Boundary Subcommittee Report

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Boundary Subcommittee Report

• May 12, 2008

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Boundary Subcommittee Report

• 1. Direct administration and the committee to
  develop the advantages and disadvantages for each
  recommended high school boundary option, state
  the goal of the option, and provide that
  information to the Board.
• 2. Following the identification of the advantages
  and disadvantages, and goals, direct
  administration and the committee to develop
  several strategies to take the question of
  secondary boundary adjustments to community and
  staff for input. Administration and committee
  will then bring that input to the Board when
  complete.

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High School Boundaries

• All three high schools are under capacity
• Student populations between the three high
  schools are disproportionate
• Excessive travel distances to school
• Future growth will not affect the three high
  schools equally.

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Student Enrollment
Source November submittals to State
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Premises Behind Boundary Development

• Boundaries should follow natural lines and
  geography. Students should attend the school
  closest to their residents
• The three high school boundaries should reflect
  similar student numbers
• There should be a balance of socioeconomic
  neighborhoods represented in each boundary
• Sports and opportunities for post season play are
  important
• Within the next 5 to10 years, community growth
  should equally affect each school
• Open enrollment should continue

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Criteria for High School Boundary Change

• 1. Use high student transfer areas to adjust
  boundary areas
• 2. Balance student populations
• 3. Minimizes travel distance to each school
• 4. Provide for a diverse Socioeconomic student
  population
• 5. Plan for future community growth by
  encompassing slated growth areas as evenly as
  possible between the three high school boundaries
  
• 6. Respect the current sports classifications
• 7. 9th Grade school choice continued

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Public Involvement Recommendation

• Hold six meetings
• Three faculty/staff at each school
• Three general community at each school
• Format of Meetings
• Presentation of background, criteria, and
  options.
• Gather input from community on concerns and pros
  and cons of each options.
• Timeline September 2008

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Building Configuration / Grade Capacity
Subcommittee Report

• May 12, 2008

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Building Configuration / Grade Capacity
Subcommittee Report

• 1. Are the considerations acceptable to guide
  development of options?
• 2. Should any other considerations be added to
  guide development of options?

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Previous Findings

• Building Capacity
• Building capacity is most severely constrained at
  the elementary school level.
• Most significant at Chubbuck, Edahow, Ellis, Gate
  City, Syringa, Tendoy.
• Deviation from preferred learning environment
• Range surplus of 24 students to shortage of 464
  students
• Secondary schools have ample room given current
  configuration.
• Franklin Middle School and Highland High School
  are closest to capacity at each level

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Options to Alleviate Elementary School Crowding

• Given current overcrowding at the elementary
  school level, path must be found to provide
  relief.
• Must consider the short run alternatives.
• Must plan for long run opportunities and
  circumstances.
• Two Scenarios
• Maintain a K-6 / 7-8 grade configuration
• Reorganize district to a K5 / 68 grade
  configuration

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Maintaining Current Grade Configuration (K6
78)
Short Term (AY 2008 - 09)
Mid Term (AY 2010 -13)
Long Term (AY 2013 )

• Short-Term
• Options
• Overload at existing schools as much as possible
• Redraw boundaries to assist schools along the
  northern rim.
• Costs
• Extends period of sub-optimal educational
  environment.
• Numerous short-lived boundary changes can be very
  disruptive to families.
• Benefits
• Minimal explicit costs, buys time to implement
  mid to long term solution.

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Maintaining Current Grade Configuration (K6
78)
Short Term (AY 2008 - 09)
Mid Term (AY 2010 -13)
Long Term (AY 2013 )

• Mid-Term
• Options
• Add additional classrooms at Edahow Elementary.
• Costs
• Expenses associated with new construction.
• Benefits
• Adds classrooms in area where growth is
  anticipated.
• Takes advantage of large lot size doesnt
  require purchase of land to alleviate
  overcrowding.

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Maintaining Current Grade Configuration (K6
78)
Short Term (AY 2008 - 09)
Mid Term (AY 2010 -13)
Long Term (AY 2013 )

• Long-Term
• Options
• Build new elementary school in Chubbuck
• Close Washington Elementary as operational and
  maintenance expenses increase.
• Costs
• Expenses associated with constructing new
  elementary school
• Requires significant increase in student
  population
• Requires passing a bond
• Benefits
• Allows for significant growth in the student
  population
• Costs reduced if new larger elementary school is
  brought on line as Washington Elementary is
  closed thereby shifting operational and
  staffing costs

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Summary of Maintain Current Grade Configuration
Option (K6 78)
Short Term (AY 2008 - 09)
Mid Term (AY 2010 -13)
Long Term (AY 2013 )
Overload elementary schools and change
boundaries as needed.
Add additional classrooms to Edahow Elementary.
Build new elementary school in Chubbuck when Washi
ngton Elementary is closed.
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Alter Grade Configuration (K5 68)

• Where do the sixth graders go?
• Move all sixth grade classes to existing three
  middle schools.
• Results in approximately 2,550 students in 6th
  8th grades.
• Building capacity analysis showed there is room
  for approximately 2,400 students in current
  middle school buildings.
• Move all sixth grade classes to four middle
  schools.
• Convert Alameda Center back to a middle school.
• Build new middle school.

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Alter Grade Configuration (K5 68)

• Convert Alameda Center to Middle School
• Alameda Center programs currently use 31
  classrooms
• New Horizon 16 4 child care
• Kinport Academy 4
• Turning Point 2
• Crossroads 2
• Summit Learning Center 3
• New Horizons, Kinport Academy, and Crossroads
  must be housed in a facility separate from the
  mainstream population.
• There is some debate as to whether that many
  classrooms are needed.
• Earlier analysis concluded that 24 rooms are
  needed.

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Alter Grade Configuration (K5 68)

• Where to place the alternative education
  programs?
• Reopen Bonneville Elementary to house alternative
  education programs.
• Costs Expenses of bringing school up to code,
  etc.
• Benefits Uses existing facility.
• Place alternative education programs in Lincoln
  Center.
• Place alternative education programs in Tendoy
  Elementary.

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Alter Grade Configuration (K5 68)

• Place alternative education programs in Lincoln
  Center
• Relocate Early Intervention Program to Tendoy
  Elementary and move the Head Start Program into
  five regional elementary schools.
• Costs Expenses to relocate alternative education
  and EIP Head Start, requires boundary changes
  to accommodate Tendoy students, requires some
  adjustments by EIP and Head Start staff, reduces
  number of classrooms opened up by 6th grade move
• Benefits Uses school district buildings, enables
  Head Start students to attend home school,
  requires no additional staff

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Alter Grade Configuration (K5 68)

• Place alternative education programs at Tendoy
  Elementary
• Change boundaries to relocate Tendoy Elementary
  students and use alternative delivery mode for
  alternative education programs
• Costs requires students to change schools,
  expenses to relocate alternative education
  programs
• Benefits split session / late start may better
  serve some alternative education students, safer
  location for secondary students given increased
  commercial businesses in area

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Alter Grade Configuration (K5 68)

• Build new middle school
• Costs Needed funds will require passing a bond,
  property may be difficult to acquire, additional
  staffing (and MO) costs for new school
• Benefits Does not require moving alternative
  education programs, allows for significant growth
  at elementary and middle schools

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Long Range Facility Planning Subcommittee Report

• May 12, 2008

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Long Range Facility Planning Subcommittee Report

• 1. Direct administration and committee to
  estimate costs of new addition to Edahow, project
  inflationary factors, proposed time line and
  propose payment plan.
• 2. Direct administration and committee to
  estimate costs of construction of new elementary
  school for 650 students, project inflationary
  factors, propose time line and propose payment
  plan.
• 3. Direct administration and committee to
  estimate cost/square foot to renovate Bonneville
  School, project inflationary costs and propose
  payment plan.
• 4. Target potential school sites in growth areas
  and project cost/acre.

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The 2008 Annual School Construction Report
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Edahow Expansion Cost Estimate
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Edahow Elementary Addition Estimate(expand
school from 350 to 650 students)
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Edahow Expansion Floor Plan
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Edahow Elementary Addition

• Proposed Time Line Payment Plan
• Project would require a bond election for
  taxpayer approval (2/3 majority)
• Bond may be considered in conjunction with other
  district needs
• Construction could begin during summer of 2009
  (earliest) and continue during school year.
• Estimated timeline to complete (10-13 months)

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Chubbuck Elementary Property
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Northwest Chubbuck Property (14.51 acres
owned by District)
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New Chubbuck Elementary School

• Proposed Time Line Payment Plan
• Project would require a bond election for
  taxpayer approval (2/3 majority)
• Bond may be considered in conjunction with other
  district needs or individually
• Construction would begin in Spring and be
  completed for operation following the close of
  the next school year for start of school in the
  Fall.
• Estimated timeline to complete (10-13 months)

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Bonneville Elementary Facility
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Bonneville Renovation Estimated Costs
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Bonneville Renovation Estimated Costs
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Bonneville Renovation Estimated Costs
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Bonneville Renovation Estimated Costs
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Potential/Future School Site Areas

• Elementary site replacement for
  Washington/Bonneville neighborhoods in southeast
  area
• Elementary and/or Middle School site(s) for
  future growth in northeast area
• Ballard Building and property for alternative,
  professional technical, and other educational
  programs

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A special thanks.

• .to all members who continue to give of their
  time and effort in making a difference for our
  children and future generations.