WAYZATA PUBLIC SCHOOLS ATTENDANCE AREA PROCESS – 2013

In partnership with

PRESENTATION

1.  Recent History and Current Reality

2.   The Decision Making Process

3.   Review of Possible Scenarios

4.   Table Process

5.   Key Messages

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RECENT HISTORY

§  2006 Comprehensive Boundary Study §  Annual Enrollment Projections/Census mailing §  Facility Study – Investment/Reinvestment §  Resident Enrollment Growth offset by limiting

open enrollment §  Several administrative boundary adjustments §  “Right Sizing” Efficient Elementary Additions

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METHODOLOGY  •  This  methodology  uses  a  Survival  Cohort  Method  to  project  students  into  the  future.  These  projec;ons  are  given  in  the  Current  

Scenario  and  are  used  as  a  set  of  base  numbers  for  Scenarios  2-­‐4  

•  This  methodology  takes  into  account  poten;al  growth  that  may  occur  within  new  housing  developments  that  are  planned  in  Greenwood  and  Plymouth  Creek  aDendance  areas  between  2013  and  2016  

•  Grades  1  –  5  are  projected  using  average  historical  reten;on  rates  going  back  to  school  year  2007/2008.                                                                          Historical  enrollment  numbers  were  obtained  from  Wayzata  Public  Schools  

 •  Future  kindergarten  students  were  projected  based  on  an  average  reten;on  rate  of  the  total  number  of  public  births              

(obtained  from  the  Minnesota  Department  of  Health)  for  a  given  year  within  each  aDendance  area  versus                                                                        the  total  number  of  kindergarten  students  going  out  6  years.      

 For  example,  if  a  child  was  born  in  school  year  2004-­‐2005  (in  this  case  a  school  year  begins        September  1  and  ends  August  31)  it  is  assumed  that  they  will  aDend  kindergarten  in  school  

year  2010-­‐2011.            Thus,  if  there  were  100  births  within  a  par;cular  aDendance  area  in  school  year  2004-­‐2005,  and      there  were  120    kindergarten  students  in  school  year  2010-­‐2011,  then  the  reten;on  rate  would  be  120%      (for  illustra;ve  purposes,  assume  120%  is  the  average  rate  historically).      

   Therefore,  if  80  kids  were  born  in  school  year  2007-­‐2008,  we  would  project  96  kindergarten  students  in  2013-­‐2014.      

 •   Scenario  modeling  was  performed  by  moving  selected  natural  neighborhoods  in  and  out  of  different  aDendance  areas  

depending  on  the  scenario  in  ques;on.      

•  The  percentage  of  students  by  grade  and  currently  living  within  a  par;cular  natural  neighborhood  (versus  the  total  number  of  students  within  the  current  aDendance  area  in  which  the  natural  neighborhood  in  ques;on  resides)  were  added  to  the  new  aDendance  area  in  which  the  neighborhood  was  moved  to  (and  subsequently  subtracted  from  the  aDendance  area  in  which  they  were  moved  from)  

•  In  addi;on,  the  percentage  of  poten;al  kindergarten  students  (based  on  public  births)  within  a  par;cular  natural  neighborhood  were  added  to  the  new  aDendance  area  in  which  the  neighborhood  in  ques;on  was  moved  to  and  subtracted  from  the  aDendance  area  in  which  they  were  moved  from.  

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DECISION MAKING PROCESS

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Reality “The WHY” Unacceptable Means “The NOT HOW”

Results “The WHAT”

•  Current attendance boundaries result in mismatch of students to facilities capacities

•  Planned investment in schools expands capacity

•  Current attendance boundaries are a mismatch to planned school capacities •  Facilities planning and action is an ongoing need for district for next 10 years

•  Open enrollment is declining by design

•  Housing development is an asset and dynamic for many years to come

•  Violate law, contract or binding agreements

•  Create known imbalance or inequity of resources

•  Disrupt the schools walking zones •  Treat open enrollment and district students differently

•  Exceed established budget and funding parameters

•  Create known, unsustainable operational expectations in the next 3 years

1.  Maximize balancing of students to elementary school capacities

2.  Design for at least a 3 year stability in attendance areas

3.  Sensitivity to current elementary students moved recently

4.  Lead to greater All-Day K stability

5.  Alignment of Middle School Boundaries and greater balancing of those students to facility capacities

6.  Link to possible long range options

GUIDING CHANGE DOCUMENT

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SCENARIOS IN DEVELOPMENT Scenario 5:

§  Neighborhood 30 Plymouth Creek to Kimberly Lane §  Neighborhoods 54,55 & 56 Birchview to Sunset Hill §  Neighborhood 42 Oakwood to Gleason Lake §  Neighborhood 33 Plymouth Creek to Greenwood §  Neighborhoods 8, 9, 10, 12 & 13 Greenwood to Oakwood §  Neighborhoods 4AS, 4B, 5W & 11A2 Greenwood to Oakwood

Scenario 6: §  Neighborhood 30 Plymouth Creek to Kimberly Lane §  Neighborhood 33 Plymouth Creek to Greenwood §  Neighborhoods 8, 9, 10 & 13 Greenwood to Oakwood §  Neighborhoods 4AS, 4B, 5W & 11A2 Greenwood to Oakwood

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SCENARIOS COMPARISON FOR 2015-16 SY

Schools Current Scenario Scenario 5 Scenario 6

Birchview 103 % 81 % 103 %

Gleason Lake 81 % 91 % 81%

Greenwood 111 % 110 % 113%

Kimberly Lane 97 % 105 % 105 %

Oakwood 65 % 84 % 89 %

Plymouth Creek 142 % 107 % 107 %

Sunset Hill 75 % 94% 75%

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TABLE PROCESS FOR CONSULTATION

q  Introductions and selection of recorder q  Simple Guidelines

q  Everyone speaks q  Listen more than talk q  Use diverse opinions and experiences as an asset q  Develop a single assessment

q  Review Current Reality and Scenarios q  Provide Feedback on both Scenarios on large sheets of

paper Note: Use district website for individual feedback and ideas

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TABLE PROCESS FOR CONSULTATION

 

Wayzata  Public  Schools  A"endance  Area  Scenario  Feedback  Form  

SCENARIO  _________  Strengths        

Concerns  

Ques8ons          

Ideas    

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KEY MESSAGES

A.   We know we need to balance school attendance areas to school capacities and create mid-term stability for families

B.  Managing demographic change is and will be continuous priority work of the district and community

C.   The Wayzata Public Schools is following a defined process which:

§  Supports and reinforces the varying roles and responsibilities of School Board (governance), Administration (management) and Parents, Staff, Students and Public (consultation)

§  Utilizes third party research for Options and facilitation of public meetings

§  Seeks to provide for inclusion, public discussion within parameters of time, process and clear desired outcomes

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