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DCPS Presentation On School Consolidation and Reorganization
DCPS Presentation On School Consolidation and Reorganization
Washington, DC
20002
202.442.5885
202.442.5026
dcps.dc.gov
Our Vision
To meet these ambitious goals, we must realize our vision of DCPS as a strong and growing system of traditional, neighborhood, public schools. Our programs will meet the diverse needs of our students. We will offer a range of programs including, higher quality Career and Technical Education (CTE) opportunities across the city, special education services near the students who need them most, alternative settings for students who need extra help, and challenging offerings for advanced learners. Our schools will be flexible, allowing for population growth and shifts, and always ensuring that students have high-quality schools in their neighborhood, as well as out-of -boundary options. Our district will be financially stable and able to direct funds to our highest priorities.
In order to realize this vision, we have to make significant changes in how we invest.
Our Challenges
Our Challenges
There is a significant relationship between the number of schools we have, our staffing and funding.
Facilities
Funds
Staff
By reducing our number of facilities, we can improve the programs we offer and the quality of education we provide to students.
Our Challenges
Facilities Funds
Facilities
Compared to surrounding jurisdictions and similarly-sized urban districts, DCPS operates many more schools for the number of students we serve. . .
DCPS Building Capacity Rates
Staff
Our Challenges
Facilities Funds
Facilities
Staff
DC population of 5-17 year olds declined by 15,796 from 2000 to 2010, but DCPS facilities usage has not matched this decline.
Ward
Children Children 5-17 years 5-17 years olds old, Census Census 2000 2010 9,875 3,083 8,325 15,947 13,017 9,349 12,376 20,735 92,706 6,512 2,322 8,597 14,264 10,788 6,945 10,574 16,907 76,910
10 Year Change
1 2 3 4 5 6 7 8 Total
Our Challenge
Facilities Funds
Facilities
half of students are enrolled in charter schools.
Staff
In addition to changes in overall student population, charter school enrollment has had a significant impact on DCPS enrollment, and on the number of buildings that we need. For example, in Wards 1, 5, and 7, over
Our Challenges
Facilities Funds
Facilities
Staff
DCPS facilities usage must match the population changes in the city and must be flexible enough to accommodate future growth.
Our Challenges
Facilities Funds
Staff
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Our Challenges
Facilities Funds
Funds
Staff
Overall, DCPS spends less in large and fully-enrolled schools than it does at small and underenrolled schools. Because DCPS has many under-enrolled schools, we invest in maintaining these schools instead of investing more in programs to help low-performing students, increase opportunities for advanced learners, and develop specialized programs to better engage students.
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Our Challenge
Facilities Funds
Funds
Staff
Every school requires some basic administration and maintenance. Due to the high number of under-enrolled schools, DCPS spends disproportionately high sums on non-instructional staff and functions, especially in underenrolled schools. This becomes very clear when you compare the spending in two schools of different sizes. Davis ES has 230 fewer students and spends 34% more per pupil than Langdon EC. However, to support basic school functions, Davis spends 112% more per pupil on office staff, custodial staff, and other costs. As a result, Davis ES has less money left over for basic instruction. Davis spends 22% less than Langdon EC on classroom teachers. And this difference is easy to see in the staff. Davis ES has 6 more students per classroom teacher than Langdon EC
School Year 2012-2013 Students Per Classroom Per Pupil Teacher Budget 23 17 $ 13,225 $ 9,900
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Our Challenges
Facilities Funds
Staff
Staff
The staffing structure at small schools does not allow staff to work collaboratively, does not allow our students to have access to the staffing resources they need, limits flexibility of class sizes and student grouping, and minimizes the impact of our highly effective teachers.
With only one teacher per grade level, small changes in student populations at a specific grade can force larger class sizes. In addition, schools cannot provide flexible grouping to meet specific student needs (e.g. small groups for struggling learners.)
District of Columbia Public Schools | November 13, 2012 13
Our Challenges
Facilities Staff
Staff
Funds
Because DCPS invests in supporting small schools, individual schools do not have access to all the staff that our students deserve. In FY 2013, this became very clear when DCPS had to limit school allocations for librarians due to budget challenges. With the rising cost of staff, even though DCPS increased school budget allocations by 2%, schools were not able to fund all of their staff members. Funds that went to supporting small schools could have provided additional librarians for our schools. Unfortunately, the loss of librarians is just one example of the pressures that schools will face as the costs of small schools continues to prevent schools from providing robust staffing.
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Our Proposal
1. Student enrollment and population changes in the community; 2. Building utilization rates; 3. The building condition and its modernization status; and 4. The availability of receiving schools to offer students an improved experience.
District of Columbia Public Schools | November 13, 2012 15
Our Proposal
2013-14
2 2
4
4 5 5 5 5 5 6 6 7 7 7 7 7 8 8 8 8
MacFarland MS
Sharpe Health School Mamie D Lee School CHOICE at Hamilton Marshall ES Spingarn HS Spingarn STAY Prospect LC Shaw at Garnet-Patterson Davis ES Kenilworth ES Ron Brown MS Smothers ES Winston EC Ferebee-Hope ES Johnson MS Malcolm X ES MC Terrell-McGogney ES
Roosevelt HS
River Terrace Cardozo HS Langdon EC Eastern (9-11th), Dunbar, Woodson Ballou STAY and Roosevelt STAY Neighborhood Schools
616
181
2014-15
7 1 5 6, 5, 7 8, 4
477 608, 604, 822 739 and 711 n/a 647 407 356 516 367 and 376 540 379 511 617 and 379 516 479
1 7
Cardozo HS C.W. Harris ES Houston ES Kelly Miller MS Aiton ES and Plummer ES Stanton ES (Elementary Grades) Kramer MS (Middle Grades) Hendley ES Hart and Kramer MS Turner ES King ES
2013-14
7 7 7 8 8 8 8 8 8
Our Proposal
Programmatic Improvements: Beginning with the 2013-2014 school year, Roosevelt HS will house a robust 6-12 grade model. As renovations are completed, all grades will be incorporated into a newly modernized building. DCPS can rebuild Shaw MS at its former location when there are enough school-age children to support the school, and will retain the Garrison ES campus in our building inventory for potential future use.
District of Columbia Public Schools | November 13, 2012 17
Our Proposal
DCPS proposes: Reassigning Students From Marshall ES Current Enrollment 158 Building Utilization Rate 33% Receiving School Langdon ES
Programmatic Improvements: Beginning with the 2013-2014 school year, McKinley Technology HS will house a robust 6-12 grade model similar to that at the Columbia Heights Education Campus. For the 2014-2015 school year, DCPS will open a middle school dedicated to rigorous arts instruction and world languages at Brookland. When demand increases, enough to fill an elementary school on the eastern side of the ward, Marshall ES may reopen; until then, we will provide transportation to Langdon for Marshall students.
District of Columbia Public Schools | November 13, 2012 18
Our Proposal
*Although Smothers ES has a high utilization rate, the building is very small, it cannot support a full range of services, and there are nearby, under-enrolled receiving schools.
Programmatic Improvements: In August 2014, the former River Terrace ES campus will house special education programs for students from Mamie D. Lee and Sharpe Health, allowing DCPS to continue to improve special education services while providing schooling options closer to students homes.
District of Columbia Public Schools | November 13, 2012 19
Our Proposal
Programmatic Improvements: In August 2014, DCPS will reopen the Johnson campus to support an alternative school to provide a second chance to students who have not been successful in traditional middle and high schools.
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Our Proposal
Current Enrollment 85 96 83 70
Receiving School River Terrace Campus River Terrace Campus Neighborhood Schools Moved to Cardozo HS
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Our Proposal
High Schools
DCPS has made a significant investment in high school facilities and programming. However, we still do not offer sufficient opportunities to prepare students for college or high-growth, high-wage careers. In addition, DCPS does not adequately meet the needs of over-age, under-credited students. DCPS proposes:
Reassigning Students From Francis-Stevens EC Current Enrollment 225 Building Utilization Rate Receiving School Re-Use
Campus will be used to expand the number of 9-12 grade seats available at School Without Walls. Campus will be rebuilt into a career and technical education hub, including a transportation specialization program.
Spingarn HS
337
55%
Spingarn STAY
126
55%
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Our Proposal
Wards 1 and 3
DCPS is not proposing to consolidate any schools in Wards 1 or 3. The challenges that Ward 3 and many Ward 1 schools face is over-crowding in their buildings due to growing in-boundary and feeder school demand. Current ward utilization rates :
Proposed Improvements: As part of the ongoing portfolio management process, DCPS has initiated a project aimed at updating boundaries and feeder patterns so we can more evenly distribute students. DCPS has engaged data experts to analyze population and enrollment data. Community engagement will begin this winter and continue through the spring of 2013. New boundaries and feeder patterns will not take effect until the 2014-2015 school year.
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Our Proposal
School Transitions
Once the decision is made to consolidate a particular school, we will work directly with the impacted school community to ensure a smooth transition to the receiving school. We will ensure appropriate placements for all special education students. This may mean offering a high-quality placement at different receiving school that is more able to address student needs. Through this collaboration, we will consider and address important issues including: Ensuring students have safe routes to walk to and from their receiving school; Where needed, providing transportation to students; Working directly with school staff to ensure that they understand their placement options after school consolidation; Addressing any security or climate issues that may ensue when students from different neighborhoods attend the same school; Communicating the impact of the closing on school staff, how we will preserve school memorabilia and the names assigned to receiving schools; and Being good neighbors to those communities through the consolidation and reorganization process.
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Our Proposal
1,700 additional students will have the opportunity to attend school in a modernized building. We will have 101 buildings, instead of 117 buildings.
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Building Re-Use
We have begun thinking about the future use of the buildings, but we want to engage the community in this discussion. Together we can generate ideas of how these buildings can still serve the children and families in their neighborhoods.
Possible Future Uses Going forward, DCPS will monitor population expansion and demand for public school options in individual neighborhoods. When there is critical mass, DCPS will reopen some schools. Some buildings will be leased to charter schools that can offer quality seats to DC students, and complement DCPS portfolio of schools. We will work with our partners in other agencies to determine if our facilities can help them provide better services in the community. We are seeking public input as we establish building re-use plans.
Examples Francis-Stevens will serve as an expansion site for School Without Walls HS. Malcolm X will allow us to collaborate with a high-performing charter school. Spingarn will reopen as a Career and Technical Education Center. A complete building re-use proposal can be found in Appendix E.
District of Columbia Public Schools | November 13, 2012 26
Public Input
Over the past year, DCPS and the city as a whole have worked to gain community input on an improved configuration of schools. This process included community conversations conducted by the Deputy Mayor for Education, the Ward 5 Great Schools Planning Group, and DCPS eight ward-based State of the Schools meetings. Going forward we will meet with a wide variety of stakeholders to get feedback on the proposed consolidations. We have four ward-based meetings scheduled. In addition, we will meet with ANC members, ward-based education councils, and other community groups. The DCPS Office of Family and Public Engagement will host office hours in December to meet with other interested groups to ensure that we can account for public concerns as we finalize our revised school configuration plan.
Meetings Ward 8 Community Dialogue Ward 7 Community Dialogue Wards 5 Community Dialogue Wards 1-4, 6 Community Dialogue Location Savoy ES 2400 Shannon Place, SE Sousa MS 3650 Ely Place, SE Langley EC 101 T Street, NE Brightwood EC 1300 Nicholson Street, NW Date November 27, 2012 November 28, 2012 November 29, 2012 December 5, 2012 Time 6-8 pm 6-8 pm 6-8 pm 6-8 pm
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4-8 pm 2-6 pm
To testify: contact, Erika Wadlington, Office of the Chairman of DC City (202) 724-8124, or via email at EWadlington@dccouncil.us
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Next Steps
June 2013
January 2014 August 2014
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Appendices
A. B. C. D. E. Projected Population Map (2010-2015) Projected Population Map (2015-2020) Charter School Enrollment (2011-2012) Criteria Used for Selecting Schools Building Re-Use Preliminary Thoughts
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Appendix A
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Appendix B
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Appendix C
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Appendix D
Under-enrolled schools where enrollment falls below recommended program and budget recommended thresholds 350 students for elementary schools 500 students for education campuses 450 students for middle schools 600 students for high schools Under-utilized school buildings Facility not modernized Located in proximity to receiving schools
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Appendix E
5
5 5 5 6 6 7 7 7 7 7 8 8 8 8
Retain in DCPS inventory to support Promise Neighborhood Initiative or to account for population increase. Interim use proposal: Collaborate with another district agency for short or long-term community use.
To Be Determined. Work with the community to identify uses for the building that will benefit the children and families of that neighborhood. To Be Determined. Work with the community to identify uses for the building that will benefit the children and families of that neighborhood. To Be Determined. Work with the community to identify uses for the building that will benefit the children and families of that neighborhood. Retain in DCPS inventory and reopen should population/demand increase. Interim use proposal: Collaborate with another district agency for short or long-term community use. Retain in DCPS inventory for a DCPS Alternative Education Campus for secondary students (2014-2015). Strategic Partnership. Explore the opportunity to partner with a complementary high-performing charter school to increase quality seats. To Be Determined. Work with the community to identify uses for the building that will benefit the children and families of that neighborhood.