sub-committee #1: finance kennedy h.s. public input december 13, 2016 · 2017-03-15 ·...

Sub-Committee #1: Finance

Kennedy H.S. Public Input

December 13, 2016

• CRCSD should investigate if parents leave because they are concerned about influence

of other students on their child

• Must market the buildings at local level to draw people into CRCSD

• Educate people that 40% of property tax goes to schools.

• Where can we get $’s? Advocate legislature to reallocate $’s and allow districts more

flexibility. Advocate (grass roots) against corporate tax breaks, etc.

• Provide P.R. / advocacy group to improve grass roots efforts. CRCSD 2nd largest district.

Large influence of used.

• Playgrounds @elementary schools are too small. Trails are nice but need more “toys.”

• Great things about Viola Gibson: Music Room and Art Room. Needs improvement –

gym, parking, too crowded.

• CRCSD needs to improve music program, i.e. orchestra (start in 5th grade) Music

program was a disappointment to parent coming from Linn-Mar

• District needs to “commit” to specials programs (fully and art, music, PE in all buildings)

These people can share duties in building outside specials as needed.

• Technology and librarians must be in every building to be technologically innovative.

Have full time media staff to invite people/students into library facility.

• Make library ambiance inviting. Then kids will want to be there. Mirror CRPL ambiance.

• Green screen for kids to interact. IMovies – groups projects

• What are kids leaving district? Curriculum changes, not “current” buildings (need

upgrades), create modern feel (update desks, widows, etc.), amenities

• Can RSP find out if there is a racial component to living in a less diverse district?

• Does the safety/relationships kids feel (socioeconomic class) affect open enrollment

out? CRCSD should provide equal funding/opportunities despite socioeconomic

makeup of school.

• Will there be resurgence of charters over the next 15 years? Especially given the

potential secretary of education for Pres-Elect Trump’s cabinet. Will parents move to

charters?

• Are there specific grades that students are open enrolling out? i.e. M.S. or H.S.?

• Invest in energy savings, i.e. geo-thermal, solar, etc.

• Is there a recreation levy? PERL should be investigated. Trails, public access

• What should education look like; if schools districts were composed of each county. (i.e.

all 10 districts in Linn Co are one District). Less costs for superintendents, etc.

• Can we consolidate districts?

• How can you raise funds? Bond issue, will need to educate public, People will vote no

because other items already passed flood, water quality, etc.

• Discussion on SAVE money. Extension through 2049. Infrastructure funds only.

Community Feedback:

• We will lose a major component of enrollment to on-line educational programs over

next 15 years.

• Enrollment out of district going to Linn-Mar and Prairie. Parents push kids to other

districts. Why? Newer schools, CRCSD losing programs – losing kids. Farm kids, shop,

engineering (PLTW), oceanography, academics are strong at Linn-Mar as teachers have

more than a BA degree

• Belief statements #4,5,6 need to be practical in our approach. Do transportation costs

have a higher impact resulting in “neighborhood” schools?

• Elementary schools with at least two sections/grade used to have full-time art, music,

and PE teachers. If we go to larger schools with more sections will they have to

continue share buildings? This doesn’t make sense to do so. (Three is no continuity

between staff and students. There are already inefficiencies in the current system.

Students need to be familiar with teachers and vice versa (especially in elementary and

middle school age kids.)

• What is the term public/private partnerships? What does that entail? Suggestions –

blue zones – use facilities (i.e. track, gym, etc. Collaborate with public library or city

facilities, i.e. park)

• When will district ask for Bond? Dec. 2017 formal recommendation from committee.

Needed because buildings are ‘falling apart”. Elementary mostly need updates.

• Are there any algorithms/formulas to say which size schools are more efficient? (i.e.

400 student’s vs 600 students)? Dependent on community needs/wants.

Community Feedback:

Sub-Committee #1: Finance

Washington H.S. Public Input

December 14, 2016

• Need balance between/with expenses and allowed spending. For example, we can’t “charge it” to get the latest and greatest technology.

• Neighborhood schools serve as safe places for kids to gather (i.e. school yards, etc.)

• If we build larger elementary schools b/w two existing schools is it necessary to pass the bond?

• Referring to #4. If building a new building, consider partnering with surrounding retirement communities to improve relationships/volunteer opportunities that could be offered.

• Appreciate reaches for federal funds regarding magnet schools. Will be curious what impact we will see in spring or next year.

• Advertise positive PR to realtors/developers to not “push” people away from CRCSD.

• Cost/student per building. Can’t be ignored. Federal Funding – great sources.

• Increase allowable growth – lobby legislature

• Open enrollment growing trend – why are kids leaving? Facilities, athletic centers, /fitness centers

• Cost to upkeep current buildings, i.e. HVAC, Geo Thermal, “Face Lifts”

• Larger building in elementary schools can be good financially (i.e. better insulation, building materials) but can be problematic also (i.e. young kids navigating large spaces.)

• Open Enrollment (Reasons) o Home Schooling – funding provided, convenience o Transportation – including accessibility o Safety – (security in schools / bullying) o Pod System could help open enrollment out situation.

Community Feedback:

Sub-Committee #1: Finance Jefferson H.S. Public Input December 15, 2016 Great meeting, Dave! Sorry if the majority of these comments do not specifically address finance. I was deliberately asking open ended questions or otherwise trying to engage people in discussion. If you have any questions, let me know. At point 5 in the Desired Outcomes section of the Subcommittee #1 hand out, the use of the words "retaining students" was confusing since it could also mean retaining students in a particular grade. Attempts to repair aging buildings, such as taping radiators, are unattractive and may contribute to people wanting newer facilities for their children. The newer building in other districts most likely contributed the loss of students to open enrollment. In older building, heating and air conditioning systems do not work properly. Some of the old building, like Kenwood Elementary, have accessibility problems such as lack of an elevator. Sometimes the configurations of older buildings do not support attempts to utilize the space for new learning centers. For example, Kenwood experienced an increase in enrollment when designated a magnet school which was the desired effect; however, parts of the building get crowded such as halls and other common areas. The community should build a new high school. The chlorine smell from the JHS pool is too strong. The school district should offer more activities to keep students engaged and away from drugs and gangs. There is a need for more programming that partners with business and other community resources. The Option program at Roosevelt was used as an example. Regarding shared public resources, the suggestion was made that, before designing a new school, the district should meet with other educational agencies, public agencies and businesses in the area. This might lead to more designing a structure to accommodate college satellite learning centers, the public library operating out of the school library space and having space that could rented for receptions or church services etc. If facility flexibility is a desired goal than a new building would be a better investment.

Community Feedback:

One person commented that these buildings should be thought of having the potential for 24/7 use. People were very interested in the idea of dual use buildings.

Community Feedback:

Sub-Committee #2: Teaching and Learning


December 13, 2016

Scribe—Julia Cain

• PK 12 not just K 2

• Special Offerings:

a. Alternative Kindergarten all day—how does this support kids who need a little

more time?

• Foreign Language in Elementary

• Specials/ Electives are important

• More recess at younger ages

• Libraries—Books! Computers! Modern and fun

• Purposeful Technology—Greater than 2:1 ratio; 1:1 might be stretching it

• Technology Integration must have P. D. also with it

• Belief Statement 6 is frightening –What about Iowa Core? The teacher’s role is to help

students who are not able to take ownership on their own.

• More emphasis on early childhood.

• Access to updated resources so that parents can assist –or that student can practice

with support at home. Solid resources? Helping kids decipher what quality resources

are

• Access to technology at home

• I like all of them—esp. Belief statement 1 and 2

• Devices when learning how to integrate—getting at the same time or it doesn’t connect

• Music programs start earlier—good instructors

• Big Gym—so parents can sit

• Dedicated music & art rooms

• Fun Libraries

• Playgrounds—Walking trails

Scribe—Marsha

• Library should be:

a. Projects worked on

b. Hub of school

c. Centers –recording studio; do projects with necessary tools

d. Librarians to facilitate work @ centers—they have an overall sense of what is

going on in all content

e. West High School in Iowa City has 3 librarians implementing this model

• Where does technology fit with plan

Community Feedback:

• Does planning on this committee fit with:

a. Technology

b. Iowa Core

c. PLC

d. Other jobs to carry?

e. Reorganization of staff roles

f. Is this committee developing a tech plan or is technology dept. developing it?

• SPED—Look at bigger variety of options in neighborhood school

• Academically—Extended day—Hour/days—Change—Instead of keeping what we have

had for years

• Grade Configurations:

a. K-4

b. 5-6

c. 7-8-9

d. 10-11-12

• Professional Learning—I day of each month instead of ½ days off on Friday—Impact of

Friday on student learning?

Community Feedback:


Washington H.S. Public Input

December 14, 2016

• Need to address—Financial Inequity

• Bring in experiences to students

• Take kids to real experiences outside the classroom—Expand walls of the classroom

• Use community—greatest asset we have

• Pressure on kids—too much

• Relevant = community; Rigorous need to approach it as real rigor not just more difficult

• Relevance

• Current Curricula—is giving sense of urgency—pushing content through

• Flexibility in Curriculum

• Implement Multi-grade pods

• On belief #2 –need paras to support kids in their academic and behavioral needs

• Use parent volunteers for behavioral academic supports

• Flexibility in grade leveling base on instructional level/skill level

• Year around schooling for flexibility—in use of facilities and achieving academic goals;

We need a Flexible Calendar Year

• Concern about finding impact of large number of magnet offerings i.e., bussing

• Advertising/Marketing to get people back in to show what we have to offer

• Trades—wanting to get into the schools—need more kids getting skills

• Blended Learning—go towards 1:1 Supports--Belief Statement #3

• Flexible seating is great

• Trade learning is not just in HS

• Foreign Language in Elementary and Mid. School.

• Not just space—Teachers need time to collaborate

• Students need work time to work on things –enough time to really work, learn, master,

retain

• Goal: Learning—not just covering curriculum

• #2 Belief Statement—Space in budget for really helping kids

• Technology

• Help for kids—Special Needs

• More flexibility –less Rigidity

• Help kids find interests==passions—talents and staff

• Help build growth mindset

• Flexible Time

• Career Exploration—very important--Academics

• Get kids ready for real world—budget—resume

Community Feedback:

• Already have too much technology??

• Focus on Core is a detriment to kids

• Instead of Core—need to focus on metacognitive skills and multiple learning styles

• Teaching Self-Reliance & Resourcefulness

New Scribe: These are the notes of one participant

• Add strong emphasis on Growth, Grit, Student & Educator Strengths and interests and

parents

• How do collaborative learning spaces work “for” BD and other SPED students?

• Do you foresee a greater emphasis upon magnet schools (Policy, transportation, etc.)?

• How can we expand opportunities in?

o Regard to career—technical (formerly vocational education) education into

these program specs? How can we map “learning paths” into these specs?

• What ways of delivering programs are under consideration in this plan? Is there any

consideration toward a year around calendar of 180 days adaptable to school choice?

• Make partnerships with business, industry, and non-profits. Use community resources;

deploy technology to connect with all community

• Personalize Learning—treat every child as if they are home schoolers

• Relevance as a driver to rigor

Community Feedback:


Jefferson H.S. Public Input

December 15, 2016

• #6. Curriculum is set, but instruction is flexible.

• Need clarification on "students taking control of their own learning

• Foreign languages offered earlier than high school

• District could improve communicating opportunities for students - poor website design -

not knowing audience

• Need access to programs at all schools (ELL, etc.)

• Need better access to interpreters/translators for ELL

• Parents need access to student books and resources.

• # 3 technology equity across buildings

• Need additional Professional Learning for. Teachers

• Want vocational opportunities for high school - we have. Too much emphasis on 4-year

college degree. Need more opportunities for students not wishing to attend college.

• Expansion of financial literacy education. Required?

• Need more communication about AP classes.

• Lack of librarians at all schools

• CANVAS is difficult to navigate

• Create middle school program like METRO high school

• Exploratory offerings - students have to choose whether or not they want to be in

music. Some don't want to take music. Allow student choice. Update exploratory

options - put PE/ wellness together - music/study hall

• Need more staff for behavior focus students

• Better use of resources

• Opportunities for PACT students/programming at Roosevelt.

• Likes Options program @ RMS - likes feedback from businesses and projects

Community Feedback:

Sub-Committee #3: Grade Configuration and Boundary Criteria


December 13, 2016

• s

Community Feedback:

Sub-Committee #3: Grade Configuration and Boundary Criteria Washington H.S. Public Input December 14, 2016

• Great to have this level of input, appreciate the structure of public input

• #12 Even though we call these middle schools, they are really junior highs, went from

team of 4 people who shared 110 students and had 45 min to team with our other team

mates, now have 150 students with size 18-30 and am not able to meet with other

educators except in the hallway

• 3 years ago when we went to junior high it made the transition from elementary to

junior high really difficult

• Friday thing is an absolute waste of money based on teacher input from middle school

and a parent, these decisions were made without

• Parent supports everything teacher said, think morale is low for teachers

• #16 4/5 sections in each building, wondering about how we have the size for that, is that

“mega schools?” We think that is too big,

• Like small elementary schools and then can build larger schools as students get older,

have had a better experience with a smaller school, sense of community was gone with

larger school, my power as a parent diminishes greatly, not worried about more

technology at my child’s school

• Not worried about screen time or computer time, they can do that at home, want them

to be able to use a pencil and paper and able to have legible handwriting

• The arrangement of the middle school might be more due to financial considerations

• Have to have the money to build and the operational costs are a consideration but do

they offset the benefits to students

• #2 like that statement

• Like to have student walk home with a neighbor, play with a neighbor, the small school

helps create environment where students/parents know each other

• Don’t understand the comment that subcommittee did NOT like the current grade

configuration

• #19 minimal transitions what does that mean, research shows the more transitions the

more impact on learning and achievement

• How authentic is the feedback if everything is so ambiguous, if we can’t explain the

criteria then how difficult?

• Felt like “what are you getting me to try to say” in the survey, seems like it may be

skewed

• What is the investment, is it the building or is it the space that is the learning

environment?

• Why are we doing this? Funding is not what it used to be, being pro-active

• The quick summary given by Rob was better than the survey, fewer more specific

questions might be more helpful, take the survey down and put up at another time

Community Feedback:

• Not a lot of people at the this input and have it not right before Christmas, that is

problematic

• Like the 25 or less in a class belief statement, there are lots of kids with behaviors in our

schools and that makes it hard for teachers to support learning, way too many kids to be

successful, now do you plan to the class sizes to stay at 25

• Do the sizes of schools in CR tend to be larger or smaller? Wondering if there are

advantages to have larger school with smaller classes? Specifically, I middle school, is

too small a reality in that the school cannot be competitive

• Do not care at all about school preservation and/or historical value of the school as it

relates to investments

• Focus on the neighborhood but the neighborhood definition may be different at each

level (ES, MS, HS)

• #20 Have to double check what our default ideas are about grades

• Like having a larger school with smaller classes

• If we don’t have the resources to deliver appropriate services, then having a larger

school

• #2/#12 have incorrect use of apostrophe

• I would be worried that if the neighborhood schools would be neighborhood based and

not making lots of transitions

• I do like the idea of neighborhood school, like that the kids are able to walk to school,

helps with friendships

Community Feedback:

Sub-Committee #3: Grade Configuration and Boundary Criteria Jefferson H.S. Public Input December 15, 2016

• Leslie Wright introduced the concept of the 20 items specified by Subcommittee 3 as

split into two groups of 10; broken out as Grade Configurations in items 11-20 and

Boundary Criteria in items 1-10.

• What is a feeder team? Many parents did not know…Leslie indicated it meant keeping

continuity…a contradiction to this premise was Taft Middle School sending kids to

Kennedy and Jefferson for High School. This causes children to be separated from

established friends which is the exact opposite of the concept of feeder teams. This

problem was viewed by all as bad because kids lose established friends in the transition.

Feeder schools would prevent this problem. All parents present expressed the Taft

delineation between Kennedy and Jefferson as a significant problem.

• Grade configurations…A question was presented about what the grade level groupings

are? Do we want consistency across the district? One idea was prevalent in that no one

wanted the groupings to be too small, as in one or two grades. Three was thought to be

the ideal. Whether that is Grade School, Jr. High, and High School…or Elementary,

Middle School, and High School was debated. The major premise between the two was

where 9th graders end up. (This idea is mentioned below in further detail in bullet 10.)

• Sense of community…how big is too big; as in where kids don't know each other…this

was an open question. Subsidiarity and large campuses with localized incubators with

flexible best practices with rapid and flexible distribution was discussed to help Cedar

Rapids compete with College Community and Lin Marr, which are viewed by most

parents as the primary drains on the Cedar Rapids School district students.

• There was discussion about preserving school buildings that are stately historical

landmarks…related to the survey question about 50% being a potential benchmark

point for building totally new or renovating an existing structure…the 50% number came

from the flood of 2008 and Federal funding tied to the flood does not necessarily not

drive this concept per Leslie. The idea of costing over 50% to repurpose or renovate was

viewed as not being a hard-fast rule for building a whole new facility…If it could be done

for 70% and be modernized; that is still a 30% savings and a landmark with cultural

history is maintained.

• The idea school buildings may be repurposed to deal with the highway 100 extension

and its projected population growth west of present developed boundaries was

discussed. This will bring in many people and schools will need to be expanded or new

ones built to handle the additional population.

• The feeder concept of continuity for children from Kindergarten through High School

was a priority for everyone who came to the group.

• The encouragement for people to retake the survey was stressed. Some of the

questions and concepts were not clear without attending one of these sessions…like

Feeder Systems (Teams). Most people did not know what that concept meant, but once

they did, they were overwhelmingly in favor of it.

Community Feedback:

• Number 15 in Subcommittee 3’s report was very important…Neighborhood schools. Kids

together at home and at school. Most applauded this concept.

• Many did not like the Middle School concept in item number 12. Some thought Middle

Schools need to go…they felt 9th graders do not belong in High School, but should be

prepped for High School as leaders of Jr. High. This drew focus back to the Grade School,

Jr. High School, and High School model. The dislike had nothing to do with the "teams"

concept…the “teams” concept was strongly liked by everyone. A theme of cohesion

through the school system for kids was common across all participants. There was some

support for having 9 - 12 in High School because of the opportunities this opens for 9th

graders. However, the idea of allowing exceptions in community programs for advanced

9th Graders was suggested as an outlet for this concern.

• Throughout the session the top three ideas were feeder teams, different rates of

learning, and neighborhood schools.

• Boundary changes are a bad thing in most people’s estimation because they disrupt

children’s and families.

• There were some questions about what transitions meant…Leslie indicated it meant

schools…like when whatever is going to happen because of highway 100 …and kids at

Coolidge and Taft and Jefferson end up being directed to move to a different school.

This was viewed as problematic by most in all groups.

• The concept of boundary criteria was questioned as to what it meant. There was no real

clear answer, and diversity was discussed many times without a clear feel for how the

district would handle spreading it across the entire community.

• The idea of boundaries for schools and Feeder Teams was a very important concept for

kids and their families; meaning keep kids together through the school system as they

progress from grade to grade.

• The idea to change the word curriculum to instructions styles in items 11 and 14 in the

belief statements was presented by a local school principal because the actual

curriculum is set by the State. This would apply in every item where curriculum is

mentioned.

• There is a problem with there being no congruent sidewalks all the way to school for

many kids who are not eligible for busing because they live too close to the school.

While this may be a "city" problem, it impacts schools and families. The problem falls in

a gray area where agencies point the finger at each other and no one accepts

responsibility. Voters regardless of whether not they have affected kids influence

sidewalk policy and development.

• How do we sell change to the larger public? How many people attended these meetings

versus how many could have? Also, is the dissemination method the best? Email brings

information overload. Many emails are too dense with the operative idea being buried

under paragraphs of extraneous information. Would billboards help? Are there other

advertising ideas and encouragement methods to bring in the many parents who do not

participate to get a truer picture of the public’s positions?

• Coming to this meeting changed how many felt about the survey. They did not

understand the questions; but, after attending tonight’s meeting they had a much

Community Feedback:

better grasp. Leslie Wright encouraged people to retake the survey with the information

they were given tonight that clarified terms they did not understand when they first

took the survey.

• The diversity issue was not on the docket and this bothered some parents. Many

thought schools with high diversity could become known as the "bad" schools parents

do not want to send their kids to attend. This was viewed by some as the wrong

impression. They viewed student’s in less diverse schools miss out on growth

opportunities. This lead to a discussion of the problem of not “gerrymandering” districts

to force diversity.

Community Feedback:

Sub-Committee #4: New Schools/Renovations Kennedy H.S. Public Input December 13, 2016

• Agreement with belief statement #7, bigger elementary schools are better

• Portable walls rather than open environment, or else distractions occur

• Open designs create a noise issue and a loss of belonging environment

• Elementary schools over 500 is too big and small group learning is loss

• Facilities data doesn't really address short term problems

• Overcrowding is a big issue with majority of schools •Why does Jeff and Wash have a

bigger and new cafeteria. but a smaller population than kennedy •High schools have a

big parking and cafeteria issue

• Adequate private areas for a child's privacy in middle school is needed. (locker rooms)

• Could we implement online learning?

• Facilities at other places (linn mar) why are they so much more superior?

• Socio-Economic status should be considered when opening schools, renovating, and

transportation

• The way lunch lines are made are horrible and too much time is spent there

• Transportation (busing) is a huge factor and impoverished kids should be able to ride a

bus even if they are in the school limit if they don't have a reliable ride.

Sub-Committee #4: New Schools/Renovations Washington H.S. Public Input December 14, 2016

• Kennedy café is not sufficient

• Walkability for elementary school – many comments that this is important

• Sometimes geographic closeness doesn’t indicate walkability

• Equity across district is important – don’t invest all in one area

• How much will this increase taxes?

• ADA accessible is good but we need more

• Increase use of playgrounds

• Are we working with the city on this?

• Look at the negative experience in Waterloo of combining 3 elementary into 1

• Staff must know all kids

• Fewer safety nets

• Institutional system

• Will the big schools on be in poor areas?

• 450 should be the top

• Class sizes are more important than building

• People are open-enrolling to Linn-Mar because of their new buildings

• Build visual gems that draw interest like Prairie's auditorium or Linn-Mar's equation

center

Community Feedback:

Sub-Committee #4: New Schools/Renovations Jefferson H.S. Public Input December 15, 2016

• Review gym concerns with over crowding

• School Library more public with city

• Sidewalks and street concerns – easy access to building

• Partner with business for community involvement

• Don’t just build on outside of the city. Review need across the district.

• Drop/off pickup are safety concerns that need to be addressed.

• Natural light should be used when feasible

• Showers and locker rooms should be evaluated at high schools.

• ADA concerns need to be addressed.

• Do we have enough property to take care of our needs?

• Include transition time if you consolidate schools

• Review homeschool open enrollment. Are we losing to Marion?

• How can preserve some of the architecture our old schools

• Make it clear where the district owns property

• Review option to have an early childhood building in the community.

Community Feedback:

Sub-Committee #5: Closing & Repurposing Schools Kennedy H.S. Public Input December 13, 2016

• What will the criteria be?

• Safety & Accessibility – what is the threshold?

• How many schools do we need and where is the ideal spot for them?

• Class size and enrollment should be factors

• Boundary change to balance enrollment

• Daycare services used as a potential repurpose option for families

• Make daycare services party of school plan

• Difficult decision, fiscal responsibility

• Program options at

• Concerned about students’ performance as a factor

• Safety – build to accommodate

• Historical value

• Administrative impact on factors used to consider (leadership)

• Renovation based on socio-economic factors cause severe disrepair

• PTS funding causing disparity

• Leverage existing programs to utilize space in schools

• Bea a part of innovation and opportunities for students

• Safety and neighborhood

• Walking to school higher priority for elementary schools

• Reduce bussing - walking preferred

• Being an active participant in the school community is easier for centrally located

neighborhood schools

• How has frequent turnover in leadership effected building care and upkeep

• Building conditions, a reason for poor enrollment?

• Financial consideration a priority

• Plan for the future

• Quality of education is priority

• Ok with some distance for high quality education

• Would pick a newer school or best opportunity for child

• Make sure teachers are in rooms that are appropriate for content

• Make technology a priority

• Ok teaching in older buildings – don’t NEED new in all cases

• Reevaluate grade level formatting to make best use of building space

• Identify teachers/students’ needs to determine best building use

• Where is the office versus the front door SAFETY?

• Science teachers need a sink

Community Feedback:

Sub-Committee #5: Closing & Repurposing Schools Washington H.S. Public Input December 14, 2016

• Neighborhoods and the schools are important

• Minimize alarm, inform, and educate

• Be proactive, advance notice, good communication

• What can we use the building for that serves the needs of the community?

• Look at building programs for what needs to be added or brought back

• How did the redistricting effect our current plan?

• Help neighborhood/community

• What happens to student from closed schools – how are we investing in them? Seek

positive outcomes

• Realistic about expenses and upkeep

• Teachers are working out of closets

• Let people know

• Align with city plans of growth and development

• Revitalization realities

• Advertise for our schools

• Consider funding home school

• Historic preservation

• Room temperature is a factor in learning environment also bathrooms

• Transportation concerns especially when it causes absences – 1.9 miles is too far to walk

in this weather

• Equity of resources – older and newer buildings – access, enough space, technology

• Learning of the future communication and technology

• Universal design, accessible for all – retrofit a Band-Aid in some cases

• Shiny and new “Curb Appeal”

• Need to prove ourselves – look at the data, branding

• Parents need education

• Address NEEDS (transportation, mental health, special education, etc.)

• Increased parental response survey isn’t practical/clear enough

• Change the real estate realtor story

• What are the realities of school funding?

• Neighborhood should be lowest on the list

• Remove student performance (low performance not a reason to close)

• Magnet program as a repurpose

• Cost of operations high priority

• Traditions are important

• Is redistricting in the future?

• Do not work in a silo

• Improve communication with stake holders that this is being done for you not to you

• Stakeholders should not feel like victims in the event – Care for them all

Community Feedback:

Sub-Committee #5: Closing & Repurposing Schools Jefferson H.S. Public Input December 15, 2016

• Repurpose ideas (community center, senior center) increase interaction

• Use facilities for other things on other days like Sunday

• Share facility with city to defer costs

• Bring community together to common purpose – school and business partners

• What should it look like? Than make choice to reach those goals

• Buildings are spooky to kids

• Safety of parking, pick-up, and drop off

• Transportation distance

• Be honest upfront about what the repurpose will be, understand reality and likelihood

• Consolidating sounds good

• Create a school compound like Prairie

• Streamline students in a larger school environment

• Kids are resilient – closing schools harder on students

• Focus must be on kids

• Interior building accessibility

• Some people feel like closure choices have already been made

• Facility must support student learning, safety, and neighborhood schools

• Redefine neighborhood to more than developer’s idea

• Change can be good – we need to improve how that is communicated to the public

• Do a better job of communicating what the better option is

• Start with a clear vision of the 20 or 40-year plan

• Turn a negative into a positive

• Everyone should get equal education, opportunity, and resources

• Take steps to improve

• More equal feeder school plan keeps kids together

• What is the impact to the community after the closure (Polk)?

• What is the community – is a larger school a stronger community base – Taylor does not

have enough students

• Think outside of the box – middle school turned into an elementary school

• Poor online survey – not designed for all families

• How do we reach persons who do not have access to computers?

• Don’t wait to start conversation – start early

• District did not address building challenges early enough

• Emotions aside – we need new buildings – no growth in decades

• Neighborhood school so kids can walk to school

• Poor upkeep by city distracts from school

• Stronger partnership needed between city and school district – especially infrastructure

and communication

Community Feedback:

• Don’t blind side the community

• Early clear communication

• Poor maintenance led to closure – repurposing was a huge challenge

• Repurpose to transition center to address a variety of backgrounds, enrollment, and

curriculum and support – See Des Moines

• Marion has its own home school building which is preferred

• Why put special programs in a broken building?

• Challenges of meeting the needs of early childhood, special education, ELL with single

teachers in multiple classrooms instead of a home room

• Make sure district maintains buildings

• Intentional and purposeful data collected from the community members that may be

disfranchised

• Do not leave parents in the dark

• Neighborhood school preference – transportation concerns

• Greater communication with affected families – clear – purposeful

• Our facilities do not have what our students need – example no track

• Need new facilities – they have been neglected too long

• Balance out enrollment in buildings

• Make sure kids have what they need (programs)

• Safety – children do not have safe stairs, gyms, too small, damaged areas, metal staris

Community Feedback:

sub-committee #1: finance kennedy h.s. public input december 13, 2016 · 2017-03-15 ·...

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