constructionandinstruction by changcheng2


									Manchester Public Schools

   Construction and Instruction
         At A Crossroad

       November 18, 2004
   Pre-School Center Construction
    Removing PreK from Schools
• Educating pre-school students in a
  centralized location with a family
  center is programmatically effective.
• Removal of pre-school students from
  schools creates some racial imbalance
                                        CHANGES AT BENTLEY
  Bentley                   Keeney
  Bowers                    Buckley*    Construction of a pre-
  Highland Park **          Robertson   school center at the
                                        Bentley site means
  Verplanck                             relocating the BOE
                                                  Building and Grounds
*Out of racial balance                            Department.
**Impending racial imbalance
(Buckley and Highland Park Schools are            Alternative School will
                                                  move to MHS K-Wing
   persistently in danger of racial imbalance.)
                                                  once the addition is built.
Least Restrictive Environment

   Public Law 94-142            Special Education

   PJ et al. vs. State of Connecticut

     All students have the right to be educated at their
         home school

           Buckley Multiple Abilities Program (MAP)

           Keeney STEP Program
            (Self-Contained Transitional Education Program)
  LRE: Least Restrictive Environment
                    Impact On Schools

Every school needs:
Time out areas
Changing table and a Hoyer lift
An elevator that accommodates a wheelchair with a leg
extended plus one adult helper
One exterior door with a ramp/electric door opener
Classrooms and labs need at least one work station that is
wheelchair accessible.
Adequate space for special equipment

Given these needs, which elementary schools do we slate
for the next renovation?
How can we meet these needs without adequate space?
                     % Students of Color
                        Elem. Projections to 2009-2010
                        • Bowers           32.2%                +1.8
                        • Buckley          17.2%*               -1.3
                        • Highland         22.2%**              +1.4
Middle Schools to 09-10 • Keeney           31.4%                +1.1
                        • Martin           24.6%                +.3
With no migration:      • Nathan Hale      70.4%**              +6.4
Bennet       51.41%     • Robertson        70.9%**              +6.6
Illing       37.25%     • Verplanck        77.0%*               +11
                        • Waddell          52.1%                +6.4
                        • Washington       65.3%                -.4
 No racial balance will be
                               K-5 Average:            45.6%
 mandated by the
                               Lower Limit:            21.32%
 State of Connecticut at the   Upper Limit:            71.32%
 middle school level
                               * = Out of racial balance
                               ** = Imminent imbalance
      Economically Disadvantaged

Bennet Feeder Schools    Illing Feeder Schools

•   Keeney       15.7%   •   Bowers       31.9%
•   Martin       14.6%   •   Buckley      10.9%
•   N. Hale      60.3%   •   Highland     12.5%
•   Verplanck    57.8%   •   Robertson    47.2%
•   Washington   63.9%   •   Waddell      40.4%

                 44.2%                    30.8%
NCLB: Adequate Yearly Progress
                              Schools With More Diversity

                              Subgroups with more than 40
                                students have performance

Up to 20% of Title I
                                 Economically Disadvantaged
funds may be spent on
transportation, at parents’      Black
request, when a Title I          Hispanic
school does not meet
                                 White
Adequate Yearly Progress.
                                 Asian
Currently, Bennet students       English Language Learners
may request transportation to    Students with Disabilities
Illing. This leaves less
funding for programs.
          These are “the givens:”

Some Manchester elementary schools will likely be out of
racial balance within this decade.

Bennet and Illing Middle Schools have severely disparate
challenges to teaching, learning, and assessment, resulting in
different school cultures.

Manchester has been cited for lack of compliance with LRE.
So we must return students with disabilities to their
neighborhood schools. (Primarily affects elementary schools.)

Manchester elementary schools are out of space.
                 Solution Options
Option 1: Maintain current neighborhood schools and grade
level configurations. Make minor adjustments (bordering streets)
as schools move out of balance. (Treats symptoms; doesn’t solve
problems. As more schools become imbalanced, it becomes
more complex and expensive to treat the symptom. Doesn’t
solve space problems for special education inclusion.)

Option 2: When imbalances are imminent, design magnet
schools. (Expensive to the Board of Education/taxpayer)

Option 3: Redistrict the elementary schools for racial balance.
(Manchester adheres to CGS 10-226a-e at the elementary level.
Possibly solves racial imbalance at the middle schools. Does not
necessarily balance inequities in economic need.)
                  Solution Options
Option 4: Opt for “Controlled Choice” or “Attendance Zones.”
(Racially balances, but creates a patch-work quilt with

Option 5: Redistrict the middle schools (not mandated; permits
student transfer under AYP).

Option 6:: Redistrict the elementary schools for racial balance,
and reconfigure grade level housing at schools.
(Manchester adheres to CGS 10-226 a-e for the elementary

             “Tests” for grade level configuration:

•Is the design instructionally effective for our students?
•Does it solve space needs for the return of special ed students?
•Does it solve the imbalances that challenge the middle schools?
             Impact Studies Needed
1. What is the most effective grade level configuration for educating
Manchester’s youth?

2. What are the space needs of the schools K through 8?

3. What is the cost of redistricting the elementary schools (FTE;

4. What impact does redistricting elementary schools
have on the middle schools?

5. What are the costs associated with reconfigured
neighborhood schools and/or middle school grade levels? (FTE,
transportation, facility needs)

6. What will it cost the district to return the special education students to
their neighborhood schools? (FTE, transportation, facility construction)
            Impact Studies Needed
7. When programs move out of Buckley, who can move in? New
housing appearing behind Shady Glen. Can those students fit into
landlocked Highland? If those students are relocated to Buckley, will it
exacerbate the racial imbalance? What is the impact of other areas
under development?

8. From which fund will the facilities costs come (BRE, Capital
Improvement Plan, 3510, Bond)?

9. How does this affect the sequence of elementary school

10. Should the BOE hire consulting firms to conduct these studies?

11. What is the impact on the Board budget to maintain Bennet Middle
School campus maintenance should the bond issue be delayed beyond
spring 2005?
Effective Organization for Instruction

       •Uniformity and equity in programming

•Equitable deployment of resources

•Equity in student mobility, racial balance,
and economic need level

•Excellent, dedicated staff,focused on
the Mission of the Manchester Public Schools

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