested

P RHS Some might be "better"

P RHS Student decisions will be long-term

P RHS Students changing their minds

P RHS Students may change their mind

P RHS Students not exposed to other options

P RHS Takes away career center

P RHS They might not get along -- don't think 3 schools in one building -- rivalries

P RHS Too confusing

P RHS Too many choices

P RHS Too much stress

P RHS With how much time we have in the day

P BMG "Houses" might compete against one another

P BMG Certain groups would go to certain schools so they would be divided

P BMG Might have a class filled up so if you really want it you can't get it

ThreATS (continued)

“50 Percent of small school projects fail.”



Aud. Loc. Threat

P SR College classes in high school

P WRJH A threat is what if a lot of people aren't interested in any of those topics

P WRJH Bad choice

P WRJH Bullying

P WRJH Gas

P WRJH If one gets too big -- safety issues

P WRJH If so different in 11 and 12 year, then why not just 9-10, 11-12 school

P WRJH It's not fair

P WRJH Making a bad choice

P WRJH May not do what you want to

P WRJH May not have the choice to get to do what you want to do , because of space – could still cause overcrowding of classes

P WRJH Maybe there's more people that don't like more than one choice

P WRJH Might become unorganized due to division

P WRJH Potential of having to switch daily routine/building

P WRJH Potential to switch building/daily routine

P WRJH Potential to switch routines

P WRJH School becomes disorganized

P WRJH Some kids may not know what they want to do with their future

P WRJH Students may not like departments

P WRJH Violence

P WRMS Less security

P WRMS Less sports

P WRMS May be more interested in academics

P WRMS May be more interested in academics and not in sports



P WRMS Might not get to be with friends (x7)

P WRMS More buses

P WRMS More interested in academics and not in sports

P WRMS More money

P WRMS More money for supplies (x2)

P WRMS More money to buy supplies (x2)

P WRMS Not as much safety (x6)

P WRMS Not enough safety

P WRMS Some amount of safety

P WRMS Some kids would be more interested in friends, rather than just choosing what is actually important to build their future

P WRMS There aren't many choices

P WRMS Too interested in academics than sports

P WRMS Transportation – more gas (x3)

Aud. Loc. Threat

P WRMS Balance two interests

P WRMS Some kid might not know what to choose

P WRMS Some kids may choose school b/C of friends-not thinking about future

S BMG Confusion, 9-12 is a key time for child-hood training. 9th and 10th is not a time to make those types of choices

S BMG Students too scattered

S BMG What happens to the student that changes their minds

S BMG What happens to trailblazer program?

S BRJH $$ For staffing

S BRJH Ability grouping

S BRJH Are students going to be prepared, do they need special prep?

S BRJH Community doesn't buy in

S BRJH Complex-difficult for community to understand.

S BRJH Cost

S BRJH Costs more money.

S BRJH Divide students of interest

S BRJH Elitist/smart school and unintelligent school.

S BRJH Fear of change.

S BRJH Gender & racial divide – need to keep diversity

S BRJH How do you determine the educator's strength?

S BRJH How to balance #'s

S BRJH If one school is unpopular , resources could be wasted.

S BRJH Must know kids' abilities & interests

S BRJH Must offer transition opportunities

S BRJH No tendency to have one school for haves (because it draws from more affluent areas) and one school for have nots (because it draws from poorer areas).

S BRJH Not easy to change-to much like college major.

S BRJH Overcrowded of schools within a school.

S BRJH Planning must be very extensive

S BRJH Preparing 7/8 students to be successful.

S BRJH Special – threats to ??? For scheduling & staff

S BRJH Students will leave to make "life long" choices @ 14 years old.

S BRJH What if new to district in 11th grade

S BRJH What if staff doesn't

S BRJH Would discipline be the same in each area?

S BRJH Would there be more administrators as department heads?

S BRJH Can state standards be met

S BRJH Can you make it equitable

ThreATS (continued)

170



Aud. Loc. Threat

S BRJH Elitist attitude possible

S BRJH How to choose teachers

S BRJH Informing parents and communication with parents

S BRJH Restructuring of your grades

S BRJH Sexist & sexuality tracking

S BRJH To young to make lifelong choices

S BRJH Tracking

S CK Division of city if left two high schools

S CK Driving 55mph

S CK Forced to go into areas that aren't their choice b/C they didn't get into first choice

S CK Hopefully, all of the kids would be able to get along W/each other

S CK Irate parents whose child doesn't get what they want

S CK Kids driving all over town

S CK Lottery, if don't get in...

S CK May get something they don't like

S CK Not a positive reaction

S CK Not getting into the area of choice

S CK Not positive

S CK Small group interest? If a few kids inter-ested in topic – will they get a chance?

S CK Student s who aren't interested in some-thing specific may be lost

S CK Students may be forced to go into area that's not choice/reaction may not be positive

S CK What happens to students W/out ambition

S CK What happens to the below average students?

S CK What happens to the students that don't have ambition

S CK What if you are not able to get in

S CK Would not be around students with differ-ent interests

S CK Would not be with students with different types of interests

S CO Any failing can become soapbox issue

S CO Community outlook on paying for college for students

S CO Cost

S CO Design of building – too specific

S CO Disappointed might leave

S CO Getting staff buy-in

S CO Hire new staff? Train?

S CO Not known to teachers, parents, com-munity

S CO Not what we told voters

S CO Student achievement may suffer during 1st year

S CO To build or not to build athletic facilities

Aud. Loc. Threat

S CO Unknown if staffing will be able to reconfigure

S CO Unknown to teachers, parents, community

S CO What to do with kids who don't want to decide

S FR Cannot decide at 14 what small school they want.

S FR Do they know what they want/

S FR How do high interest subject/areas affect testing

S FR How does oat testing affect "high interest' areas?

S FR Limited variety/fewer choices

S FR Making the wrong choice.

S FR Not a fair way to pick a school of interest

S FR Only allowed 1 switch

S FR Possibly not fitting in. (x2)

S FR Prevents enough exploration of subject by ss.

S FR To early to decide

S FR Wanting to switch around too much.

S FR What if after one switch/change they still don't like their choice.

S GR Changed minds later.

S GR Cost (x2)

S GR Cost high.

S GR Cost of supplies

S GR High cost of supplies.

S GR Labeling and cliques.

S GR Not all "schools" will have enough students to keep equal numbers in class sizes.

S GR Specific materials to each school will be costly.

S HAMS A kid could be misplaced in the wrong mini school for the real preferences of a student.

S HAMS Change in a program (not enough room) can cause major programs in basic education.

S HAMS Could become expensive.

S HAMS Could build a lot of rivalry.

S HAMS Possible problems with kids who want to switch specializations.

S HAMS Demand for school goes down

S HAMS If you re-evaluate will programs disappear

S HAMS Small school choices may change

S HAMS Without choice more likely to drop out

S HM Cliques, stereotyping

S HM Don't like with what they are stuck with, dumping ground for basic students, students mid senior year-where do they fit , division of certain groups

S HM New student coming mid year-where do they go

ThreATS (continued)



Aud. Loc. Threat

S RHS High stakes testing?

S RHS How to decide who goes where (x2)

S RHS How will busing work (cost/schedule)

S RHS Inter school translators.

S RHS Is the effort worth it? Limit electives?

S RHS Is this a fad? (x2)

S RHS Is this a fad? Data to show this works

S RHS Kids choose for the wrong reasons.

S RHS Kids not getting their first choice (x2)

S RHS Move-ins. (x2)

S RHS New admin can do away with programs

S RHS New administration could do away with this in one year-see high school teams!

S RHS New system not implemented in the area.

S RHS No school camaraderie (lacking).

S RHS No school spirit.

S RHS No sense of community.

S RHS Not evenly focused on each core class.

S RHS Not really RHS

S RHS Number per program. (x2)

S RHS Overcrowding (x2)

S RHS Producing a well-rounded student threatened

S RHS Programs could be threatened, threatens opportunity for kids

S RHS Programs offered.

S RHS School becoming have/have not

S RHS Split families.

S RHS Staffing

S RHS Staffing issues.

S RHS STEM -- not as much English & vice versa

S RHS STEM students may be weak in English, humanities students may be weak in math and science etc.

S RHS STEM/humanities (not enough proper courses for college)

S RHS Students not belonging to 1 high school.

S RHS Switch schools after first year

S RHS Teacher buy in.

S RHS Tired of trying new things (x2)

S RHS Too young to make choice.

S RHS Very competitive to get kids in.

S RHS What if student does not like/do well in school of choice? Option?

S RHS Where's AP?

S RHS Will we stick to our guns on the "you pick it, you stay for 1 year" plan? Could become a mess if we don't stand up to the loud parents.

S SR Driving between schools

S SR Finding right staff for school

S SR Has most potential for failure

Aud. Loc. Threat

S HM New student senior year? Do they fit?

S HM Students choosing to follow friends, not interests

S RH Allowing kids to choose without guidance.

S RH Community education re: how system works

S RH Destroys neighborhood concept

S RH Destroys neighborhood concept. (x2)

S RH Extra-curricular traveling

S RH Finding specialized leaders

S RH Have to have goal & know where it is going

S RH Lottery – keep racially balanced.

S RH Lottery -- perception/fear/accusation of ss being hand-picked

S RH Make decision based on social aspects

S RH More students on the Road.

S RH Parking/busing – more students on Road

S RH Planning for staff

S RH Staff divisions – won't feel like one

S RH The who gets in.

S RH Too many wanting to attend and then a possibility of a waiting list.

S RH Tool in place in time….

S RH Transportation costs.

S RH Who helps make decision

S RH Would need to have music programs at both schools so all students have the opportunity to participate.

S RH You have a building but no plan

S RHS Affect on community.

S RHS Based on data and research?

S RHS Busing/transportation.

S RHS Busing?

S RHS Can easily fall apart.

S RHS Changes what we do.

S RHS Changes-not consistent with policy now. Would that change.

S RHS Choice because it is a new building (x2)

S RHS College career prep.

S RHS Community and teacher buy in

S RHS Community buy in.

S RHS Community teacher buy in

S RHS Could become challenging if to many picked one school over the other.

S RHS Didn’t get first choice

S RHS Disgruntled parents when students don't get #1 choice.

S RHS Divided community.

S RHS Does focus on one (arts for example) mean a lack in others?

S RHS Following friends instead of true interest

S RHS Getting necessary building blocks.

ThreATS (continued)

“STEM students may be weak in English, humanities students may be weak in math and science etc.”

172



Aud. Loc. Threat

S SR How will students moving into Reynolds-burg after freshman year find place – so many behind or not passed OGT

S SR Lots of kids with no interest who tend to be bullies would end up all in one building

S SR Might be difficult to incorporate all stan-dards into each school

S SR Might put extra stress on the kids to make choices

S SR Parents decide what direction the kids go

S SR Start up will be tough for a few years

S SR Transient population

S SR Transient population won't get a chance with this program

S SR Will rely on community support the most

S WRJH Are students going to be prepared?

S WRJH Can we have 9th and 10th graders have a more traditional high school experience and then do the schools within a school concept for 11 and 12th graders who might be better prepared to make the choice?

S WRJH Could be administrative intensive if done right.

S WRJH Could be considered "elite" schools.

S WRJH Could be isolating.

S WRJH Do they need special prep?

S WRJH How do Jr. Highs configure.

S WRJH I don't really get this set-up, not enough explanation given at meeting.

S WRJH If building is designed around small schools, harder to adapt with changes.

S WRJH If two irns transportation issues with students.

S WRJH Less interaction of faculty in departments.

S WRJH Lots of transfers.

S WRJH Sports again.

S WRJH What if staff doesn't/community doesn't?

S WRJH What if student doesn't fit within the six small schools.

S WRMS Available resources and funding.

S WRMS Busing/transportation

S WRMS Can you switch? If so are you behind?

S WRMS Certain houses flourish while others atrophy.

S WRMS Competition sports, academic scores.

S WRMS Divides community up even more?

S WRMS Don't live up to name

S WRMS Easier to slide into disorganization

S WRMS Expensive

S WRMS GPA/graduation requirements

S WRMS How to handle move-ins/transfers

S WRMS How to handle students selection

S WRMS How to interface with career centers (for those students making that choice.)

Aud. Loc. Threat

S WRMS How to interface with vocational

S WRMS How to you prepare teachers/find staff

S WRMS How well will kids transfer to each of district schools (move-outs)?

S WRMS How would class rank be determined?

S WRMS How would revenue be allocated?

S WRMS If two schools with schools inside; division of town and building (separates commu-nity even more).

S WRMS Integrity of individual program identity.

S WRMS Integrity of individual programs carried out as unique entities.

S WRMS Integrity of programs (individual)

S WRMS License issues.

S WRMS Locking students into choice

S WRMS Loss of high school experience (x2)

S WRMS Money (x2)

S WRMS Money for staff and resources?

S WRMS New procedures in different buildings.

S WRMS No parent buy in.

S WRMS Not meeting the needs of special needs.

S WRMS Parents/students not getting school of choice due to numbers.

S WRMS Planning nightmare

S WRMS Produce competitiveness

S WRMS Produce competitiveness and identify to individualize.

S WRMS Reputation

S WRMS Special ed/intervention, staffing, sched-ule.

S WRMS Staffing qualifications

S WRMS Students miss out on traditional high school feels-prom, mock trial team, band that are associated with one large high school design.

S WRMS Transportation (x4)

S WRMS What happens if change interest?

S WRMS What if parent/teacher/students sugges-tions don't match?

S WRMS What if you don't know what you want to do?

S WRMS What if you don't like the program you are in?

S WRMS Where do the special ed/intervention kids go?

ThreATS (continued)

reynoldsburg reach report

Documents

teamsc fr

teachc fr

opportunitiesc fr

understandablec fr

drivingc fr

crowdc fr

overcrowdingc fr

boundariesc fr