Inman Capacity Meeting Minutes
Tuesday, August 07, 2012
Attendees: Felicia Josey, Jerry Odenwelder, Jr., Priscilla Boarders, Janet Kinard, Larry Hoskins, Carolyn
Wood, Jeff Shaw, Margaret Brackett, Gail Price, Andrea Casson Galiano, Rewa Berry, Cecily Harsch-
Kinnane, Larry Hoskins, Panya Lei Yarber, Sharon Bray, Josh Thorpe, Lori van Rossem, Heather Hallett,
Michael Turbes, Irene Jacobsen, Christa Martin, Duggin Lansin, Cathy Lepik, Brenda Muhammad, Tim
Langan, Nancy King, Paula Herrema
1. The meeting began at 8:39 AM with a quick discussion about meeting minutes.
a. The Organizational Advancement Division at Atlanta Public Schools (represented by
Panya Lei Yarber and Dyvonne Mincy) will take the minutes and get them out to
everyone within 24 hours.
b. The task force has 24 hours to respond.
c. The group was asked to hit “reply all” when changes are made to the minutes so that
the entire group can see the changes that are being proposed. This will be a norm.
d. If you send something to Larry Hoskins that you do not want to go out to the group, it
should be indicated in your email.
2. Future meeting location and time
a. There are teachers on the committee and they cannot attend the meetings now that
school has started.
b. Mr. Hoskins suggested that the task force continue meeting every other Tuesday but
change the time to 3:30 PM.
c. The group continued discussing the best meeting time.
d. If we want teachers to participate – the best time is 4 PM.
e. Ms. Herrema can rotate teachers in at 9 AM – so the new meeting time will be 9 AM –
f. The final time that was decided was 9 AM. Location – auditorium.
3. A request was made to post the handouts along with the meeting minutes.
a. Mr. Hoskins wanted to bring this request to the body for a vote.
b. The group was in favor of putting the handouts on the website.
4. Mr. Hoskins moved to a discussion about potential configurations.
a. Mr. Hoskins began discussing demographic data.
b. The capacity at Inman is 875 FTE with a student teacher ratio of 1 to 25.
c. It would be a struggle to maintain two grade levels in the building – so three grade levels
cannot be accommodated.
d. A request was made for research about how students learn in the different
e. Planning capacity and occupancy are different numbers.
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f. A task force member asked about the minimum number of students in a facility versus
the maximum number.
g. Another task force member asked about the maximum occupancy at Inman. Inman has
been over the planning capacity for a long time. Is there a definitive plan for action
after enrollment numbers have been over planning capacity consistently?
h. It was then stated that the number to work with is 875 for planning purposes.
i. A task force member then indicated that it is helpful to understand how APS perceives
flexibility around the number 875.
j. Currently Inman is at 1,000. The goal is to get away from portables.
k. There was continued questioning around the number 875 – a task force member then
urged the group to move on from the discussion about the number 875.
l. The group pointed out that if they accept a configuration with two grade levels in one
building, there will be a need to address the capacity issue again relatively soon.
m. One task force member is concerned that it seems like the idea of splitting off a grade is
*the* choice. Is a second middle school an option?
n. A question arose around the timeframe the group is looking at. The answer is 2021 –
5. Mr. Hoskins then moved to discuss his conversation with Superintendent Erroll Davis about
potential configuration options.
a. Kavi Maddula, the APS demographer, was present to discuss the demography data.
b. One task force member brought up a potential configuration that has not been
discussed – K – 8 across the board.
c. Mr. Hoskins then began discussing an issue important to the superintendent.
i. Mr. Davis does not want to create a “white” school and a “black” school.
ii. When the scenarios were run for creating a new school – that was what
occurred (new schools that did not have the same level of diversity).
iii. Mr. Hoskins then took the group through the scenarios regarding creating a new
middle school at either the Howard site or the Walden site. Three scenarios
1. Scenario 1 – Inman became approximately 80% white under this
2. Scenario 2 – Zones Morningside and Springdale Park into Inman.
a. Lin is also zoned into Inman in this scenario.
b. The result is Inman at 81% white.
c. The new middle school would have a population of 72% black
students under scenario 2.
3. Scenario 3
a. Inman would be 67.4% white.
b. The superintendent is not comfortable with this or any of those
mixes that negatively impact diversity.
iv. Given the numbers, two middle schools is no longer an option.
v. One task force member indicated that this is only the case with Walden or
Howard as the option for the new middle school site.
vi. A question was raised about whether or not the superintendent is holding North
Atlanta to the same standard about having an 80% white school.
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vii. Is the superintendent being equitable?
6. One task force member indicated that she likes the diversity of Inman.
a. But the world is not equitable.
b. North Atlanta and South Atlanta are not held to the same standard.
7. One task force member indicated that it is shocking that one option is now off the table.
8. A question was raised (for the superintendent) – Is it possible to split elementary schools?
a. Can Springdale Park be split?
b. Can Morningside be split?
9. Another question was raised – what percentage has to be hit?
a. Scenario 3 is only 10% off?
b. Why is scenario 3 off the table?
10. The scenarios that Mr. Hoskins discussed are “off the table.” These were brought up because he
doesn’t want to waste time discussing options the superintendent will not accept.
11. Mr. Hoskins brought up the recent demographic study.
a. Communities did not seem amenable to dissecting the current feeder patterns.
b. Ms. Harsch-Kinnane asked whether or not we could discuss other land.
c. Mr. Hoskins pointed out that we have not identified a funding stream to purchase
12. The conversation moved back to the racial balance issue.
a. One task force member said we don’t want a school that is “100%” anything.
b. The idea that the percentage has to be “exactly” the same is an issue.
c. One task force member indicated that they do not like the idea that a “majority black”
school cannot educate children.
d. Ms. Harsh-Kinnane indicated that she thinks the superintendent’s hesitation is not
about academic outcomes.
e. Another task force member said she wants academics. Race is not an issue.
13. Can the lines be changed?
a. A school seems to have been ruled out based on one criterion.
b. Can two “equitable” middle schools be discussed?
14. Another question arose – can it be clearly laid out in “black” and “white” what is open and what
a. The issue is that the idea of racial balance has not been seen anywhere else in the
b. Ms. Harsh-Kinnane clarified that using “racial balance” is not what is being used.
15. Mr. Hoskins clarified that we are not eliminating a middle school option. But the
superintendent will not approve the options that are in the scenarios being discussed today.
16. The issue of charter schools was raised by a task force member.
a. The way has been paved for racial imbalance in the district.
b. This is a limiting factor in redistricting.
c. “We have welcomed it with open arms.”
d. “We have welcomed racial imbalance by welcoming the charter schools.”
e. Can geo-coding be done by socio-economics? (This question was posed to APS/the
f. Any numbers pulled before October will be based on last year’s data (because numbers
are not due to state until October).
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g. Question – Could an elementary school feed into more than one middle school in order
to impact the racial balance issue at the middle school level?
17. The district is stopping split feeders.
a. Will we spend a lot of time on a closed issue?
b. A point was made that task force members need to go back to their communities to
discuss these issues and get feedback.
c. One task force member indicated that it sounds like it is being said that the group has to
accept a 6th grade center with a huge middle school or talk about splitting up feeders.
18. Is it possible to do split feeders “within a cluster”?
a. Is there a way to make that work?
b. Some like the idea of putting that back on the table.
c. One task force member applauded the district for removing the idea of split feeders.
19. A task force member indicated that talk about this idea of a split feeder will be difficult.
a. It can be explored, but it will take a lot of time and it will be very difficult to do.
b. The concern is that this idea of split feeders will be very divisive.
20. Another task force member had a problem that by meeting #3 of this task force, the option of a
second middle school seems to have been taken off the table.
21. It should be laid out clearly what the parameters are. Mr. Hoskins indicated that a parameter
has been laid out – under the three scenarios presented, the superintendent will not take a
recommendation to the board about a second middle school.
22. The scenarios presented assume:
a. The second school will be at Howard or Walden.
b. Elementary lines are not changing.
c. No split feeders.
23. One task force member asked if they can get the parameters “in writing.”
a. The demographer was not given parameters.
b. Mr. Hoskins will ask the superintendent if he will entertain split feeders going forward or
potentially another middle school that is not located at the Walden or Howard site.
24. Request - One task force member asked – What does the district want for Inman five years from
a. What is the ideal class size?
b. Beyond socio-economics, what academic levels are desired?
c. What does it look like as it relates to the type of blended learning that can occur for our
students, and the education choices they can have utilizing technology to the fullest
d. What is the “end in mind”?
e. Can you (APS) bring your vision for the school five years from now?
f. Everyone in this room wants a school where every child is successful.
g. Can we afford the lowest class size possible (regardless of what the state wants)?
h. Can APS come back two weeks from now and paint a picture of what middle school
education looks like in Atlanta?
i. We need to be making these schools fit the students. We need answers from the
25. One task force member indicated that separate academies have not been done for students.
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26. Mr. Hoskins posed this question – Does education look differently for different groups of
a. Students coming in from Centennial versus those coming in from Lin.
b. This is a capacity meeting – how does the number of computers placed in a school
impact what we are doing?
c. One task force member – if a good decision is made, enrollment numbers will increase
and vice versa.
27. One task force member indicated that when you look at K – 8 – it is “number one.”
a. Middle school here at APS has been an issue.
b. Transitioning is an issue.
c. APS used to have K – 7.
28. Request for information/research from APS – Is K – 8 a possibility across the board?
a. Can the demographer come up with a scenario and see if K – 8 across the board will
b. Mr. Hoskins discussed the challenge of changing elementary schools into middle
c. This is not “off the table.”
d. What is the feasibility of Inman becoming a K – 8?
e. What about keeping Inman a middle school? And then letting some elementary schools
become K – 8?
i. What if Morningside becomes a K – 8?
ii. What if Centennial becomes a K – 8?
f. Within the Grady cluster, is there opportunity for 1 or more other elementary schools to
become K – 8 and even possibly have Inman become K – 8?
29. Another question that arose – If one of the options we are discussing is a 6th grade or 8th grade
school, exactly what is that?
a. Is the 6th grade or 8th grade a school or is it an “annex”?
b. Would there be a principal onsite at a 6th grade school or an 8th grade school?
c. Is the single grade academy the best delivery model?
d. Lin representative – we would like to consider a 6th grade academy.
i. If we do a sixth grade academy – we are all there together.
ii. It is inclusive and equal.
iii. One task force member – Some of the push back on the 6th grade academy is
that they don’t like the current location options. If there was a location that
was further north, that would be more “politically palatable” to the whole
e. The distance issue – some parents are concerned about children being on a bus for 7 or
i. APS has a long history of transportation issues.
ii. The main criticism – you cannot bus our children one mile. How are you going
to do it for 7 miles?
iii. We can find money to renovate Jackson and you can find money to renovate
North Atlanta – but you can’t find money for buses.
iv. One task force member pointed out that Lin has been being bused – it can be
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v. Can we look at locations further north?
30. One task force member asked Mr. Hoskins – are you going back to the superintendent after
each meeting and asking if he likes the options discussed. The answer – no.
31. Request – Can we have research for this population – about the benefits of smaller grade levels?
32. The group indicated that they have never received feedback on the research.
a. Benefits of K – 8.
b. Research on single grade academy.
33. Comments from Ms. Harsh-Kinnane
a. Welcomed Grady reps.
b. Discussed makeup of task force and the issue of equitable representation on the task
c. What is important about reps is that they were chosen because of the role they serve at
that school. Some do “bring” other representations. That is just what it is. The reason
they are serving is because of the role they serve at their schools.
d. The superintendent appointed two members because of their expertise – not because
of the feeder schools they are associated with.
e. The concerns about representation on the task force have been noted and they are
34. One task force member (who had raised concerns about representation) – will work with the
group in the spirit of cooperation.
a. But it is a concern that 7 of the task force members live in Morningside.
b. It is out of balance. Task force member wanted to make sure that this concern was
c. It is understood that the superintendent appointed great people to the task force.
d. The final upshot of it is that there are 7 from Morningside and 3 from Springdale Park
and a small number from Lin.
35. Action items
a. The task force would like information and/or research about how students learn in the
different configuration options (K – 8, 6th grade academy, 8th grade academy, etc.)
b. Geo-code map request (by neighborhood) (This was not done for this meeting because
the demographer had been out of the office)
i. Geo-code students for next meeting
ii. Every student will be geo-coded (including charter schools)
iii. Would also like private schools (basically, the task force would like all of the
children in the neighborhood geocoded)
c. Research on K – 8
d. The agenda for the next meeting
i. Ms. Waldon will be here to discuss configurations from the academic
ii. Will address rest of this agenda – all of the agenda items for this meeting were
not addressed – so these items will be moved to the next meeting for discussion
Next meeting will be at 9 AM in auditorium.
The meeting adjourned at 10:20 AM.
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