A. SWOT Responses: High School Scenario 1
Appendix A SWOT Responses: High School Scenario 1 (Two 9-12 Schools)
Strengths Aud. Loc.
Strength
Aud. Loc.
Strength
C
BRJH
Capacity relief
C
FR
C
BRJH
Capacity relief, transportation, more sports involvement
Data supports plan of small schools – better academic achievement
C
FR
C
BRJH
Huge change in population
Everyone gets an opportunity at extracurricular activities
C
BRJH
Less overgrowing of students
C
BRJH
More opportunity for sports
C
CO
Adaptable
C
CO
Equal course offerings
C
CO
Existing programming would be built in
C
CO
Familiar with peers and teachers
C
CO
It's traditional
C
CO
Larger pool of students to pull from (sports)
C
CO
C
C
FR
Key to abbreviations: Aud
Audience
Expanded extra-curricular opportunities, especially for "2nd stringers"
C
Community Participants
P
Student Participants
S
Staff Participants
Loc
Location
BMG
Bus Maintenance Garage
BRJH
Baldwin Road Junior High
CO
Central Office
C
FR
Flexibility/growth
C
FR
Good rivalry
C
FR
If we're happy with the performance of the current model, we shouldn't change it
C
FR
Less driving
C
FR
Maintaining some equity if it exists among boundaries
Less crowding
C
FR
More access to extra-curricular
CK
Cooks
CO
Maintains a neighborhood approach
C
FR
More accountability of leader
FR
French Run Elementary
C
CO
More access to teachers
C
FR
More opportunities
C
CO
More opportunity (two of everything)
C
FR
More opportunities to higher classes
HAMS Hannah J. Ashton Middle School
C
CO
More staff to make critical decisions
C
FR
More personalized in small environment
C
CO
Opportunity to build new identity
C
FR
HM
Herbert Mills Elementary
C
CO
Traditional
More personalized smaller environment; not getting lost in the crowd
GR
Graham Road Elementary
C
CO
Understandable
C
FR
More space (x2)
RH
Rose Hill Elementary
C
FR
Allows more growth (x2)
C
FR
More space to relieve overcrowding
RHS
Reynoldsburg High
C
FR
Better opportunity for students to play sports, etc.
C
FR
More students could be in more clubs/extracurricular
SAC
Superintendent’s Advisory Council
C
FR
Broad course work opportunities/can take higher level classes
C
FR
Much more opportunity to athletics and extra-curricular
SR
Slate Ridge Elementary
TR
Taylor Road Elementary
WRJH
Waggoner Road Junior High
C
FR
Neighborhood schools
Community schools
C
FR
No need for a new business model
Continued mentor relationship between older/younger students
C
FR
No need for new model?
C
FR
Similar current
C
FR
Classic high school experience
C
FR
C
FR
REYNOLDSBURG CITY SCHOOLS
WRMS Waggoner Road Middle School
43
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
44
(continued)
Aud. Loc.
Strength
Aud. Loc.
C
FR
Similar to current
C
HAMS More access to activities.
C
FR
Small schools shown to have better academic achievement
C
HAMS More opportunities for extra curricular, sports, music, etc.
C
FR
Smaller classes (x3)
C
HAMS Neighborhood focus.
C
FR
Smaller population to teach
C
HAMS Proven to work. (x2)
C
FR
Stay with same kids throughout
C
C
FR
This would solve the current problem of overcrowding and seems to be able to support future growth
HAMS School could be closer to home (e.g. Reduce transportation costs).
C
HAMS Set boundary would mean less travel time for students.
C
FR
Track kids k-12
C
HAMS Smaller graduating class.
C
FR
Transportation
C
HAMS Better chance of participation
C
FR
Transportation to/from HS – within neighborhood boundaries – fewer buses
C
HAMS Less front end planning
C
HAMS Neighborhood model
C
HAMS None (x2)
C
HAMS Proven to work
C
HAMS Smaller total size of graduating classes – I.e.: 2 Sr. Classes
C
HM
Better security
C
HM
Better supervision
C
HM
Busing easier and less costly
C
HM
Class size smaller, half the size
C
HM
Control overcrowding
C
HM
Distance from home, smaller class sizes, "healthy" competition
C
HM
Double sports facilities, double band, double student council, easier for students to make opportunities that they would like, not overpopulated, less traveling for students
C
HM
Duplicate successful curriculum
C
HM
Easier to implement
C
HM
Easier to implement (more familiar)
C
HM
Familiar
C
HM
Gives 4 grade levels chance to interact with each other
C
HM
Help students more than it's needed with extra help after school, school programming, teachers offering to help students after school, non violence, security safety
C
HM
Less people, more room, two of everything, less fights, you'll have a locker, more competition
C
HM
Less violence and drama in such a small facility, being able to have security fully enforced in such small environment
C
HM
Less violence in school
C
HM
More class opportunities, less people, less fights, lockers,
C
HM
More kids can walk to school
C
HM
More room in schools
C
HM
More time with teachers, more competition, more opportunities for students, 2 of everything, less fights, less students, have a locker
C
FR
Two teams
C
FR
Two teams = more competitive
C
FR
Vertical tracking
C
FR
Would force leaders (school administration) to be more accountable
C
GR
Costs (x2)
C
GR
Easier on students.
C
GR
Easy to take out of grade level courses
C
GR
Easy to understand
C
GR
Easy to understand, straightforwaRd.
C
GR
Easy transportation.
C
GR
Familiar
C
GR
Increased opportunities.
C
GR
Increased opportunity for student involvement.
C
GR
Location wise, easier for kids to get to and from
C
GR
More children opportunity extra-curricular
C
GR
More children will get the opportunity to play high school level sports/extra-curricular.
C
GR
More opportunities for actual participation in sports/extra curricular activities
C
GR
More opportunity for extra-curricular activities.
C
GR
More opportunity to participate.
C
GR
More play sports, band etc.
C
GR
Participation opportunities for kids in extra curricular activities
C
GR
Reduce size classes – safety
C
GR
Reduced class size.
C
GR
Same offerings in each school
C
GR
Some may even be in walking distance now, eliminating bus traffic.
C
GR
Traditional-easier to establish.
C
GR
Transportation easy
C
HAMS Duplication – cost.
C
HAMS Familiar, simpler logistics.
C
HAMS Less planning.
C
HAMS Less popular classes may lack enrollment.
Strength
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
C
HM
No problems with amount of kids or location
C
RH
More extra- curricular.
C
HM
Not as crowded, not as much busing
C
RH
More extra-curricular activities
C
HM
Not as many parents complaining about busing
C
RH
More opportunities for all students, ex. Academics, athletics, etc..
C
HM
Not crowded
C
RH
C
HM
Population of the students will be small
More opportunities for kids in regards to extra curriculars.
C
HM
Regionally unifying
C
RH
C
HM
Separating certain kids that should be
More opportunities for students to participate in extra curricular activities.
C
HM
Separating kids, not as crowded
C
RH
More room/higher capacity.
C
HM
Simple and easy
C
RH
More students have opportunity to participate in extra curricular activities.
C
HM
Smaller amount of students
C
RH
Neighborhood type school
C
HM
Smaller class sizes
C
RH
C
HM
Student stay in one building for 4 years, busing easier, less costly
New experience for student once- familiar with faculty, school layout.
C
RH
Not so many differences
C
HM
The school wouldn't be too crowded
C
RH
Only lowest grade level in building once
C
HM
There is another school for people to go to
C
RH
C
HM
Tow of everything
C
HM
Transportation closer to home
Prevents domination by SE Students as exists in the present Reynoldsburg high school. (x2)
C
RH
Been done before-more of the same
C
RH
C
RH
Better student population
Safety in regards to too many kids in one school.
C
RH
Budget
C
RH
Same as always, we do what we are comfortable with.
C
RH
Build staff/student relationship
C
RH
Same classes at each school.
C
RH
Busing territory lines would be easy to schedule.
C
RH
Same core curriculum in two schools.
Children would be able to take AP classes more easily.
C
RH
Scheduling
C
RH
Smaller classes – more teacher attention.
C
RH
Traditional – we understand it- smaller possibility for backlash from community due to confusion.
C
RH
Transportation
C
RH
Transportation may be easier.
C
RH
Wouldn't have to change schools after two years.
C
RHS
2 Sets of extracurricular activities
C
RHS
Better bonds with students; smaller student bodies; existing models to copy; more participants in extracurriculars; easier to bus
C
RH
C
RH
Competition
C
RH
Create more sense of unity among school versus having 9 & 10, 11 & 12- smaller setting.
C
RH
Done before.
C
RH
Easier for parent involvement- close by.
C
RH
Easier planning.
C
RH
Easier to schedule ratios
C
RH
Easy
C
RH
Easy to implement.
C
RH
Easy to plan
C
RHS
Better student bonds
C
RH
Easy to schedule kids.
C
RHS
Boundaries
C
RH
Easy transportation
C
RHS
Build strong relationships
C
RH
Enables kids/staff to develop longer term relationships with each other in neighborhood.
C
RHS
Busing logistics easier than other options
C
RHS
Closer to home (transportation) retakes
C
RHS
Community focus
C
RHS
Continuity within a program for students
C
RHS
Continuum of curricular
C
RHS
Could produce two excellent schools; would give higher percentage of students opportunity to participate in extracurricular & special programs; less strain on transportation resources; same model as other school systems
C
RHS
Different social atmosphere/climate
C
RHS
Diverse course opportunities within same school
C
RH
Equal opportunities for everyone.
C
RH
Equalities
C
RH
Extra curricular activities would grow.
C
RH
Fair and equal in both high schools
C
RH
Keep friends throughout school.
C
RH
Keep students together from elementary schools.
C
RH
Less crowded
C
RH
Logical
C
RH
More competition
REYNOLDSBURG CITY SCHOOLS
Many comments appear repeatedly among some groups of participants. Comments that are verbatim duplicates are condensed in the Appendix and indicated with an (xN), where N is the number of times the idea was recorded at a particular meeting location. For example (x2) indicates that the idea was mentioned and recorded twice.
45
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
“Smaller facilities, less students, less busing; allows specialization in programming; better bonding among students; more opportunities/ participants for extracurriculars�
Aud. Loc.
Strength
Aud. Loc.
Strength
C
RHS
Easier to bus; students come from common areas; know each other
C
RHS
C
RHS
Existing models to copy
Two smaller communities, full set of opportunities for each school, allows students to pursue a variety of interests and talents
C
RHS
Expertise/done before
C
RHS
Well known & well established
C
RHS
Familiar
C
SAC
Doubles opportunity for participation
C
RHS
Familiar with the format; less student-toteacher ratio; better busing logistics
C
SAC
Easier sell
C
SAC
Easy to do
C
RHS
Familiar/common/best known
C
SAC
Equal facilities
C
RHS
Good competitions
C
SAC
C
RHS
Good for athletics
Its been done, familiar and the most comfortable.
C
RHS
Healthy rivalry
C
SAC
Larger schools-more diverse.
C
RHS
Known surrounding community does it this way; less strain on transportation
C
SAC
More opportunities
C
SAC
More opportunities extras
C
RHS
Less busing costs
C
SAC
More opportunities for sports.
C
RHS
Less student to teacher ratio (x2)
C
SAC
Relieve overcrowding
C
RHS
Less transportation costs
C
SAC
Small class size.
C
RHS
Less transportation issues
C
SAC
Smaller class size
C
RHS
Matched well with surrounding schools
C
SAC
Splits the population
C
RHS
More involvement in extra
C
SR
Allows flexibility
C
RHS
More opportunities (sports-extra curricular
C
SR
Just duplicate
C
RHS
More opportunity for leadership participation ($$$ worth it)
C
SR
More extra-curricular
C
SR
More sports, band/extra activities available for more students
C
SR
None
C
SR
Possible without any confusion or left-field risks
C
SR
Predictable
C
SR
Predictable known model-less planning less duplication
C
SR
Simple
Opportunities for advance or remedial in same school
C
SR
Smaller classes
C
SR
Transportation
C
RHS
More participants in extracurriculars, especially in programs where cutting is necessary; healthy rivalries; smaller school
C
RHS
More participation in extra-curricular (sports, music)
C
RHS
More student opportunity
C
RHS
More students would have more opportunities, playing time, etc..., In extracurricular activities; transportation more cost efficient
C
RHS
C
RHS
Opportunity for upper-level coursework would not be limited
C
SR
Won't affect a student if moves from one building to another
C
RHS
Own identity
C
TR
C
RHS
Smaller facilities, less # of students, less busing; allows specialization in programming; better bonding among students; more opportunities/participants for extracurriculars
All classes regardless of level under one roof
C
TR
Benefits of being in building W/upperclassmen -- both mentor & mentees benefit
C
TR
Better accommodates gifted/accelerated students and upper class men who need remedial help to cross over classes
C
TR
Better opportunities -- wider variety of choices for children
C
TR
Better student/teacher ratio
C
TR
Busing and transportation is easier
C
TR
Can tech advanced/remedial courses
C
TR
Close to home
C
TR
Continuity of students knowing teachers and teachers knowing students
C
TR
Continuity of teacher-student relationships over 4 years
C
TR
Develops relationships (teacher, students) (x2)
C
46
(continued)
RHS
Smaller schools; competitiveness between schools=more opportunities; allow vertical movement for students; closer to home=less travel=less transportation
C
RHS
Smaller student bodies
C
RHS
Space; already done; easier busing
C
RHS
Stranger more easily identified
C
RHS
Students get to know staff and students
C
RHS
Two good schools proud of
C
RHS
Two smaller communities, each with complete facilities; less cost for transportation to offset cost of multiple teams and bands.
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
C
TR
Ease in logistics
C
TR
C
TR
Ease in logistics/simpler; well understood
C
TR
Ease of implementation
Possibilities decrease of students being "lost" in a less personalized, large environment
C
TR
Easy
C
TR
Proven model (x3)
C
TR
Easy split
C
TR
Reduce overcrowding in school
C
TR
Equal opportunity for coursework and extracurriculars
C
TR
C
TR
Equal opportunity to coursework and extracurriculars
Research has determined a measurable positive relationship between smaller schools and reduced discipline and safety concerns
C
TR
Rivalry
C
TR
Familiar facility for students/teachers
C
TR
Safety
C
TR
Familiarity
C
TR
C
TR
Freshmen mixed in W/mature seniors
Safety, closer to home if boundaries are drawn geographically
C
TR
Get the Reynoldsburg name out there more
C
TR
Sense of home W/four years in one school
C
TR
Good to look to upper classmen or help lower classmen
C
TR
Sense of home: 4 years -- ownership and pride
C
TR
Increase safety and familiarity
C
TR
Simple to implement/smoothest
C
TR
Increase safety for students and increase familiarity
C
TR
Simple/well understood
C
TR
Simpler to implement
Increased opportunities for students in activities
C
TR
Simplest
C
TR
Simplest to implement (x2)
C
TR
Smaller class size/more attention per student/less disciplinary problems
C
TR
C
TR
Known model
C
TR
Least complicated
C
TR
Least expensive -- administrative/transportation
C
TR
Smaller schools have evidence of better academic performance
C
TR
Less cost ex. Transportation cost
C
TR
Smooth transition
C
TR
Less crowded (x4)
C
TR
Smoother transition
C
TR
Limited transportation needed
C
TR
Strengthen security
C
TR
Lower cost
C
TR
Students stay in building longer
C
TR
Lower cost to start
C
TR
C
TR
More extra curricular opportunities for students, more band, sports spots
Suited to accommodate gifted and accelerated plus remedial B/C of all in one school
C
TR
C
TR
More extracurricular (athletics) opportunity
Teachers knowing their students more B/C of smaller class sizes
C
TR
More extracurriculars
C
TR
C
TR
More flexibility for student. To move into classes of preference
To bring more comrades within classes. You will know students better
C
TR
Transportation easier
C
TR
More opportunities. To participate in extracurricular activities
C
TR
Two bands, football teams, etc.
C
TR
Upper-achieving lower classmen can attend higher classes and vice versa
C
WRJH Ability to teach every grade level – I.e. 10th grader taking 11/12 grade classes.
C
TR
More opportunities for students to participate in extra-curricular activities
C
TR
More opportunity for sports
C
TR
More room
C
WRJH Boundary driven.
C
TR
More student opportunities (x2)
C
WRJH Competition across community
C
TR
More student participation in extra
C
WRJH Create a safer school environment
C
TR
More students to participate in sports & extracurricular
C
WRJH Duplication
C
Offer academics and sports to more students -- advanced coursework available to younger students
WRJH Familiar, it works, more kids able to play on a team sport.
C
WRJH I believe that the more kids we can get involved the better.
C
TR
C
TR
Offer higher level courses for younger students
C
WRJH I like the idea of two football teams, two basketball teams, two student councils etc.
C
TR
Offers more opportunities for extra-curricular activity
C
WRJH Lowest transportation expense.
C
WRJH Maintaining neighborhood school.
C
TR
Plenty of examples around central Ohio
REYNOLDSBURG CITY SCHOOLS
47
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
Strength
C
WRJH More opportunities for extra curricular – more kids can play sports etc.
C
WRMS Eliminates overcrowding
C
WRJH More opportunities for involvement.
C
WRMS Familiar process
C
WRJH More opportunities for involvement/participation in extracurriculars
C
WRMS Greater opportunities
C
C
WRJH Neighborhood
WRMS Increased opportunities for fine arts-2x band, etc…
C
WRJH Saving on gas – busing issues
C
WRMS Less busing
C
WRJH Simple to do- easy to draw boundaries.
C
WRMS Less crowding-smaller classes cohorts
C
WRJH Simplified
C
WRMS Less discipline
C
WRJH Standard curriculum.
C
WRMS Less expensive to run
C
WRJH Traditional
C
WRMS Less overcrowding
C
WRJH Traditional/familiar
C
WRMS More AP classes to offer
C
WRJH Transportation
C
WRMS Resolves space issues
C
WRJH Tried and true
C
WRMS Role models W/in building
C
WRJH We do it that way now.
C
WRMS Same opportunities
C
WRJH We know how to make this work.
C
WRMS Slit evenly
C
WRJH Ability to teach to different levels of classes 9-12
C
WRMS Smaller classes-teacher ratio smaller
C
WRMS Student feel can make difference
C
WRMS Transportation efficiency
P
BRJH
Allows competition versus each high school, limits the amount of kids in each school
P
BRJH
Kids can be with friends and family, two of everything, no one gets left out
C
WRJH Athletes-more can participate
C
WRJH Easy
C
WRJH Familiar + you know it works
C
WRJH Keeps neighborhoods together
C
WRJH Lowest transportation costs-busing within boundaries
P
BRJH
Less crowded
WRJH More opportunities for all extra-curricular activities
P
BRJH
Less kids
P
BRJH
Less kids at one school, see your friends
P
BRJH
Less kids will be put into 1 school and all the kids will get more room
P
BRJH
Less people (x2)
P
BRJH
Less people in one school, more extracurricular activities
P
BRJH
More room in the classes you want to take, more opportunities, less kids
C
48
(continued)
C
WRJH Not forced to make a choice
C
WRJH Traditional school community understands
C
WRMS Breaks the school up into smaller classes and teacher ratios per student.
C
WRMS Continuity
C
WRMS Eliminates overcrowding.
C
WRMS Familiar process.
P
BRJH
More than one high school
C
WRMS Greater opportunities for more of the students.
P
BRJH
C
WRMS Keeps students closer to home.
Moves it so there is a more selective education, limits the amount of people in the schools
C
WRMS Less busing.
P
BRJH
Not as much population, more classes
C
WRMS Less overgrowing of students.
P
BRJH
People will have more space
C
WRMS More AP classes, less discipline.
P
BRJH
People would be less crowded
C
WRMS Resolves spacing problems.
P
BRJH
C
WRMS Same opportunities, less busing.
School would not be as crowded, siblings could be together, could have the same teachers throughout the year
C
WRMS Simple, traditional.
P
BRJH
C
WRMS Splits evenly.
Schools are not as crowded, smaller class size
C
WRMS Students can feel or have a greater impact.
P
BRJH
C
WRMS The amount of students will be spit equally.
C
WRMS Transportation efficiency.
Students will get to have the something in each school and no one will be jealous of the other school, great sports
C
WRMS Transportation would be easiest – one buss 9-12 to one building .
P
BRJH
The school would not be over packed
P
BRJH
Two high schools
P
BRJH
We could all learn the same thing, less kids, work together, more room to switch from class to class
P
BRJH
We would be less crammed, more room
C
WRMS Would give the same opportunities for all students.
C
WRMS Continuity in one building
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
STRENGTHS Aud. Loc.
(continued)
Strength
Aud. Loc.
Strength
P
RHS
It could cut down on the amount of people in the high school
P
RHS
It lowers the number of kids in schools & keeps the good high school experienced
P
RHS
It would make the crowding that the high school has had for a couple of years decrease
HAMS Less crowded
P
RHS
Keeps things the same
HAMS Less money for buses
P
RHS
Keeps traditional experience
HAMS Less traveling for buses to get students to school
P
RHS
Known, easy
P
RHS
Less crowded (x10)
P
RHS
Less drama
P
RHS
Less fights
P
RHS
More ability to get to school events
RHS
More focus on students (teachers)
P
HAMS Competition
P
HAMS Less people
P
HAMS Less people in classes more time W/ teacher
P
HAMS More opportunities
P
HAMS You'll have a locker
P P P P
HAMS More room for people to get around
P
HAMS No fighting over which school your child would go to
P
HAMS Schools won't be over populated
P
RHS
2 High schools
P
P
RHS
2 Smaller schools=less crowding, more personal school experience
P
RHS
More help in classrooms
P
RHS
More help one on one
P
RHS
2 Student councils and more clubs to join
P
RHS
More learning attention
P
RHS
A greater chance to participate in a sport because there is an increase in possible positions to fill
P
RHS
More opportunity for sports
P
RHS
More opportunity to get on a sports team or academic team
P
RHS
More people participating in extracurriculars
P
RHS
More position to fill with 2 separate sports teams
P
RHS
All grades must deal W/everyone
P
RHS
Better classes
P
RHS
Boundaries will keep it controlled well
P
RHS
Class size
P
RHS
More room
P
RHS
Community is already dividing things
P
RHS
More space
P
RHS
Community was being divided anyway
P
RHS
Multiple extra-curricular programs
P
RHS
Competition between schools
P
RHS
Neighborhood HS concept
P
RHS
Creating more jobs for teachers
P
RHS
Overcrowding would be reduced
P
RHS
Creation of healthy rivalry between schools
P
RHS
People attend
P
RHS
Decrease in overcrowding
P
RHS
Possible boost in school spirit
P
RHS
Decrease over population
P
RHS
Proven, well-tried
P
RHS
Easier transition
P
RHS
Provides equal opportunity
P
RHS
Efficient
P
RHS
Rivalry makes students do their best
P
RHS
Equal
P
RHS
Safer environment
P
RHS
Equal opportunity-neither is more advantaged
P
RHS
Same opportunities
P
RHS
School rivalry
P
RHS
Separate sports-may be imbalanced
P
RHS
Smaller class size (x5)
P
RHS
Smaller teams/more opportunity
P
RHS
Space for everyone
P
RHS
Sports/more opportunities
P
RHS
Still be at the top
P
RHS
Student/faculty ratios
P
RHS
Students get more personal help
P
RHS
The class periods
P
RHS
The classes will be small, the teachers will know the students better
P
RHS
The direct education
P
RHS
The lunches
P
RHS
Evenly distribute student body
P
RHS
Expense
P
RHS
Familiar
P
RHS
Focus in class
P
RHS
Good experience
P
RHS
Good for splitting up students
P
RHS
Grades would mix W/each other
P
RHS
Hands on approach
P
RHS
Helps teachers by reducing the amount of students
P
RHS
High school less crowded
P
RHS
High school not divided
P
RHS
I think that the strengths would be that the hallways would be less crowded
REYNOLDSBURG CITY SCHOOLS
49
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
P
RHS
The population of students and staff will certainly be alleviated and under control
P
WRJH Less crowded (x2)
P
RHS
The school's easy to do
P
WRJH Less crowded = one-on-one attention
P
RHS
The schools would be less populated allowing students to get more attention from teachers
P
WRJH Less crowding – more focus – less interruptions
P
WRJH Like a nice, new school
P
Strength
WRJH More focus (x2)
P
WRJH More kids to participate in sports and extracurricular activities
P
RHS
The setup will not change and will be familiar to students
P
RHS
The traditional high school idea would still stand!
P
WRJH More people participate
There will be diversity at schools
P
WRJH Much less crowded schools WRJH No conflicting bus routes
P
RHS
P
RHS
There will be good opportunities
P
P
RHS
Time of class
P
WRJH Nothing will change
P
RHS
Traditional
P
WRJH Schools wouldn't be crowded
P
RHS
Traditional HS idea would still stand
P
WRJH Separates the kids so there is not so many
P
RHS
Transportation/location will be better for students due to the boundaries
P
WRJH Smaller classes
P
WRJH There will be more space for new people to join and we can have two of everything, like we are used to
P
RHS
Two different schools but both are on same page
P
RHS
Two football teams
P
P
RHS
We will have good sports fields and more sport stadiums, more lab equipment
WRJH There would be a new, nicer building instead of the old, nasty high school
P
WRJH There would be room in the schools WRJH This would be good because it will be less people at the schools and I wouldn't be so crowded
P
RHS
When you go to a football game, the sidelines are packed W/kid. If you create another high school, sports teams will be smaller
P
P
WRJH Two of everything
P
BMG
Better education knowing there is less commotion in the halls
P
WRJH Two sets of extracurriculars
P
WRJH We all would be together (easier to feel as a community)
P
BMG
Better teacher per student
P
BMG
Extra spaces for activities
P
WRJH Will stay pretty much the same
P
BMG
It would give more opportunities for sports and to get into classes
P
WRMS Already known
Kids can learn more because the teachers would not have to help a lot of kids
P
WRMS Already known – able to help new kids
P
WRMS Already known to help new kids
P
WRMS Equal shares
P
WRMS Extra activities
P
WRMS Go to schools/neighborhood friends
P
WRMS It is good to have two high schools. It is not that crowded. There is more time you get to do something when there is not very many people. Less discipline problems
P
WRMS Less bullies (x12)
P
WRMS Less crowded (x2)
P
WRMS Less discipline problems (x3)
P
WRMS Less kids
P
WRMS Less students/bullying/people would watch (x3)
P
WRMS More academic curricular (x2)
P
WRMS More attention to students (x8)
P
WRMS More friends (x11)
P
WRMS More one-on-one time with teacher (x4)
P
WRMS More one-on-one with students (x2)
P
WRMS More time with teachers
P
WRMS Not as crowded (x14)
P P P
BMG BMG BMG
There would be less people in each grade, making it easier for teachers to teach Twice the opportunity to get a chance to make a sport
P
SR
Better athletic teams
P
SR
Competition between schools
P
SR
Less crowded
P
SR
More people involved
P
WRJH Boundaries (x2)
P
WRJH Duplicating activities
P
WRJH Equal
P
WRJH Equal amount of students
P
WRJH Everything equal, opportunity and curriculum
P
WRJH Good football team
P
WRJH I think a strength of having this school would be that you would have more room in each building
P
50
(continued)
WRJH It will help us make strong decision in our life
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
STRENGTHS Aud. Loc.
(continued) Aud. Loc.
Strength
P
WRMS Not so crowded (more comfortable) (x3)
Strength
S
BRJH
Smaller school than RHS
P
WRMS Safer, due to not overcrowded
S
BRJH
Students would not need extra busing-$.
P
WRMS School has a little more money
S
BRJH
Close proximity
P
WRMS Stricter watch
S
BRJH
Comfort zone (4 yrs. For students)
P
WRMS Teachers wouldn't be so stressed (x2)
S
BRJH
P
WRMS That should be a good idea (one school for 9th 10th grade and another one for 11th 12th
Comprehensive – identify with "which student"
S
BRJH
Logistics-busing, scheduling
P
WRMS Won't be so crowded (x2)
S
BRJH
More $$ saved, more teachers stay
P
WRMS Equal set of activities
S
BRJH
More models to choose from
P
WRMS Not as crowded
S
BRJH
More school spirit
P
WRMS Teacher/student ratio, better one on one
S
BRJH
More space
S
BMG
Ability to stay in neighborhood
S
BRJH
More student participation
S
BMG
Best for transportation
S
BRJH
No additional busing needed
S
BMG
Easiest to transport
S
BRJH
Opportunity of extracurriculars for everyone
S
BMG
Everyone under one roof
S
BRJH
Opportunities for student involvement
S
BMG
Familiar
S
BRJH
School expectations/procedures would be the same
S
BMG
Less crowded
S
CK
S
BMG
Less overcrowding
S
BMG
Less transportation (miles)
Additional opportunity for playing sports B/C of two schools with teams from each school
S
BMG
More parking
S
CK
Additional opportunities for extracurriculars activities
S
BMG
More workers
S
CK
S
BMG
One-on-one attention
Can offer greater opportunity B/C more space, more extracurriculars
S
BMG
Same curriculum in both schools
S
CK
Class sizes (x4)
S
BMG
Smaller class size (x2)
S
CK
Closer for neighborhood transportation
S
BMG
Smaller school in student count
S
CK
Easier to staff because traditional
S
BMG
Students would stay in their neighborhood
S
CK
S
BMG
Two schools, two teams with the amount of students would give more children a chance they may not have had before.
Geographically- logistics of getting to schools would be easier
S
CK
Going to school with friends in your neighborhood
S
BRJH
Able to take leadership roles.
S
CK
S
BRJH
Busing.
Greater opportunities/more space/more extracurriculars
S
BRJH
Children would be close- busing $ ?
S
CK
S
BRJH
Comprehensive – students have all opportunities.
Greater opportunity to participate in extracurricular
S
CK
I feel boundaries are essential
S
CK
I think each student would be attending near their home base
S
CK
It would be good as far as each having their own football teams, marching bands, etc. So the kids would be split fairly.
S
BRJH
Costs would not require additional busing.
S
BRJH
Easier to implement/lots of models/staffing.
S
BRJH
Easy to divide population.
S
BRJH
Extra sporting teams.
S
BRJH
More opportunities for extra curriculum involvement for students.
S
CK
It would cut down on transportation time and costs
S
BRJH
More opportunities for more students.
S
CK
S
BRJH
More opportunities for students to participate in activities.
Keeping all students in grade levels together
S
CK
Keeping grade levels together
S
BRJH
More room.
S
CK
Less at each school (x6)
S
BRJH
More space.
S
CK
More electives opportunities
S
BRJH
Opportunity for extracurricular activities.
S
CK
More one on one with students
S
BRJH
Safer, less complicated.
S
CK
S
BRJH
School expectations.
More opportunity for students in extracurriculars
S
BRJH
Since I live in Pickerington I feel that the community is divided.
S
CK
More students would be able to take part in the sports + band-two sports teams, two bands
REYNOLDSBURG CITY SCHOOLS
51
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
52
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
S
CK
More time for one-on-one
S
CO
Tradition‌.
S
CK
Neighborhood transportation
S
FR
Busing
S
CK
No overcrowding (x2)
S
FR
S
CK
Not a lot of change- easy to implement
Children involved in sports would stand a better chance of being on a team.
S
CK
Perhaps easier to staff and provide opportunity.
S
FR
Community already understands
S
FR
Community already understands this model.
S
CK
Small classes
S
FR
Double sports chances
S
CK
Small school atmosphere
S
FR
Equal choices, academic, extra curricular
S
CK
Smaller class size
S
FR
Equal opportunities for all high scholars
S
CK
Smaller classes (x4)
S
FR
Familiar
S
CK
Smaller size in attendance
S
FR
Familiar set-up
S
CK
Students can feel closer to each other due to smaller schools
S
FR
Familiar with/used to set up
S
FR
Keep siblings together (positive role model).
S
FR
Kids can get involved
S
FR
Less change classroom
S
FR
Less crowding (x2)
S
FR
Make smaller numbers
S
FR
More extra curricular activities. (x2)
S
FR
More kids have extra activities.
S
FR
More opportunities to get involved
S
FR
More opportunities for extra curricular participation
S
FR
More opportunities for extra curricular activities
S
FR
More opportunities for extra curricular activities for each student. (2 Football teams)
S
FR
More options for students.
S
FR
More teaching jobs (opportunity
S
FR
Smaller #'s of students/class size
S
FR
Smaller class sizes (x2)
S
FR
Smaller groups of kids.
S
CK
Students would know each other
S
CK
Two of everything
S
CK
We see problems with fighting during long transportation
S
CO
Already known
S
CO
Community atmosphere
S
CO
Competition promotes excellence (x2)
S
CO
Costs easier to determine
S
CO
Create rigorous curriculum at both buildings
S
CO
Easier transport
S
CO
Easier to understand concept + to staff
S
CO
Easy to do-it's familiar
S
CO
Familiar (x2)
S
CO
Less staffing issues
S
CO
Lower trans.
S
CO
Lower transportation costs
S
CO
More apt to get into class
S
CO
More kids can participate in activities
S
CO
More of a community atmosphere
S
FR
Smaller numbers per building. (x2)
S
CO
More opportunities for children to participate in activities
S
FR
Smaller population (x2)
S
FR
Transportation
S
CO
More opportunities for student part.
S
FR
Two athletic teams.
S
CO
More participation extracurriculars
S
GR
9-12 Graders all on same teams.
S
CO
More understood
S
GR
S
CO
Narrow focus
Able to take classes at a higher grade level. (10th grader take 11th grade classes.
S
CO
No lottery
S
GR
Could take class at higher level. (x2)
S
CO
No lottery needed to attend
S
GR
Lower campus population.
S
CO
Opportunity to be involved for students
S
GR
Lower student teacher ratio (x3)
S
CO
Same kids
S
GR
More extra-curricular
S
CO
Smaller # of students in each building that the current H.S.
S
GR
More participation in outside activities available.
S
CO
Split current staff
S
GR
More space (x2)
S
CO
Split staff – no fuss
S
GR
School population (lower) (x2)
S
CO
Stay with same kids all through
S
GR
Sporting events (everyone on same team)
S
CO
Student involvement
S
GR
Sports (everyone on same team) (x2)
S
CO
Teachers from the 2 schools can work together-sharing idias-2 staffs
S
GR
Students have opportunity to take upper level classes.
S
HAMS Already know how to do this.
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
STRENGTHS Aud. Loc.
(continued)
Strength
Aud. Loc.
Strength
S
HM
More opportunity to participate in extra curricular activities
S
HM
More room than one high school, hopefully equal opportunity
S
HM
No overcrowding
S
HM
Obviously it will reduce crowding
S
HM
Offered the same stuff, 2 of everything, community involvement extended (more of everything), equal opportunity
HAMS Community based – stronger focus.
S
HM
Reduce #'s in school
HAMS Easier
S
HM
Sports not split
S
HAMS Easier to transition.
S
HM
Teacher experienced with it
S
HAMS Easy to do.
S
HM
S
HAMS Easy to duplicate. (x2)
Unity, where everybody knows your name, hormones
S
HAMS Everyone would get to be in band, choir etc. Because both buildings would have mirror programs.
S
HM
Won’t be overcrowded
S
RH
Available for renovations.
S
RH
Competition between schools positive.
S
HAMS Athletics
S
HAMS Balanced (mirrored)
S
HAMS Balanced programs between buildings.
S
HAMS Busses easy.
S
HAMS Busing – more economical. (x2)
S
HAMS Class sizes, more opportunities available.
S
HAMS Comfort for parents (relationship)
S
HAMS Comfort for parents.
S S
S
HAMS Familiar
S
RH
Competition is very good
S
HAMS Less hassle.
S
RH
S
HAMS Mirrored programs.
Continuity of the same neighborhood school feeder system.
S
HAMS More manageable the current set up.
S
RH
S
HAMS More opportunities for kids.
Decreased numbers in school/reduce over crowding.
S
HAMS Relationship with students.
S
RH
Easiest logistics/easiest to implement. (x2)
S
HAMS Safe – less students in one building.
S
RH
Easiest logistics/easiest to plan. (x2)
S
HAMS Students know each other.
S
RH
Get new building/facilities.
S
HAMS Teachers/administration get to know students better.
S
RH
Know model
S
RH
S
HAMS They'd have their own identities.
Many opportunities for extra curricular activities.
S
HAMS Transportation (x2)
S
RH
S
HAMS Travel with the same students throughout schooling.
Money available to new and old schools both.
S
RH
S
HAMS Easier to understand
More children opportunity for extra curriculurs
S
HAMS More extra curricular activities
S
RH
More children to be involved in extra curricular activities.
S
HAMS More kids involved in extra curricular
S
RH
More opportunities for extracurriculars.
S
HAMS Reduce transportation costs
S
RH
S
HAMS Similar to implement
More opportunities for students in all extra curricular activities. (x3)
S
HAMS Traditional
S
RH
S
HM
Athletics wouldn't be split(9-10 could be on varsity)
More personable/smaller classes teachers get to know students better
S
RH
Not crowded
S
HM
Athletics/extra curriculum, more opportunities
S
RH
Smaller class sizes.
S
RH
Smaller numbers.
Continuity of programs/curriculum, positive competition
S
RH
Supports neighborhood feeder system
S
RH
Supports neighborhood schools.
S
RH
Teacher know kids better/smaller
S
RH
Transportation
S
RH
Transportation costs -- less (x3)
S
RH
Two of everything- strength? (More opportunity).
S
RH
Would decrease s numbers in each school; reduce overcrowding
S
RH
Would decrease students numbers in each school.
S
HM
S
HM
Equal opportunity for education
S
HM
Familiar to city
S
HM
Feels comfortable
S
HM
More availability for students to participate in activities
S
HM
More diverse in curriculum. Offering
S
HM
More kids get to be in sports, won't be overcrowded
REYNOLDSBURG CITY SCHOOLS
“Children involved in sports would stand a better chance of being on a team.”
53
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
Strength
S
RHS
Already been done so less stress
S
RHS
Reduce numbers
S
RHS
Build communities on each side -- localized (x2)
S
RHS
Reflects the will of the voters (x3)
S
RHS
Rivalry
S
RHS
Safe
S
RHS
School community competition – good
S
RHS
Separate identity
S
RHS
Similar classes
S
RHS
Similar offerings
S
RHS
Smaller class size (x9)
S
RHS
Space
S
RHS
Straight forward
S
RHS
Stronger school community
S
RHS
Students 9-12 in the same building
S
RHS
Traditional/familiar
S
RHS
Two complete programs (x2)
S
RHS
Two times opportunity for leadership, etc.
S
RHS
Two times the opportunities for kids to be involved in extracurricular (x2)
S
RHS
Building is more flexible (x2)
S
RHS
Clarity
S
RHS
Clarity for community is commonly understood
S
RHS
Commonalties/equal program opportunities
S
RHS
Competition created – good!
S
RHS
Creates more opportunities
S
RHS
Double opportunities
S
RHS
Equal, traditional, less busing
S
RHS
Equality (x2)
S
RHS
Equality same thing
S
RHS
Extra classrooms
S
RHS
Familiar
S
RHS
Familiar – not experimenting
S
RHS
Familiarity of style
S
RHS
Increase in number of kids who make the team
S
RHS
We can look like everyone else
Know each other better (teachers and parents) (x2)
S
RHS
We know the model-familiar
S
RHS
Will know kids longer
S
SR
Better student/teacher ratio, and lower student population
S
SR
Cheaper busing
S
SR
Colleges recognize comprehensive, traditional schools
S
SR
Competition academics
S
SR
Copy previous building
S
SR
Ease of organization
S
SR
Ease of organization-know how to do it
S
SR
Easier to implement
S
SR
Easier to organize because we know how it works
S
RHS
S
RHS
Know how to do this (x2)
S
RHS
Knowing each other
S
RHS
Known entity
S
RHS
Less crowded, more space
S
RHS
Less busing (x2)
S
RHS
Less crowded
S
RHS
Less retention
S
RHS
Localizes community base
S
RHS
Long term place
S
RHS
Minable numbers of kids
S
RHS
More attention
S
RHS
More chances for participation
S
SR
Easy to implement (x4)
S
RHS
More extracurricular opportunities (x3)
S
SR
Easy to organize
S
RHS
More opportunities for kids (extra-curricular/ sports)
S
SR
Familiar
More opportunities for leadership/extracurricular activities
S
SR
Familiar model
S
SR
Hopefully smaller classes
S
SR
Less crowding
S
SR
Less crowding-smaller classes
S
SR
Less prep. Time
More opportunities to participate in activities; less retention
S
SR
More advantages for kid, extra-curricular
S
SR
More extra curricular advantages
S
RHS
S
RHS
More opportunities for student participation
S
RHS
More opportunities to participate in activities
S
RHS
S
RHS
More opportunities.
S
SR
More opportunities for participation (x2)
S
RHS
More opportunity in sports and clubs
S
SR
More student parking
S
RHS
No transfer (x2)
S
SR
Safety
S
RHS
Offer traditional education in a more intimate setting
S
SR
Smaller
Provides opportunities with more extracurricular
S
SR
Smaller student populations
S
SR
Smallest classes
S
SR
Take down numbers
S
54
(continued)
RHS
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
S
TR
AP classes provided
S
WRJH Easy to set up (x2)
S
TR
Comfortable (x2)
S
WRJH Easy to transition x-fer students
S
TR
Diversity (x2)
S
WRJH Easy transition.
S
TR
Easier transportation
S
WRJH Equal opportunism for entire city.
S
TR
Language classes provided (Spanish, french, etc.)
S
WRJH Familiar with concept.
More extracurriculars opportunity for students
S
WRJH Familiar, comfortable
S
WRJH Greater sense of belonging.
S
WRJH Less busing.
S
WRJH More choices.
S
WRJH More extra- curricular activity.
S
TR
Strength
S
TR
More extracurricular/sports
S
TR
More opportunity for moving in higher academic levels
S
TR
More opportunities
S
WRJH More extra curricular opportunity
S
TR
More opportunities for students (academics & extra)
S
WRJH More kids chance to do things
S
WRJH More opportunity for sports.
S
TR
More opportunities for students.
S
WRJH More participation
S
TR
More room for crowded existing building
S
S
TR
More students able to make teams etc.
WRJH More room, more opportunity for athletics, etc.
S
TR
More students can participate in extracurricular activities
S
WRJH More students have opportunity to participate in extra curricular.
S
TR
More students have an opportunity to participate in extracurricular activities
S
WRJH More students involved in extra curricular.
S
WRJH Most command
S
WRJH Opportunity for students to envision all curriculum.
S
WRJH Opportunity to experience sports, band, choir etc.
S
WRJH Parents – children in one building.
S
WRJH Pride in school and community.
S
WRJH Small student population.
S
WRJH Smaller #'s in each building
S
WRJH Smaller more personalized.
S
WRJH Smaller student numbers in each building.
S
WRJH Transportation more cost efficient
S
WRJH We know it works.
S
WRMS Allows for easier division of student population.
S
WRMS Community is familiar with model.
S
WRMS Continuity
S
WRMS Could offer more/varied classes?
S
WRMS Create more community support.
S
WRMS Discipline
S
WRMS Duplication high schools?
S
TR
Proven (x2)
S
TR
Safety
S
TR
Smaller schools than have now
S
TR
Trans. Easier
S
TR
Transportation (x4)
S
TR
Transportation-home schools-not as far
S
TR
Two bands (x2)
S
TR
Two football teams etc
S
TR
Two teams
S
TR
Two varsity sports-more participating.
S
TR
Typical comfortable arrangement.
S
TR
Typical high school.
S
WRJH AP classes
S
WRJH AP classes offered in both
S
WRJH Both offer same material.
S
WRJH Close to home (x2)
S
WRJH Closeness, opportunity for specific academic.
S
WRJH Could build community in certain segments of community.
S
WRJH Easier buy-in
S
WRMS Ease of busing.
S
WRJH Easier for busing.
S
WRMS Easier to plan.
WRJH Easier for community to focus on 1 building
S
WRMS Easier to transition between 9-12.
WRJH Easier to consolidate administrative services if needed in the future.
S
WRMS Easier transition grades
S
WRMS Easier transition to start up.
S
WRJH Easier to get into classes.
S
WRMS Easier transition. (x2)
S
WRJH Easier to get into electives
S
WRMS Easily understood
S
WRJH Easier to get this up and running.
S
S
WRJH Easier to implement
WRMS Eliminate need for school transition for students
S
WRJH Easy
S
WRMS Equality (x2)
S S
REYNOLDSBURG CITY SCHOOLS
55
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
Strength
S
WRMS Familiarity with system.
S
WRMS One identity/community.
S
WRMS Greater opportunity to play varsity sports/ be in a performance/make a team, debate, mock trial. Trial.
S
WRMS Overcrowding relieved/smaller numbers per grade
S
WRMS Guidance counselors access
S
WRMS Parents buy-in.
S
WRMS Handles problem of separate location.
S
WRMS Proximity to neighborhoods.
S
WRMS Less expensive.
S
WRMS Self contained staff-students same school, 9-graduation.
S
WRMS Less time to plan
S
WRMS Separate location
S
WRMS More activities
S
S
WRMS More classes available.
WRMS Simpler- create on program for both schools.
S
WRMS More opportunities for sports and arts participation.
S
WRMS Small sized classes (fresh/soph, etc.)
S
WRMS Smaller buildings (closer feeling)
S
WRMS More opportunities for student involvement.
S
S
WRMS More opportunities to play sports or be in a club.
WRMS Smaller class sizes- more opportunities for guidance.
S
WRMS Smaller numbers per grade.
S
WRMS More opportunity for kids to be involved in the social and athletic aspects of the school.
S
WRMS Smaller school community
S
WRMS More opportunity for kids to be" involved" (less team cuts).
WRMS Smaller school-more opportunities for student involvement. (I.E. Sports, clubs etc
S
WRMS Startup
S
WRMS Strong sense of community-for parents and students.
S
WRMS Stronger identity for students/school – sports/pride.
S
56
(continued)
S
WRMS More opportunity, social/athletic
S
WRMS More student participation
S
WRMS Neighborhood identity.
S
WRMS Neighborhood identity/ownership
S
WRMS Students familiar with peers
S
WRMS Nice facilities for the students to learn in that is not overcrowded.
S
WRMS Traditional
S
WRMS Non competitiveness.
S
WRMS Transportation easy.
S
WRMS Not re-inventing wheel make better
S
WRMS Transportation issues minimal.
S
WRMS Nothing complicated for parents.
S
WRMS Transportation/attendance areas
S
WRMS Older role models
S
WRMS Two full sets of extra curricular activities (more students involved).
S
WRMS Older voters more comfortable
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
WEAKNESSES Aud. C
Loc. BRJH
Weakness Divided community, socio-economic inequality, weaker athletic teams and extracurriculars,
Aud.
Loc.
Weakness
C
FR
Freshmen in with seniors
C
FR
Good vs. Bad idea
C
FR
Increased costs – doubling everything
C
FR
Increasing cost of gas
C
FR
Missed opportunities
C
BRJH
Dividing the athletics
C
BRJH
Division of community, extra costs of duplicate jobs
C
BRJH
Even split
C
FR
Negative competition within community
C
BRJH
Rivalry, splitting up of classmates, one school better than the other
C
FR
Operating costs
C
FR
Perception of socio-economic boundary drawing
C
FR
Potential for disparity
C
FR
Problems transporting athletes on time – further travel
C
FR
Property value will be affected
C
FR
Scale of participants
C
FR
Scale of participants 120=60
C
FR
Some classes might not be offered due to small number of students wanting a class
C
FR
Students in the same community would compete against each other
C
FR
There is the potential for one school having a larger population of participants. We have state-ranked music programs which would suffer greatly
C
FR
Twice the coaches
C
FR
Two of everything
C
FR
Unequal participation in 2 schools
C
GR
Animosity between schools
C
GR
Boundaries.
C
GR
Competition within the city. I don't like how there is Westerville north and Westerville south. I don't want the same for Reynoldsburg. Lets remain one.
C
BRJH
Separation W/in the community-one school being superior
C
BRJH
Splitting up the schools would make it harder, friends would have to go to other school, one building better than the other
C
CO
Busing logistics
C
CO
Diluting resources/assets
C
CO
Doubles extra-curricular support requirements (man power)
C
CO
Duplication of efforts
C
CO
Lack ability to build curriculum based on student needs
C
CO
Less opportunities
C
CO
Not as visionary/less flexibility
C
CO
Not equitable
C
CO
School morale damaged
C
CO
Split the community (x2)
C
CO
Split the teaching staff
C
CO
Too many additional costs
C
CO
Too traditional
C
CO
Transportation logistics
C
CO
Twice as many administrators
C
FR
Both academics and athletics
C
FR
Boundaries
C
GR
Divided community (x4)
C
FR
Bus transportation
C
GR
C
FR
Class issues depending on how boundaries are drawn
Division of community in school and OGT
C
GR
Double coaching positions
GR
Doubled the cost of some areas.
C
FR
Community sense becomes affiliated with north or south not Reynoldsburg
C C
GR
Equity issues-haves/have knots
C
FR
Competitiveness of classes/schools
C
GR
C
FR
Cost
Extra cost of duplicate jobs, examplecoaching contracts.
C
FR
Cost in sports programs
C
GR
Freshmen with seniors
C
FR
Costs of two sets of coaches
C
GR
Have and have nots. (x2)
C
FR
Divide community (x3)
C
GR
Hostile division/boundaries
C
FR
Divides community – good high school, bad high school
C
GR
Identical
C
GR
C
FR
Division of community because of boundaries
Last six month board meeting 87,000.00, Not inclusive list.
C
GR
More teachers
C
FR
Duplicate extra-curricular – $
C
GR
No opportunity for specialization.
C
FR
Duplicate programs
C
GR
No options for specialization (x2)
C
FR
Duplicated and prolonged
C
GR
C
FR
Extra costs
Puts freshman in with more mature seniors.
C
GR
Separate is not equal
REYNOLDSBURG CITY SCHOOLS
“Competition within the city. I don't like how there is Westerville North and Westerville South. I don't want the same for Reynoldsburg. Lets remain one.”
57
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Aud.
58
Loc.
(continued)
Weakness
Aud.
Loc.
Weakness
C
GR
Transportation go up anyway
C
HM
Lack of equal academic opportunity
C
GR
Will all resources for gifted & special needs be available in both locations
C
HM
Less diverse
C
HM
Losing more teachers or getting more and wasting money, get separated with your friends, competition
C
HM
Loss of quality of extra curricular
C
HM
Might need to be more busing , boundaries, split from your friends, more competition
C
HAMS
Community would be divided
C
HAMS
Loyalties would not be as strong.
C
HAMS
Mixes young kids (9th grade) with older kids (12th grade ), in our current culture this is becoming a safety issue.
C
HAMS
Splits community into two sections.
C
HAMS
Two schools means duplication of everything.
C
HM
Need more teachers
C
HM
Rivalry, loss of extra-curricular quality
C
HAMS
Two separate schools would cause distance between.
C
HM
Separates the community
C
HM
Social rates would probably go down, small classes making students either bored or less attentive
C
HM
There would have to be a lot more buses
C
HM
Trying to make high schools equal won't work – one's expectations will be lowered
C
HM
Way too much money to pay for buses, sports, marching band, etc.
C
HM
Younger student mixed with older students
C
HAMS
Will AP classes be taught at both?
C
HAMS
Would both areas receive the same education.
C
HAMS
You may have to hire more teachers.
C
HAMS
AP classes possible not avail @ both schools
C
HAMS
Divided loyalties
C
HAMS
Divisive
C
HAMS
Inequity of SES R/T boundaries
C
HAMS
Lose sense of community
C
HM
2 Football teams
C
RH
Additional busing (x2)
C
HM
A lot of kids would want to go to that school
C
RH
Boundaries
C
RH
Bringing down the advanced students to the same level as the average student
C
HM
Assignment of staff`
C
HM
Bullying
C
RH
Budget
C
HM
Competition. Between schools, more "desired" neighborhood, less diverse
C
RH
C
HM
Competition between schools, extra curricular and academic
Budget concerns re: offering two different sets of systems, two psychologists, higher achieving.
C
RH
C
HM
Competition, split from friends, 2 teams
Budgets concerns re: extra curricular activities.
C
HM
Competitive athletics
C
RH
Bullying of younger kids by older kids.
C
HM
Cost of extra curricular
C
RH
Business support split
C
HM
Divide community, 2 sets extracurriculars and teams, competition between schools
C
RH
Competition among our own community.
C
RH
Competition between schools.
C
HM
Divides community (x2)
C
RH
Destructive competition.
C
HM
Divides district not just geographically but possibly income based, doesn't give students chance to know everyone in district, tensions between schools
C
RH
Difficult to maintain equity in quality of education and facilities.
C
RH
Divides community (x3)
C
RH
Division- two schools will not be equal.
C
RH
Division: New vs. Old and Have vs. Have nots
C
RH
Divisive for city.
C
RH
Done before.
C
RH
Double the cost (administration rise, athletics etc.)
C
RH
Duplication of efforts (higher costs)
C
RH
Duplication of items- two teams, two of everything – cost.
C
RH
Economic/racial split of community.
C
HM
Divides quality of teachers
C
HM
Divides the community, have-have not situation
C
HM
Extra cost to staff, coaching, etc.
C
HM
Fewer social opportunities for students
C
HM
Have vs. Have nots (x2)
C
HM
If you live in the middle or have problems with one child
C
HM
Kids don't get to choose which school
C
HM
Kids not having a course they like or need
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
WEAKNESSES Aud.
Loc.
(continued)
Weakness
Aud.
Loc.
Weakness
C
RH
Extra cost of duplicate jobs, examplecoaching positions awarded in last six months, 87,000 dollars not inclusive.
C
RH
Unequal education – report card scores.
C
RH
Friendships strained?
C
RH
Who will attend the older school?
C
RH
Funding extra-curricular
C
RH
Younger students will be with older students.
C
RH
Haves/have nots, people arguing over borders.
C
RHS
C
RH
Haves vs. Have nots
Achieving economic balance; operation issues (equipment); need two of everything
C
RH
Hire new teachers to work in the new HS in order to
C
RHS
Adjusting boundaries a number of times
C
RHS
C
RH
How do we ensure equity in equipment, etc. @ Both schools.
Are we becoming less competitive by diluting our talent pool?
C
RHS
Based on boundaries
C
RH
Learn bad habits from older peers
C
RHS
Boundaries (x2)
C
RH
Less opportunity
C
RHS
C
RH
Mixes age groups
Boundaries – Rich vs. Poor; freshmen with seniors
C
RH
More costly
C
RHS
Boundaries -divide community (x2)
C
RH
More costly – two everything.
C
RHS
Communication among staff
C
RH
More money.
C
RHS
C
RH
More money=less opportunities
Community perception of a "ghetto" school
C
RH
Negative competition
C
RHS
C
RH
New/old – lead to unequal attendance?
C
RH
Not further preparing our kids.
C
RH
Not innovative.
Competition among two schools-same community; duplication of programs-$ and quality; division of community; inequality between schools-socioeconomic differences
C
RH
Not the competition level
C
RHS
C
RH
Offer the same AP + enriched classes
C
RH
Old vs. New equipment
Competition between schools; student may never go to school with friends; student will only get to know 1/2 of fellow students.
C
RH
One group will be upset about one school being rich school.
C
RHS
C
RH
Parking
Cost of funding 2 different athletic programs/music programs/extra curriculars
C
RH
Perhaps need to cut down due to low enrollment/cost/safety.
C
RHS
C
RH
Potential economic differences/have/ have nots.
Cost of maintaining two schools will be higher; dividing music, sports, etc; splitting friends; splitting community between have and have nots.
C
RHS
C
RH
Property value
Different socio-economic situation may require more attention to one school
C
RH
Puts freshman in with much more mature seniors.
C
RHS
Divided community (x2)
C
RHS
Double coaching money
C
RH
Racial boundaries (x2)
C
RHS
Duplication of facilities etc costs
C
RH
Rivalry within community over extra curriculars.
C
RHS
Duplication of programs, impact costs and quality
C
RH
Same old thing
C
RHS
C
RH
Self esteem, confidence.
C
RH
Split the district?
Economic disparities; freshmen in with much more mature seniors; division of community
C
RH
Sports teams are weaker because talent is split.
C
RHS
Economic equality east vs. west
C
RHS
Freshman in with mature seniors
C
RHS
Funding for two sets of athletics; split community; have and have nots; boundaries unfair
C
RHS
Have/have nots (x2)
C
RHS
Have/have nots vs. Geographic lines
C
RHS
How to divide Mr. Stevens
C
RHS
How will the schools be named, will we lose the name Reynoldsburg
C
RH
Teachers wanting to work for certain principals.
C
RH
Transportation (x2)
C
RH
Two extra curriculum activities, more expense for parents.
C
RH
Two identities have typically made students see one school as better and set of students better.
REYNOLDSBURG CITY SCHOOLS
59
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Aud. C
“Separates the town; rivalry between schools; duplication of programming cost will impact quality”
60
Loc. RHS
(continued)
Weakness
Aud.
Loc.
Weakness
Inequity in the facility – technology, athletic facilities
C
SAC
Limited opportunities.
C
SAC
Money for extracurricular activities.
C
SAC
Natural geographic boundaries will likely divide student inequitably.
C
SAC
Not necessarily student friendly or teaching to strengths.
C
SAC
So large you lose sight of main purpose.
C
RHS
Inter-staff communication – needed changes may be slow to implement, need to maintain equality
C
RHS
Lack of choices
C
RHS
Less equity for all students
C
RHS
Lower division
C
RHS
Miss new opportunities for growth
C
SAC
Splits community. (x2)
C
RHS
More expensive duplicating
C
SR
Could be divisible -haves & have nots
C
RHS
New vs. Old
C
SR
C
RHS
No choice; drawing borders
Differences between the education received between the schools
C
RHS
Operating issues
C
SR
Division in community
C
RHS
Pool of kids from various activities (clubs/teams)
C
SR
Division of the city
C
SR
Duplication
C
RHS
Rich kid-poor kid identity; you attract the better teachers to the "better" school over time. They have more books, more social activities at one school than the other. Who gets "raiders"? Equal?; Old school was not renovated as promised when JR high was split. Lack of trust now in administrators who did not follow through with promises made on how $$ was spent – all went to new school
C
SR
Equity & safety
C
SR
Extra cost of duplicate jobs (two varsity coaches)
C
SR
Extra curricular, additional expense
C
SR
Financial implications
C
SR
Good teachers vs. Weaker teachers (cluster)
C
SR
Haves & have nots, financial inequities
C
SR
Haves and have nots affects academics
C
RHS
Rivalries
C
SR
Haves vs. Have nots
C
RHS
Rivalry, but I think this is minor
C
SR
Imbalance with extracurriculars
C
RHS
Separates the town; rivalry between schools; duplication of programming cost will impact quality
C
SR
Increase redundancy
C
SR
Lack of community (x2)
C
SR
Lose economy of scale
C
SR
No stimulus for change
C
SR
No stimulus for change, same old same old
C
RHS
Split community
C
RHS
Split neighborhoods/boundaries
C
RHS
Split neighborhoods; athletics – resources/quality; one school newer than the other; duplications
C
SR
C
RHS
Split students from friends in same town
Pickerington effect=haves/have nots (equity)
C
SR
C
RHS
Staffing for buildings. How do we split the staff/qualifications
Possible vandalism of property, mascots, etc.
C
SR
C
RHS
Tends to split students along geographic and hence have & have not lines
Puts freshman in with much more mature seniors
C
SR
Rivalry (x2)
C
RHS
Transportation
C
SR
C
RHS
Two high school that are too big
Rivalry between the schools' teamsanother opportunity for conflict
C
RHS
Weakened OCC standing affects chances for scholarships
C
SR
Separate friends
C
SR
Two facilities
C
RHS
Will separate the town
C
SR
C
SAC
Different environments.
Unnecessary competition between schools (safety & seriousness)
C
SAC
Dilutes talent pool (x2)
C
TR
"Haves" vs. "Have nots"
C
SAC
Divides the community (North vs. South) (East vs. West).
C
TR
Age differences (I.e. 9th graders too young)
C
SAC
Duplication of resources.
C
TR
Boundaries
C
SAC
Extracurricular
C
TR
Boundary issues -- someone not happy
C
SAC
Have to pay for 2 sets of administrations
C
TR
Boundary sensitivity
C
TR
Busing
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
WEAKNESSES Aud. C
Loc. TR
(continued)
Weakness Causes competition – one feels like a loser, not getting what other school gets
Aud.
Loc.
Weakness
C
TR
Open enrollment (reduction of choice?)
C
TR
Potentially no open enrollment
C
TR
Puts freshmen in with more mature seniors
C
TR
Puts freshmen in with much more mature seniors
C
TR
Challenges for high ability?
C
TR
Community division
C
TR
Competition
C
TR
Competition between schools (x2)
C
TR
Rivalry (x2)
C
TR
Competition within district "haves and have-nots"
C
TR
Same old, same old (x3)
C
TR
Separates community W/extra-curricular activities
C
TR
Costs will go much higher
C
TR
Creates a community division
C
TR
Some rivalry
C
TR
Creates division in community
C
TR
Splits the town
C
TR
Disparity in socioeconomic boundaries
C
TR
Splits town/neighborhood/friends
C
TR
Division of community (x3)
C
TR
Splitting the community
C
TR
Double costs
C
TR
Teams might play each other
C
TR
Double costs for everything
C
TR
Tension within city
C
TR
Driving students – room to park – monitoring
C
TR
C
TR
Economic or racial split to community
This is the familiar – not necessarily best for community future – what we are comfortable with
C
TR
Extra cost for duplicated job ex. Coaching salaries
C
TR
C
TR
Extra costs of duplicate jobs (e.g. Coaching contracts awarded last six months $87,000
Too many opportunities may weaken the teams. Not as competitive for players
C
TR
Too much age span – can promote risky behavior among the underclassmen
C
TR
Extra money stretched
C
TR
Too traditional (x2)
C
TR
Higher cost of transportation (buses)
C
TR
Transportation
C
TR
Higher cost to duplicate everything
C
WRJH
C
TR
How do you divide without creating haves/have-nots or that perception
Can hurt the sports programs-not enough students and can cause rivalry.
C
WRJH
Competitive
C
WRJH
Contracts listed in the last six months approximately 87,000 a year. This is not an all inclusive list.
C
WRJH
Divide community – new/old (socioeconomic division)
C
TR
How to identify students from each school -- who belongs in each building (dress/colors remain the same?)
C
TR
If always doing something, get same results
C
TR
If you keep doing the same thing, you'll get the same results
C
WRJH
Divide community.
C
WRJH
Divide resources (bus, staff)
C
TR
Kids split from friends
C
WRJH
C
TR
Lack of flexibility
Divide resources of staff and community
C
TR
Less of community identity
C
WRJH
Dividing community.
C
TR
Lose a sport status -- conference
C
WRJH
Division of community.
C
TR
More expensive because of the duplication of programs
C
WRJH
Division of Reynoldsburg.
C
WRJH
C
TR
No choice (no open enrollment -- or at least only on paper)
Does smaller school population drop us to division 2?
C
WRJH
C
TR
No choice (open enrollment may not be permitted if one high school is desirable)
Extra costs of duplicate jobs, example, coaching positions.
C
WRJH
Getting community to agree on where to draw boundaries.
C
TR
Not equitable to all students, a "better" school perception by parents/community
C
WRJH
Have/have nots.
C
WRJH
Haves/have nots (rich and old schools).
C
WRJH
Loss of unity (raider pride)
C
WRJH
New curriculum/electives/styles.
C
WRJH
Puts freshman with much more mature seniors.
C
WRJH
Rivalry – enough students to fill teams
C
TR
Not flexible
C
TR
Not safe R/T age of 14 yo W/18 yo; can mess with self esteem
C
TR
Open enrollment
REYNOLDSBURG CITY SCHOOLS
61
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Aud.
“All students would be split up, [there would be] competition between schools, older students could bully younger students, [would] have to hire more teachers, [would] have to create new mascot and colors and uniforms.”
(continued)
Weakness
C
WRJH
Social and economic issues.
C
WRJH
Two identities.
C
WRJH
Two teams – 2 costs.
C
WRJH
Two teams, two bands etc. – Costs.
C
WRJH
Unfriendly rivalry, split community, reduced populations to "field" successful programs.
C
WRJH
Can't satisfy everyone with boundaries
C
WRJH
C
WRJH
C
Aud.
Loc.
Weakness
P
BRJH
All students would be split up, competition between schools, older students could bully younger students, have to hire more teachers, have to create new mascot and colors and uniforms
P
BRJH
Boring, will not see any old friends, sucky sports teams
P
BRJH
Can't see your friends at school because of where we live,
Dividing of community
P
BRJH
Can't work together
Electives may be limited
P
BRJH
Distance between them
WRJH
Haves vs. Have nots
P
BRJH
Everything is divided
C
WRJH
Increasing district costs of double athletics & band
P
BRJH
C
WRJH
Puts freshman with much more mature seniors
It would be like one side is the poor side and the other side is the rich sided, split up friends, can't work together
P
BRJH
Kids get split up, two athletic teams
C
WRJH
Waters down talent for competitive activities
P
BRJH
More buses needed, cost more, not see friends, not working together
C
WRMS
Cost of duplication.
P
BRJH
Rich -- poor (x2)
C
WRMS
Costs of hiring staff/faculty
P
BRJH
C
WRMS
Create rivalries.
Rich-poor, we won't get to see our friends
C
WRMS
Dismantle extracurricular.
P
BRJH
C
WRMS
Dismounting of extracurricular-quality
Some students might want to go to the same school as their parents
C
WRMS
Divisions
P
BRJH
C
WRMS
Divisive- rivalries
C
WRMS
Duplication of necessary resources, I.e. Specialized teachers, coaches.
Students may not attend the other school as much, won't get to work together as a group, won't see friends, different graduations
P
BRJH
Takes friends and separates them
C
WRMS
Encourages intertwine rivalry.
P
BRJH
Teams could argue who's better
BRJH
There would be two different football teams and different teams
C
WRMS
Extra cost of duplicate jobs such as coaching.
P
C
WRMS
In these economic times getting more money is going to be rough.
P
BRJH
Transportation
P
BRJH
Two athletic teams, splitting friends
P
BRJH
Two different football teams, two different schools with a new name and mascot
P
BRJH
Two things for every school
P
BRJH
We would have to travel farther if your parents take you to school, two athletic teams, splitting friends
C
WRMS
New school is not mature with resources.
C
WRMS
No comment.
C
WRMS
Nothing is perfect with any programcommunity division
C
WRMS
Splitting of community.
C
WRMS
This all costs money-and more levies are probably being drafted.
P
BRJH
Won't see friends
C
WRMS
Unoriginal – no Reynoldsburg identity-we become northern pickerington.
P
BRJH
Would be separate possibly hard to manage
C
WRMS
Dismantle extra-curricular
P
BRJH
You will not get to see your friends
C
WRMS
Divide community
P
HAMS
2 Teams -- split
C
WRMS
Divisive
P
HAMS
Competition
C
WRMS
Duplication of resources: 2 head coaches/2 band leaders = cost weakness
P
HAMS
More $$
P
HAMS
Split from your friends
P
HAMS
Twice as many volunteers
P
HAMS
Cost more money for teachers
P
HAMS
More expense for extra curricular
C
62
Loc.
WRMS
Extra cost of duplicate jobs $87,000.00 Estimate-sports community
C
WRMS
Higher cost for separate extra-curricular
P
HAMS
People can't choose their school
C
WRMS
Identity
P
HAMS
C
WRMS
Rivalries
You might get separated from your friends
P
RHS
#2 Is a bad idea.
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
WEAKNESSES Aud. P
Loc. RHS
(continued)
Weakness A divide in Reynoldsburg will be created economically because the area around Taylor Road is more wealthy than that of the rest of Reynoldsburg.
P
RHS
After school programs
P
RHS
Based on where one lives
P
RHS
Big field trips like Washington
P
RHS
Bus route
P
RHS
Buses
P
RHS
Community divided (x2)
P
RHS
Community split
P
RHS
Controversy will rise quickly and rampantly
Aud.
Loc.
Weakness
P
RHS
Less unity between students at different schools
P
RHS
More fights
P
RHS
More privilege
P
RHS
No choice of school
P
RHS
No school choice (x2)
P
RHS
Nothing really changes
P
RHS
One school might have a weaker extracurricular team
P
RHS
Problems with …?...Apathy
P
RHS
Rivalry
P
RHS
Rivalry between schools
P
RHS
Same curriculum-low test scores
P
RHS
School rivalry (sports, bands)
P
RHS
School teachers
P
RHS
Separate people because of financial living
P
RHS
Separating talented athletes
P
RHS
Separation (x2)
P
RHS
Separation in community
P
RHS
Separation of athletics= not as competitive during initial separation
P
RHS
Creates a rivalry (x2)
P
RHS
Curriculum would revolve around the OGT again
P
RHS
Divide athletics/extra curricular
P
RHS
Dividing boundaries=$ diff
P
RHS
Dividing of community
P
RHS
Dress code
P
RHS
Dress code issues
P
RHS
Duplicate
P
RHS
Duplicate school-would not draw anyone to community
P
RHS
P
RHS
Emphasis on OGT
Some kids would not be able to experience the new high school
P
RHS
Field trips
P
RHS
Split sports -- struggle with pool of athletes
P
RHS
Haves vs. Have nots
P
RHS
Splitting staff
P
RHS
Having 2 football, marching bands, sports
P
RHS
Sports and other activities would weaken and be rivals
P
RHS
I think the weakness would be dress code because some parents might want to see their kids in uniforms, some don't want to see there kids in uniforms, but I think they shouldn't have it at all
P
RHS
Sports teams and other extra curricular activities will suffer with the division
P
RHS
Sports teams not being as good or one team being way better than the other
P
RHS
Student will be socially divided
P
RHS
Students having more opportunities in and out of the classroom
P
RHS
Targets for field you want to go into would not be as strong
P
RHS
It will separate the schools to a rich/ poor situation, even though the new school will go to people with less money, and the Livingston will go with the people in Slate Ridge and places.
P
RHS
It's really nothing new besides the building
P
RHS
Targets for the field you want to go into are not in this setting
P
RHS
Lack of curriculum (x2)
P
RHS
Teachers
P
RHS
Lack of detail to teaching-no help for the higher test scores
P
RHS
That they may have a lack of focus
P
RHS
The weaknesses are that some kids won't be able to experience the new school, it wouldn't be fair to other students
P
RHS
There could be a ton of 9-10 the graders, and only a handful of 1-12
P
RHS
There may be a lack of bonding as far as a community (students, sports, etc.)
P
RHS
This is not being ran so great, why not another one
P
RHS
Time
P
RHS
Time factor/transportation
P
RHS
Lack of focus
P
RHS
Learning might not be as catered to students because we are dealing with all grades
P
RHS
Less diversity (x4)
P
RHS
Less economic diversity
P
RHS
Less people at sports games
P
RHS
Less people to talk to
P
RHS
Less staffing likely
P
RHS
Less unity
P
RHS
Less unity -- lack of support
REYNOLDSBURG CITY SCHOOLS
“The weaknesses are that some kids won't be able to experience the new school; it wouldn't be fair to other students.”
63
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Aud.
64
Loc.
(continued)
Weakness
Aud.
Loc.
Weakness
P
RHS
Transportation to other school
P
WRJH
Rivals with the different identities
P
RHS
Two different teams, bands not as good
P
WRJH
P
RHS
Unbalanced for sports
Same school for four years, nothing really new
P
RHS
Violation
P
WRJH
Separation of friends
P
RHS
We need change to keep people interested in education
P
WRJH
Separation of peers (x2)
P
WRJH
P
RHS
Would have to hire new staff-if you wanted a certain teacher-may not be able to have that teacher
Some kids wouldn't be able to see their friends from junior high or middle school
P
WRJH
Splitting up talent
P
RHS
You could live really far away from your high school, but you still have to go because that's your grade
P
WRJH
Students and former classmates may be split up
P
BMG
Community may be split into two
P
WRJH
Teacher split
P
BMG
I think it's kids of a weakness because they'll be separation in Reynoldsburg
P
WRJH
Teachers situation
P
WRJH
P
BMG
Kids will be separated from friends
Teachers won't have time to meet together
P
BMG
Less spirit and more competition between schools
P
WRJH
The only weakness I find is busing. Will we provide more buses or what?
P
BMG
Old friends might be split up
P
WRJH
The sports would be split up
P
BMG
The difference in the areas that are split up
P
WRJH
There would be competition between schools
P
BMG
The schools would have to make or get a lot more money because two schools mean two teams
P
WRJH
They will be a lot of close friends who will be separated
P
WRJH
Two extras – everything split
P
WRJH
Two of everything (teams, student council)
P
WRJH
Two sets of extra-curricular
P
WRJH
We will he split up away from our friends and our sports will be affected by the change
P
BMG
We would have a divided community
P
SR
Create haves/have nots
P
SR
Separate friends
P
SR
Too much competition
P
SR
Weaker athletic teams
P
WRJH
A weakness of having this school would be division and conflicts with each of the school about which is better
P
WRJH
Will not have any specialization
P
WRMS
Boundaries not fair (x2)
P
WRMS
Compete with other schools (x3)
P
WRMS
Competition between students
P
WRMS
Competition within school (x3)
P
WRMS
Don’t get to choose (x2)
P
WRMS
Don't meet new people (x2)
P
WRMS
Extra-curricular activities have a possible limited amount (x2)
P
WRMS
Extra-curricular activities not as choice (x2)
P
WRMS
Friends might be split up (x17)
P
WRMS
If it's crowded we have nowhere to move around
P
WRMS
Might lose friends (x2)
P
WRMS
Not as many new people to meet (x9)
P
WRMS
People/kids would be separated (friends) (x2)
P
WRMS
Rivalry (x9)
P
WRMS
Safety (x3)
P
WRMS
Sports rivalry (x2)
P
WRJH
Affects our sports – not one good team
P
WRJH
Boundaries
P
WRJH
Breaking up kids who have gone through school together
P
WRJH
Can create rivalry between schools by distinguishing themselves
P
WRJH
Controversy
P
WRJH
Controversy over which is better
P
WRJH
Different ages are hard to mix (room)
P
WRJH
Difficult to blend after split (x2)
P
WRJH
Everyone would be separated and the two schools sports skills would drop
P
WRJH
If they split the two high school the kids can't graduate together
P
WRJH
If we divide up the boundaries you might lose a friend
P
WRJH
If you have two schools and two football teams, the football teams will not be as strong
P
WRJH
Kids can't graduate together
P
WRMS
P
WRJH
Not able to go to more than two high schools
What if someone wanted to go to a subject but had a bad grade in it?
P
WRMS
What if someone wanted to go to a subject but had a bad grade in it?
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
WEAKNESSES Aud.
Loc.
(continued)
Weakness
Aud.
Loc.
Weakness
P
WRMS
Don't get to choose
S
BRJH
Divides community
P
WRMS
Extracurriculars activities limited, not as much choice
S
BRJH
Divides the town/teachers/school peers
S
BRJH
Loss of facilities (field house)
S
BRJH
Nor fair for low social economic
S
BRJH
Smaller pod of students for activities
S
BRJH
Students leaving friends
S
BRJH
Unnecessary competition
S
CK
"New school"
S
CK
Any time there are two high schools there are some rivalry issues present-it is divisive to a certain degree
P
WRMS
No choice of which building to attend
S
BMG
Competition between schools
S
BMG
Competition between two schools
S
BMG
Cost more for additional everything
S
BMG
Depending on where the boundaries are, diversity may suffer
S
BMG
Determining the boundaries
S
BMG
Divides friends
S
BMG
Less choice of school
S
CK
Competition between the two
S
BMG
Less strength in sports
S
CK
S
BMG
Less talent for extracurriculars
Competition-perceived as better extra & academic
S
BMG
Lose diversity
S
CK
Continue existing middle/junior "split"
S
BMG
Old and new school
S
CK
Cost of additional staff/duplicating staff
S
BMG
Separation of Reynoldsburg
S
CK
Cost of duplication programs
S
BMG
Thin talent in sports competition
S
CK
Divided community (x4)
S
BMG
Thin the talent
S
CK
Divides community and students
S
BMG
Transportation issues because of boundaries
S
CK
Divides extracurriculars.
S
CK
Dividing students unjustly
S
BMG
Very expensive because of two of everything
S
CK
Dividing students-economically
"Poor" school vs. "Rich" school with boundaries for attendance.
S
CK
Dividing the children (x2)
S
CK
Dividing town (kids)
S
CK
Duplication of staff (cost)
S
CK
Ethnic boundaries
S
CK
Free and reduced lunch program
S
CK
Having the kids in the community against each other with the separate schools
S
BRJH
S
BRJH
Boring-little chance for good P.R.
S
BRJH
Community fears
S
BRJH
Community split
S
BRJH
Competition between buildings
S
BRJH
Divides district and to competitive.
S
BRJH
Divides the community. (X2)
S
CK
High cost
S
BRJH
Divisive
S
CK
Income competition
S
BRJH
If boundaries remain the same it creates a space where one school is under resource in both facility and social capitol.
S
CK
It would create two distinct economic differences geographically
S
CK
Keeps community separate
S
CK
Rivalries
S
CK
Rivalries between high schools
S
CK
Rivalry (x2)
No matter what people will think "haves" and 'have nots".
S
CK
Rivalry (lines drawn)
S
CK
Rivalry between schools
S
BRJH
Inequity
S
BRJH
Misses out on creative options of types of schools.
S
BRJH
S
BRJH
Possible inequity
S
CK
S
BRJH
Schools could never be separate but equal.
Same kids get to go to new schools/ old schools
S
CK
Schools would be rivals of each other
S
BRJH
Smaller pool of staff and students for participation.
S
CK
Separate extracurriculars can divide a community
S
BRJH
Students would have to leave their friends possibly.
S
CK
Splitting the community
S
CK
Student bodies against each other
S
CK
Two schools against each other-lines drawn
S
CK
Want to go to new, perceived as better
S
BRJH
Too much competition between the schools (really divides the town).
S
BRJH
Will not be "equal" facilities, staff, etc.
S
BRJH
Cannot be separate & equal
S
BRJH
Differences in wealth
REYNOLDSBURG CITY SCHOOLS
65
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Aud. S
CK
(continued)
Weakness With two high schools, I see problems with the children saying, " I am better than you," b/C one school would have kids with money and one wouldn't
S
FR
Divide community. (X6)
S
FR
Divides a traditional 1-school community – people don't like change
S
FR
Divides a traditional one high school community.
S
FR
Division haves/have nots.
S
FR
Double the money (team + music)
S
FR
Economic boundaries (x2)
S
FR
Equality
Coordinate curriculum. .
S
FR
Have/have nots
Could stagnate if not done well
S
FR
Inequality
S
FR
Maintaining the status quo – no room for growth
S
FR
More teaching jobs (cost)
S
FR
More teenage drivers
S
FR
More teenage drivers, driving into the "country" (potentially).
S
FR
Not changing with the times.
S
FR
Old schools all the way through
S
FR
Paying for 3 sets of extra curricular activities
S
FR
Repeating everything
S
FR
Social economically
S
FR
Socio-economic divisions.
S
FR
Split community.
S
FR
Two programs/double cost
S
FR
Won't be changing with the times
S
GR
Animosity
S
GR
Animosity. (X2)
S
GR
Choosing attendance area may be difficult.
S
GR
Divide the community
S
GR
Divides the city.
S
GR
Haves vs. Have nots (x3)
S
GR
Location major issue
S
GR
Lots more organizations.
S
GR
More costly to have 2 of everything especially extra-curricular.
S
GR
More staff would be required + extracurricular staff necessary
S
CO
Boundaries
S
CO
Boundaries usually separate haves from have nots
S
CO
Budgetary concerns
S
CO
Continuing to do the same old, same old + expecting different results?
CO
S
CO
Dilution of athletic pool
S
CO
Divides community (x2)
S
CO
Extra-curricular costs, two times everything
S
CO
Familiar – no challenges
S
CO
Harder for teachers to plan horizontally
S
CO
How do we prepare students adequately for the future that will be increasingly different than it is now?
S
CO
Identification by students of east school and west school, not communitydivision of the community spirit
S
CO
Increase for extra-curricular
S
CO
Lack of diverse offerings
S
CO
Lack of diverse offerings/same old
S
CO
More money–double extracurriculars.
S
CO
New school/old school
S
CO
Not all students in new school
S
CO
Not all students will experience new school
S
CO
Redraw boundaries – lose friends
S
CO
Split community
S
CO
Splitting of community issues/haveshave nots
S
CO
Weakness Depending how the areas would divided up in other school.
You don't really want the rivalry from one school to the other in one town
S
Loc. FR
CK
CO
Aud. S
S
S
66
Loc.
Sports & extras have to be split and that could be really hard because, some sports we already struggle with numbers
S
CO
Stay with same kids all through
S
CO
Still two big buildings
S
CO
Students lost friends
S
GR
More staffing
GR
Need more staffing (extra curricular)
S
CO
Teacher planning-2 buildings
S
S
CO
Two sports against each other
S
GR
S
FR
"Status quo" Reynoldsburg isn't set apart from other districts.
Polarizes the community "haves/have nots"
S
GR
School against school (x2)
S
FR
Boundaries divide the community
S
GR
S
FR
Community perception: new school is/ will be better
Two of everything- competition may ensue also not enough participation for activities.
S
FR
Crucial as to where the boundaries are drawn.
S
GR
Two of everything- competition may ensue also not enough participation for activities.
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
WEAKNESSES Aud.
Loc.
(continued)
Weakness
Aud.
Loc.
Weakness
S
GR
Two sports teams. (X2)
S
HAMS
More expense (extra curriculars)
S
GR
Would involve redistricting
S
HAMS
Old & new school stigma
S
GR
Wrong side of tracks.
S
HAMS
Rich & poor
S
GR
You have the "new" school and the old school".
S
HAMS
Teacher morale
S
HAMS
Transportation between buildings
S
HM
2 teams not camaraderie, booster split, haves and have nots, less classes for specialized class
S
HM
5 mile distance, less extracurriculars opportunities
S
HAMS
" Good " school versus " bad " school (as in HAMS/wrms thought from community.
S
HAMS
Animosities between schools.
S
HAMS
Boundaries
S
HAMS
Competition
S
HM
Boosters split
S
HAMS
Divides the community.
S
HM
S
HAMS
Don't want to turn into Columbus public with poor sports teams and music programs.
Competition with other high school, could be less opportunity for specialized classes due to low #'s
S
HM
Divide city and kids
S
HAMS
Duplication of services – unnecessary waste of resources.
S
HM
Divides community (haves & have nots
Equity – boundaries? How will they be fair?
S
HM
Divides resources
S
HM
Divides the community (x2)
S
HM
Equality in facilities
S
HM
Haves – have nots
S
HM
Haves and have nots, lack of community unity, building accommodationstechnology
S
HM
In town competition, New vs. Old, socioeconomic difference
S
HM
Lack communication between buildings
S
HM
Less specialized instruction in both building
S
HM
Neg. Competition between buildings
S
HM
Negative competition, separation anxiety
S
HM
Not taking risk (different opportunity)
S
HM
Rich side & poor side of town
S
HM
Separated, not trying new stuff, growth, lack of communication, competition
S
HM
Socio economics
S
HM
Socio-economic split
S
HM
Sports divided, extra curricular activities, less classes offered for specialized instruction if not above need
S
HM
Teams not as competitive
S
HM
Two separate teams
S
RH
"New" vs. "Old"
S
RH
AP classes may not happen.
S
RH
Community perception that a 2nd hs. will be seen as haves vs. have not
S
RH
Community perception that a second high school will be seen as have versus have nots.
S
HAMS
S
HAMS
Equity (rivalries).
S
HAMS
Equity split by where students live – could be by economic status.
S
HAMS
Expense
S
HAMS
Haves/have nots.
S
HAMS
If district lines are drawn (in a certain way, could it be possible that some students would go to all new schools and others would not- speaking of equity.
S
HAMS
Inequities/have versus have nots.
S
HAMS
Might divide community.
S
HAMS
More expensive – two sets of extra curricular.
S
HAMS
More opportunities.
S
HAMS
Neighborhood boundaries.
S
HAMS
Rivalries
S
HAMS
Rivalries – I see similar economic groups getting lumped together, would similar curriculums be taught?
S
HAMS
Rivalries/divided community.
S
HAMS
Small extra curricular groups especially at the " old" part of the district.
S
HAMS
Splitting staff.
S
HAMS
Twice the resources?
S
HAMS
Two clubs/teams.
S
HAMS
Two sports teams.
S
HAMS
Would two schools have difference in population make up?
S
HAMS
Compete against friends/classmates
S
HAMS
Division of community
S
HAMS
Extra cost of duplicate jobs
S
RH
Competition between schools.
S
HAMS
Freshman with seniors
S
RH
Costly to run 2 of everything
S
HAMS
Hard to achieve equity of education
S
RH
S
HAMS
Have's and have nots
Current 2 MS division will move up to HS (haves vs. have nots)
S
RH
Fund athletics/extra curricular
REYNOLDSBURG CITY SCHOOLS
67
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Aud.
(continued)
Weakness
Aud.
Loc.
Weakness
S
RH
Geographic boundaries.
S
RHS
Duplication of efforts (x2)
S
RH
Growing accepting.
S
RHS
Duplication of efforts across the district
S
RH
Growing pains in getting accustomed to the new situation.
S
RHS
Equipment demands double
If 2 HS leads to community rivalry, there 's no change for relief from a 3rd HS
S
RHS
Expensive (x2)
S
RHS
Familiar
S
RHS
Financial support
S
RHS
Good school/bad school
S
RHS
Good" vs. "Bad" school
RHS
Harder to communicate
S
68
Loc.
RH
S
RH
Less walkers
S
RH
More expensive – extracurriculuar activities/staff
S
RH
More expensive to hire, double of everything.
S S
RHS
Have's and have nots
S
RH
More expensive.
S
RHS
Haves/have nots
S
RH
More security costs/staff
S
RHS
S
RH
Rivalry – haves/have nots.
S
RH
Same old, same old – no new ideas.
I don't know that "competition" in a neighborhood community is a good thing.
S
RH
Same old, same old, pattern of education in the same model.
S
RHS
In a nut-same old, same old/haves, have nots
S
RH
Same old--same old; same pattern of ed. In the same model – no room for innovation
S
RHS
Invalidates opportunities for teaching
S
RHS
Lack of identity with school and community
S
RH
Separate community.
S
RHS
S
RH
Separate evaluations between both
Lack of unity among students and friends divided
S
RH
Splits sports, arts, music.
S
RHS
Loss programs
S
RH
Splitting teachers working together
S
RHS
S
RH
We'll never be a three high school town so we would be stuck if problems arise between two schools.
May have to split teachers in bldgs (certif)
S
RHS
Missing opportunities for academic focus
S
RH
Won't be enough students to fill AP classes
S
RHS
Missing opportunities for academic focus
S
RH
Won't ever be a three high school town.
S
RHS
More preps
S
RH
Wouldn't be enough seniors to fill A.P. Classes.
S
RHS
More preps for teachers (x2)
S
RHS
Nothing to build community with + pride
S
RHS
Antiquated idea (x4)
S
RHS
Perceptions of division
S
RHS
Boring (same old/same old)
S
RHS
Rich/poor, lucky/unlucky (x2)
S
RHS
Boring-to easy to fall into rut of same old same old
S
RHS
Rivals
S
RHS
Safe
S
RHS
Boundaries not priority
S
RHS
Same old, same old
S
RHS
Certification courses)
S
RHS
Separate identities (x2)
S
RHS
Competition (x3)
S
RHS
S
RHS
Cost of establishing extracurricular
Separate sport teams, music departments
S
RHS
Create friction between schools if not seen as balanced
S
RHS
Soc. Economic inequality
S
RHS
S
RHS
Curriculum will inevitably diverge and one will be "better"
Socio-economic inequality within student bodies due to geography.
S
RHS
Splits community (x2)
S
RHS
Dilutes all programs not just sports
S
RHS
Splits teachers
S
RHS
Disengaged students
S
RHS
Splitting staff due to certification
S
RHS
Disparity-1 nice new school in nice area vs. Not
S
RHS
Sports because of division
S
RHS
Staff spit would cause a dilution of mentors
S
RHS
Districting
S
RHS
Divide community. (x3)
S
RHS
Staff split between two schools
S
RHS
Divided resources
S
RHS
Staffing
S
RHS
Does what we are doing really work? If not why replicate
S
RHS
Status quo
S
RHS
Support of activities
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
WEAKNESSES Aud. S
Loc. RHS
(continued)
Weakness
Aud.
Loc.
Weakness
Support of activities (financial and numbers)
S
TR
Divided community (x2)
S
TR
Less opportunity for challenge
S
TR
Limited resources
S
TR
New facility vs. Old facility (x2)
S
TR
New vs. Old building.
S
TR
Rivalry (x2)
S
TR
Splits community, books, equipment.
S
TR
Students who are strong in a certain content area, may not have much opportunity to be challenged.
S
WRJH
1 Old school & 1 new school
S
WRJH
Boosters.
S
WRJH
Community division (us vs. Them ).
S
WRJH
Competition among both schools.
S
WRJH
Competition between schools can be fierce.
S
WRJH
Complications
S
WRJH
District wide consistency. (x3)
S
WRJH
Divided according to Jr. High boundary.
S
WRJH
Divided communities and teaching community (staff).
S
WRJH
Divides community (x2)
S
WRJH
Divides community and schools.
S
WRJH
Division of community feeling. (x4)
S
RHS
There is that loss of "oneness"
S
RHS
Two building communications woes
S
RHS
Waters down quality of extracurriculars
S
RHS
We are not promoting small learning communities now
S
RHS
Weakens events (athletics)
S
RHS
Which side of town
S
RHS
Why copy something that is not working (x2)
S
RHS
Why? Innovative
S
SR
Additional cost
S
SR
Boundaries
S
SR
Competition
S
SR
Competition/issues between two schools
S
SR
Cost double of everything
S
SR
Cost of two extra-curricular
S
SR
Create divisions in community and student populations in terms of athletics, socio-economic boundaries
S
SR
Divide community (x4)
S
SR
Divisions in community, ex: athletics, socioeconomics
S
SR
Equity
S
WRJH
Equity issue huge (x2)
S
SR
Funding
S
WRJH
Have/have nots (economic). (x6)
S
SR
Haves-have nots
S
WRJH
I like
S
WRJH
Inability to offer a wide range of classes (due too minimum requirements that must be offered.
S
WRJH
Inefficient use of staff
S
WRJH
Inefficient use of staff (10-12 kids in a specific class).
S
WRJH
Lose experience of challenge or advanced experience.
S
SR
Huge costs for uniforms and equipment
S
SR
Less cohesiveness
S
SR
Less funding
S
SR
May cause rivalries within district
S
SR
Model doesn't fit community-most outdated
S
SR
More expensive to sports, band, etc
S
SR
More money spent on extra-curricular activities
S
WRJH
May create a perception of haves/ have nots.
S
SR
New boundaries
S
WRJH
Might get all AP classes in both schools
S
SR
Possible loss of cohesiveness
S
WRJH
Needs to be really organized.
S
SR
Rivalry
S
WRJH
Possible rivalries/competition.
S
SR
Strong animosity between schools
S
WRJH
Potential for less equity.
S
SR
Transportation costs to games, etc
S
WRJH
Segregation
S
SR
Two sets of extra-curricular activities (x2)
S
WRJH
Separates community.
S
WRJH
Separates/divides community.
S
WRJH
Splits the community.
S
WRJH
Staffing
S
WRJH
Still big school.
S
WRJH
Stretch money farther (boosters)
S
WRMS
"One size fit all"
S
WRMS
Allows for minimal individualized program.
S
WRMS
Break up of community.
S
SR
Unfair boundaries?
S
SR
Uniform stipends
S
SR
Who gets to keep the raider name?
S
SR
Who keeps the "raider" name
S
SR
Would divide the community
S
TR
Busing.
S
TR
Competition between schools within Rey.
REYNOLDSBURG CITY SCHOOLS
69
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Aud. S
WRMS
(continued)
Weakness
Less choice.
S
WRMS
Less creativity-bland.
S
WRMS
Less opportunity.
S
WRMS
Less specialization
S
WRMS
Less specialization; less tapping into students strengths and weakness; less choice for parent and choice.
S
WRMS
Less strong teams
S
WRMS
Less variation for content
S
WRMS
Limit possibilities
S
WRMS
More expensive
S
WRMS
Not aligned-split curriculum.
S
WRMS
Not being alignment (curriculum resources)
S
WRMS
Not enough variation for content.
S
WRMS
Perception one "better" less opportunity.
S
WRMS
Rich/poor school debate/gossip/ rumors.
S
WRMS
Same old, same old.
S
WRMS
Separate students.
S
WRMS
Separating friends/peers
S
WRMS
Separating town.
S
WRMS
Separation of buildings/based on socioeconomics.
S
WRMS
Sports rivalry "rich school versus poor school.
S
WRMS
Staf collaboration issues
S
WRMS
Students can keep going to school with students they are familiar with and closer to their homes.
S
WRMS
Competition between neighbors.
S
WRMS
Competition between schools
S
WRMS
Competition between schools – one better than the other. Perception on "better", less opportunity-
S
WRMS
Competition between schools.
S
WRMS
Competition between schools-one better than the other. Could be a dispute over demographics of each school related to socioeconomics.
S
WRMS
Curriculum/resources.
S
WRMS
Curriculum aligned/resources.
S
WRMS
Disparity of socio-economic
S
WRMS
Divide community (x2)
S
WRMS
Divided neighborhoods.
S
WRMS
Division of sports teams.
S
WRMS
Division/rivalry within the community.
S
WRMS
Doubling athletic budget for district.
S
WRMS
Expense
S
WRMS
Finding HQT for current demands
S
WRMS
Finding teachers to teach content of high demand (calculus/physics) various arts for different buildings.
WRMS
Weakness
WRMS
Community identity
S
Loc.
S
WRMS
WRMS
Aud.
Chance of becoming imprinted negatively – good school versus bad school.
S
S
70
Loc.
Focus on traditional rather then new tech
S
WRMS
Haves and Have nots
S
WRMS
Homogeneous
S
WRMS
How to calibrate.
S
WRMS
S
WRMS
Lack of individualized recognition by staff.
Teachers choose building based on principal/clientel/demographics
S
WRMS
Traditional-been there done it.
S
WRMS
Large population-students feeling overwhelmed.
S
WRMS
Two schools.
S
WRMS
Young students in the mix with seniors
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
OPPORTUNITIES Aud. C C C C C C C C C C C C C C C C C C
C C C C C
C C C C C C C C C C C C C C C C C
Loc. BRJH BRJH BRJH CO CO CO
Opportunity Less students, more individual attention Less students/ratio More individual attention Adds to the image of the community Breaks up – to smaller -stronger bonds Community expectation met for future ballot issues CO Easier CO More opportunity to showcase academic achievement CO More sponsorship of programs CO New brand and identity CO Rivalry/spirit FR Can fine-tune to meet the community's needs FR Competition can drive excellence FR Couldn't staff looping be instituted here also? FR Create smaller communities to collaborate FR Each school could have a focus FR Entices folks from outside Reyn – two high schools = two choices FR High schools could each also have a focus/ initiative and explore offerings that do not exist currently with the existing high school FR More participation for students FR Relieve overcrowding at current school FR Take higher level courses in same building FR Teachers could loop with four classes FR Two teams – more opportunities to make sports teams – fewer students left our – help those with potential to improve, not just tops FR With shuttling or web-based options could keep the more specialized courses GR Better parent – teacher – student relationships GR Can participate. GR Can push kids to try extra curricular B/C more spots open GR Closer/better acquainted parent/teacher/ student relationships. GR More children participate GR More opportunities for kids to participate in activities sports etc.). GR More personalization. GR More student participation. GR More students able to participate in extracurricular. GR More students have opportunities for activities. GR Participate in extra curricular activities. GR Sing GR Smaller class sizes. GR Smaller community-stronger relationships GR Two of everything. HAMS Possibility for " bad" students to be split up.
REYNOLDSBURG CITY SCHOOLS
Aud. Loc. C C
C C C C C C C
C C C C C C C C C C C C C
C C C C C C C C C C C C C C C C C
Opportunity
HAMS Safer: with less students, security can focus their energy better. HAMS Can separate students who have been together for a long time and are "problem kids" HAMS Safer HM A lot more things, 2 band, gyms, etc HM Allowing to learn out of school HM Better chances of getting on a team HM Better one on one HM Competition for grades will push students harder HM If there were more opportunity for different classes so kids could get a better selection to pick what class they want HM Make new friends HM Making more classes more kids would enjoy HM More jobs created HM More teaching positions HM More time for student and teacher to interact/teach HM Quick to complete HM Recognize talent because students have more opportunity HM Students interact with teachers HM To see what new things are to come RH Allow kids to try more activities. RH Average players play getting better RH Better opportunities for extra curricular activities. RH Build student relationships by students staying together since kindergarten (as long as go from Jr. High all together). RH Diversified learning. RH Draw growth in community RH Exposure to real world RH Hopefully providing better ethnic national balance. RH How you split, impact on community RH More chance at extra curricular activity. RH More diversified HS-boundary lines-how can this be approached RH More facilities available RH More students get to participate in courses as opposed to being closed out of classes. RH Move-ins see more chances to play RH Positive RH Positive attitudes, i.e.Split RH Same concept as done in years past has seemed to work, but we are comfortable. RH Small group setting with same school chums from elementary on up. RH Student relationships and feeder schools stay together. RH Students may be more able to speak (Eke? Sp?) An existence in a school like this. RH Think out of the box.
“Can separate students who have been together for a long time and are ‘problem kids’.”
71
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES
72
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
Opportunity
C C C
To grow. 2 Graduations Allows continuity for music and sports programs; two sets of teams, two student councils, two bands all allow more opportunities for student leadership and participation Build their reputation and identity Busing easier Can be a "big fish" in a small pond Can diversify curriculum; double opportunities for extracurriculars Choice/lottery for attendance (open enrollment) Continue career center Customize choices/what is to offer W/ schools Differing socio-economic situation clearly highlights needed focus Diversify curriculum; allow specialization according to student need Double extra-curricular Double extra-curricular opportunities Draw a boundary that is unconventional; aim for more equity Extra curricular activities offered to more students Flexibility for the future Influence where families buy into the community Let seniors decide which building they would like to attend Lottery system to ease tension More $$ to opportunity More athletic opportunities; exercise; extracurricular opportunities More in extracurriculars More opportunity than overcrowded now More opportunities in extra curriculars events More participation; seniors could mentor freshmen More students participate in athletics/extracurriculars; individualized/smaller learning communities More time to study other choice options Neighborhood friendships New floor plan Open up opportunities to join sports Participation in athletics, extracurriculars Positive competition Smaller pool to choose athletes, etc. From; more kids can participate, not as tough to get on team, etc.
C
RHS
C
RHS
C
RHS
C C C C C C C C C C C
SAC SAC SAC SAC SAC SAC SAC SAC SAC SR SR
C
SR
C C C
SR TR TR
C C
TR TR
C C C
TR TR TR
C C C C C
TR TR TR TR TR
C C C C
TR TR TR TR
C C C C
TR TR TR TR
C C C
TR TR TR
C
TR
Smaller student body = more opportunities in arts, athletics, student president, etc., If there were only enough students in all of Reyn. For 1 class, students could travel to one campus from the other. Strengths of each building are different to attract different students Students have more opportunity to get popular classes Easier to staff within school. Lots! (To join extracurricular activities) More chances for students to be involved. More personal attention for students. Personalization Same as we know Same as what we have now. Staff collaboration with buildings. There are greater benefits to strive towaRd. Better chance for smaller classes Extra-curricular could go to a different OCC division Increase participation in varsity sports, extracurriculars Promotes a technology class Academic advancement Build to have both school supporting each other Competition breeds excellence Could create a "buzz" or excitement between the schools Development Differentiated instruction Dilution of programs, increased opportunity for involvement Doubles sports involvement Easier to foster neighborhood involvement Healthy competition Increased opportunity for extra activities Increased opportunity to get Reynoldsburg name more visible More academic advancement More extra curricular opportunities. More opportunities for sports participation More participation in sports (but not necessarily more participation in other extracurriculars, such as drama, debate, chess, etc More safe -- know kids/smaller More safety More teachers More teachers, more choices for academics Neighborhood involvement Neighborhoods will get involved Opens doors for more students to participate Opportunity for development
RH RHS RHS
C C C C
RHS RHS RHS RHS
C
RHS
C C
RHS RHS
C
RHS
C
RHS
C C C
RHS RHS RHS
C
RHS
C C
RHS RHS
C
RHS
C C C
RHS RHS RHS
C C C
RHS RHS RHS
C
RHS
C
RHS
C C C C C C C
RHS RHS RHS RHS RHS RHS RHS
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
OPPORTUNITIES
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
C
TR
P
C C
TR TR
C C C C C
TR TR TR TR TR
C C C C C
WRJH WRJH WRJH WRJH WRJH
C C C
WRJH WRJH WRJH
C C C C C
WRMS WRMS WRMS WRMS WRMS
C C
WRMS WRMS
C C C C C C C C
WRMS WRMS WRMS WRMS WRMS WRMS WRMS WRMS
C
WRMS
C
WRMS
C C C
WRMS WRMS WRMS
P
BRJH
P
BRJH
P
BRJH
P
BRJH
Opportunity to support each other's programs Safer – know kids, smaller Smaller population; more students can participate Some rivalry State of college model of education (x2) Students attend school closer to home Two extra curricular programs Why must we have two sports teams? Couldn't we have on united team using children from both schools to retain unified community image? Why two irns? Develop "new pride" Develop two choice high schools New opportunity for new pride. Safer in smaller numbers. Intimidation, safety, bullying by older students Possible equal rights violation Possible violence Will open enrollment enable one school to load up on talent for athletes Double opportunity for all extra curricular. Extra curricular activities, Familiar process Good spirited rivalry. More extra-curricular opportunities- actual participation. More money for coaches. More sports teams, bands, choral groups, more mascots. More students involved. No comment. Shortens learning curve for management. The student will not be crowded in one. Better teachers Comfortable for students (traditional) Competition within the schools Duplication of resources = opportunity for kids Healthy competition/positive rivalry for both students and teachers More extra-curricular opportunities. i.e. Athletics, student organizations + academic programs Option of schools for teachers Shorten learning curve for management Two sets of extra-curricular activities for students Be with friends, reduce student/teacher ratio, create jobs Being in a completely new school and having a school close to you Better chance at getting in a sports program Better education -- less people
REYNOLDSBURG CITY SCHOOLS
P P P
P P P P P P P
P P P P P P P
P P P P P P P P P P P P P P P P P P P P P
Opportunity
BRJH
Different events, teachers could get to know you better, get more help where you need it, more chance of getting classes you want, better education BRJH Get classes that you wanted BRJH Going to 2 high schools BRJH Kids can have chances to do things they wouldn't normally do since there are more spots open, compete against each other BRJH Kids keep some of their teachers BRJH Kids will get less chances to get the classes they want, sports teams, better education BRJH Kids will have more of an opportunity to have the class they would like to do BRJH More chance to excel in your school BRJH More chances for classes they want BRJH More chances in sports, band, etc. BRJH New football team so you could maybe set more playing time, there would be more room for band members, etc BRJH People could have more opportunities with the other language one BRJH Smaller class sizes BRJH Students would get more help from their teachers BRJH There is not as much kids so you could have a better education BRJH To start out better in a new school, to have a bigger building and less students BRJH Two schools to give ideas BRJH You can focus on one thing without being distracted, you are more likely to get the classes that you want HAMS To make new friends HAMS Variety of different classed RHS Basically copy now without overcrowding RHS Better education, less students in a class, and more activities RHS Discrimination between schools RHS Hands on RHS Hands on approach RHS Learn more RHS Learning experience RHS Less crowded RHS Less crowded would provide more individually RHS Lessens population RHS More attention RHS More attention can be given to the students (x2) RHS More hands on activities easier to manage RHS More individuality RHS More kids RHS More opportunities with less students RHS More people can play sports RHS More sports opportunities RHS New location if you are lucky
73
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES
“Boundaries must be drawn so as to not have a ‘poor’ school and a ‘rich’ school—with so many apartments on the south end, this will be challenging.”
74
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
Opportunity
P P P P P
RHS RHS RHS RHS RHS
P P
WRJH WRJH
P
WRJH
P
RHS
P P
WRJH WRJH
P P P P P
RHS RHS RHS RHS RHS
P P
WRJH WRMS
P
RHS
P P P P P P
RHS RHS RHS RHS RHS RHS
P P P P P P P P P
WRMS WRMS WRMS WRMS WRMS WRMS WRMS WRMS WRMS
More people involved Reynoldsburg could have a good opportunity to become known as a good football team Staff could focus more on individual students, less kids To have older people as examples We can have more battle of the burg that is what we do in Jr. High Work with people of all grades Add more classes because less students (x4) Could ride your bike Enough seats for everybody (x13) Get your own locker (x12) Less bullying (x9) Maybe more field trips (x4) Might be competitive More sports (x2) No bullying Own lockers (x2)
P
RHS
P P
RHS RHS
P P P P P P
WRMS WRMS WRMS WRMS WRMS WRMS
P
WRMS
P
RHS
P P P
RHS BMG BMG
P P
BMG BMG
P P
BMG BMG
P P P P P S S S S S
WRMS WRMS WRMS WRMS WRMS BMG BMG BMG BMG BMG
P
BMG
P P P P
SR SR WRJH WRJH
S S S
BRJH BRJH BRJH
S
BRJH
P P P P P
WRJH WRJH WRJH WRJH WRJH
S S S S S
BRJH BRJH BRJH BRJH BRJH
P
WRJH
Nice facility helps achievement Not as much crowded of a place Not united Offers more extracurriculars Opportunity to get better known with teachers for education Possibly smaller classrooms and number of students Preventing fights Quality of schools Quality of teams Rivalry Same activities but more of a chance to participate Same activities? With more of a chance to participate since it is two of everything. Same for both Small classes (x2) Small classes help achievement Sophie's will have a bigger responsibilities Sports – more opportunity to play Still have teacher for all 4yrs-develop a relationship Students will get more attention because of the small school Succeed The opportunities with this scenario is that maybe with the lesser amount of students in the school, there is a bigger chance of you learning more than with a big student body There would be more opportunities for the grades because… Turn old JH into elem and new land into JH Friends stay together Gives more kids the opportunity to get involved in school activities Have more questions answered It will give kids a chance to try something new Kids will have more learning space To learn more if there are less kids- more direct attention We would allow more people to come to the schools Develop good reputation for sports More people involved Availability of classes Both schools can come together sometimes to do events Could have a variety of kids Everyone could participate in activities Facilitate college entrance due to focus Facilitate college interests due to college More available classes so that you can prepare yourself for college More available classes so that you can prepare yourself for college
S S S
BRJH BRJH BRJH
Same classes in each building Sports teams (x2) Support for struggling students (x3) Tutoring Two sports teams (x15) We could have subjects like cooking class if people wanted to get into that business We could have support class for people who need help in classes (like tutoring) Wouldn't have to share many lockers (x2) Might be cool to compete No bullying Same classes I watch building Two opportunities for student council, etc… Eliminates overcrowding More extracurricular opportunity More opportunity to participate Smaller groups To play sports (unless you have open enrollment) Better teachers. Class size control. Could also unite the community-competition is a good thing. Could cause both facilities to work harder, students to work harder etc. Diversified curriculum. Extracurricular activities would be the same. Football-two teams. Fresh start/ I feel that academically the opportunities would be equal in both schools. Less anonymous. More opportunities for AP classes. More opportunities for the kids.
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
OPPORTUNITIES
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
Opportunity
S S S S S S
BRJH BRJH BRJH BRJH BRJH BRJH
S S S S S S S S
BRJH BRJH BRJH BRJH BRJH CK CK CK
S S S S S S S S
CO CO CO CO CO CO CO CO
S S S
CO CO CO
S S
CK CK
S S S
CK CK CK
S S S
CK CK CK
S S S S
CK CK CK CK
S S S S S S S S S S S S S S S
CO CO CO CO CO FR FR FR FR FR FR FR FR GR HAMS
S
CK
S S S
CK CK CK
S S S S
HAMS HAMS HAMS HAMS
S
CK
S S S S S S S S
CK CK CK CK CK CK CK CK
S S S S S
HAMS HAMS HAMS HAMS HAMS
S S S
HAMS HAMS HAMS
S S
HAMS HAMS
S
CK
S
HM
S
CK
S
CK
More students able to participate in sports. No tracking. Opportunities for each school to grow. Sell it. Twice as many opportunities. Two sets of curricular activities and students. Two sports teams, bands etc. Diversified curriculum Fresh start for any student More class size continue Smaller building – fewer students Better relationship with the students Better supervision Each child would be able to just go to the regular type high school and get the education that they choose to have Go close to home Going to school with friends in your neighborhood Greater learning choices Greater opportunities with business schools Groups are smaller, teachers can keep a better eye on them Know students better Lower numbers in each building Means more chances to have one on one with students More elective opportunities More kids involved More one on one More opportunities for students in extracurriculars More students become visible b/C of the expanded boundaries More teachers; more choice of classes None Opportunity for greater relationships with teachers Possibility of additional social/extracurriculars clubs Safety Safety from outsiders Safety/smaller setting can tell outsiders Small school atmosphere Smaller Smaller groups Social advantage for students Social advantage for students because smaller base Socio-economic divide-certain areas more affluent Teachers have a better chance of keeping eye on students With two separate programs of each (I.e. Sports, music, etc.) More kids can get involved
S
HM
S
HM
Better opportunity to get the class want Cause rivalry Community view as equal Exact academic comparisons Friendly competition Increased gate receipts with competition Loss of identity May divide the community (e.g., Sports, band, extra-curricular) Maybe being around new people More chances to get classes you want More community involvement at rival sporting events More participation in extra-curricular More stars Small classes Smaller class size than currently Sports participation/band/etc. If children have a choice of which school. More clubs/sports More extra-curricular activities More extra-curricular. More involved in extra-curricular. More students involved Relationships with counselors Smaller atmosphere Can participate Boundaries must be drawn so as to not have a "poor" school and a "rich" school – with so many apartments on the south end, this will be challenging. Cheaper to set up for district. Equal education (mirrored). Expand or enhance programming. Have the same group of friends throughout – safe zone. More extra curricular opportunities. Same courses. Serious all students getting education. Smaller classes. (X2) Students can move up once profanely shown. Teaming for teachers. Travel not far. Use of resources (2th grader at 9th grade level or vice versa.) Variety of classes within one building. Funding with grants through dept. Of development and federal level for renewable energy sources Less crowding could help offer more class choices, more individualized attention b/d of smaller #'s More chances to participate in sports, drama, band, etc More individual attention (small HS)
REYNOLDSBURG CITY SCHOOLS
75
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES
76
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
Opportunity
S
HM
S
RHS
S S S S S S
HM HM HM HM HM HM
S
RHS
S S
RH RH
S S S S S S S
RHS RHS RHS RHS RHS RHS RHS
S S
RH RH
S S
RH RH
S S S S S
RHS RHS RHS RHS RHS
S
RH
S S S S S
RH RH RH RH RH
S S S S
RHS RHS RHS RHS
S
RHS
S S S
RH RH RH
S S
RH RH
S S S S S S S S S
RHS RHS RHS RHS RHS RHS RHS RHS RHS
S S S S S S S S S S
RHS RHS RHS RHS RHS RHS RHS RHS RHS RHS
S
RHS
S S S
RHS RHS RHS
S S S S S S S S
RHS RHS RHS RHS RHS RHS SR SR
S S S S S S
RHS RHS RHS RHS RHS RHS
S
RHS
More opportunity for less skilled athletes to play sports More opportunity oust side classroom Overall feeling one school vs. Other See strengths Smaller class sizes Specialized programming Traditional high school education would continue 9th grade teachers loop to 10th. Could offer more classroom space or additional space for the current eastland performing arts program. Create own school culture. Create own school culture; easier with a smaller s size Don't separate the town. Give support groups to work together in one facility. Gives the support groups to share ideas and efforts commonly. Keeps students together. Less security busts. Less security costs Money available for renovation of old school Stability in staffing; no need to share certain specials staff Smaller buildings. Stability in staffing. Support groups can share ideas/efforts across grade levels. Town not separated. You don't separate the town. (Same identity). 2x as many extracurricular activities Adult student ratio (x2) Athletics, extracurricular (x2) Better vertical alignment Chance for student participation Continuation through grades Equal opportunities for both schools. Equal opportunities. (x2) Existence of in-district "competition" could motivate some. Fewer students/fewer teachers Forms smaller communities Get to know teachers 9-12 before having them. A face may be known earlier. Gives more places to be Greater opportunity for kids academically Healthy competition (x2) Healthy rivalry Healthy rivalry between schools Less competition for coveted spots in sports and activities. Loss of school spirit lifted
S S S S S S S
SR SR SR SR SR SR SR
Maybe each building could have a "specialty" More academic and extracurricular opportunities More competition (x2) More involvement More jobs More kids can participate in sports etc. More opportunities for all students. More opportunities for success. More opportunity to be a part of team sports if there are two at each school. More space More sports teams, clubs, band, plays etc. More student leadership (x3) More student opportunities More students involved in various opportunities More teacher leadership (x3) New teachers, ideas, new blood OGT vs. College focus Part of more teams, clubs and more numbers for each, Promotes clear growth-people moving in will understand it. Re-boot Smaller class sizes (x3) Smaller classrooms. Smaller feeder program Smaller size. Standardize curriculum Student involvement could increase Teacher job opportunities Traditional high school experience Twice as many opportunities for sports participation Two bands, football teams, student government, chorus-lots more opportunity for more kids Two bands. Two different sets of sports (more athletes) Two times extracurricular Voter approval its what they are seeing We know how Wouldn't be major news Attract additional teachers Can play sports and participate in extracurricular Could better addresses safety issues May attract additional teachers May attract better, more teachers More chances for participation More openings for students More opportunities More opportunities for participation (x2)
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
OPPORTUNITIES
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
S
SR
S
S S
SR SR
S S S S S S S S S S
SR TR TR WRJH WRJH WRJH WRJH WRJH WRJH WRJH
S
WRJH
S S S S S S
WRJH WRJH WRJH WRJH WRJH WRJH
S S S
WRJH WRJH WRJH
S S S S S S S S S S
WRJH WRJH WRJH WRJH WRJH WRJH WRJH WRJH WRJH WRMS
S
WRMS
S S S
WRMS WRMS WRMS
More student participation in extra curricular activities Opportunities higher for teams, etc Opportunities to draw equitable attendance lines Smaller classroom ratio Equal opportunity for all students Familiarity Better opportunity to know more students. Boundaries could mix neighborhood. (X2) Boundaries could mix neighbors. Boys and girls school. Boys/girls school. Boys/girls HS Children know classmates & teachers know students Difficult to balance opportunities for students and staff. Families have children in 1 building Families only concerned with one building. Girls and boys high schools. Just ordinary, nothing unusual.. Less busing. More athletic availability with two teams for each sport. More student leadership. Opportunity to transfer. Potential for "haves" and "have nots" or elitism. Role models (honor society) etc. Safer (x2) Safety Same Similar to high schools in the state. Sports (x2) Staff buy – in. Students live close to school. To create new buildings could be adaptable. Collaboration between students and teachers. Create programs meet changing needs with new high school. Establish friendships. Freshman to play varsity sports. Greater academic growth.
REYNOLDSBURG CITY SCHOOLS
S S S S S S S S S S S S S S S S S S S S S S S S S S S S
Opportunity
WRMS Growth and development for teachers (workload meaning the # of students to meet the needs of. WRMS High school can collaborate-similar curricula/classes. WRMS Kids can more easily reach across grade levels for academics. WRMS More easily move across grade levels WRMS More extracurricular opportunities WRMS More funding? WRMS More kids can participate in extra curricular. WRMS More opportunity for kids to be involved. WRMS More opportunity for participation in extracurricular – sports, band WRMS More opportunity for participation in extracurricular (more sports). WRMS More opportunities for scholarships and academic awards WRMS More students possibly receive awards/ scholarships. WRMS More students participate in extra curricular. WRMS Number of students, improved ability to meet needs WRMS Opportunities for more student to participate in programs/activities. WRMS Perception of being a "bigger district" WRMS Perception of being powerful WRMS Rounded education. WRMS Smaller class sizes. WRMS Stronger "Reynoldsburg" as seen by other districts. WRMS Students can travel from one high school to another for classes or opportunities.. WRMS Students more comfortable WRMS Students receive all the perks of traditional high school but with fewer numbers. WRMS Students receive all the perks of traditional high school but with fewer numbers. WRMS Students to mature and grow educationally in same environment. WRMS Two debate teams, two track teams, two etc.. WRMS Two different kinds of H.S’s. WRMS Two separate sports teams, extra curricular- more students can participate. WRMS Well-rounded
77
Reynoldsburg Reach Summary Report Appendix
THREATS Aud. Loc.
Threat
Aud. Loc.
Threat
C
BRJH
More fights, different sport division
C
FR
C
BRJH
Rivalry
Renovations must include improving academic materials
C
BRJH
Separate is not equal
C
FR
Separate may not be equal
C
BRJH
Two separate athletic programs-rivalry
C
FR
Smaller size
C
BRJH
Unwanted rivalry for different sports
C
FR
Unequal participation
C
BRJH
Will open enrollment be offered
C
FR
Will lower or raise property values
C
CO
Divides community
C
GR
C
CO
Divides talent
Boundary -drawing: what's equitable now might not be in 10 years.
C
CO
Good and bad school perceptions
C
GR
Boundary issues.
C
CO
Having two staffs
C
GR
C
CO
Impacts on real estate
Competition between instead being one community school.
C
CO
Less sponsorship for programs
C
GR
Could cause lessening of value of certain homes.
C
CO
May multiply no voters
C
GR
Equity
C
CO
Pay-to-play – extracurriculars will need enough money outside of operating funds
C
GR
Equity boundaries may chance
C
GR
Haves/have nots.
C
GR
Home values for the "old" school district.
C
GR
Labeling of students.
C
GR
Labeling poor school/rich school.
C
GR
Labeling threat.
C
GR
Lessen home values
C
GR
Open enrollment? Cut-off?
C
GR
Operating costs for adequate staffing go up
C
GR
Possible hostile division of the Reynoldsburg communities over boundaries.
C
GR
Questions about boundaries
C
GR
Rivalries
C
GR
Rivalry
C
CO
Perception of old vs. New
C
CO
Rivalry
C
CO
Some students will never go to new high school
C
FR
$ For duplication of facilities
C
FR
Are resource divided equally among schools? Currently, no
C
FR
Breaking up of community identity
C
FR
Community may feel divided
C
FR
Competitive/rivalry among schools based off course/extra offerings
C
FR
Could create idea of "good" school and "bad" school
C
FR
Equality of resources
C
FR
Gang problems
C
GR
Separate but not equal.
C
FR
If open enrollment, possibility of one strong and one weak program
C
GR
Unequal demographics
C
GR
C
FR
Loss of participants in extra-curricular activities. It's no fun being on small, weak team/group. Families will move if opportunities leave
Will open enrollment be offered and what will be cut off?
C
HAMS
Businesses may be split in who they will support in fund raisers, plays, programs etc.
C
FR
May lower property value in some areas, increase taxes in others
C
HAMS
C
FR
Missing opportunities – by doing more of the same
Divides community :old high school (perhaps poor section of Reynoldsburg) versus new high school perhaps more affluent part of the city).
C
FR
Offerings in only 1 school (gifted)
C
HAMS
Have versus have not school.
C
FR
Opportunities may cause people to move out of district
C
HAMS
Really competitive in community.
C
HAMS
C
FR
Perceived "socio-economic" drawing of boundaries (true or not)
Very hard to achieve 100% fairness; equal facilities, teachers environment.
C
HAMS
C
FR
Possible academic inequity in academics – new building = new library, new technology
Property values affected if one school is more desirable
C
HM
2 Different sports teams
C
FR
Potential for disparity
C
HM
2 Football teams
C
FR
Potential for increased operational costs of HS2
C
HM
Divide community (x2)
C
HM
Easier to take over the school with 2 buildings and evacuation procedures might be less effective
C
HM
Evacuation procedures less effective-easier for intruders
C
78
FR
Problems between students at different schools
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
THREATS
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
C
Finding a lot more teachers for the new school, kids going to other school to not take a class but to hang with friends, transportation
C
RH
Obvious differences could arise in education quality- state scores.
C
RH
One school considered better.
C
RH
People might leave if they don't like the boundary lines
C
RH
People will choose residence based on school district.
HM
C
HM
Is separate equal?
C
HM
Lose open enrollment limitations
C
HM
Lost opportunity to be innovative
C
HM
Lower availability of advanced courses
C
RH
C
HM
Negative affect property value in older sections
People will move from Reynoldsburg if children go to "old" school.
C
RH
C
HM
Property value differences
People will not move into the old school area, housing values will slump.
C
HM
Quality experience teachers not at both
C
RH
Property valuation
C
HM
Racial tension (x2)
C
RH
C
HM
The price of more teachers for the second high school.
Rivalries between students, parents, teachers.
C
RH
Rivalry
C
HM
Unhealthy rivalries
C
RH
Rivalry between bldgs
C
HM
You would have to find a lot of teachers to teach in the new schools
C
RH
Safety/rivalries
C
RH
Separate but not equal (x3)
C
RH
.People drawn to new schools property areas.
C
RH
Separation of friends-destroys confidence and security
C
RH
Attitudes with two different high schools can create problems with community itself.
C
RH
Separation of Reynoldsburg youth.
C
RH
Split graduation class
C
RH
Split/divide, safety.
C
RH
Stack athletes
C
RH
Staffing-will it reduce teacher to student ratios
C
RH
Being compared to another close urban district.
C
RH
Businesses may not want to support two schools.
C
RH
Certain opportunities are immeasurable could be lost., Friends, great teachers, clubs (that interest a student).
C
RH
State report cards (with separate irn)
C
RH
Stigma about each school.
C
RH
Students may be transported five miles from their neighborhood.
C
RH
Community division
C
RH
Competition (types).
C
RH
Competition between schools divide community why more these?
C
RH
Too big (most dangerous).
C
RH
Transportation issues arise.
C
RH
Could cause lowering of property values in certain areas.
C
RH
Two separate identities, divide communities.
C
RH
Could open enrollment be used to stack athletic teams?
C
RH
Will open enrollment be offered and what will be cut off?
C
RH
Discussion above have and have nots.
C
RHS
C
RH
Division
C
RH
Duplication costs
Cancellation of music and sports activities due to lack of funds to support both schools; split the community
C
RH
Higher property taxes in some areas.
C
RHS
Current structure is out-of-date
C
RH
Less identifiable with other state high schools.
C
RHS
Difficult choice about geographic boundaries
C
RH
Levy may not pass.
C
RHS
C
RH
Lowering property values in some areas and rising in other areas.
Distrust that administration will renovate older schools
C
RHS
Dividing community
C
RHS
Division of city; more admin. Staff up costs from teachers; have & have nots
C
RHS
Have – have nots
C
RHS
Have/have nots – economic division
C
RHS
How much would the cost of transportation offset the cost of 2 athletic teams
C
RHS
How will the faculty be divided
C
RHS
In equity
C
RH
May hold students back being in school with same group since kindergarten.
C
RH
Move-ins will cause unequal attendance
C
RH
Movement of west to east of Columbus community-not interested in an education
C
RH
Not passing operating levies
C
RH
Not thinking outside the box.
REYNOLDSBURG CITY SCHOOLS
“People might leave if they don't like the boundary lines.”
79
Reynoldsburg Reach Summary Report Appendix
THREATS Threat
Aud. Loc.
Threat
C
Kids already get jumped walking home from RHS & Baldwin
C
SAC
Tearing apart community-rivalry.
Lack of community support for both schools
C
SAC
Two football teams.
C
SR
Community rivalry
C
SR
Costs
C
SR
Could cause lowering of property values in certain areas. Raising taxes in others
C
SR
Could lower property value in some
C
SR
Could open enrollment be used to stack athletic teams?
C
RHS RHS
C
RHS
Lower property value in some areas
C
RHS
Money maintains new schools not old
C
RHS
More $ on admin vs. $ on education/ teachers
C
RHS
More free (wealthier) parental involvement
C
RHS
Old teachers – old school; new teachers – new school (disparity, more experience)
C
SR
Deplete the strength of extra-curricular
One school could develop an elitist attitude; one school will have new facilities, one old; seniors could corrupt freshmen
C
SR
Economic future may not support
C
SR
Economy-pass levy-pay to play athletics
C
SR
Flight from Reynoldsburg
Open enrollment could cause stacking athletic teams
C
SR
Future economy problems
C
SR
Increase taxes in others
C
SR
Less sustainable
C
SR
Maintaining two buildings with extracurricular
C
C
80
(continued)
Aud. Loc.
RHS
RHS
C
RHS
Open enrollment stacking schools
C
RHS
Potential/too much rivalry; economic divide
C
RHS
Racial and socio-economic tensions
C
RHS
Raise taxes in others
C
SR
Rivalries
C
RHS
Rivalry
C
SR
Rivals
C
RHS
Safety/rivalry
C
SR
School rivalry
C
RHS
Separate is not equal
C
SR
Separate is not equal
C
RHS
Separates the town
C
SR
Separates friendships
C
RHS
Separation of Reynoldsburg youth.
C
SR
Shrinking population (x2)
C
RHS
Shuttle kids back and forth it number of sections are limited
C
SR
Status quo
C
SR
Supreme court said separate is not equal
C
SR
The continuation of the poorer/worse part of Reynoldsburg
C
RHS
Special needs students may be separated and pigeon-holed
C
RHS
Split neighborhoods; lack of community units; equity/pointing of resources; perceived failures in other communities; duplication
C
SR
Threat of gangs
C
SR
Threat of pay-to-play
C
SR
Threat of violence
C
RHS
Split of community (x2)
C
TR
C
RHS
Splitting the community; boundaries may separate by economics
"Fair" comparisons -- R/T # of students, caliber of staff, balance
C
TR
C
RHS
Threat of change affects everyone
C
RHS
Threat of possibly cutting cost (x-cur. Activities) after cost of running 2 diff't high schools
Business community may fee too expensive to support two and fair impact of only supporting one, so school may lose support from business community
C
TR
C
RHS
Two different school cultures (more than rivalry)
Chance of violence due to rivalry -- expenses for additional police at schools/ at games
C
RHS
Who is going to be the raiders?
C
TR
C
RHS
Why hurry children to college?
Could cause lower of property values in some areas and increase in taxes in others
C
SAC
Community alienation.
C
TR
Could cause lowering of property values in certain areas, raising taxes in others
C
SAC
Haves/have nots.
C
TR
C
SAC
If you are to large you lose sight of main purpose.
Could depress property values in "less desirable" attendance areas
C
TR
C
SAC
Inequity-wal-mart vs. Gucci.
Could open enrollment be used to stack athletic teams
C
SAC
More gifted kids on north side.
C
TR
C
SAC
Perceived have and have nots on how lines are drawn.
Could open enrollment be used to stack athletic teams at one school?
C
TR
Depressed property values
C
SAC
Rivalry
C
TR
Disparity
C
SAC
Split community. (x2)
C
TR
Divides community
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
THREATS
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
C
TR
Equity (perceived)
C
TR
C
TR
Funding from community for two schools
Two proms – two nights of alcoholic teenage drivers to contend with
C
TR
Funding from one community for two schools
C
TR
Unfair comparison between schools; can lead to depressed property values
C
TR
Gas prices (x2)
C
TR
Unfair comparisons
C
TR
Haves and have-nots
C
TR
C
TR
How will operating funds affect this?
What are the boundaries – will it be geographic
C
TR
If school closes then when the students are joined together again there could be tensions
C
TR
Will open enrollment be offered and what will be cut off?
C
TR
C
TR
Intense rivalry within a community
Will we find qualified teachers to staff both schools
C
TR
Intense rivalry, I.e. Beech croft and brook haven
C
WRJH
Behavior
C
WRJH
C
TR
Inter-school competition may spill over to community events as in other nearby communities
Competition between the schools divides the community. Would pit one against the other along socio economic lines if some district lines are used.
C
TR
Inter school fighting -- neighborhood fighting
C
WRJH
Divide community as a whole.
C
WRJH
C
TR
Inter school fighting/inter-neighborhood fighting
Drop in real estate values near old high school (pickerington)
C
WRJH
C
TR
Leaves door open for unfair comparisons between schools
Having to choose between choice high school
C
WRJH
Lower sports ranking OHSAA
C
TR
Less equity; rivalry in community
C
WRJH
New staff straight out of college
C
TR
Limits personalization
C
WRJH
C
TR
Limits personalization of education and mtg individual needs of students
Parents trying to get students in better athletic teams if open enrollment offered.
C
WRJH
Renovations will not provide equal schools
C
WRJH
Safety
C
WRJH
Same classes offered does not mean equal.
C
WRJH
Split community.
C
WRJH
Sports ranking in division might drop.
C
TR
Loss of community identity
C
TR
Meeting needs of individual students
C
TR
More chance for violence
C
TR
More expense for police to monitor sporting events and police in the schools daily
C
TR
New move in families will opt toward the nicer school
C
WRJH
Supreme court says separate is not equal.
C
WRJH
Violence
C
TR
One good/one bad
C
WRJH
C
TR
Participation in sports/activities will be divided – will there be enough kids to form teams
Will open enrollment be offered and what will be cut off?
C
WRMS
Split community.
Perception of inequity depending on how split
C
WRMS
Transportation costs.
C
WRMS
"Good" vs. "Bad" school
C
WRMS
Boundary guidelines
C
WRMS
Cost of extra-curricular staffing
C
WRMS
Demographic split
C
WRMS
Divide community
C
TR
C
TR
Perception of the "haves" & "have nots"
C
TR
Perceptions – rivalry
C
TR
Potential for an additional overcrowding issue if annexation
C
TR
Questionable disparity
C
WRMS
Future overcrowding
Racial and economic tensions may arise
C
WRMS
Geographic split
C
WRMS
Have and have nots if arranged by boundaries
C
WRMS
Have vs. Have nots perception
C
WRMS
Rivalry from separation
C
WRMS
Splits community
C
WRMS
Under-enrollment in future
C
WRMS
What are you going to do with add kids & students who are academically challenged?
C
TR
C
TR
Report card competition (x2)
C
TR
Rivalry (x2)
C
TR
Rivalry between schools
C
TR
Sensitivity around boundaries
C
TR
Street repairs, neighborhoods
C
TR
Supreme court said separate is not equal (x2)
C
TR
Transportation challenges of working parents ex. After school activities
REYNOLDSBURG CITY SCHOOLS
“Competition between the schools divides the community; Would pit one against the other along socioeconomic lines if some District lines are used.”
81
Reynoldsburg Reach Summary Report Appendix
THREATS
“There would be a lot of fighting and things because the upperclassmen wouldn't get along with the lowerclassmen.”
82
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
P
BRJH
12th graders might pick on 9th graders, kids can come from the high school.
P
RHS
Segregation, resistance to changing boundaries
P
BRJH
Competition
P
RHS
Separation of friends between high schools
P
BRJH
Distance between them and the high prices of today
P
RHS
Separation student body
P
RHS
Several years of bad feelings while switching from 1 to 2 schools
P
BRJH
Kids can come from other high schools
P
BRJH
Kids can come from other HS
P
RHS
Social division
P
BRJH
More fights because it would be a big school, maybe between lower and upper grade kids
P
RHS
Some students may never interact (W/6 elementary, 2 middles, 2 Jr. Highs
P
BRJH
More interaction between students, fights
P
RHS
Tensions between 2 schools
P
BRJH
None (x2)
P
RHS
The schools can become rivals
P
BRJH
Other kids could come from the other high school
P
RHS
There would be a lot of fighting and things because the upper classmen wouldn't get along with the lower classmen
P
BRJH
People might be angry about not going to a brand new school
P
RHS
This community may be more divided and some unwanted rivalry activities can occur
P
BRJH
People might want to go to the new school because there is new technology
P
RHS
Weak sports teams
P
RHS
Weaker knowledge and being less prepared for your perspective field
P
RHS
Weaker knowledge being less prepared for perspective field
P
RHS
Will it change the problem we have right now?
P
RHS
Will people think that keep building new schools is too much
P
BMG
It splits the community so more fights between schools
P
BMG
May cause controversy when thinking of joining the schools for a dance or anything
P
BRJH
Problems between the school
P
BRJH
Schools could get too competitive
P
BRJH
Siblings in the same building
P
RHS
Begin fighting
P
RHS
Big rivalry
P
RHS
Boundary lines
P
RHS
Building rivalries
P
RHS
Community split
P
RHS
Could make a far drive for someone
P
RHS
Create rivalry
P
RHS
Curriculum would not be what you hoped it would be
P
BMG
Maybe very separated
P
BMG
Split community
P
RHS
Discrimination of schools
P
BMG
P
RHS
Diversity of schools
The students could fight more cause they would think they were better than the first
P
RHS
Divided community (x2)
P
SR
Emotional stress by not knowing students
P
RHS
Division of wealth class between schools
P
SR
Too much driving-distance
P
RHS
Division socially, economically
P
WRJH
A lot of bullying
P
RHS
Economics -- diversity
P
WRJH
A lot of competition between schools
P
RHS
Fear of division-economically/discrimination
P
WRJH
P
RHS
Fighting
Between the two there is a lot of driving distance
P
RHS
Fighting between the two schools (rivalry)
P
WRJH
Emotional stress on students
P
RHS
Have and have not (rich/poor)
P
WRJH
Everybody would be split up
P
RHS
I don't think there will be any threats
P
WRJH
P
RHS
Intense rivalry
If there is security at the high school right now, then we would need to hire more in case of fights or anything
P
RHS
May create segregation
P
WRJH
It would be too spaced out
P
RHS
More expensive
P
WRJH
Lack of enthusiasm to push forward
P
RHS
Not a good idea to have elementary so close to HS
P
WRJH
Lack of enthusiasm to push forward – extra-curricular, academic
P
RHS
Once you go to 2-cannot go back to 1
P
WRJH
Less opportunity for scholarship (x2)
P
RHS
Rich vs. Poor
P
WRJH
Lot of competition
P
WRJH
Some kids may want to go to certain schools
P
WRJH
Splitting community (x2)
P
WRJH
Splitting talent (x3)
P
RHS
Rivalry "big"
P
RHS
Rivalry between schools
P
RHS
Same kind of classes in both schools
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
THREATS
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
P
WRJH
Talent all at one school
S
BRJH
P
WRJH
Talent all on one team
P
WRMS
Could lead to gangs (x11)
New high school would tend to be a school haves (it draws from the more affluent areas.
P
WRMS
Fighting (x2)
S
BRJH
P
WRMS
Lead to gangs, maybe (x2)
Old high school would tend to be a school have nots(since it would draw from poorer areas.
P
WRMS
Leading to gangs (x2)
S
BRJH
Rivalry between schools.
P
WRMS
Maybe too competitive (x2)
S
BRJH
Schools may feel competitive.
P
WRMS
Might not like it
S
BRJH
Schools would possibly become unequal.
P
WRMS
Might not like teachers (x6)
S
BRJH
Separation of programs.
P
WRMS
Might not like your teachers (x7)
S
BRJH
P
WRMS
Not like teachers (x4)
Too much division between students, teachers, families.
P
WRMS
People don't like change
S
BRJH
Under enrollment.
P
WRMS
People don't like change, may not like it
S
BRJH
Community perception
P
WRMS
People don't like change, might not like this
S
BRJH
Competitive
P
WRMS
People might not like change
S
BRJH
More gifted 0 ability grouping
P
WRMS
Periods might be longer (x2)
S
BRJH
P
WRMS
Rivalry (x4)
Real poss. To be lose identity/history of RHS
P
WRMS
Safety (x2)
S
BRJH
Rivalries
P
WRMS
Some people might not like change (x2)
S
CK
A division of the city
P
WRMS
Sports rivalry (x11)
S
CK
Diversion socially and economically
P
WRMS
You would get hurt if some one trips over you
S
CK
Divided community (x3)
S
CK
Dividing town (kids)
P
WRMS
You would not get to find somebody easily
S
CK
Division of community
P
WRMS
May be too competitive
S
CK
Driving 55mph
S
BMG
Could be forced to limit transportation (could got to state minimum (two miles)
S
CK
Driving- students-maybe too far in rush hour traffic
S
BMG
Extra-curricular teams could be weaker
S
CK
S
BMG
If lottery is used, transportation could be a nightmare
Driving too far – younger drivers, traffic on broad street
S
CK
S
BMG
Less diversity
Extracurriculars activities could be eliminated
S
BMG
Not enough buses
S
CK
Good school/bad school (x3)
S
BMG
Not enough buses or drivers
S
CK
Good/bad school (x2)
S
BMG
Potential gang activity
S
CK
Having the younger student driving that far
S
BMG
Racial, not enough buses
S
CK
S
BMG
Rivalry between two schools
S
BMG
Transportation
Hopefully the schools would be split evenly and fairly so each child feels like they belong there and are safe in each of the buildings
S
BMG
Will need more drivers
S
CK
Licking county home building
S
BRJH
Community competition, division
S
CK
S
BRJH
Community perception.
Negative feelings from community- community can take several years to except the split
S
BRJH
Competitive
S
CK
S
BRJH
Costs of having two different auxiliary programs (sports, band, etc.).
Potential for increase in violence B/C of rivalries between the two high schools
S
CK
Rich school vs. Lower income
S
BRJH
Dissension
S
CK
Rich vs. Poor
S
BRJH
Dividing geographic in-equitably.
S
CK
Rivals of students
S
BRJH
Division of community among schools.
S
CK
Violence
S
BRJH
Geographic split.
S
CO
Community of division
S
BRJH
Lose history of Reynoldsburg high school.
S
CO
Competition sometimes hostility
S
BRJH
More gifted kids on north.
S
CO
Competition/hostility between buildings
S
BRJH
More money to the ne part of Reynoldsburg.
S
CO
Costs of duplicate supplemental
S
CO
Creates an unhealthy competition
REYNOLDSBURG CITY SCHOOLS
83
Reynoldsburg Reach Summary Report Appendix
THREATS Threat
Aud. Loc.
Threat
S
CO
Difficulty in maintaining racial balance
S
HAMS
S
CO
Divide community further
Lack of community cohesion at least in beginning.
S
CO
Division of community
S
HAMS
No sense of community.
S
CO
Exact academic comparisons
S
HAMS
Property value.
S
CO
Failing in two places
S
HAMS
Property values.
S
CO
If keep attendance boundaries, ominous divide
S
HAMS
Racial divide.
S
HAMS
Separation in community- sports clubs.
S
CO
Lack of education vision, can't get job done
S
HAMS
Two separate sets of athletic/clubs.
S
HAMS
Would all students feed into school from same Jr. High?
S
CO
Loss of identity
S
CO
Perception of one school being better than the other
S
HAMS
Dividing sports teams
S
HAMS
Future funding
S
HAMS
Mixing younger & older students
S
HAMS
Open enrollment offered
S
HAMS
Open enrollment stacking sports teams
S
HAMS
Peer pressure
S
HAMS
Property values lower in certain areas
S
HAMS
Rich & poor divide
S
HAMS
Rivalry between schools
S
HAMS
Separate is not equal
S
HAMS
Two different towns
S
HM
Better test scores at 1 building
S
CO
Perceptions of have/have nots
S
CO
Rich vs. Poor
S
CO
Rivalries too far
S
CO
Split the community.
S
CO
Taxpayers unhappy that their student goes to "old" building.
S
CO
To produce double what we are doing now
S
FR
Carefully draw lines
S
FR
Carefully have to draw lines.
S
FR
Community may fight over choice of school (boundaries)
S
FR
Could draw community lines.
S
HM
Business support equity (shared)
Cross town rivalry between sports teams
S
HM
Competition among/within the city
Divide community (x2)
S
HM
Competition within the city
Dividing community- perhaps "haves/have nots"
S
HM
Competition, unequal
S
HM
Divide racil graous
S
HM
Funding divided in half-even though one school would need it more than the other
S S S
84
(continued)
Aud. Loc.
FR FR FR
S
FR
Division of communities.(X4)
S
FR
Drastic measures to attend
S
FR
Haves/have nots. (X2)
S
HM
Parent support due to economics
S
FR
Inequality
S
HM
S
FR
Inequality of facilities.
Parent support, funding, special ed population/testing/scores
S
FR
Other school (new better sports)
S
HM
S
FR
Perceived inequality of facilities
Rich-poor, separate the community, better test scores at one building, parent support, competition
S
FR
Possible socio- economic division depending on boundaries.
S
HM
S
FR
Possible socio-econ division
Socio-economic of Reyn would not have opportunity to learn in new school with new teachers
S
FR
Rivalries between schools
S
HM
Special ed population (ESL)
S
FR
Socio-economic divisions.
S
HM
S
GR
Could create rivalry between schools
Stigma of "old" building., Haves and have nots
S
GR
Labeling
S
HM
Student socio-economic equity
S
GR
There's no way to make both schools completely equal
S
RH
"Hate" others.
S
RH
Competition
S
RH
Don't segregate students within a district/ or within a building.
S
RH
Economic division.
S
RH
Fund raising for 2 ext. Curricular
S
RH
Fundraising.
S
RH
Haves/have nots.
S
RH
Less collaboration.
S
RH
New versus old.
S
HAMS
Behavior of students.
S
HAMS
Competition
S
HAMS
Competition, behavior and boundaries.
S
HAMS
Creating a separation in the community.
S
HAMS
Divided community
S
HAMS
Equity low versus upper class.
REYNOLDSBURG CITY SCHOOLS
A. SWOT Responses: High School Scenario 1
THREATS
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
S
RH
Perception by community of division of economics ("ghetto")
S
RHS
S
RH
Perception of " ghetto".
S
RH
Perceptions by community of division of economics (ghetto).
Perceived threat of dividing the community-but big communities need separate schools and everyone survives and thrives! Growing pains will be overcome
S
RHS
Percentage
S
RHS
Rich/poor community division
RHS
Rich/poor school
S
RH
Pool of participants smaller (band)
S
RH
Possible not same opportunities at both
S
S
RH
Possible racial division between 2 schools (like MS experience of trying to group to meet s needs)
S
RHS
Rivalry (x2)
S
RHS
Rivals (good school/bad school)
S
RHS
Sense, real or more likely imagined, of inequality
S
RHS
Split community (x5)
S
RHS
Split staff-not working together
S
RHS
Splitting the staff
RHS
Strong rivalry
S
RH
Possible racial division between two schools.
S
RH
Racial division between two schools (like MS experience of trying to group to meet students needs.
S
RH
Recruiting/scholarships
S
S
RH
Rival between schools rather than remaining united.
S
RHS
Will it be staffed properly?
S
SR
Advantaged verses disadvantaged
S
RH
Support groups being divided
S
SR
Community divide
S
RH
Wouldn't be sufficient funds to fill AP classes.
S
SR
Competitive environment negative
S
SR
Could lose diversity within schools
S
SR
Difficult to negotiate
S
SR
Divided community (x2)
S
SR
Divides community by $/race
S
SR
Division could cause gang related activity
S
SR
Have/have nots
S
SR
Highest drop out rate
S
SR
Lose diversity
S
SR
Rivalry
S
SR
Safety
S
SR
Sets up two divided parts of the community. I fear gang-related activities could take place in this set-up, one section of town against another
S
RHS
"Have nots" could oppose future levies
S
RHS
A community divided
S
RHS
A stereotype of soci-economic status to old/new school
S
RHS
Affecting real estate
S
RHS
Boundary issues
S
RHS
Community division (x2)
S
RHS
Competing athletes
S
RHS
Competition (x2)
S
RHS
Coordination
S
RHS
Cost of operating two EC programs
S
RHS
Develop separate identities
S
RHS
Divide community.(X4)
S
RHS
Divide district
S
SR
Short-term lower quality sports
S
SR
Short-term weaker teams, bands, orchestra, etc
S
TR
Splits community
S
WRJH
Alumni who don't want change.
S
RHS
Divides city
S
RHS
Division in general
S
RHS
Division within communities between "haves" and "have nots"
S
RHS
Divisive-could create " haves" and "have nots " according to neighborhoods
S
WRJH
Balancing
S
WRJH
Boundaries spit neighbors. (x2)
S
RHS
Emergency situations (which school)
S
WRJH
Comparison of testing schools
S
RHS
Have and have not real or perceived
S
WRJH
Competition between buildings.
S
RHS
Have and have not schools
S
WRJH
Could cause culture clashes
S
RHS
Have/have not school (x3)
S
WRJH
Culture clash. (x2)
S
RHS
Inequalities (real or imagined) (x2)
S
WRJH
Divides community.
S
RHS
Is happening in the junior high and middle schools
S
WRJH
Does not allow students opportunities of various programs.
S
RHS
Is it possible to offer electives/clubs etc. At both buildings?
S
WRJH
Economics between students
S
WRJH
Fights amongst schools.
S
WRJH
Haves/have nots equal competition between schools- this divides a community.
S
WRJH
Haves/have nots.
S
RHS
Money would cause restrictions
S
RHS
One will be "good"/one will be "bad"
REYNOLDSBURG CITY SCHOOLS
“I fear gang-related activities could take place in this set-up; one section of town against another.�
85
Reynoldsburg Reach Summary Report Appendix
THREATS
86
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
S
WRJH
Limited programs offered
S
WRMS
S
WRJH
One school is "old" and one "new".
Following typical procedure-falling behind the times.
S
WRJH
Potential for elitism.
S
WRMS
Haves/have nots.
S
WRJH
Rivalries in academics and sports (x2)
S
WRMS
Inequality in behavioral issues.
S
WRJH
Safety issues
S
WRMS
Lack of creativity – missed opportunity
S
WRJH
Small school leaders?
S
WRMS
Lack of creativity.
S
WRJH
Sports location?
S
WRMS
Lack of vision
S
WRJH
Staff doesn't buy in.
S
WRMS
Not aligned with each other.
S
WRJH
Variety of activities.
S
WRMS
S
WRMS
"New school" "old school"
Not necessarily a creative plan, nor is it best for needs of 21st century learner.
S
WRMS
$-Hire explore teachers, coaches, support staff etc.
S
WRMS
Parents wanting student in "new" school.
S
WRMS
Pay to play for sports.
S
WRMS
Socioeconomic competitiveness.
S
WRMS
Some students will grow up in same community and never know each other.
S
WRMS
Academics
S
WRMS
Boundaries dividing the town in rich side and poor side, the haves and have nots.
S
WRMS
Community divided racially/socioeconomically/athletically.
S
WRMS
Split community. (x4)
S
WRMS
Sports
S
WRMS
Community rivalry (a bad thing?).
S
WRMS
Students never know each other
S
WRMS
Competition – sports, etc
S
WRMS
Tests scores.
S
WRMS
Competition between two high schools in same community.
S
WRMS
S
WRMS
Competition rather than cooperation.
Two entitles focus differently on academics, behavior expectation, community involvement, extra curricular.
S
WRMS
Competitive-less sharing of ideas, lessons.
S
WRMS
Two high schools work against each other.
S
WRMS
Competitiveness becomes unhealthy- labeled as "old" and "new".
S
WRMS
Unequal demographic groupings
S
WRMS
Violence between two schools and town.
S
WRMS
Create competition.
S
WRMS
S
WRMS
Divide the community (x5)
Will one high school be "better" than the other?
S
WRMS
Division/rivalry within the community.
S
WRMS
S
WRMS
Easy – not necessarily best
With more students bullying could be an issue,
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
Appendix B SWOT Responses: High School Scenario 2 (9-10/11-12)
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
Strength
C
Chance for all students to experience the new school
C
CO
One team
Community in and out of school, large pool for extra curriculars, everyone is equal
C
CO
Separation of ages
C
CO
Sophomore get to be the oldest
C
CO
Unity
C
CO
Value in mixing age groups
C
FR
9th grade separation
C
FR
Age appropriateness
C
FR
Ages are closer (safer for kids)
C
FR
All go to the "new" HS
C
FR
All high school students should be receiving the same grade level opportunities since there is only one building for 9/10 and 11/12
C
FR
Allow for easier transition from junior high to high school with limited grades in each building
C
FR
Better opportunity to have classes at grade level with all one grade together in building
C
FR
Better to meet kids needs
C
FR
Can pool sports potential/ability to build a strong, large program
C
FR
Could have looping teams. Students have same teachers for two years at a critical age
C
FR
Easier to track student limits with all students in building, trends across grade level
C
FR
Everybody gets a chance to go to the new high school
C
FR
Focus on younger student development
C
FR
Little or no duplication of classes or extracurricular activities
C C
C C
BRJH BRJH BRJH
BRJH BRJH
Community stay as one-enough athletes to bring more attention to school-experience both old/new buildings-keep friends Helps to keep one community identity, helps with freshman transition Know students and teachers better, one community,
C
BRJH
Love the sound of this idea
C
BRJH
No intimidation, one community/one school
C
BRJH
Not enough knowledge
C
BRJH
Younger grades should be at a different school
C
CO
All students get to experience a new school
C
CO
Better for teachers
C
CO
Could challenge seniors more
C
CO
Everyone experience new high school
C
CO
Expanded course offerings
C
CO
Focus on core for 9 and 10
C
CO
Increased college enrollment
C
CO
Less conflict between students
C
CO
More attention from counselors/teachers
C
CO
More focus on underclassman on academics
C
CO
More resources (staff and money)
C
CO
One identity
REYNOLDSBURG CITY SCHOOLS
87
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
88
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
C
FR
More focus on appropriateness
C
GR
Unified extra-curricular
C
FR
No boundaries
C
HAMS
C
FR
No boundaries drawn
11 And 12 grades more open to college coverage.
C
FR
No boundary debate
C
HAMS
All age groups would be together.
C
FR
One community identity in/out of school
C
HAMS
C
FR
One core group for curricular and extracurricular
Community not divided (both facilities belong to all)
C
HAMS
Easier school transition for freshman.
C
HAMS
Equal opportunity for all students.
C
HAMS
Facilities complement each other (example libraries, auditoriums, etc. Don't have to be duplicated).
C
HAMS
Good to have 14-15 year olds separate from 16-18 year olds.
C
HAMS
School and community unity.
HAMS
Students could continue the friendships that they formed in previous grades.
C
FR
One group for athletics, music, etc.
C
FR
One school on two campuses is not desirable
C
FR
Parents happy to keep their younger children away from older students and their influences
C
FR
Relieve overcrowding
C
FR
Same grade level opportunities
C
C
FR
Separation allows younger students to acclimate without pressure of upperclassmen
C
HAMS
Teacher looping.
C
FR
There's a big difference between 9 and 12. It will be a warmer happier place
C
HAMS
Teachers loop between 9 and 10 and then 11 and 12.
C
FR
United community
C
HAMS
Unified community pride.
C
FR
Younger 9th graders separated from older 12th graders
C
HAMS
Would give new students time to adjust to high school life.
C
GR
14-Year-olds not with 18-year-olds
C
HAMS
C
GR
Boundary drawing issues moot
9/10 Graders not thinking about college as much, 11/12 can focus on college prep
C
GR
Cohesive community
C
HAMS
Community pride
C
GR
Connection to teachers
C
HAMS
Could do small schools at 11/12 grade "hybrid"
C
GR
Costs
C
HAMS
Easier transition for freshmen
C
GR
Easier on students.
C
HAMS
Increase property value across city
C
GR
Easy to understand, straightforwaRd.
C
HAMS
Looping
C
GR
Easy transportation.
C
HAMS
None
C
GR
Equitable-no division of community
C
HAMS
Unified
C
GR
Gets rid of "haves and have nots"
C
HM
C
GR
Increased opportunities.
C
GR
Increased opportunity for student involvement.
All people in 6 and5 grades will still see each other, no bullying from older kids, more chances for looping, less kids per building
C
GR
Layers maturity levels
C
HM
Continue 2 year model
C
GR
Lessens chance of bullying
C
HM
C
GR
Location wise, easier for kids to get to and fro.
Division of maturity levels – less mature good to separate from more mature
C
HM
Doesn't divide community
C
HM
Doesn't divide community, follows current model of two grades per building that is already in place for current middle school and JH. Would ease adjustment as students move through grades
C
HM
Equality – all students access to new facility, doesn't divide community
C
HM
Equality-all students access to new facility
C
HM
Focus on AP/college prep – not dividing AP teachers and performing arts
C
GR
Minimum number of students for classes to be offered
C
GR
More children will get the opportunity to play high school level sports/extracurricular.
C
GR
More opportunity for extra-curricular activities.
C
GR
More opportunity to participate.
C
GR
More play sports, band etc.
C
GR
Reduced class size.
C
HM
Freshman and sophomore less intimidated
C
GR
Separates older boys and younger girls
C
HM
C
GR
Some may even be in walking distance now, eliminating bus traffic.
Friends all together, less bullying by 11 & 12, looping maybe, less kids and faculty
C
HM
C
GR
Traditional-easier to establish.
Helps freshman transition to HS like current practice at HS (9-10 one floor, 11-12 separate floor)
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
C
HM
Keeps students with peers more own age, allows band to stay together, allows kids to all grow together
C
RH
Helps to keep one community identity in school and out.
C
HM
Kids together same age group
C
RH
Helps with freshman transitions into high school.
C
HM
Less bullying between freshman and seniors, would be around a lot of kids your age, less crowded
C
RH
Jrs. And Srs. Will be disconnected from OGT atmosphere
C
HM
Less discipline problems
C
RH
Keep one community! Not separate for rivalry!
C
HM
Less negative peer pressure-age segregation
C
RH
Kids are all same age -no separation
C
RH
Less overwhelming for freshman.
C
RH
Less peer pressure
C
RH
Less peer pressure from upper classmen to underclassmen.
C
RH
Like current high school is set up.
C
RH
Looking forward to moving to new school.
C
HM
Maintain quality of extra curricular
C
HM
Maturity levels separated, maintain quality of extracurricular, 9-10 OGT focused, 1112 AP college prep
C
HM
More classes and less kids in each building, friends together, no bullying
C
HM
More even spread of experienced teachers
C
RH
C
HM
No competition between schools, not having less mature freshmen with more mature seniors
Looping can be strong- dependant upon staff and administrative.
C
RH
Makes students work-more competitive environment in today's world
C
HM
Not divided, one set extra curriculars/ teams, all AP teachers/classes will be same stand and expectations
C
RH
May curb sexual activity, drug and alcohol use.
C
RH
More comfortable for new students
C
HM
Older students would be separated from younger probably lowering peer pressure
C
RH
More diverse school populations.
C
RH
More equitable education opportunity
C
RH
More equitable experience (x2)
C
RH
More equitable re: education because experience same.
C
RH
More focus on getting each grade progressing
C
RH
More opportunities.
C
RH
New start at new school for all.
C
RH
No division or split community
C
RH
No division.
C
RH
No old bullies praying on younger
RH
No rival between sports teams.
C
HM
One sports team
C
HM
Safer school environment
C
HM
Separating underclassmen from upperclassmen
C
HM
Seperation-beneficial for upper classmen as well – less bullying
C
HM
Simple implementation
C
HM
Smaller amount of students, not as many new teachers
C
HM
There would be smaller amounts and it would be as crowded
C
HM
Unified district
C
C
RH
All kids go to same two schools.
C
RH
C
RH
All students @ that grade level together.
No stigma about each school- everyone goes.
C
RH
Assist students more directly.
C
RH
No stigma in unity
C
RH
Best in all ways.
C
RH
One community identity.
C
RH
Change is reality!
C
RH
One identity (x2)
C
RH
Clear enrollment numbers
C
RH
One identity in school throughout
C
RH
Core classes addressed (x2)
C
RH
C
RH
Equal educational opportunities.
One set of extra curriculars- no competition.
C
RH
Equitable
C
RH
Promote one educational community.
C
RH
Equitable distribution of education!
C
RH
C
RH
Everybody goes to new school
Safer for students without older bullies/ dating less intimidating because of similar ages.
C
RH
Everyone gets to use both schools
C
RH
Safety better
RH
Safety! All grade levels together!! Less intruders!!
C
RH
Focus on learning (x3)
C
C
RH
Gifted and I.D. Students may see more opportunities- smaller more individualized.
C
RH
Same grade levels together.
RH
Same teacher for 9&10.
RH
School is for learning not academics!!!
C
RH
Helps freshman transition.
C
C
RH
Helps freshmen transition to HS
C
REYNOLDSBURG CITY SCHOOLS
89
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
Strength
C
RH
Separate younger students from more mature students.
C
RHS
Eliminate controversy of a 1 high school town
C
RH
Separates two age groups that may be well to separate.
C
RHS
C
RH
Separating younger students from older students is positive
C
RH
Separation of age groups
C
RH
Smaller class sizes
It would allow the community to remain a one HS town; cut down on bullying; less peer pressure; focus on students; teachers get to know students better; no split between have & have nots; less stress on athletic & music departments; maintain friendships
C
RH
Still identity as one school.
C
RHS
C
RH
Student government too.
Keeps age differences smaller; less intimidating for 9th graders
C
RH
Teacher/student ratio.
C
RHS
Least costly
C
RH
Teachers more specialized since teaching one or two grade levels.
C
RHS
Less hazing
C
RHS
Less intimidating to freshman
C
RH
Teachers will specialize in one age category.
C
RHS
Less negative influences (older kids) in 9-10
C
RH
Teachers will specialize in one age group
C
RHS
Less peer pressure
RHS
Less staff
C
RH
This option rocks!
C
C
RH
Unified attention span of school.
C
RHS
C
RH
Unified staff for more focus – ex grade level
C
RHS
1 Extra curricular activity sport
Less upper classmen peer pressure; less bullying; rolling teacher to know students weaknesses & strengths; funding for one set of teachers; 1 HS town; no split of have – have nots
C
RHS
9/10 and 11/12 can help each other better – better age relationships
C
RHS
Looping has worked well for own child
C
RHS
Looping teachers/know students
C
RHS
Lots of kids like it (stay with friends) – social decision.
C
RHS
Mirror middle school/junior high model familiar
C
RHS
More choices
C
RHS
More focus on teachers getting to know the students
C
RHS
More opportunities at each grade level; seniors couldn't corrupt freshmen; one community identity; more equitable
C
RHS
All children benefit from facilities; loop teachers; no boundaries
No boundaries; same ages together; safety
C
RHS
No equity issues
RHS
No have & have nots
C
RHS
Age grouping (safety)
C
RHS
Age grouping would be closer, less intimidation; no issues with class or income divisions; teaching staff hire requirement wouldn't be as great as to complete 9-12 systems
C
C
90
(continued)
RHS
RHS
Ages are close together; freshmen will not be intimidated by seniors; students will go to school with everyone in the community so they will see their friends; one extracurricular team/club; less chance for drugs – senior students usually sell to younger; stronger position for teachers
C
RHS
All students benefit from all programs/ facilities
C C
RHS
No split among have & have nots
C
RHS
Better cultural contact across the board
C
RHS
No split of the have/have nots
C
RHS
Can focus on 9/10 to prepare for standardized testing
C
RHS
C
RHS
Community – one HS
One community identity; no equity issue; less intimidating to freshmen; looping teachers
C
RHS
Cut down on building (ex:9th grader W/ seniors)
C
RHS
One high school means united community
C
RHS
One identity in school & out
C
RHS
Develop/maintain current friendships
C
RHS
C
RHS
Don't have rich/poor school; loops teacher; identity in school & out
One school; separate younger and older students
C
RHS
C
RHS
Easier acclamation; no boundaries; 1 high school; focus on standardized testing; team teaching
Safety; protection from older students, feel safer with own age
C
RHS
Seniors cannot corrupt freshman
C
RHS
Separate younger/older fr/sr
C
RHS
Separation of older boys/younger girls
C
RHS
Small group
C
RHS
Easier to have correct number in class
C
RHS
Easier transition from Jr. High without older children
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
C
Smaller groups & same interests; less hazing attitudes; senior boys & freshman girls not together.
C
SR
Preserves community identity/equity
C
SR
Promotes better social development (x2)
C
SR
Promotes social development
C
SR
Rare
C
SR
Reynoldsburg remains a cohesive community
C
SR
Safer environment for younger – no upperclassmen
C
SR
Safer environment for younger kids
C
SR
Safety would be optimal W/keeping younger less mature students together
C
SR
Single focus of investment at each level
C
SR
Students live/work learn together
C
TR
11-12 Can specialize to what's next (x2)
C
TR
9/10 Does not have 11/12 around
C
TR
Age appropriate concentration instruction
C
TR
Age appropriate concentration of instruction
C
TR
All 9th graders are together (regardless of feeder school)
C
TR
All students can look forward to a new school at some point
C
TR
Allow time to gain maturity
C
TR
Better opportunity to know students your own age
C
TR
Bringing community back together
C
TR
Can tailor to grade level needs
C
TR
Community identity around one set of extra-curricular activities
C
TR
Core community identity
C
TR
Core curriculum focused 9-10 (x2)
C
TR
Creates a common group success (x2)
C
TR
Eliminates community division
C
TR
Eliminates comparison between schools
C
TR
Eliminates the possibilities of comparison between the schools
C
TR
Equitable for all students – my child will attend W/all others of her grade level. Magnet class is put wherever it benefits district, not in feeder school
C
RHS
RHS
Smaller groups-continuity with two levels in one school; looping opportunities; more focus; prep for standardized testing; less hazing; safety issue; better culture-contact with others; one high school
C
RHS
Smaller learning communities; more focus – common ages
C
RHS
Social maturity adds to safety factor
C
RHS
Stronger/more opportunities for the teachers to focus/relationships with students
C
RHS
Tailored curriculum/college prep
C
RHS
Teachers loop in teaching; there shouldn't be the issue of the have & have nots, every student of every class would be at the school
C
SAC
9/12 Gap
C
SAC
Age groups together
C
SAC
One community/one high school
C
SAC
One sports
C
SR
All students receive the same education
C
SR
Allows underclassmen build on their potential
C
SR
Allows underclassmen to build on their potential
C
SR
Community cohesion
C
SR
Economies of scale
C
SR
Equal opportunities, equal quality of education
C
SR
Equitable
C
SR
Equity for all areas of town
C
SR
Fairly simple
C
SR
Focus course work
C
SR
Focus investment
C
SR
Greater efficiency of cost (x2)
C
SR
Grouping of similar aged students/maturity levels
C
SR
Helps to keep one community identity in school and out
C
SR
Helps with freshman transition into high school like current high school is set up
C
TR
Helps to keep one community identity in school and out.
C
SR
Helps with transition (x2)
C
TR
C
SR
Keeps one school identity in and out (x2)
Helps with freshman transition into high school like current high school is set up
C
SR
Large student body within one grade level=bigger pool for activities
C
TR
Increased competitiveness @ state level (don't thin athletic pool)
C
SR
Looping
C
TR
C
SR
Manage one set of extracurricular teachers, fellow students
Introducing students to high school slower: giving them better chance to adapt
C
TR
C
SR
More equitable
Juniors/seniors won't have to focus on OGT
C
SR
More simple investment
C
TR
Keeps community together (x2)
C
SR
Ninth graders are not with juniors/seniors
C
TR
Kids focus on each other
C
SR
One school
C
TR
Kids focus on each other with older peer groups
REYNOLDSBURG CITY SCHOOLS
91
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
Strength
C
TR
Less exposure of younger students to pressures of older students
C
WRJH
Keeps younger and older students together
C
TR
Less peer pressure of older students
C
WRJH
C
TR
Lessen likelihood of hazing
Less behavior problem-older not bullying younger.
C
TR
Limited age range
C
WRJH
Less distraction
C
TR
Looping (x2)
C
WRJH
No division of community
C
TR
More competition athletic teams
C
WRJH
Not dividing student resources
C
TR
No boundaries (x6)
C
WRJH
One identity.
C
TR
No duplication -- all 1 HS; one set of extracurriculars
C
WRJH
One team, one band, a sense of oneness in the community.
C
TR
No duplication of extracurriculars with associated costs
C
WRJH
Safer
C
WRJH
Safer environment possibly.
C
TR
No duplication, less expensive
C
WRJH
Smaller classes.
C
TR
No pigeon holing as in option 3
C
WRJH
C
TR
No rivalry between schools
C
TR
One athletic team
They would get to stay with the same peers all four years and not get separated, like the middle and junior high.
C
TR
One community identity
C
WRJH
Upper classmen are or can be more focused due to age differences.
C
TR
One community identity (in school and out)
C
WRJH
Upper classman more focused.
C
TR
One set of extras
C
WRJH
C
TR
One sports team/school identity
Younger opportunity to mature before mixing seniors.
C
TR
One team -- one mascot
C
WRMS
11-12 Focus on real world
C
TR
Reinforces expectation of what education is required to become 11th grade
C
WRMS
9-10 Prepare OGT
C
WRMS
Beneficial to separate age groups
Safe for younger students – less chance of risky behavior
C
WRMS
Continue two-year pattern
C
WRMS
Different maturity levels in different bldgs = increased comfort for students
C
92
(continued)
TR
C
TR
Safety
C
TR
Safety for 9/10 and 11/12
C
WRMS
Does not divide community
C
TR
Separation of 9-10 and 11-12 graders; social pressure, differences among age groups
C
WRMS
Focus more on specific needs of age groups
C
TR
Separation of younger/older students (14 away from 18)
C
WRMS
Helps transition younger students
C
WRMS
C
TR
Separates 14 year olds from 18 yr olds
Keeps Reyn. Kids together; just not in one building.
C
TR
Smaller student population
C
WRMS
Maturity levels stay together
C
TR
Students can look forward to being in new school at some time
C
WRMS
No rivalries
C
WRMS
One team/community unity
C
WRMS
Teacher to student ratio smaller
C
WRMS
Younger and older students separated
P
BRJH
Be with kids the same age
P
BRJH
Better sports, same graduates, not as much fights because only 2 grades
C
TR
Students will loop W/academic leaders
C
TR
Transportation nightmare
C
TR
Unity.
C
TR
Younger students separated from older students
C
WRJH
All students have access to both buildings and curriculum.
P
BRJH
Easier for teachers -- one grade level
P
BRJH
Friends together again -- like JH
C
WRJH
Gives freshmen an easier transition to high school
P
BRJH
Friends will be together, just like junior high
P
BRJH
It wouldn't be as much to teach more students, teachers will have enough students, kids will be able to learn better with other students, be with students with the same age, less bullying
P
BRJH
Kids can be with other kids that are about their own age, less crowded, more classes available, easier for teachers, friends would be together, less bullying
P
BRJH
Kids don’t' get caught up with seniors
C
WRJH
Harmony
C
WRJH
Helps to keep one community identity in school and out.
C
WRJH
Helps with freshman transition into high school like current high school is set up.
C
WRJH
I don't like this.
C
WRJH
Keep one community in school and out.
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
P
BRJH
Kids stay together
P
RHS
Could have special scheduling
P
BRJH
Less bullying -- older kids gone
P
RHS
P
BRJH
Less people
Cut down on number of students in one school
P
BRJH
More opportunities/classes
P
RHS
Decrease in overcrowding
P
BRJH
More room, more opportunities
P
RHS
Differences in maturity separated
P
BRJH
Not as many people, everyone not mad about going to a new school, teachers need jobs
P
RHS
Diverse
P
RHS
Diverse school
P
RHS
Don't have to deal with freshmen -- seniors can focus on getting out
P
RHS
Easier scheduling (x2)
P
RHS
Easier transition for freshmen
P
RHS
Focused on needs of specific grades
P
RHS
Focuses move on individuals
P
RHS
Friends
P
RHS
Friends stay together
P
RHS
Good chance for kids to be cluttered in one school
P
RHS
Good prep for OGT
P
RHS
Good transition
P
RHS
Grouping same ages will help socially
P
RHS
Hallways less crowded -- can get to class on time, have access to lockers
P
RHS
High school population split
P
RHS
I think there would be a lot of opportunities for each grade because all 4 grades don't like to do the same things.
P
RHS
Junior/senior school having more independence
P
RHS
Keep appropriate age levels togethersocial, as well as, academic
P
RHS
Keep diversity
P
RHS
Keep students focused more
P
RHS
Keep upper/lower classmen together
P
RHS
Keeping kids with their age groups
P
RHS
Keeps a separation of age, because a child of 14 years cannot be in school with 19, or 18 year olds if it is a hostile environment
P
RHS
Keeps separation by age groups (14 yr olds with 19 yr olds)
P
BRJH
Not as much kids and maybe even bullying would go down because the older kids would go to the other school
P
BRJH
One of everything, people together
P
BRJH
One team, students are together, less people and the halls won't be crowded
P
P
BRJH
BRJH
One team, students are together, less people, separation of age groups, address individual needs, don't have to hire new teachers Only one of everything, students are together
P
BRJH
Stay with friends, one athletic team
P
BRJH
You could be with your class
P
BRJH
You get to see most of your friends
P
BRJH
You would be able to go to the same school as your friends
P
HAMS
Chances for looping
P
HAMS
Friends all together
P
HAMS
Less kids in bldgs
P
HAMS
No bullying from 11 & 12
P
HAMS
Around kids your age
P
HAMS
Less conflict
P
HAMS
Less crowded
P
HAMS
Would get to see your friends
P
RHS
11 + 12th better prepared for college
P
RHS
11/12-Teaching for the rest of your lives
P
RHS
11-12 Can more effectively prepare students for college
P
RHS
11-12 May focus on more appropriate curriculum
P
RHS
9/10-Teaching for OGT
P
RHS
9-10 Schools can help students to decide on their future
P
RHS
Less bullying
All 4 grades don't like the same things -- more focus by grade
P
RHS
Less crowded (x5)
P
RHS
Less crowded high school
P
RHS
Less drama
P
RHS
Less drama/fighting
P
RHS
Less drama-fighting, bullying
RHS
Less people (not crowded)
P
RHS
P
RHS
All the extra curricular activities all as one
P
RHS
Athletics and extra-curricular activities will not suffer
P
RHS
Better test scores
P
P
RHS
Better transition
P
RHS
Less staff
P
RHS
Comfortable environment for students transition
P
RHS
Less students and more teachers in school
P
RHS
Maintain school identity and diversity
Coming from JH, get time to adjust, not overwhelmed
P
RHS
Maturing with your age group (x2)
P
RHS
More appropriate age levels together
P P
RHS RHS
Community not divided-no segregation
REYNOLDSBURG CITY SCHOOLS
93
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
Strength
P
RHS
More education
P
RHS
P
RHS
More opportunity for OGT
There might be free parking for the 11 and 12 grades for the school
P
RHS
More opportunities in particular grade level
P
RHS
Transportation for underclassmen
P
RHS
More parking spots?
P
RHS
P
RHS
More room
Underclass students not so overwhelmed with other student
P
RHS
More space
P
RHS
Unity of sports teams
P
RHS
No rivalry
P
RHS
Upperclassmen often annoyed by lower maturity of underclassmen
P
RHS
Not splitting-sports teams would have two different fields for JV & varsity
P
SFG
A better confidence level knowing you can get help
P
RHS
One athletic-will be stronger
P
SFG
P
RHS
One identity (x2)
Kids would graduation with their friends that they grew up with
P
RHS
One school identity
P
SFG
More teaching of correct grade education
P
RHS
One sports team
P
SFG
P
RHS
Possible boost of school spirit
The students wouldn't feel a lot of pressure from upperclassmen
P
RHS
Remain diverse
P
SFG
P
RHS
Same school, same community
You would go through high school with your friends
P
RHS
School spirit same
P
SFG
Your grade is all together so you won't be split up
P
RHS
Seniors and juniors do not have to deal with the childish acts of freshmen
P
WRJH
P
RHS
Seniors and juniors won't have to worry about immaturity
9-10 And 11-12 would be together (age/grade) and it would be easy to be separated by that (there would be one of everything
P
RHS
Seniors don't have to deal with freshmen
P
WRJH
P
RHS
Separation of grades (x2)
A strength is there would most likely be less violence
P
RHS
Separation of grades allows for better focus based on the fact that schools have the opportunity to make more opportunities for students based on grade
P
WRJH
Appropriate age groups
P
WRJH
Better sports teams
P
WRJH
Boundaries not an issue
P
WRJH
Classmates and students are not separated
P
RHS
Small classes
P
RHS
Smaller group of kids-so more one on one
P
WRJH
Combined activities
P
RHS
Specialty
P
WRJH
Considered one school
P
RHS
Sports
P
WRJH
Different schools (change)
P
RHS
Sports and activities still strong and on the same page
P
WRJH
Drifting teachers
P
WRJH
Each grade more focused
P
WRJH
Each grade will become even more focused and they will not be bullied by some of the older kids
P
RHS
Staying W/peers
P
RHS
Staying with friends
P
RHS
Still maintains one school identity
P
RHS
Students are with the same age group
P
WRJH
Good scholarships 11-12
P
RHS
Students can get more attention from the teachers
P
WRJH
Have kids in appropriate age groups
P
WRJH
I like this idea because most people want to go through high school with people from their age bracket
P
WRJH
Internships/college opportunities
P
WRJH
It will give everybody a chance to be at the Summit and Livingston
P
WRJH
It would have better sports teams
P
WRJH
It would have less people and less danger
P
WRJH
JV teams would be other school
P
WRJH
Keep same senior class
P
WRJH
Keeps ages together
P
WRJH
Less bullying
P
WRJH
Less kids – less trouble
P
WRJH
Less people/less danger
P
RHS
Students can relate better if everyone is in the same age demographic
P
RHS
Students of different maturity levels would be separated
P
RHS
Talent W/sports-freshman, JV, varsity. Which building?
P
RHS
Teach and prepare students for what is required of them
P
RHS
The education
P
RHS
The strength will be the students will have small classes
P
94
(continued)
RHS
The students will be with the students close to their age
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
P
WRJH
Less violence
P
WRMS
Learning academics easier
P
WRJH
Looping
P
WRMS
Less picked on
P
WRJH
Looping teachers
P
WRMS
P
WRJH
More focus of certain groups
More high schools so it won't be so crowded
P
WRJH
My class stays together until senior year
P
WRMS
More jobs
P
WRJH
No boundaries (x2)
P
WRMS
P
WRJH
No split
More opportunities for extra-curricular activities
P
WRJH
Not splitting up talent
P
WRMS
People could recognize their teachers
P
WRJH
One of everything
P
WRMS
Recommend teachers
P
WRJH
One set of extras (x2)
P
WRMS
Separating 12th from 9th – less harassment (x5)
P
WRJH
People around you are same age (x2)
P
WRMS
Teachers more familiar (x4)
P
WRJH
Perfect
P
WRMS
P
WRJH
Safety – less violence
P
WRJH
Same sports team/no rivalry
They would learn academic materials easier because there wouldn't be that many people in one class distracting you
P
WRJH
Same teams
P
WRMS
Won't be overcrowded
P
WRJH
Smaller age gap
P
WRMS
Would know teachers
P
WRJH
Smaller age groups
P
WRMS
Would know teachers better (x3)
P
WRJH
Smaller classes (x3)
P
WRMS
P
WRJH
Stay with fellow classmates
Easier on teachers-can concentrate more on teaching
P
WRJH
Stay with friends
P
WRMS
Familiar-just like middle/junior
P
WRJH
Teacher traveling with students
P
WRMS
Feel better B/C more balanced
P
WRJH
Teachers focus on specific group
P
WRMS
Feel smaller
P
WRJH
Teachers travel with you (looping)
P
WRMS
Less picking on freshmen
P
WRJH
Teachers who move on already know the students
P
WRMS
More job opportunity./Duplication
S
BMG
Age appropriate buildings
P
WRJH
The older kids that are in 12th grade might pick on the kids in 9th grade
S
BMG
Better learning opportunities
S
BMG
Hugely less expensive
P
WRJH
Varsity would be at another
S
BMG
Keeping young from older
P
WRJH
We would have a lot of room
S
BMG
Less behavior issues
P
WRJH
With appropriate age group
S
BMG
Maturity levels are together
P
WRJH
Younger kids more comfortable
S
BMG
Older vs. Younger
P
WRJH
Younger kids would feel more comfortable
S
BMG
One sports team
P
WRJH
Better sports teams
S
BMG
Safer because of age division
P
WRJH
Less bullying
S
BMG
Strong because one team
P
WRJH
Less crowded
S
BMG
Teachers relationships with kids
P
WRJH
Less violence
S
BRJH
Can give incentives to 11/12.
P
WRJH
Smaller age group
S
BRJH
P
WRMS
All levels together – district wide (x6)
Children at different developmental levels separated: less bullying.
P
WRMS
Easier learning academics
S
BRJH
Everyone attends the same school.
P
WRMS
Fewer people getting bullied
S
BRJH
Keeps community intact.
P
WRMS
Get to know your teachers (x2)
S
BRJH
Keeps Reynoldsburg together.
P
WRMS
Kids could have separate teams like Jr. Varsity and regular varsity
S
BRJH
Keeps unity for the school and community.
S
BRJH
P
WRMS
Know kids better
Makes econ/social differences less obvious
P
WRMS
Know teachers better (x3)
S
BRJH
More equitable.
P
WRMS
Know your teachers better
S
BRJH
No competition.
P
WRMS
Learn academics better because class size
S
BRJH
One identity for the town.
S
BRJH
Pacifies SW residents fears of inequity.
P
WRMS
Learning academic material would be easier because of class size (x4)
S
BRJH
Preserves the rich history of RHS and customs that have been established.
REYNOLDSBURG CITY SCHOOLS
95
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
Strength
S
BRJH
Reduces conflict from pecking order.
S
CK
Keep underclassmen focused
S
BRJH
Safety of younger students.
S
CK
Keeping age appropriate kids together
S
BRJH
Safety zone for students.
S
CK
S
BRJH
School spirit.
Keeping one program as far as sports, music, etc…
S
BRJH
Students would not be influenced negatively by older students.
S
CK
S
BRJH
The school wouldn't be divided.
Keeping the underclassmen more focused on their studies + not trying to figure out what the Srs. Are doing, and all their events
S
BRJH
Very nurturing.
S
CK
S
BRJH
Economic differences less visible
Keeps influences of older students away from younger students
S
BRJH
Give incentives for your students
S
CK
S
BRJH
Keep 9th GR girls form 12th GR boys
Keeps underclassmen more focused (not trying to keep up with seniors)
S
BRJH
Keep district identity-huge
S
CK
Less busing W/the high cost of fuel
S
BRJH
Keeps community intact
S
CK
S
BRJH
Nurturing for your students
Liked 9th separate in the past class of 1967
S
BRJH
Passage of levy
S
CK
Maturity level matches
S
BRJH
Safety for your students
S
CK
Maturity levels
S
CK
Grade levels separated
S
CK
Maturity levels closer
S
CK
I think this would be good as far as the 9+10 graders could all be with all their friends and not feel threatened by the older grades, which sometimes happens everywhere
S
CK
Maturity levels of students
S
CK
More concentrate for grade level opportunity
S
CK
No busing impacts
S
CK
Not divided (x2)
10th away from 11/12th (ex. Prom pregnancy)
S
CK
Not have/have nots
9/10 Would be better idea because the students would accept each other
S
CK
Not intimidating for younger students
S
CK
Not segregated (x3)
S
CK
Not segregated= good kids-bad kids
S
CK
One HS – No division
S
CK
One high school (x2)
S
CK
One high school may strengthen the students
S
CK
Seniors not dating 9th graders
S
CK
Smaller attendance
CK
Still having one high school
S S
96
(continued)
CK CK
S
CK
9-10 Bond better
S
CK
9th and 10th not feel as threatened
S
CK
Age and maturity levels would be similar
S
CK
Ages stay together-safe?
S
CK
All 11/12th graders will be together
S
CK
All 9/10th are together – away from 11/12th
S
CK
All 9/10th graders will be together
S
S
CK
Allows younger students to acclimate to high school atmosphere with less stress
S
CK
Teachers can loop
S
CK
S
CK
Better age group together
Team teachers cans stay with 9th and 10th graders
S
CK
Cost of transportation and fuel costs
S
CK
The children are all equal this way
S
CK
Div. of grade levels
S
CK
S
CK
Easier social developing-important because this impacts on how develop academically
The kids would get to know each other better
S
CK
Underclassmen are more focused
S
CK
With similar maturity levels
S
CK
Freshman girls & senior boys
S
CK
You have only one high school
S
CK
Grade level becomes one co-cohesive group
S
CK
Younger separate from older
S
CO
9/10 Not having to be W 11+12
S
CO
Activities – age appropriate
S
CO
Age grouping
S
CO
Age groups kept together (freshmen girls from senior boys)
S
CO
All grade levels stay with their peers
S
CO
All kids will pas thru new school
S
CK
Grade levels separated
S
CK
Great idea-keeping 9/10 + 11/12 separate, keeping students with the same maturation level
S
CK
I grew up with grades being in same building – I feel this is a good idea
S
CK
I think keeping younger age groups separate from the older students is important
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
S
CO
All Reynoldsburg students will experience the same curriculum
S
FR
Each student will have a turn at each school.
S
CO
All teachers of a specific subject in the same building
S
FR
Each student will have a turn at each school.
S
CO
All together
S
FR
Equitable (x3)
S
CO
Curriculum more focused
S
FR
S
CO
Discipline by grade level split
Focus more on grade level academics for testing. (x2)
S
CO
Every student goes to both buildings-taking advantage of both facilities
S
FR
S
CO
Everyone at new building (x2)
Great for 9th and 10th graders because it allows them to create their own identity without pressure from older peers.
S
CO
Everyone gets to go to new facility
S
FR
S
CO
Familiar curriculum
Great for 9th and 10th graders because it allows them to create their own identity without pressure from older peers.
S
CO
Focused curriculum- 9+10 vertical/horizontal planning
S
FR
S
CO
Grade level becomes one co-cohesive group
I think 9th and 10th grade students would be able to develop their own identities faster.
S
FR
S
CO
Grade level one cohesive group
S
CO
Increased comfort for freshmen
I think 9th and 10th grade students would be able to develop their own identities faster.
S
CO
Increased comfort level for freshmen
S
FR
Interventions very specific. (x2)
S
CO
Less bullying
S
FR
Keeps developmental stages together.
S
CO
Less disc. Issues
S
FR
Keeps developmental stages together.
S
CO
Less intimidating for 9-10
S
FR
Less age range difference. (x3)
S
CO
No extra funding required to staff bldgs.
S
FR
Less bullying (x3)
S
CO
No real staffing issues
S
FR
Less distraction
S
CO
One high school identity
S
FR
Less distraction for students. (x2)
S
CO
One high school town identity
S
FR
Less division. (x2)
S
CO
Separate younger students form older ones
S
FR
Less fighting between age-groups
S
FR
S
CO
Socioeconomic together
Less life changing decisions needing to be made at a formidable age. (x2)
S
CO
Stay with all friends
S
FR
Less money because only 1 sports team.
S
CO
Stay with same teachers longer
S
FR
Less money because only 1 sports team.
S
CO
Strong focus on basics
S
FR
Less money for extra-curricular. (x1)
S
FR
"United community; one identity"
S
FR
Lots of opportunity. (x2)
S
FR
"Younger" students stay together- everyone is not "mushed" together.
S
FR
Maturity
S
FR
Maturity separated. (x2)
S
FR
"Younger" students stay together- everyone is not "mushed" together.
S
FR
More age group oriented
S
FR
More school/community pride
S
FR
All of one grade together; good for T. Collaboration & instruction
S
FR
Most fair
S
FR
No division of community (x3)
S
FR
All students get equal opportunity. (x2)
S
FR
Not another set of coaches/save teachers
S
FR
Allows each set of grade levels to have their own identities-perhaps building school/community pride.
S
FR
One high school/no divide
S
FR
One high school-one football team. (x2)
S
FR
Allows each set of grade levels to have their own identities-perhaps building school/community pride.
S
FR
Opportunity for all
S
FR
Overage seniors not on campus with freshmen (x3)
S
FR
Community happy-not divided. (x2)
S
FR
Own identity
S
FR
Could separate 9-10 from 11-12- less distraction, smaller numbers.
S
FR
Smaller numbers
S
FR
United community/one identity (x2)
S
FR
Will not get bored-more exiting because of change. (x2)
S
GR
9-12 Graders all on same teams.
S
FR
Could separate 9-10 from 11-12- less distraction, smaller numbers.
S
FR
Developmental stages together
REYNOLDSBURG CITY SCHOOLS
97
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
98
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
S
GR
Able to take classes at a higher grade level. (10th grader take 11th grade classes.
S
HM
Community, social togetherness, relaxed environment , maintain one senior HG, all kids get to go to new building.
S
GR
Ages together
S
HM
S
GR
Could help in teaching students for OGT
S
GR
Could take class at higher level.
Keep Reyn. Together, everyone knows everyone, teachers together, growing up together
S
GR
Keeping to old boys away from freshman girls
S
HM
Keeping sports teams together
S
HM
Kids would attend both new & old schools
S
GR
Less age range of students
S
HM
Less overwhelming as freshman
S
GR
Less cliques
S
HM
S
GR
Lower campus population.
S
GR
Lower student teacher ratio. (x2)
S
GR
More homogeneous
Less overwhelming for freshmen, not intimidated by upper classmen, still maintain one senior high school, all students in spite of demographics, would get to experience the new HS
S
GR
More participation in outside activities available.
S
HM
Maintain senior high
S
HM
More relaxed
S
GR
More space.
S
HM
Smaller groups
S
GR
Small campus population.
S
HM
S
GR
Small number of students in classes.
Social transition (big jump between 9 and 12)
S
GR
Smaller
S
HM
S
GR
Smaller population
Staff would know students better, students would know staff better – more respect
S
GR
Smaller space.
S
HM
Student body stays together
S
GR
Sporting events (everyone on same team)
S
HM
Students get to attend both new & old school
S
GR
Sports (everyone on same team).
S
HM
Tow grade configuration familiar
S
GR
Students have opportunity to take upper level classes.
S
HM
Wouldn't divide the community
S
RH
$ Goes to 1
S
RH
All go to new place.
S
RH
Better traffic flows
S
RH
Class stays together.
S
RH
Cost effective.
S
RH
Divide population- decrease numbers.
S
RH
Divides s pop into smaller groups
S
RH
Dividing age groups (upper and lower classes).
S
RH
Everyone gets to be in new building.
S
RH
Good to keep age groups together
S
RH
Good to keep age groups together/ separate
S
HAMS
Community stays united
S
HAMS
Correct number of students per class
S
HAMS
Everyone would go to new school
S
HAMS
Facilities-bring academic programs for age groups
S
HAMS
Freshman easier to transition
S
HAMS
Friends not separated
S
HAMS
Incentive to stay in school if 11-12 new
S
HAMS
Motivate & inspire to go to new facility
S
HAMS
One high school town
S
HAMS
One student identity
S
HAMS
Reduces cost-no duplication of programs
S
HAMS
Separation older/younger
S
RH
Keep AP classes full.
S
HM
All one Reyn. HS.
S
RH
Keep AP courses; enough s numbers
S
HM
All one Reynoldsburg high school
S
RH
Keeps age groups together.
S
HM
All students in each building
S
RH
Kids like- stay with friends.
S
HM
Alleviate overcrowding at current HS.
S
RH
Less traffic/improve flow.
S
HM
Better control (student body), better curriculum alignment opportunities, small groups are better, better chance of overall continuity, better chance of parent involvement/follow thru
S
RH
Looping
S
RH
Looping teachers
S
RH
Money base to one.
S
RH
More cost effective (x3)
S
HM
Better curriculum alignment
S
RH
New building. For all
S
HM
Community (x2)
S
RH
Not as likely to get lost for kids
S
HM
Community would not be divided
S
RH
Rite of passage into 11th grade- presentations etc.
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
S
Round table- right of passage (performance based).
S
RHS
No community division
S
RHS
No rivalry, elitism etc.
S
RHS
OGT focus/post high school focus.
S
RHS
OGT/college focus at each school.
S
RHS
One high school community (x3)
S
RHS
One school. (x3)
S
RHS
One team/high school community.
S
RHS
Provides opportunity for team teaching
S
RHS
Relations of building around maturity
S
RHS
Separating younger kids from older
S
RHS
Small student body
S
RHS
Smaller class size
S
RHS
Smaller learning community.
RH
S
RH
Smaller population.
S
RH
Smaller student population.
S
RH
Teachers can loop.
S
RH
They would get to remain with their friends.
S
RH
Traffic flow improves.
S
RHS
1 HS community
S
RHS
9-10 Can focus on OGT.
S
RHS
Age group not intimidating.
S
RHS
Age group split/no dominant group.
S
RHS
Allows 9&10 to mature and not feel so lost in school.
S
RHS
Allows 9&10 to mature and not feel so lost in school.
S
RHS
Solve overcrowding (x3)
S
RHS
Space
S
RHS
Behavior
S
RHS
Specified team teaching.
S
RHS
Class unity
S
RHS
Stronger extracurricular.
S
RHS
Creation of building around maturity
S
RHS
Target rich environment. (Specified teams)
S
RHS
Eliminate social/economic inequalities
S
RHS
Teacher focus at a grade level (x2)
S
RHS
Eliminates have-have not
S
RHS
S
RHS
Eliminates haves/have nots.
Teachers more focused student needs by grade level.
S
RHS
Entire community base.
S
RHS
S
RHS
Everyone gets their chance at the new building, you will have to stay in school to attend.
Teachers would teach more same subjects.
S
RHS
Team teaching.
S
RHS
Testing schedules
Fewer opportunities for 18-yr old boys pursue 14 year girls.
S
RHS
Transition to high school (x2)
S
RHS
Transition to the high school easier.
S
RHS
Undivided community.
S
RHS
Unified district.
S
RHS
Unity in community
S
RHS
Zero in on needs of age groups: testing OGT
S
SR
Age appropriate (x3)
S
SR
Age appropriate learning
S
SR
Better teacher
S
SR
Can focus on OGT in lower grades
S
SR
City not divided
S
SR
Confidence booster for younger students
S
RHS
S
RHS
Focus at 9/10 levels
S
RHS
Focus on age appropriate.
S
RHS
Focus on career selection prep and post high school selection.
S
RHS
Focus on maturity of students, discipline,
S
RHS
Focuses on age-appropriate behaviors
S
RHS
Good horizontal communication
S
RHS
Great opportunity to target each of these groups.
S
RHS
HS community
S
RHS
I can really specialize the library materials and data bases to specific age groups.
S
RHS
Less crowded areas.
S
SR
Doesn't divide community
S
RHS
Little to no student parking needed at 9-10 building
S
SR
Focus improved
S
SR
Focus on OGT/focus on after high school
S
RHS
Loss of intimidation
S
SR
Focus of two grades
S
RHS
Maintain unity (x3)
S
SR
Focus on secondary
S
RHS
Marginal students addressed
S
SR
Freshmen daughters
S
RHS
Maturity gap
S
SR
Getting 9th grade away from 12th
S
RHS
May help kids stay in school
S
SR
Kids feel more comfortable
S
RHS
Media (x2)
S
SR
Lack of community division
S
RHS
More diversity 11/12
S
SR
Looping (x3)
S
RHS
More opportunities.
S
SR
Looping opportunities
S
RHS
No boundary issues/socioeconomic
S
SR
More manageable
REYNOLDSBURG CITY SCHOOLS
99
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Aud. Loc.
Strength
Aud. Loc.
Strength
S
SR
No boundaries (x3)
S
TR
Match up with 5-6, 7-8
S
SR
No dividing of community
S
TR
More personal.
S
SR
No division with city
S
TR
No OGT focus.
S
SR
One community identity
S
TR
One community
S
SR
Opportunities for new ideas
S
TR
Similar age group. (x2)
S
SR
Plays to seriousness
S
TR
Similar age groups=safety
S
SR
Safety
S
TR
Small school (x2)
S
SR
Same teams
S
TR
Small school feel
S
SR
Separate age groups
S
TR
Some students will have long bus rides.
S
SR
Unity
S
TR
Strengthen students' marketability
S
SR
With grades divided- better chance for younger kids to excel
S
TR
Unified class 9th.
Younger kids would be less influenced by older peers
S
TR
Unified class structure
S
WRJH
9th and 10th staff still work together. (x2)
S
WRJH
Address needs of students focus.
S
WRJH
Age specific.
S
WRJH
All kids could spend time in new building.
Age group similarities.
S
WRJH
Can offer more choices for students.
All students in one grade are together.
S
WRJH
Closer sense of comm W/in classes
Behavior improves with smaller age groups, safety
S
WRJH
Closer sense of community. (x2)
S
WRJH
Don't have freshman girls W/senior boys
S
SR
S
TR
A lot of opportunity. For kids
S
TR
A lot of students within one grade levelstudents get lost in crowd.
S S S
TR TR TR
S
TR
Carries on tow-grade schools
S
WRJH
S
TR
Carry on the (5,6) (7,8) (9,10) (11,12) building.
Easier for students to adjust- less peer pressure from upper classman.
S
WRJH
Eleven/twelve – do " small schools".
S
TR
Class size.
S
WRJH
Everyone has a chance in a new building
S
TR
Comfort level for 9th + 10th-not 18year olds
S
WRJH
Familiar design
S
WRJH
Focus on developmental needs (more structure for younger students).
S
TR
Community united.
S
TR
Could structure so teachers worked with kids 2 years.
S
WRJH
Focused preparation for college.
Decreases social mixing of 14 & 18 year olds.
S
WRJH
Greater choice for juniors and seniors.
S
WRJH
Helps to unite the community.
S
WRJH
Keeps community together (x2)
S
WRJH
Kids go as cohorts
S
WRJH
Less threatening for younger students.
S
WRJH
Looping
S
WRJH
More personal.
S
WRJH
More structure for younger students & fewer with older
S
WRJH
New
S
WRJH
Nine/ten opportunity for them to fly.
S
WRJH
Ninth grade girls and senior boys.
S
TR
S
TR
Develop interests.
S
TR
Divides age groups.
S
TR
Doesn't have perceptions of division.
S
TR
Extends 2 grade levels housed together.
S
TR
Focus
S
TR
Focus on maturity of students, discipline, rules, etc.
S
TR
Get to experience both bldgs
S
TR
Gives everyone a chance to experience both buildings.
S
TR
Hands-on teach to student, student to subject
S
WRJH
No 14 yr old girls & 18 year old boys
S
WRJH
No bad role models
S
TR
Keeps community united (x3)
S
WRJH
No divide between haves/have nots.
S
TR
Keeps students with appropriate age groups.
S
WRJH
No mix of 14, 18 year olds (safety).
S
WRJH
Offering much more to students- time and physical separation- less competition with older students.
S
TR
Keeps the community from being divided.
S
TR
Know students by name-safety, discipline
S
TR
Limited student opportunity to opportunity in activities.
S
WRJH
Segregating
S
WRJH
Shy kids get comfortable
Looks like what people know.
S
WRJH
Small student population/develop family/ community sense.
S
100
(continued)
TR
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
STRENGTHS
(continued)
Aud. Loc.
Strength
Aud. Loc.
Strength
S
WRJH
Unity (x3)
S
WRMS
No rivalries
S
WRJH
Upper classmen not around to "pressure".
S
WRMS
Non competitiveness.
S
WRJH
Younger split from older.
S
WRMS
Nothing complicated for parents.
S
WRMS
11-12 AP/vocational.
S
WRMS
One community. (x2)
S
WRMS
11-12 Focus on real world.
S
WRMS
One identity/community.
S
WRMS
9-10 OGT
S
WRMS
Parents buy-in.
S
WRMS
9-10 Prepare OGT.
S
WRMS
S
WRMS
Allows for easier division of student population.
Possibly separating students via maturity level.
S
WRMS
Proximity to neighborhoods.
S
WRMS
Better for the students-less threading environment for the younger grades.
S
WRMS
Resolves special problems.
S
WRMS
Rhs into two buildings.
S
WRMS
Self contained staff-students same school, 9-graduation.
S
WRMS
Separates older children from younger children.
S
WRMS
Simpler- create on program for both schools.
S
WRMS
Small sized classes (fresh/soph, etc.)
S
WRMS
Smaller buildings (closer feeling)
S
WRMS
Smaller class sizes- more opportunities for guidance.
S
WRMS
Community is familiar with model.
S
WRMS
Could expand offerings (classes) (x2)
S
WRMS
Create more community support.
S
WRMS
Developmentally-compatibility. (x2)
S
WRMS
Discipline
S
WRMS
Does not divide community.
S
WRMS
Ease of busing.
S
WRMS
Easier to plan.
S
WRMS
Easier to transition between 9-12.
S
WRMS
Easier transition to start up.
S
WRMS
Smaller numbers per grade.
S
WRMS
Easier transition.
S
WRMS
S
WRMS
Equality (x2)
Strong sense of community-for parents and students.
S
WRMS
Familiarity with system.
S
WRMS
S
WRMS
Greater opportunity to play varsity sports/ be in a performance/make a team, debate, mock trial. Trial.
Stronger identity for students/school – sports/pride.
S
WRMS
The younger children wouldn't be with the older kids.
S
WRMS
Handles problem of separate location.
S
WRMS
Traditional
S
WRMS
Helps freshman with transition into high school.
S
WRMS
Transportation easy.
S
WRMS
Transportation issues minimal.
S
WRMS
Helps transition younger students.
S
WRMS
S
WRMS
Keeps students together with peers of same age group with similar needs. (I.e. Adjustment to high school, finding an academic focus.) (x2)
Two full sets of extra curricular activities (more students involved).
S
WRMS
Won't have social training with a wide spread of ages.
S
WRMS
9 And 10 won't grow up so fast
S
WRMS
Commonality/closer to age groups
S
WRMS
Creative
S
WRMS
Develop programs on development level of kids
S
WRMS
Less expensive.
S
WRMS
Maturity (student) stay together.
S
WRMS
Maturity levels stay together.
S
WRMS
More classes available.
S
WRMS
More opportunities for sports and arts participation.
S
WRMS
Developmentally appropriate
More opportunities for student involvement.
S
WRMS
Discipline
S
WRMS
Expand curricular offerings
WRMS
Focus on specific academic issues
S
WRMS
S
WRMS
More opportunities to play sports or be in a club.
S S
WRMS
Grouped by majority
S
WRMS
More opportunity for kids to be involved in the social and athletic aspects of the school.
S
WRMS
Keep community whole
S
WRMS
Leadership opportunities for 10th graders
S
WRMS
Less threatening environment for 9th
S
WRMS
Meet other students from district
S
WRMS
More opportunity for kids to be" involved" (less team cuts).
S
WRMS
Neighborhood identity.
S
WRMS
OGT focus/higher learning/career prep
Nice facilities for the students to learn in that is not overcrowded.
S
WRMS
One high school identity (x2)
S
WRMS
Specialized programs for support
S
WRMS
REYNOLDSBURG CITY SCHOOLS
101
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES
102
Aud. Loc.
Weakness
Aud. Loc.
Weakness
C
BRJH
Academic limitations, transportation, athletics
C
FR
Lack of positive, more mature, older role models
C
BRJH
Athletic teams
C
FR
Less opportunity to support 2 identities
C
BRJH
Enriched children in younger grades would have a problem with transportation in getting to the other school
C
FR
Limited class options
C
FR
Limited class options – boundary between 10-11 is fuzzy
C
BRJH
Too many athletes-busing-not walking halls with seniors
C
FR
Limited extra-curricular opportunity (many kids, one team)
C
BRJH
Transportation issues.
C
FR
Limited high school experience
C
BRJH
Transportation, sports trans, academic limitations/teacher
C
FR
Miss out on a typical high school experiences with all the grade levels
C
BRJH
Upperclass less likely to be able to take 1st year classes, rotating teachers won't give students the chance to learn from other teaching styles, boredom
C
FR
Miss out on experiencing different teachers
C
FR
My children have experiences looping, and they did not like having the same teacher for two years. Other children may feel the same way
C
CO
12th grade may be eliminated (strickland policy)
C
CO
Extra curricular logistics
C
FR
No boundaries
C
CO
Facility sharing or limit of facilities
C
FR
No interaction with older students
C
CO
Five campuses in student career
C
FR
OGT for upper school students
C
CO
How will teachers teach multiple grades
C
FR
Opportunities to interact wi/older students
C
CO
Less mentoring
C
FR
C
CO
Limits opportunity for upper course work or taking lower course work
Pick-up/drop-off all points of community to two separate locations (may stagger times)
C
CO
Limits students opportunity for upper level experience
C
FR
Reduced choice of classes
C
FR
Remediation and acceleration options may not be available in each building
C
FR
Separation of age groups (peer influences)
C
FR
Splitting up siblings
C
FR
Still have the costs of running two high schools
C
CO
More social aggression towards underclassmen
C
CO
One set of extra-curricular limits opportunity
C
CO
Shortened relationships
C
CO
Transitions can be difficult (special ed.)
C
FR
Still two cost (although reduced)
C
CO
Transportation logistics for families
C
FR
C
CO
Transportation obstacles to school and extra-curricular
Students missing out on a typical high school experience
C
FR
Teachers cannot loop all four years
C
FR
"High school experience" lacked
C
FR
C
FR
Big experiment – no example of this done with two campuses
C
FR
Blocks to higher courses
Teachers who affect all grades will be limited to two grades (I had the same English teacher 9 – 12 in high school and she was my savior)
C
FR
Cost related to transportation
C
FR
C
FR
Could blend with option 3
C
FR
Course offerings limited for enrichment of underclassmen
This option would rob students of the experience of being in school with seniors. The HS experience is a big deal that students look forward to
C
FR
Transportation
C
FR
Distance of busing
C
FR
C
FR
Distance/busing/shuttle
C
FR
Duplicate transportation
Transportation concern about moving 9/10 students to 11/12 school for extra curricular activities
C
FR
Extra busing
C
GR
Adjustment 9-10/11-12=lost time
C
FR
Extra transportation?
C
GR
Advanced placement classes
C
FR
Grade size stays very large
C
GR
Boundaries.
C
FR
It's a big experiment. It's unprecedented. Risky with our children's education
C
GR
C
FR
Lack of ability for gifted students to take higher level classes in their own buildings
Competition with in the city. I don't like how there is Westerville north and Westerville south and I don't want the same for Reynoldsburg. Lets remain one.
C
GR
Divided community (x3)
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
WEAKNESSES
(continued)
Aud. Loc.
Weakness
Aud. Loc.
Weakness
C
GR
Division of community in school and OGT
C
HM
Busing costlier
C
GR
Doubled the cost of some areas.
C
HM
Busing for 2 schools
C
GR
Doubling transportation
C
HM
Can't take advantage
C
GR
Duplicating curriculum for advanced 9 and 10
C
HM
Changing schools 1/2 way through HS
Extra cost of duplicate jobs, examplecoaching contracts.
C
HM
Could be separated from friends
C
HM
Distance between campuses
C
HM
Distance between campuses, longer bus rides
C
HM
Freshman/sophomore don't get opportunity to nature wi upper classmen
C
GR
C
GR
Extra-curricular
C
GR
Have and have nots.
C
GR
Identical
C
GR
Last six month board meeting 87,000.00, Not inclusive list.
C
HM
Less of a chance to meet new people, transportation
C
GR
Less chance to participate in sports/ teams/groups
C
HM
Limited academic opportunities (for advanced studies)
C
GR
Less opportunities for kids to have extracurricular
C
HM
More busing, confusion, gas, money, less chance to be on a team
C
GR
Logistics B/C of 2 campuses: where will sports be played; advanced classes; transportation=cost
C
HM
None (x2)
C
HM
Only one team, not many choices with what team because it would be the same, more busing money for gas
C
GR
No opportunity for specialization.
C
GR
No options for specialization.
C
HM
Separated from older friends or siblings
C
GR
OGT factory in 9/10
C
HM
Sports, band separation
C
GR
OGT remediation in 11/12 building?
C
HM
Transportation issues-non bused kids
C
GR
Puts freshman in with more mature seniors.
C
HM
Transportation logistics
C
HM
Transportation, limited opportunities
C
RH
Campus feel (college)-5 different schools.
C
RH
Changing schools after 2 years, lacks structure
C
RH
Children who fall behind/or ahead cannot seek the assistance needed.
C
RH
Develop relationships.
C
RH
Different ability groups-what to do with them
C
GR
Still large number of kids
C
GR
Too much division
C
GR
Transportation costs take way from academics
C
GR
What about kids who pass two sections?
C
HAMS
Acceleration would be hard, transportation causes lost time.
C
HAMS
Busing issues potential.
C
HAMS
Complicated extra curricular activities (will they be duplicated).
C
RH
Distance between schools (two different worlds)
C
HAMS
E.C. Transportation.
C
RH
Extra year a underclassmen (x2)
C
HAMS
It is not optimal for transportation, however I see this as a major issue.
C
RH
Five miles apart. (x2)
C
RH
Gifted program?
C
RH
Harder to take AP courses.
C
RH
Have to switch after two years.
C
RH
How to get from one school to another for programming.
C
RH
Impact of distance between schools on extra curriculars- i.e. Sports, student council.
C
RH
Individualized attention for grade appropriate core.
C
RH
Junior varsity/varsity split – what ages are on varsity teams.
C
HAMS
Lack of role models.
C
HAMS
Schools are five miles away from each other. It would create difficulty with sports and other activities.
C
HAMS
Students are being forced to change every two years.
C
HAMS
Complicated for extracurriculars
C
HAMS
Less AP access for 9/10
C
HAMS
No role models
C
HM
Advanced classes at other school
C
HM
Band programs need to be re-organized
C
HM
Big class size, distance from homes, changing schools halfway through HS, keeps diversity
C
RH
JV won't have example day to day. (x2)
C
RH
Lack of positive peer examples (x2)
Busing ,confusion, gas, less chance of good curriculum
C
RH
Less flexibility with scheduling
C
RH
Less flexible with teachers.
C
HM
REYNOLDSBURG CITY SCHOOLS
103
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Weakness
Aud. Loc.
Weakness
C
Looping with teachers-in case of negative relationships
C
RH
What to call high school.
May make parents more accountable for providing transportation.
C
RH
What to do with different abilities.
C
RHS
"HS experience"
C
RHS
1/2 As many opportunities extra curricular
C
RHS
10-11 Communication? What is needed?
C
RH RH
C
RH
Miss out on "traditional" system; mentoring role models.
C
RH
Missing excitement of looking to seniors
C
RHS
Advanced classes/opportunities
No cross over.
C
RHS
Advanced or remedial
No crossover- 10th must pass then go to 11th.
C
RHS
Busing costs
C
RHS
Busing issue
C
RHS
Busing; distance between schools; no opportunities for mentoring; schedule coordination between schools
C C
RH RH
C
RH
No crossover/falling behind between bldgs
C
RH
Opportunities for advanced including transportation
C
RH
Opportunities for gifted 9th and 10th graders might be harder to get.
C
RHS
Continuity in the schools
C
RHS
Coordination; busing
C
RH
Opportunity to learn form older or upper classmen
C
RHS
Course offerings for advanced students and students that need remedial work
C
RH
Parents will drive more (x2)
C
RHS
Disrupts high school life
C
RH
Participation
C
RHS
C
RH
Relationships- learning from 11-12 elders.
Distance between campuses, difficult to run arts/athletic programs
C
RH
Smaller community.
C
RHS
Distance between schools
Sort of separateness campus.
C
RHS
Double buses? Sports
RHS
Eliminates the opportunity for mentors, leaders for the younger students
C
RH
C
RH
Student who are not truly to their grade level (9th grader in 10th grade, etc.)
C
C
RH
Students don't have anytime to develop staff relationships before moving to next building
C
RHS
Families split
C
RHS
Harder on multi-child families
C
RHS
Honors program offered in both? Cost of commuting to other school for those programs
C
RHS
Lack (loss) of synergy between separated groups
C
RHS
Lack of comrades; team spirit/school spirit separated
C
RHS
Less role models (older kids) in 9-10
C
RHS
Limited extra curriculars
C
RHS
Logistics – performing arts & advanced classes
C
RH
Students driving.
C
RH
Teacher budget concerns- would they travel?
C
RH
To know busing seniors.
C
RH
Too new to know .
C
RH
Transportation
C
RH
Transportation costs (x4)
C
RH
Transportation for extra curricular. (x2)
C
RH
Transportation issues.
C
RH
Transportation may cost more but in the long run may be easier due to smaller groups.
C
RHS
Logistics for band etc
C
RHS
Longer bus rides
Transportation problems.
C
RHS
Managements of arts and music programs
RHS
Might have to go to other school for enrichment and remediation
C
RH
C
RH
Transportation to after school activities.
C
C
RH
Traveling between bldgs = not being equal with peers (coursework, athletic transportation, etc.)
C
RHS
Missed opportunities for mentoring
C
RHS
More busing costs
Unique opportunity to get to know teachers/students.
C
RHS
More ch. Will be cut from try-out programs
C
RHS
More transportation costs
C
RHS
Need for classes-retakes/advanced
C
RHS
New concepts; location; lack integration
C
RHS
No mentors for freshman
C
RHS
Not close to each other; busing; multiple children/different schools; teachers on board?
C
RHS
Not on same campus
C
104
(continued)
Aud. Loc.
RH
C
RH
Upper 9 , 10 and lower 11 & 12 materials available.
C
RH
Upper classmen not available as role models.
C
RH
What about 9 and 10 who want to participate in 11 and 12 varsity.
C
RH
What about students taking advanced classes.
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
WEAKNESSES
(continued)
Aud. Loc.
Weakness
Aud. Loc.
Weakness
C
Opportunity of students to take advanced classes
C
TR
Can't share classes/abilities vary
C
TR
Difficult for families with multiple children attending
C
TR
Distance between the two schools
C
TR
Eliminates opportunities for advanced coursework
C
TR
Emotional issues -- what about kids that have to attend both?
C
TR
Emotional issues, what if kids have to attend both
C
TR
Extra buses in some communities
C
TR
Extra-curricular challenges (where to place kids) (x2)
C
TR
Extracurricular, JV and varsity, band (9-12 all together in past, what now?)
C
TR
Fewer extracurricular opps.
C
TR
Fewer mentoring opportunities
C
TR
Five miles apart
C
TR
Five-mile separation, so classes cannot be shared. Curriculum would be more rigid/ grade
C
TR
Gifted students can't get to higher level coursework
C
TR
Higher operating costs
C
TR
How to deal with advanced lower classmen and lower academic upperclassmen
C
TR
Less chance to play
C
TR
Limited opportunities for students W/2 campuses (x2)
C
TR
Limited opportunities for advanced students
C
TR
Limits varsity playing time
C
TR
Logistics of transporting kids between two campuses, but worth it
C
TR
Logistics, transportation
C
TR
May limit opportunities for younger kids to take higher level courses, but can bus kids or teachers, besides each class will be so big that there may be enough students to offer the class in both buildings
RHS
C
RHS
Problem with advanced classes (will transportation be offered?)
C
RHS
Schedule with extras
C
RHS
Separated campuses for extra-curricular activities (marching band, orchestra, sports, drama)
C
RHS
Some teachers may teach multiple grades in both schools. Would honors programs be offered at both?
C
RHS
Space, crowding; freshmen twice-starting over too many times
C
RHS
To foreign language teachers/options offered in both?
C
RHS
Transportation (x2)
C
RHS
What about athletics & extracurriculars; more busing; what about advanced classes; mentoring not available
C
SAC
9-10 Limitations
C
SAC
Competition
C
SAC
Limited specialization
C
SAC
Strong coordination effort
C
SAC
Too many kids at grade level
C
SAC
Transition time/years
C
SR
9th-grader or 10th-grader trying to take 11th-grade classes
C
SR
Advanced placements – how?
C
SR
Can limit development
C
SR
Can limit development (altogether)
C
SR
Five schools in life
C
SR
Geographical distance
C
SR
Harder for advanced students
C
SR
Logistics with higher level students (x2)
C
SR
More students will compete for activities
C
SR
One more building, transportation
C
SR
Sports – 9-10, 11-12
C
SR
Transportation (5 miles)
C
SR
Transportation costs-system needs over hall anyway
C
TR
Mentorship opportunities is gone
C
SR
Transportation increases risks and expense
C
TR
More potential costs
C
TR
Need 3-4 years at one school
C
TR
10-12 Like this across the country
C
TR
No boundaries
C
TR
5 Mi. Btwn campuses
C
TR
Not enough research on this concept yet
C
TR
Academic or athletic gifted student has to go to other HS to participate
C
TR
Not on same acreage (x2)
C
TR
One set of extra curricular activities
C
TR
Requires students to change schools every two years from 5-12
C
TR
Academic/athletic gifted
C
TR
After-school activities
C
TR
Big experiment – no example of this done with two campuses
C
TR
Research
C
TR
School would be five miles apart
C
TR
Separate transportation for families W/ multiple children
C
TR
Bigger class sizes
C
TR
Busing
C
TR
Busing expense
REYNOLDSBURG CITY SCHOOLS
105
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Weakness
Aud. Loc.
C
TR
Separates transportation for families with multiple children
C
WRMS Drop in participation across music/sports program
C
TR
Staff communication
C
C
TR
Start times (bus problem)
WRMS Fewer opportunities per grade to participate (students)
C
TR
Transportation (x3)
C
WRMS Increased bus costs
C
TR
Transportation expenses
C
WRMS Lack of continuity across program/HS
C
TR
Transportation for after school activities will be a problem
C
WRMS Not a full four year high school experience
C
WRMS Redundant resources
C
TR
Transportation for extracurriculars
C
WRMS Should not continue two-year pattern
C
TR
Transportation for extracurriculars -9th/10th members of varsity, etc.
C
WRMS Social training
C
WRMS Some students may lose identity
C
WRMS Transferring student to 11-12 form 9-10
C
WRMS Transportation
C
WRMS Transportation for extra-curricular
C
WRMS Will remediation be available for 11/12 advanced for 9/10?
P
BRJH
2 Different schools for HS
P
BRJH
AP classes -- where?
P
BRJH
AP kids would need their own class, more classes
P
BRJH
Bus rides too long, practice, bus, parents
P
BRJH
Couldn't see younger/older friends
P
BRJH
Excel stuff would be hard to go to because 5 mile difference
P
BRJH
Friends split up from each other, more buses, 2 different schools throughout HS, AP. Classes where?
P
BRJH
Go somewhere to get to practice
P
BRJH
Have to travel far on the bus, how to get to sports practice
P
BRJH
If you would have friends in the other school you would not be able to see them. Kids would have to move from one school to the other
P
BRJH
More buses
P
BRJH
People will have to go far away to go to a school
Weakness
C
TR
Transportation, start times
C
TR
Two campuses
C
TR
Two schools separated by five miles
C
TR
Underclassmen can't participate in varsity sports
C
TR
Using students as guinea pigs
C
TR
Will gifted kids move up (for subjects)
C
TR
Will gifted kids move up?
C
WRJH
9/10 JV, 11/12 varsity with exception of very talented students.
C
WRJH
Big chance
C
WRJH
Curriculum mapping problem.
C
WRJH
Distance between two schools.
C
WRJH
Distance to travel for extra curricular.
C
WRJH
Divides resources for extra-curricular and clubs
C
WRJH
Extra curricular activities – transportation again.
C
WRJH
Impossible to map curriculum
C
WRJH
Inability to teach to kids who are 1-2 grade levels ahead in subjects.
C
WRJH
Limits choices (academics)
C
WRJH
No role models for underclassmen
C
WRJH
Separation of campus (5 miles)
C
WRJH
Students being separated from peers
C
WRJH
Teachers would not have enough time together
P
BRJH
Schools are farther apart
P
BRJH
Sports -- lot more kids in same grades
P
BRJH
Students will not be able to get from class to class, money problems, transportation, sports
C
WRJH
This just sends kids to different buildings it does nothing to make school feel smaller.
C
WRJH
Too many new starts
C
WRJH
Transportation – two schools district wide transport for all students.
P
BRJH
Students would be placed together, in the 9-10 and they would probably not like that
C
WRJH
Transportation cost, liability.
P
BRJH
Transportation
C
WRJH
Transportation nightmares.
P
BRJH
C
WRJH
Travel between campus re: extracurriculars
Will have two different schools, more buses, AP classes-where? Couldn't see younger/older friends
C
WRJH
Two campuses.
P
BRJH
You would have to change high schools
C
WRJH
Untested
P
BRJH
C
WRMS Breakdown in communication across staffs-different bldgs
You would travel farther if you a junior and live by the HS
P
HAMS
$ -- Lots of gasoline
P
HAMS
Confusion
P
HAMS
Less chance to be on team
C
106
(continued)
Aud. Loc.
WRMS Costly
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
WEAKNESSES
(continued)
Aud. Loc.
Weakness
Aud. Loc.
Weakness
P
HAMS
More busing
P
RHS
P
HAMS
Separated from older friends
Might have to leave your friends if upperclass/lowerclass friendships
P
RHS
9th and 10th students can't take AP or enrich classes
P
RHS
More intimate environment
P
RHS
P
RHS
Advanced classes
Need seniors to look up for -- leadership e.g. sports
P
RHS
Advanced students won't be able to take advanced courses
P
RHS
No 11/12 role models-not there to set examples
P
RHS
Always change
P
RHS
No bond- for sports & extras
P
RHS
Always in motion
P
RHS
No camaraderie
P
RHS
Always in motion/moving every two years
P
RHS
No modelers
P
RHS
Bus routing
P
RHS
No role models for 9th GR.
P
RHS
Bus routing/twice same neighborhood
P
RHS
No upperclassmen leadership
P
RHS
Busing issues
P
RHS
Not focused
P
RHS
Busing stress for Mr. Strussion
P
RHS
Not get full high school experience
P
RHS
Children that are more advanced would not have the opportunity to take 11-12 classes
P
RHS
Only one student council, marching bandcould get difficult to reach all students in a timely manner
P
RHS
Confusing and a waste of money
P
RHS
P
RHS
Confusion -- waste of $$ -- e.g. buses for kids who don't drive (like a "one stop shop")
Practice and meetings for extra-curricular activities
P
RHS
Role models
P
RHS
Same sport at both schools= not good team chemistry
P
RHS
Scheduling/transportation (x2)
P
RHS
Scheduling extra-curricular/transporting
P
RHS
Division of upper/underclassmen
P
RHS
Double up on electives
P
RHS
Electives
P
RHS
Experience
P
RHS
P
RHS
Extra -curriculars- would be hard to work out, messy
Seniors won't be looked up as mentors/ role models
P
RHS
P
RHS
Extra curricular activity conflict
Seniors won't be that much respected by underclassmen
P
RHS
Fighting
P
RHS
Separate student from other grades
P
RHS
Freshmen needed to attend senior?
P
RHS
Separates 9/10 -11/12 athletes will weaken progress
P
RHS
Freshmen needing to attend senior functions
P
RHS
Separating students isn't real
P
RHS
Separation of siblings
P
RHS
Social bonding
P
RHS
Social experiences-split 9/0 and 11/12
P
RHS
Social functions
P
RHS
Socially divided
RHS
Splitting staff (x3)
P
RHS
Hard to share information between schools
P
RHS
High school experience would not be the same
P
RHS
High school divided socially
P
RHS
High school will be split in two
P
RHS
How to split up buses
P
P
RHS
I would feel like your just going to another Jr. High
P
RHS
Sports
P
RHS
P
RHS
I think it would make it harder on both schools because‌
Student presidents might be in 12th grade, so it will be hard to help 9-10
P
RHS
P
RHS
It's not the "normal" high school experience when you're a freshman and sophomore
Students in the 9th + 10th grade may need to take advanced classes that aren't readily available in their school
P
RHS
Least preferred in my opinion
P
RHS
P
RHS
Like older/younger together (leadership/ mentoring)
Students not coming in contact with good role models who know what's going on and how everything works
P
RHS
Location will limit academic offerings
P
RHS
P
RHS
Lower class students taking upper class classes might have difficulties
The 9-10 children would not mature as well because they do not have the examples set by the older children
P
RHS
P
RHS
Maybe room to improve test scores (like OGT)
The children that are more advanced do not have as much of an opportunity to move up because the 9-10 school is focused on the other levels
REYNOLDSBURG CITY SCHOOLS
107
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Weakness
Aud. Loc.
Weakness
P
The separation can cause increase in taxes because of buses compared with two separate high schools
P
WRJH
People would miss their friends
P
WRJH
Same teachers
P
WRJH
Siblings
P
WRJH
Siblings are separated
P
WRJH
Some kids that are in the 9th might have friends or close family members that are in the 11th
RHS
P
RHS
There may be some bad rivalry between the two schools
P
RHS
Times
P
RHS
Transportation
P
RHS
Transportation -- is this economical (gas prices) and efficient (timing)
P
WRJH
P
RHS
Transportation for extra curricular activities
Students may not have anyone to look up to
P
WRJH
P
RHS
Transportation, extra-curricular activities
P
RHS
When there is a band playing, the students from the 9th to 12th will be on it and they won't know each other well, it might be a problem
The 10th graders wouldn't be able to talk to the 11th graders so it would be different for them when the 10th want to the other school
P
WRJH
Transportation for higher level classes/ sports/extra-curricular (x2)
P
RHS
Would be may be some people might get mad because they have a lower class friend that they would have to leave behind
P
WRJH
Travel every day for extra-curricular activities
P
WRJH
We would be able to learn how to gather from 11-12 and we would have less student tutors or anything
P
WRJH
Well, it would be a lot of driving for parents and lots of gas money too
P
WRJH
Will have to figure out a whole new school (how it works, where things are, etc.
P
WRJH
Won't see friends
P
WRJH
Would there be time differences because some people live closer than other kids
P
WRJH
A lot of driving
P
WRJH
Split family members
P
WRJH
Won't see friends
P
WRMS Couldn't go so school with siblings (x4)
P
WRMS Couldn't go to school with siblings – bad idea
P
RHS
Would not be able to get to teachers
P
RHS
Wouldn't get the whole high school experience-moving from one school to the other
P
RHS
Younger siblings separated
P
SFG
If one friend is in a higher grade they would be split
P
P
108
(continued)
Aud. Loc.
SFG
SFG
Less chance for sports and to get into certain classes that only certain grades can take There's less of an opportunity to get involved with sports
P
SFG
They would only connect with the people in their class
P
WRJH
9-12 Wouldn't be together
P
WRJH
A lot of driving
P
WRMS Different start times (x3)
P
WRJH
Adjust to a new school again
P
WRMS Different start time
P
WRJH
Buses would have to travel farther
P
WRMS Extra-curricular activities may be limited
P
WRJH
Busing
P
WRMS Not go to school with siblings (x2)
P
WRMS People in the community may struggle while attempting to adapt to change
P
WRMS Share teachers (x6)
P
WRMS Smaller opportunity to play sports
P
WRMS Split up in 11-12
P
WRMS Start times
P
WRMS Use of non-renewable resources (x5)
P
WRMS What would you call 9-10 or what would you call 11-12?
P
WRMS Wouldn't get to experience high school W/ siblings
P
WRJH
Distance
P
WRJH
Far apart
P
WRJH
Farther apart (x2)
P
WRJH
Five miles between schools (x2)
P
WRJH
Freshman on varsity logistics
P
WRJH
If someone is a freshman and is accepted for varsity it would be hard for them for practice
P
WRJH
It would then cause a lot of meeting new people or strangers
P
WRJH
It wouldn't be a very united high school
P
WRJH
Long distance between each other
P
WRMS Wouldn't get to go to school with siblings
P
WRMS You should have different teachers each year
P
WRMS Divides 9-12
P
WRMS Less opportunity for extracurriculars
P
WRMS Split siblings- hard on families
P
WRJH
Miss older/younger friends
P
WRJH
Need for transportation
P
WRJH
No one to look up to
P
WRJH
No role models
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
WEAKNESSES Aud. Loc.
(continued)
Weakness
Aud. Loc.
Weakness
P
WRMS Split the money between bldgs
S
BRJH
Perhaps "too" nurturing
S
BMG
Sports, what if you are smart in a certain area
S
BRJH
Removes community from schools
S
BRJH
To far apart
S
BRJH
Will this model accommodate academic needs
S
CK
A lot of planning to make activities and coursework fit for each student
S
BMG
Dividing the students. Need to keep kids together with teachers and in the same environment
S
BMG
Duplicates transportation costs
S
BMG
Have to travel the whole district for both schools
S
CK
Adjustment in two years, again
Increased transportation mileage (travel whole district)
S
CK
Busing
S
CK
Communication between staff (x2)
Lack of peer interaction
S
CK
Create more busing
S
CK
Difficult for younger students to take part in advanced placement
S
CK
Distance between schools
S
CK
Extra activities – getting together
S
CK
Harder for advanced 9&10 graders to take advantage of upper grade level classes
S
CK
If the after school activities are combined it would mean more staff and greater cost
S
CK
Kids in different families with kids in different grades will be at different schools
S
CK
Kids separated-classes for band, etc…
S
CK
Logistics of advanced classes and extracurriculars
S
CK
Maybe traveling teachers cheaper than busing
S
CK
More busing- getting kids to more schools
S
CK
More gas/buses for regular transportation
S
CK
More transportation
CK
Moving between bldgs for band and activities
S S
BMG BMG
S
BMG
More fuel cost
S
BMG
Sports if school and kids are separated
S
BMG
Transportation
S
BMG
Transportation – have to move kids from all over the city
S
BMG
Transportation for sports and other activities
S
BMG
Two drivers driving the same route
S
BRJH
11th and 12th graders who need 9th and 10th grade classes.
S
BRJH
9th and 10th graders who need 11th and 12th grade classes.
S
BRJH
Advanced students could not always have advanced opportunities.
S
BRJH
Are they stuck at 9-10 building.
S
BRJH
Busing
S
BRJH
Costly busing to give students opportunities-time away from actual learning.
S
BRJH
Costs of busing.
S
S
BRJH
Have to provide higher level classes for a few.
S
CK
S
BRJH
Limited in course options.
Moving children every two years (but moving with peers
S
BRJH
Limits opportunities to access kid who doesn't get credit for required 10th grade course.
S
CK
Need buses for all 1 + 10
S
CK
Not a neighborhood school
S
CK
Not as much mentoring time for teachers
S
BRJH
Mileage-too far apart.
S
CK
Older siblings can't transport
S
BRJH
Not preparing students for real world experiences.
S
CK
S
BRJH
Possibly transportation issues for students.
One large campus may tend to let some students fall into the corners and not be as known as other students
S
CK
Parent having a child in each school
S
BRJH
Removes geographic community from schools.
S
CK
Parent/teacher conference in two different bldgs for parents
S
BRJH
Sports, music, performance clubs.
S
CK
Requires more busing
S
BRJH
Staffing
S
CK
S
BRJH
Staffing issues.
Schools are too far apart to allow younger students to take advanced classes easily
S
BRJH
Too nurturing?
S
CK
Start times-split or ?
S
BRJH
Transportation.
S
CK
Students in same family can't ride together
S
BRJH
Will the curriculum offered be able to remain the same.
S
CK
Students transported for advanced classes and activities
S
BRJH
Cost higher – busing & staff
S
CK
Switching schools every two years, again
S
BRJH
Extra-curricular: how schedule, transportation, etc.
S
CK
The busing situation would be harder
S
CK
Transpiration (x2)
REYNOLDSBURG CITY SCHOOLS
109
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES
110
(continued)
Aud. Loc.
Weakness
Aud. Loc.
Weakness
S
CK
Transportation and staff weaknesses
S
FR
S
CK
Transportation between schools for activities/classes
10th grade students who are advanced in certain areas that may wait to take a class for 11th grade students.
S
CK
Transportation coordination
S
FR
S
CK
Transportation cost would be greater
S
CK
Transportation/parents or other siblings can't transport
10th grade students who are advanced in certain areas that may wait to take a class for 11th grade students.
S
FR
Academic choices for advancements. (x2)
S
FR
Advanced classes. (x2)
S
FR
Age is splitting sports teams
S
FR
As long as 9/10 is "out" on summit, I see no weakness as opposed to 11/12 with to many inexperienced drivers needing to drive into the outer area. (x2)
S
FR
Buses
S
FR
Busing/adv. Placement
S
FR
Busing-do they start at the same time? (x2)
S
CK
Transportation-activities bus
S
CK
Where will specialized classes/children go?
S
CK
Would have to bus students to whichever school held the extracurriculars
S
CO
11th graders will not know seniors when they move to new building.
S
CO
9/10 Grader who may be academically suited for an upper level course-will they be transported?
S
CO
Access to accelerated
S
FR
Busing (x2)
S
CO
Age grouping (both strengths & weakness)no role models of maturity
S
FR
Busing nightmare. (x2)
S
FR
Could limit extra curricular
S
CO
Curriculum articulation between teachers
S
FR
S
CO
Definitive extra-curricular spots
For 9/10 students who take advanced classes, how would this be affected. (x2)
S
CO
Definitive number of spots for extracurricular
S
FR
If classes needing to be repeated or advanced. (x2)
S
CO
Difficult for curriculum articulation in transition
S
FR
Less opportunities. (x4)
S
FR
Less sporting opportunities (x4)
S
CO
Distance between buildings (x2)
S
FR
Less students can play
S
CO
Division of families
S
FR
S
CO
Economics/efficiency (e.g., Transportation + travel time; loss of shared academic opportunities – e.g. P.E., Foreign languages, sports, enriched, AP classes, special ed
Limited academic opportunities due to transportation
S
FR
Limited extra curricular activities. (x2)
S
FR
Limited social interaction
S
FR
Making sure AP student are getting what they need
S
CO
Fewer kids will participate in sports
S
CO
Kids fall between cracks/less continuity in counseling, teaching
S
FR
S
CO
Less opportunity, extra-curricular
Making sure the AP kids get what they need. (x2)
S
CO
Logistics of multi-grade teachers
S
FR
No additional sports chances. (x2)
S
CO
Lose advisors/mentors/role models
S
FR
No/limited change for extra curricular activities
S
CO
Lose opportunity for leadership/role models
S
FR
One grade-large number may make building overcrowded. (x2)
S
CO
More anxiety
S
FR
S
CO
Nightmare
One opportunity for sports/music/etc. (Limits) (x2)
S
CO
Not fully use 11-12 building
S
FR
One set of sports teams. (x2)
S
CO
Siblings can't drive each other
S
FR
Separation form friends (x2)
S
CO
Socioeconomic together
S
FR
Separated from friends
S
CO
Sports logistics/extra-curricular
S
FR
Sports. (x2)
S
CO
Too many transitions
S
FR
Ss. Can be lost is large numbers
S
CO
Transport for AP courses
S
FR
Students can be lost in large numbers. (x2)
S
CO
Transport logistics for activities + families that have kids in each school
S
FR
Students limited could not take certain classes. (x2)
S
CO
Transportation nightmare
S
FR
Students travel for advanced classes. (x2)
S
CO
Transporting teachers/students between buildings
S
FR
Too many teenage drivers
S
FR
Trans. For sports participation
S
FR
Transportation could be a problem. (x2)
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
WEAKNESSES
(continued)
Aud. Loc.
Weakness
Aud. Loc.
Weakness
S
FR
Transportation for large families. (x2)
S
HM
S
FR
Transportation of students for extracurricular. (x2)
S
FR
Transportation (x3)
A lot of transition to get used to environments, faculty to get used to once you hit 5th you make a building switch every other year
S
FR
Travel between schools. (x2)
S
HM
Advanced classes for 9th and 10th
S
FR
Travel for advanced classes
S
HM
Also classes like orchestra
S
FR
Travel issues
S
HM
Coordinate extra curricular activities
S
FR
Would prevent advanced students from taking courses at a younger age. (x2)
S
HM
S
GR
Animosity. (x2)
Coordinating extra-curricular, not able to take above classes, lack of staff communication, a lot of enforcement changes, staff having to be mobile
S
GR
Band/orchestra, extra-curricular must be after school
S
HM
Difficult changing schools halfway through
S
HM
Division in extra curricular activities 9-10/11-12
S
HM
Hard to change school building after grade10
S
HM
Less opportunity for teachers to connect with kids (2 yrs. vs. 4)
S
HM
Lot of environments to get used to
S
HM
Prom, homecomings – who can come
S
HM
Some division on activities that include 9-12 jointly
S
HM
Staff/departments can't communicate as easily
S
HM
Teachers would have to travel
S
HM
Transportation issues – 5 miles between buildings
S
HM
Travel between schools for extra curricular, more transition between schools, less consistency
S
GR
Choosing attendance area may be difficult.
S
GR
Divides the city.
S
GR
Haves/have nots.
S
GR
How do you get classes that you still need when you move to 11-12?
S
GR
Lots more organizations.
S
GR
More classes not knowing each other every year
S
GR
More costly to have 2 of everything especially extra-curricular.
S
GR
More staffing
S
GR
Not opportunity for a higher level classes
S
GR
Polarizes the community "haves/have nots"
S
GR
School
S
GR
School against school.
S
GR
Transportation
S
GR
Two sports teams.
S
HM
S
GR
Two of everything- competition may ensue also not enough participation for activities. (X2)
Travel time, less spots on sports, size, hard to change school in middle of years
S
RH
Build culture takes longer
S
RH
Can't offer academic classes for all s needs
S
RH
Distance makes difficult for courses (french…)
S
RH
Don't get to know kids in two years.
S
RH
Every time you segment population, 5/6, 7/8, 9/10 and 11/12, arts , sports, music programs cause students to drop out of a program instead of staying consistently in.
S
RH
Fewer extra -curr opportunities
S
RH
Fewer extra curricular.
S
RH
Fewer opportunities for students.
S
RH
Fewer opportunities.
S
RH
High pto turnover; reduced parental ownership/involvement
S
RH
Kids and teachers don't get a chance to really know each other.
S
GR
Two sports teams.
S
GR
Which building for 9-10/which for 11-12
S
GR
Wrong side of tracks.
S
GR
You have the "new" school and the old school".
S
HAMS
Alternative school (?)
S
HAMS
Busing
S
HAMS
Getting everyone in one place-football, band, newspaper
S
HAMS
Hold back accelerated students
S
HAMS
Less mentoring opportunities
S
HAMS
Lopsided enrollment
S
HAMS
Never become a community separation of students
S
HAMS
Never take ownership
S
HAMS
Physical separation
S
RH
Lack of mentorship. (x2)
S
HAMS
To much transitioning
S
RH
Lack of parent involvement, high turnover.
S
HAMS
Transportation logistics
S
RH
Lack of upper-class peer mentors
S
HM
5 Miles between
S
RH
Limited curriculum. (x2)
REYNOLDSBURG CITY SCHOOLS
111
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES
112
(continued)
Aud. Loc.
Weakness
Aud. Loc.
Weakness
S
RH
Loose kids out of PGMS and don't go on (both curricular and ex.)
S
RHS
Hinders communication between dept. Staffs.
S
RH
More demand for educators to work together
S
RHS
Horizontal division. (x2)
S
RHS
I have 11th graders in my 10th grade class. How would this work?
S
RH
Need of program for both.
S
RH
Needs to be on same property (distance).
S
RHS
S
RH
No student leadership (seniors) to direct your students.
If you fail a 10th grade course what happens?
S
RHS
Kids must travel to practices/band etc.
S
RH
No upper classroom mentors together in one facility.
S
RHS
Kids who must repeat a course.
S
RHS
Lack of flexibility for repeaters or gifted
S
RHS
Lack of Jr./Sr. Leadership at 9/10 building.
S
RH
One of everything (extra curricular).
S
RH
Pto turnover or lack of parent involvement.
S
RH
Senior mentors to younger
S
RHS
Lack of peer models
S
RH
Transportation
S
RHS
S
RH
Transportation for sports (x2)
Large # move in with different coursework (x2)
S
RH
Ts can't get to know Ss well; only see them for 2 years
S
RHS
Lessons diversity amongst classes
S
RHS
Limits extracurricular.
S
RH
We do not have the space for both buildings on the same campus- so we would have limitations of students who need to travel between buildings.
S
RHS
Limits student advancement and opportunities
S
RHS
Logistics
S
RHS
Lose vertical communication
S
RHS
Losing role models
S
RHS
More transition problems
S
RHS
Need older role models.
S
RHS
No class sizes.
S
RHS
Not comprehensive enough
RHS
Offer courses to accelerated students.
S
RHS
"Role models" younger kids looking up to 11th and 12th graders.
S
RHS
1 School with 2 campuses
S
RHS
10-12-Sports
S
RHS
11/12 Will be really small
S
RHS
3 or 4 has to travel.
S
RHS
9/10 Taking advanced math or language.
S
S
RHS
9-10 Would become OGT school (lots of pressure) for whole building
S
RHS
Opportunities for advanced students.
S
RHS
S
RHS
9th and 10th grade that need advanced or 11-12 that need remediation (staffing)
Practice for bands, cheer leading and other sports?
S
RHS
School community
S
RHS
Accelerated kids?
S
RHS
S
RHS
Another horizontal line.
Senior to sophomore – make sue obsolete (x2)
S
RHS
Another transition.
S
RHS
S
RHS
Athletic transition (x2)
Seniors don't have as much time in classes or as many classes
S
RHS
Behavior.
S
RHS
Seniors leave for other programs or work.
S
RHS
Big difference in #'s. 9-10 vs. 11-12
S
RHS
S
RHS
Change in administration
Separating grades-role models, activities etc.
S
RHS
Class size.
S
RHS
Serious pressure in the 9-10 building- all OGT all the time.
S
RHS
Class sizes (even) grade sizes
S
RHS
S
RHS
Classes may not be proportionate.
Spits student body. No opportunity to work with upper grade levels.
S
RHS
Course failures.
S
RHS
Splits student body
S
RHS
Difficult to accommodate coursework needs of move in students.
S
RHS
Splits students apart.
S
RHS
Staffing at both schools.
S
RHS
Doesn't account for students with combination 10th and 11th classes
S
RHS
Status quo
S
RHS
Strength and maturity
S
RHS
Students don't experience older and younger in same building.
S
RHS
Doesn't free up staff for electives
S
RHS
Extra transition
S
RHS
Harder to communicate.
S
RHS
S
RHS
Higher level classes not necessarily available to gifted students.
Students retaking classes at other building?
S
RHS
Teacher assignments.
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
WEAKNESSES
(continued)
Aud. Loc.
Weakness
Aud. Loc.
Weakness
S
The lack of "oneness" and their lack of raider pride. We have that now with such a large group.
S
SR
Transportation issues (x3)
S
SR
Two transitions in high school
S
SR
What about accelerated kids?
S
SR
What about extra-curricular activities: 10th graders who are good enough for varsity, marching band
S
SR
What about kids who need challenged in 10th grade? Or they need to take 11/12 grade classes
S
SR
What about sophomores needing classes at Jr/Sr building?
S
SR
What will happen in their transition to 11th?
S
TR
Advance coursework.
RHS
S
RHS
The more transitions the more likely to struggle
S
RHS
The same (still so many 9th, 10th etc.)
S
RHS
Too many 9th graders in 1 building. Without role models
S
RHS
Too many building changes.
S
RHS
Too much change
S
RHS
Transition
S
RHS
Transportation
S
RHS
Transportation issues.
S
RHS
Water down the identities.
S
TR
Athletes/extracurricular where/transport?
S
RHS
What about help from the 11th & 12th grade teachers to the 9th and 10th grade teachers.
S
TR
Athletic transportation.
S
TR
Busing for events.
S
TR
Decreases electives as choices.
S
TR
Difficult to have unity
S
TR
Divides high school years.
S
TR
Doesn't free up teachers.
S
TR
Electives?
S
TR
Extracurriculars logistics (varsity)
S
TR
Extracurricular activities/coordination
S
TR
Fewer course offerings especially gifted kids.
S
TR
Hard for unified team high school feeling.
S
TR
How do you deal with remedial courses?
S
TR
Info gap for staff
S
TR
Less flexibility to adjust to enrollment #s
S
TR
Less opportunities
S
TR
Limits opportunity to take advanced classes
S
TR
Loss of socialization of older to younger students.
S
TR
May complicate participation in athletic teams with transportation issues.
S
TR
Not comprehensive enough?
S
TR
Not familiar W/11th & 12th grade teachers
S
TR
One band , team
S
TR
Possible limiting 9/10 from advanced courses.
S
TR
Reduces opportunity for mentoring
S
TR
Removes interaction between younger and older high school students.
S
TR
Requires strong coordination effort for multi- grade level activities.
S
TR
Same people get everything.
S
TR
Seniors to sophomores program may make 12th grade obsolete and require reconfiguration.
S
TR
Splits campus.
S
TR
Sports, drama, social clubs.
S
RHS
What about kids in 10th & 11th courses?
S
RHS
What about opportunity for accelerated kids?
S
RHS
Would hinder communication/staff
S
SR
Acceleration
S
SR
Bus to extra-curricular activities
S
SR
Busing
S
SR
Communication between buildings
S
SR
Dividing the "high school"
S
SR
Five miles between schools
S
SR
Gifted students
S
SR
Gifted students in the 10th grade may need 11th and 12th grade classes
S
SR
Have to bus the same area two times for high school
S
SR
Is this feasible for sports, etc.
S
SR
Kids who aren't ion same grade level courses as their actual grade
S
SR
Lack of opportunity for special ed
S
SR
Limits underclassmen for taking higher classes, or extra cost to transport
S
SR
Multiple children in different grades makes parent involvement harder
S
SR
Not familiar W/upper level teachers
S
SR
Philosophies would have to be parallel
S
SR
Separates age groups
S
SR
Sports, music programs – where a 10th graders might have the talent to play varsity or be in an upper tiered group
S
SR
Students won't have familiarity with 11th and 12th grade teachers
S
SR
Take upper level
S
SR
Too many levels, or schools, to transition throughout school career
S
SR
Too many transitions
S
SR
Transportation (x2)
REYNOLDSBURG CITY SCHOOLS
113
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES
114
(continued)
Aud. Loc.
Weakness
Aud. Loc.
Weakness
S
Still just one opportunity for extracurricular.
S
WRJH
Or weak teachers for 2 yrs
S
WRJH
Plays, band etc?
S
WRJH
Scheduling (taking advanced classes).
S
WRJH
Segregate students?
S
WRJH
Segregating
S
WRJH
Shuttles for extra-curricular
S
WRJH
Sophomore needed higher class for A.P. Etc. May have a problem.
TR
S
TR
Taking advanced classes.
S
TR
Too many in grade level.
S
TR
Transition building to building
S
TR
Transportation (x8)
S
TR
Transportation for sporting activities.
S
TR
Transportation for sports-track etc.
S
TR
Transportation.
S
WRJH
Sports – varsity/JV.
S
TR
Upperclassman for leadership not there.
S
WRJH
S
TR
Won't know kids as well gone soon).
Sports- busing kids from 9-10 campus to 11-12 for practice.
S
WRJH
"Average" kids miss out on athletics: limited opportunities
S
WRJH
Sports (x2)
S
WRJH
To many transitions between grade levels.
S
WRJH
9/10 Loop (teacher/student ).
S
WRJH
Transportation (x2)
S
WRJH
Academics, Esp excel kids
S
WRJH
S
WRJH
Advanced opportunities
We already have an extra transition too many!
S
WRJH
Another move between bldgs
S
WRJH
When does a kid move to the next building
S
WRJH
Another move between buildings.
S
WRJH
Younger students taking advanced classes
S
WRJH
AP classes?
S
WRMS "One size fit all"
S
WRJH
Athletics
S
S
WRJH
Athletics/limited option.
WRMS Absence of "high school experiences" for four years -student council, homecoming, cross age group relationships. (X2)
S
WRJH
Average kids miss out.
S
WRMS Additional/redundant resources needed.
S
WRJH
Busing costs
S
WRMS Allows for minimal individualized program.
S
WRJH
Busing
S
WRMS Break up of community.
S
WRJH
Busing for athletics (shuttle).
S
S
WRJH
Communication among teachers (x2)
WRMS Chance of becoming imprinted negatively – good school versus bad school.
S
WRJH
Difficult to coordinate extra curricular activities.
S
WRMS Community identity
S
WRMS Competition between neighbors.
S
WRMS Competition between schools – one better than the other. Perception on "better", less opportunity-
S
WRMS Competition between schools.
S
WRMS Competition between schools-one better than the other.
S
WRMS Could be a dispute over demographics of each school related to socioeconomics.
S
WRJH
Distance
S
WRJH
Distance B/W schools (x2)
S
WRJH
Distance between schools (bus costs).
S
WRJH
Distance of schools.
S
WRJH
Distance schools are from one another.
S
WRJH
Electives issue (band, sports?)
S
WRJH
Extra transition for students.
S
WRJH
Extracurricular questions
S
WRMS Curriculum/resources.
S
WRJH
Families split between two buildings.
S
WRMS Curriculum aligned/resources.
S
WRJH
Five miles apart.
S
WRMS Difference with busing.
S
WRJH
How do sports work?
S
S
WRJH
Ideal for smaller campus
S
WRJH
Inability for younger students to participate in advanced courses and electives.
WRMS Difficulty in organizing/HS practices of varsity sports, quiz teams, band, chorus, etc. (x2)
S
WRMS Divide community
S
WRJH
Lack of more mature/upper classman role models.
S
WRMS Divided neighborhoods.
S
WRMS Division of sports teams.
S
WRJH
Looping can be a weakness.
S
WRMS Doubling athletic budget for district.
S
WRJH
Looping can be a weakness: students and teacher clashes
S
WRMS Extracurricular scheduling problems.
S
WRMS Finding teachers to teach content of high demand (calculus/physics), various arts for different buildings.
S
WRJH
Lots of students trying out for a single sports team.
S
WRJH
New territory.
S
WRMS Homogeneous
S
WRJH
No senior influence
S
WRMS How to calibrate.
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
WEAKNESSES Aud. Loc.
(continued)
Weakness
S
WRMS How to program band/sports/activities. (x2)
S
WRMS Lack of individualized recognition by staff.
S
Aud. Loc.
Weakness
S
WRMS Would limit class offerings (option for 9th or 10th graders to take upper level classes).
WRMS Large population-students feeling overwhelmed.
S
WRMS Young students in the mix with seniors
S
WRMS Access to extracurriculars
S
WRMS Less choice.
S
S
WRMS Less creativity-bland.
WRMS Advanced coursework less available – meet need academically
S
WRMS Less opportunities-high costs (duplication of programs)
S
WRMS Class sizes may be too large
S
WRMS Distance between buildings
S
WRMS Less opportunity.
S
S
WRMS Less specialization; less tapping into students strengths and weakness; less choice for parent and choice.
WRMS Extra-curricular opportunities limited due to logistics
S
WRMS Families split
S
WRMS Less sporting teams.
S
WRMS Growth can stagnate (advanced class)
S
WRMS Limits opportunities for kids who need higher level or lower level instruction than current (e.g. A 10th grader who takes 11th grade math.
S
WRMS Lack of "traditional" high school culture
S
WRMS Less opportunity
S
WRMS Limit academic choices
S
WRMS Logistics
S
WRMS Logsitics (transportation)
S
WRMS Loose of continuity
S
WRMS Multiple transitions for kids
S
WRMS One more building transition
S
WRMS Pigeon-holed – same peers
S
WRMS Role models for at-risk kids
S
WRMS Staffing issues
S
WRMS Logistics re: all kids are not clearly 10, 11, or 12. (x2)
S
WRMS More busing.
S
WRMS Not aligned-split curriculum.
S
WRMS Not as many class options equals bigger expense for the district.
S
WRMS Not enough variation for content.
S
WRMS Perception one "better" less opportunity.
S
WRMS Problems getting them to extracurricular.
S
WRMS Rich/poor school debate/gossip/rumors.
S
WRMS Same old, same old.
S
WRMS Scheduling extracurricular groupingsorchestra.
S
WRMS Separate students.
S
WRMS Separating town.
S
WRMS Separation of buildings/based on socioeconomics.
S
WRMS Split experience.
S
WRMS Split of boundaries.
S
WRMS Sports rivalry "rich school versus poor school.
S
WRMS Staff split.
S
WRMS Students can keep going to school with students they are familiar with and closer to their homes.
S
WRMS Takes twice as much transportation as option #1
S
WRMS Traditional-been there done it.
S
WRMS Transferring when they leave 10th grade.
S
WRMS Transportation
S
WRMS Transportation costs double?
S
WRMS Transportation problems for extracurricular.
S
WRMS Two schools.
S
WRMS Will younger kids have the opportunity to take college courses.
REYNOLDSBURG CITY SCHOOLS
115
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES
116
Aud. Loc.
Opportunity
Aud. Loc.
Opportunity
C
BRJH
Allow Reynoldsburg to remain a 1 high school town
C
GR
More opportunities for kids to participate in activities sports etc.).
C
BRJH
Easier to have correct number of students needed for class
C
GR
More personalization.
C
GR
More student participation.
C
GR
More students able to participate in extracurricular.
C
GR
More students have opportunities for activities.
C
GR
Participate in extra curricular activities.
C
GR
Single gender high schools
C
GR
Smaller class sizes.
C
GR
Smaller community-stronger relationships
C
GR
Strong community
C
GR
Two of everything.
C
HAMS
Might make community more desirable.
C
HAMS
The basics are taught in the 9th and 1oth grades.
C
HAMS
The possibility of using some of # 3 plan in the 11 and 12th grades.
C
BRJH
For kids to get accumulated into H.S.
C
BRJH
One high school town, remain one community, all kids get best resources, friends stay together
C
BRJH
Remain as one community
C
CO
Concentrated funding
C
CO
Identity within identity
C
CO
Keep community together
C
CO
Large school = competitive
C
CO
Less students less traffic
C
CO
More cultural diversity
C
CO
Opportunity for community (school to work)
C
CO
Opportunity for funding from colleges to train teachers
C
CO
Opportunity for sponsorship on one school
C
CO
Opportunity to build community support for levies
C
HAMS
Can build more confidence for participation in extracurriculars
C
CO
Smaller class sizes
C
HAMS
Specialization in 11/12
C
CO
Unique transportation ideas (shuttle vans)
C
HM
C
FR
Academic focus
C
FR
Allows 11-12 academy with specialization
Attract new residents-immigrants due to lack of overcrowding (because they like this model)
C
FR
Could create "academies" at higher levels (similar to the small schools option)
C
HM
Ease freshman into HS life
C
HM
C
FR
K-5, 6-7, 8-9, 10-12
Easier to have sized classed for higher teacher attention
C
FR
Less bullying problems (gang)
C
HM
Easier to track student need by grade
C
FR
One school (9-10) run on traditional lines; use second school to offer the small schools option
C
HM
Freshman quarantined which causes juniors & seniors ti kearn things with out pressure of OCT dictating what is taught
C
FR
Teacher specialization
C
HM
C
FR
Teachers able to get to know all students/ one focus on age group or grade level or content area
Freshmen and sophomore travel to 141 – 12 building more focussed/advanced/ enriched classes
C
HM
Given more one on one
C
HM
Juniors and seniors escaping wrath of OGT
C
HM
More opportunity to spend time each level of kids, less discipline problems
C
FR
Teachers able to loop with students across 9-10, 11-12 = more guidance/caring group of teachers to have a strong base without distraction of upperclassmen
C
HM
Not as much bullying (x2)
C
FR
Team teach/looping
C
HM
Promote cohesiveness
C
FR
Transportation for some coursework/ activities
C
HM
Promote, testing for students more comfortable, small atmosphere
C
GR
11-12 Can have specialized areas/student initiative
C
HM
Racial integration, unified ratio community
C
HM
Really strong extra curriculars
C
HM
Really strong football teams, extra curr.
C
HM
Stronger extra curriculars.
C
HM
Testing for students might be more comfortable in small atmosphere
C
HM
Testing for students more comfortable (final/ongoing)
C
HM
You could stay with your friends you went to school with last year
C
RH
11-12 Opportunity for more concentration.
C
GR
Can participate.
C
GR
Closer/better acquainted parent/teacher/ student relationships.
C
GR
Easier to track students need by grade
C
GR
Get to know teachers
C
GR
Less chance of negative interpersonal relationships over age span
C
GR
Looping
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
OPPORTUNITIES
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
Opportunity
C
RH
Attracts students needs by grade level
C
RHS
Easier to track by grade
C
RH
Business community.
C
RHS
Keeps team solidarity
C
RH
Business easier to support.
C
RHS
Larger 1 high school
C
RH
Businesses can support one athletic program
C
RHS
C
RH
Businesses could be supportive of the school!
C
RH
Could be excellent opportunities for students/families of children with special needs.
Maintain one community spirit; better learning environment for freshmen and sophomores without having jrs and Srs around; teachers & administrators can more quickly recognize troubled kids.
C
RHS
Maintains a 1 high school community & familiarity of faces/friendships
C
RH
Easier to have correct number of students needed for classes.
C
RHS
More $ to students
C
RHS
C
RH
Easier to track students needs by grade.
More chance to participate if they keep a good number of extra-curricular programs
C
RH
Free expression- spots to do exemplarity things not taken by upperclassmen.
C
RHS
More choice
C
RHS
C
RH
Growth from outside district
More choices; all students could attend new school
C
RH
Keep community together.
C
RHS
C
RH
Maintains "united' identity for community.
More focused toward particular credit requirements in lower grades.
C
RH
No learning from each other
C
RHS
Reduce overcrowding, safer (all)
C
RH
Not as much duplication
C
RHS
Same sports
C
RH
Opportunity for different types of mentoring
C
RHS
Stronger community at each grade level
C
RHS
Varied start times
C
RHS
Younger students can flourish without older students
C
SAC
11-12 Readiness
C
SAC
9-10 OGT
C
SAC
Focus learning
C
SR
"Perceived" equity
C
SR
Allows student to be with peers of their own age (x2)
C
SR
Better advantage with current staff (x2)
C
SR
Better opportunity for staff
C
SR
Easier to have correct minimum number of students needed for classes
C
RH
People may move into district excited about the new concept.
C
RH
Single identity for Reyn
C
RH
Smaller community/ratios/not a #
C
RH
Special needs opportunities/socially
C
RH
To adjust to attending multiple locations
C
RH
To remain united as 1 school.
C
RH
To teach a traditional curriculum.
C
RH
Unified no inter school competitions.
C
RHS
1 HS united community; 9-10 can mature faster having to take role
C
RHS
1 Of each extra curricular; more choice/ more opportunity; all students look to new school
C
SR
Easier to have minimum number of students per class (x2)
C
RHS
Administration has more of an opportunity to identify those "troubled" "bully" students and work on correcting those problems
C
SR
Easier to target
C
SR
Easier to target age specific content
C
SR
Easier to track by grade (x2)
C
SR
Easier to track students by grade
C
SR
One gender schools
C
SR
One more building – transition
C
SR
Perceived equitable
C
SR
Prefer k-4/5,6/7-8,9/10,11,12
C
SR
Rare model (success)
C
SR
Renew? Transition between grades 10-11, make the two experiences really distinct
C
SR
Safer learning opportunity
C
SR
Staffing – more comrades
C
SR
This model is rare & could cause Reynoldsburg to be negatively differentiated
C
SR
This model is rare across the countrycompetitive advantage
C
RHS
All students look forward to school
C
RHS
Better environment for incoming freshman T adjust/have comfort
C
RHS
Better environment to learn for lower classmen in 9-10; build relationship with teachers; allows equal education benefits to have & have nots; better allow administrators to identify problem students and correct them
C
RHS
Build a relationship with students teachers if they move to next grade W/them
C
RHS
Build longer, stronger relationships with other students & teachers
C
RHS
Can create small schools in 11-12 school (hybrid model) when students are better able to choose
REYNOLDSBURG CITY SCHOOLS
117
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES Opportunity
Aud. Loc.
Opportunity
C
Use close-circuit to include younger students
P
BRJH
Focus more -- seniors in another building
P
BRJH
Freshman/sophomore can drive to school
P
BRJH
Get help from older students
P
BRJH
Get help from older students, classes that you want, focus more, new teachers, everyone has opportunity to go to the new school
P
BRJH
Get to meet new teachers and be able to go to a new school, get help from others, focus on work and not get distracted from 12th graders in other building
SR
C
TR
Can still do small schools
C
TR
Chance to meet other kids from Reynoldsburg when everyone comes together
C
TR
Decreased apprehension B/C of separation
C
TR
Easier to have minimum number of students needed to help classes
C
TR
Easier to track students need by grade (x2)
C
TR
Education focused on age group
C
TR
Every child has same options/opportunities
P
BRJH
Has opportunity to go to a new school
C
TR
Have students not feel so apprehensive about high school
P
BRJH
C
TR
Hybrid can still do small schools in each building, or in the 11/12 building only
Have much more room to do more things because a lot of the kids are gone. You won't get distracted as much
P
BRJH
Meet new teachers
C
TR
Keeps friends together
P
BRJH
C
TR
Looping opportunities
More kids to choose from, better teams, more room to move around
C
TR
Lower drop out rate/raise graduation
P
BRJH
More teachers to help you
C
TR
No socioeconomic boundary difficulty
P
BRJH
C
TR
Now inter-school rivalry
C
TR
One set of extracurricular
C
TR
Possibly more specialization
Stronger sports teams if all have one sports teams, senior and sophomore can just drive to school, more room for students, better chance to get the classes you want
C
TR
Prom is more focused on 11-12 (x2)
P
BRJH
C
TR
Room for specialization
C
TR
Single entity for business/community to support
You can focus on your school work without being distracted from the 12th graders, get to meet new teachers, more teachers to help you
C
TR
Students has the same teacher for 9 and 10
P
BRJH
You would be able to see your friends and teachers
C
TR
Tries something new creates new path
P
HAMS
Make more friends/you know more people you age
C
WRJH
Customizing
P
RHS
C
WRJH
Easier to get current size needed for class.
9/10 Trains for 11/12-less behavioral issues
C
WRJH
Easier to track students needs by grade.
P
RHS
Better learning experience
C
WRJH
Filling classes
P
RHS
C
WRJH
Gives 9th and 10th grade students time to mature without pressure from upper classes.
Could have 9/10 for OGT, then have smaller spec. Schools for 11/12
P
RHS
Different, innovative
P
RHS
Easier on younger – intimidation
Limits choices if you are on the wrong campus.
P
RHS
Easier to relate to others
P
RHS
Focus on curriculums student needs depending on age
P
RHS
Focused on individuals
P
RHS
Fosters independence
P
RHS
Giving kids the chance to mature with their age group so they don't grow up too fast
C
WRJH
C
WRJH
C
WRMS AP courses
C
WRMS Create more age appropriate programs
C
WRMS Fields available as practice facilities
C
WRMS Get more kids involved
P
RHS
Greater chance of personalized teaching
C
WRMS Keep track of student needs
P
RHS
Intimate setting
C
WRMS More leadership opportunities for 9-10 graders
P
RHS
Intimidation
WRMS More specific/custom (age specific) extracurricular or academics
P
RHS
Juniors/seniors may get stronger attention
P
RHS
Learning
P
RHS
Learning experience
P
RHS
Less distraction (x2)
P
RHS
Little more initiative – easy to change back to 2 regular schools
C
118
(continued)
Aud. Loc.
Travel between buildings to attend desired classes
C
WRMS Smaller classroom settings
P
BRJH
Be with friends (x2)
P
BRJH
Everyone has opportunity to go to new school
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
OPPORTUNITIES
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
Opportunity
P
RHS
May become better in the OGT’s
P
WRJH
P
RHS
More active in 11/12-once OGT is out of the way
Technology to address distance problems (x2)
P
WRJH
Two different buildings
P
RHS
More activities
P
WRJH
Work with other people, other ages
P
RHS
More curriculum
P
WRJH
Looping
P
RHS
More focused on needs of age appropriate kids/teaching
P
WRJH
More student focus
P
WRJH
Transportation- families and buses
P
WRMS Both schools would be easier to learn in
P
WRMS Courses you may want to take are up to you
P
WRMS It keeps space open
P
WRMS More instruction in sports (x8)
P
WRMS More opportunities for people to make teams
P
WRMS More opportunities to play (x6)
P
WRMS Not so much bullying
P
WRMS They should be next to each other because some people are best friends and they want to be by each other
P
WRMS Chance for a fresh start
P
WRMS Separate track teams girls/boys
S
BMG
Could be more involved with the business community
P
RHS
More hands on for each grade level
P
RHS
More opportunity for 9-10 graders to be more independent
P
RHS
More responsibility
P
RHS
More responsibility on 10th to acclimate 9th to new school
P
RHS
More specialized/individualized junior/ senior year
P
RHS
Much more concentration on college will be available to juniors and seniors
P
RHS
None
P
RHS
Not as cohesive
P
RHS
People will be around the same age
P
RHS
Possible boost of test scores
P
RHS
Provides students opportunities to focus on academic needs
P
RHS
Seniors and juniors have more room to move and make a more informed decision because a school is dedicated to them
S
BMG
Miss sports opportunities to compete
S
BMG
To adjust bell times for transportation
BMG
To mature with their age group
P
RHS
Small classes,
S
P
RHS
Smaller, more intimate setting-more familiar with the kids
S
BRJH
P
RHS
Something new
Ability to keep track of needs of students and spend more time on weakness Esp. In 9 and 10 grades.
P
RHS
Sophomores have more responsibilities
S
BRJH
P
RHS
Teachers could hold you to certain standards in each school
Allows 9th and 10th graders more leadership opportunities.
S
BRJH
P
RHS
There would be a lot of great opportunities
Allows more attention to various stages of adolescence.
P
RHS
Transportation
S
BRJH
Can create more age appropriate programs.
P
SFG
Have more space to learn
S
BRJH
Costs
P
SFG
Maybe they'll have a little more space
S
BRJH
P
SFG
Seniors will graduate all together
Could offer appropriate events and growth by age.
P
SFG
Wouldn't have to worry about not understanding something
S
BRJH
Extra curricular transportation.
S
BRJH
P
WRJH
11-12 Would already be prepared
Focus better on age group needs at each school I.e. Maturity levels.
P
WRJH
9-10 Would be getting use to high school
S
BRJH
Get more kids involved in AP courses.
P
WRJH
Come together for graduation
S
BRJH
Lack of continuity.
P
WRJH
Looping (x2)
S
BRJH
P
WRJH
More focus
New facility could be a "carrot" to lure kids into staying!
P
WRJH
More individual help
S
BRJH
Not drop out.
P
WRJH
More room for learning because if teachers follow along, they know the student and their passion
S
BRJH
Remain strong as a united community throughout the district. No boundaries to divide the students, parents, teams, clubs etc.
P
WRJH
More study focus
S
BRJH
Smaller classroom settings.
P
WRJH
No boundaries
S
BRJH
Begin a freshman collage
P
WRJH
Possible scholarship opportunities (x2)
S
BRJH
P
WRJH
Same teachers for two years
Perhaps the "new" building will entice some kids to stay in school
REYNOLDSBURG CITY SCHOOLS
119
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES
120
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
Opportunity
S
BRJH
Remain strong as united community
S
FR
9/10 Could offer all perquisite courses
S
CK
All one
S
FR
Community not divided. (x2)
S
CK
Be with kids same age (x2)
S
FR
Could still be considered as 1 Jr. HS
S
CK
Can't #3 be done with #2 – how specialized are 9th graders? Small schools in separate 9/10 and 11/12 buildings
S
FR
Guidance to help students in 9/12 worth career/academic choices
S
CK
Driving 55mph
S
FR
Interventions more specific
S
CK
Extra activities – getting together
S
FR
Less coaches
S
CK
Keeping specialized classes at 9/10, location good for esteem
S
FR
Less intimidation
S
FR
Money would be saved
S
FR
More bonding W/counselors
S
FR
More leadership opportunities. For younger kids
S
FR
Stay with two grade groups
S
FR
Still could participate in "1 high school' sport & extra – curricular activities. (x2)
S
FR
This could really afford a real focus for 9/10 to zero in on developing their choice of study or preparation for either the work force/college. (x2)
S
FR
Zero in on needs of 9/10 students (x2)
S
GR
Everyone gets to go to new school
S
HAMS
Different-hard to understand & sell
S
HM
11/12 Extend programs, age appropriate, looping
S
HM
Age appropriate – hormones
S
HM
Curr and environment developmental appropriate
S
HM
Curriculum/environment can be adapted to age level
S
HM
Curriculum developmentally appropriate to environment, young kids not exposed to so much at once
S
HM
Individualized attention freshmen needs vs. senior needs
S
HM
Interact with people own age for longer period of time
S
HM
More indiv. attention
S
HM
Opportunity to loop
S
HM
Shared sports facilities, as well as arts facilities
S
HM
Small school feel.
S
HM
Stellar facilities for all activities in that they could be divided, I.e.: football field here, baseball diamond there. It would also be much more feasible.
S
HM
Unity
S
RH
9th grade teachers loop to 10th.
S
RH
Don't separate the town.
S
RH
Give support groups to work together in one facility.
S
CK
Less intimidation
S
CK
Less intimidation (to grow socially)
S
CK
Looping/stay with same teacher
S
CK
Mild transitions
S
CK
More one on one
S
CK
Not divided
S
CK
Plenty of room
S
CK
Plenty of room for growth in each school
S
CK
Small classes (x2)
S
CK
Smaller groups
S
CK
Smaller groups of same age groups together in one building
S
CK
Smaller groups together
S
CK
Smaller numbers
S
CK
Sports
S
CK
Sports divided, Jr varsity/HS varsity
S
CK
Sports would be better for each school
S
CK
They stay together
S
CK
This would be good as far as the kids would really get to know each other for those two years in the different bldgs
S
CK
To have smaller groups
S
CK
Transitioning easier for freshmen
S
CO
Course work not duplicated between schools-focus on certain subjects may allow for more expenditures for things such as speakers, equipment, etc…
S
CO
Focuses on subjects in smaller classes
S
CO
For teachers to really know kids
S
CO
Introduction of new technology
S
CO
Looping 1+10; looping 11+12
S
CO
Making the curriculum age-appropriate (e.g., 11-12 Become a better preparation for life after high school)
S
CO
New technology
S
CO
One high school town
S
CO
On-line learning
S
CO
Opportunity for looping
S
CO
Satisfy all taxpayers and parents whose kids will go to new school
S
RH
Gives the support groups to share ideas and efforts commonly.
S
CO
Satisfy taxpayers
S
RH
Keeps students together.
S
FR
11/12 Students could choose career path
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
OPPORTUNITIES
(continued)
Aud. Loc.
Opportunity
Aud. Loc.
Opportunity
S
Support groups can share ideas/efforts across grade levels.
S
RHS
Still one high school. (x2)
Support groups can share ideas/effort commonly across all grade levels
S
RHS
Team teachers.
S
RHS
Team teaching. (x2)
S
RHS
Teaming more focus
S
RHS
Work with colleges (11/12)
S
SR
11/12 Job shadowing
S
SR
9/10 All core; 11/12 magnet
SR
Chance for 11+12th graders to shadow people
S
RH RH
S
RH
The town won't be separated; one identity
S
RH
Town not separated.
S
RH
You don't separate the town. (Same identity).
S
RHS
"Personal growth" could be more specialized especially at 9/10 level.
S
S
RHS
1 bldg focused on college
S
SR
Easier to plan
SR
Like looping option
S
RHS
1 bldg focused on OGT
S
S
RHS
11 & 12 Compels style/open leaving.
S
SR
Looping opportunities (x2)
S
RHS
11/12 Focus on advanced education.
S
SR
More variety
S
RHS
11-12 College prep focus
S
SR
Opportunity to attend new school
S
RHS
9 & 10 Easy to keep focused without older students.
S
SR
Opportunity to test out
S
SR
Pro-active academically
S
SR
Staff knowing student better because of looping
S
RHS
Academics
S
RHS
Alliances with universities
S
RHS
AP-paths
S
SR
Student looping
SR
Teacher looping
S
RHS
College connection
S
S
RHS
College cooperative work.
S
SR
Teacher/student looping
S
RHS
College/university (kap).
S
TR
Advanced study/college credit
S
RHS
Could do small schools 11/12.
S
TR
College credit.
S
RHS
Division of freshman/sophomore- junior/ senior more opportunity for pso-alliance at universities.
S
TR
Community outreach partner opportunities.
S
TR
Could "cross pollinate" in electives.
S
TR
Easier to staff within school.
S
TR
Flexibility
S
TR
Focus learning on target areas pertinent to their age/maturity, as well as federal standards.
S
RHS
Easier to establish college partnership with 11/12
S
RHS
Easier to establish focus (OGT/college)
S
RHS
Easier transition
S
RHS
Easier transition for students (x2)
S
TR
Little
S
RHS
Establish OGT vs. College focus
S
TR
S
RHS
Focus on OGT
Meets needs of age development of students.
S
RHS
Greater opportunity for team teaching.
S
TR
OGT versus college focus.
S
RHS
Having a students multiple years
S
TR
Public will accept it, maintains "raiders"
S
RHS
Hybrid with small schools in 11-12
S
TR
Small school feel.
S
TR
Smaller schools-could really focus on needs of each group.
S
TR
Unified class structure
S
TR
Unique
S
WRJH
City wide.
S
WRJH
Community building with in the school.
S
WRJH
Create new.
S
WRJH
Help W/9th grade transition
S
WRJH
Like looping (x2)
S
WRJH
Looping
S
WRJH
Looping- great!
S
WRJH
Looping with 9-10 and 11-12 specialty.
S
WRJH
More focused to needs of those age/grade group.
S
WRJH
Possible looping
S
RHS
Keeping 9/10 "sheltered longer"
S
RHS
Lunch room size (x2))
S
RHS
More creative teaming, teaching.
S
RHS
Nothing really changes for students.
S
RHS
OGT versus college focused.
S
RHS
One building focus on college
S
RHS
One building focus on OGT
S
RHS
Opportunity to be big man on campus
S
RHS
Pse0
S
RHS
Pseo at 11-12.
S
RHS
Same as high school -some will rise to the top.
S
RHS
Smaller class sizes.
S
RHS
Specialization
REYNOLDSBURG CITY SCHOOLS
121
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES Opportunity
Aud. Loc.
S
WRJH
Really get juniors and seniors geared up for college and the future.
S
WRMS Opportunities for more student to participate in programs/activities.
S
WRJH
Smaller transition into 9th grade.
S
WRMS Rounded education.
S
WRJH
Some scheduling problems advanced courses.
S
WRMS Stronger "Reynoldsburg" as seen by other districts.
S
WRJH
Teaching teams for 9-10.
S
S
WRJH
To focus on age appropriate concerns
WRMS Students can travel from one high school to another for classes or opportunities..
S
WRMS Collaboration between students and teachers.
S
WRMS Students receive all the perks of traditional high school but with fewer numbers. (x2)
S
WRMS Could offer more classes to expand the 9-10 curriculum. (x2)
S
WRMS Students to mature and grow educationally in same environment.
S
WRMS Create programs meet changing needs with new high school.
S
WRMS Two debate teams, two track teams, two etc.
S
WRMS Establish friendships.
S
WRMS Two different kinds of H.Ss.
S
WRMS Focus on issues for each grade level.
S
S
WRMS Freshman to play varsity sports.
WRMS Two separate sports teams, extra curricular- more students can participate.
S
WRMS Greater academic growth.
S
WRMS Anti-bullying programs etc.
S
WRMS Growth and development for teachers (workload meaning the # of students to meet the needs of.
S
WRMS Best student-teacher match
S
WRMS Create peer mentoring
S
WRMS Focus by grade – oat
WRMS High school can collaborate-similar curricula/classes.
S
WRMS Focus by grade – real world
WRMS Kids can more easily reach across grade levels for academics.
S
WRMS Less expensive (no sports facilities)
S
WRMS Maybe, won't divide
S
WRMS More opportunity to collaborate across grade levels
S
WRMS New beginning for students
S
WRMS Opportunity for affect of education
S
WRMS To attend two different schools
S S
122
(continued)
Aud. Loc.
S
WRMS Major stress for students trying to determine their life course.
S
WRMS More funding?
S
WRMS More kids can participate in extra curricular.
S
WRMS More opportunity for kids to be involved.
S
WRMS More opportunity for participation in extracurricular (more sports).
S
WRMS More students possibly receive awards/ scholarships.
S
WRMS More students participate in extra curricular.
Opportunity
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
THREATS Aud. Loc.
Threat
Aud. Loc.
Threat
C
BRJH
Haves/have nots between schools (x2)
C
GR
C
BRJH
Not able to take advanced courses, busing
Possible hostile division of the Reynoldsburg communities over boundaries.
C
BRJH
Resources
C
GR
Rivalry
C
CO
Alternate plans for moving students
C
GR
Separate but not equal.
C
CO
Bus maintenance
C
GR
Students' vehicles/busing
C
CO
Community tired of being experimental
C
GR
C
CO
Cost on resources for transportation – school and parents
Travel between schools: accountability & liability
C
GR
C
CO
Lack of role models
Will open enrollment be offered and what will be cut off?
C
CO
Splits parent support time
C
HAMS
11-12 – More vocational needs.
C
CO
Traffic
C
HAMS
9-10 – Have more generic needs.
C
CO
Transportation liabilities
C
HAMS
C
FR
"Second class" athletes/extra curricular participants
Have great facilities focused on particular needs of student population.
C
HAMS
Losing out on basics W/specialization
9-10 Graders less access to extracurriculars
C
HM
Age related rivalries
C
HM
Age-related rivalries, disrupt traditional
HM
AP courses at 9-10
C
FR
C
FR
Busing between schools
C
C
FR
Could still do small schools at one or both facilities
C
HM
Disrupt traditional high school experience
C
HM
Increased transportation costs
C
FR
Cross certification of staff
C
HM
C
FR
Looping staff with students
C
FR
Opportunity for conflict
More chance that you have to do extra curr practices at one campus, need more communication
C
FR
Students may have to go to the other school to take advanced courses
C
HM
More chance that you have to do extra curr. Practices at one campus
C
FR
Students who need high/low academic support/extension may miss out
C
HM
More chance of after school extra curr. Need more communication
C
FR
Transportation costs
C
HM
None
C
FR
Two junior high to one freshman location can increase security threat – have been in two buildings prior
C
HM
Pseo courses at 9-10
C
HM
Rivalries
C
HM
Still crowded
C
RH
Allowing students to drive more between schools and more kids in a car "carpooling" back and forth out of necessity to "participate" in practices etc.
C
RH
None, excellent.
C
RH
OGT driving choices
C
RH
Shuttle bus.
C
RH
Students driving to make extra-curricular
C
FR
What about students who are behind in subjects going into 11th grade (algebra, etc.)?
C
FR
What happens when a student has reached junior or senior status but has not passed a freshman or sophomore course they need to take again? OGT options
C
GR
Boundary -drawing: what's equitable now might not be in 10 years.
C
GR
Boundary issues.
C
RH
Transportation costs cause other options
C
GR
Competition between instead being one community school.
C
RH
Transportation costs. (x3)
C
RH
What of older students who remain in 10th, 9th?
C
GR
Could cause lessening of value of certain homes.
C
RHS
Alternate transportation
C
GR
Equity
C
RHS
Busing "headache" (x3)
C
GR
Haves/have nots.
C
RHS
C
GR
Home values for the "old" school district.
C
GR
Labeling of students.
C
GR
Labeling poor school/rich school.
C
GR
Labeling threat.
Difficult to maintain quality of music & arts programs with multiple campuses; I believe that two distant campuses will not foster community unity. It will feel like two separate schools; limits opportunities for students along edge of bell curve
C
GR
Lack of opportunity to play/participate
C
RHS
Do they feel as they are high school students when they are 9th and 10th grade
C
RHS
Getting students back and forth
REYNOLDSBURG CITY SCHOOLS
123
Reynoldsburg Reach Summary Report Appendix
THREATS Threat
Aud. Loc.
Threat
C
RHS
Gifted students may not be able to take appropriate – vertical movement (up or down)
C
TR
C
RHS
Impede social development
For a working parent, this is not satisfactory, especially with the increased among of school taxes
C
RHS
Is there any mentoring with older students anyway? They keep the younger grades apart. Older grades sequestered right now.
C
TR
Gifted students taking upper level classes?
C
TR
Hurts gifted/accelerated learners
C
TR
Lack of continuity – constant school change is difficult
C
RHS
Less opportunity for student participation in extra-curricular programs
C
TR
C
RHS
Logistics of busing
Larger classes could reduce sense of connectedness
C
RHS
Loss of continuity of relationship W/adults
C
TR
Limit friendships between 9-10 and 11-12 students
C
RHS
Loss of peer mentors/opportunity to mentor (older role model)
C
TR
Limit opportunities for younger student to take higher grade level classes
C
RHS
No school spirit/pep rallies; no rites of passage
C
TR
Older students coming to younger campus and bullying
C
RHS
Parents will be driving (if levy doesn't pass)
C
TR
C
RHS
Questions/unknowns = cost?
Older students going to 9/10 campus -security issues/bullying
C
RHS
Risky bus driving
C
TR
C
RHS
School spirit/getting to pep rallies etc.
Only 12 models nationwide (most on same campus)
C
RHS
Sports logistics
C
TR
Parking for all these kids' cars around one location, who gets to drive to school?
C
RHS
Too divided
C
TR
Same old thing in 2 locations
C
RHS
Varied start times
C
TR
C
RHS
What is going to happen is safety and security – all buildings
Some classes have minimum size requirements
C
TR
C
RHS
Younger can't monitor upperclassman
Some sports do not lend themselves to easy sep. Of v-jv
C
RHS
Younger students would not have the opportunity to learn or grow following the example of older students
C
TR
Sports questions – travel/opportunities
C
TR
Sports, band, councils as well as 11 and 12 in junior varsity programs
C
SR
Adapting to another school: middle/ Jr./9&10/11&12
C
TR
Students in extra curricular would need to be transported if in another building
C
SR
Difficult to maintain balance (x2)
C
TR
C
SR
Less opportunities for AP 9& 10th graders
Students lack of continuity from school to school
C
SR
Logistics with older drivers, parking and driving
C
TR
The 11-12 school will have a lot of traffic
C
WRJH
Architectural issues for future plans, no additional band room, etc.
C
WRJH
Liabilities (scheduling, transportation, insurance)
C
WRJH
Multiple schedules causing too much stress
C
WRJH
Transportation liabilities
C
WRMS
Enrollment fluctuation-difficult to manage
C
SR
Logistics with order marketing and driving
C
SR
Looping
C
SR
Rare model (x2)
C
TR
9-10 Grade participation in "senior high" activities
C
TR
Accelerated students in 9-10 would not have access to higher level classes
C
TR
Can't build sense of community as well. Students taking higher level classes no served W/rest of peers
C
WRMS
High school may lose busing-transportation
C
WRMS
How colleges may perceive the school concept
Constant school change is difficult (no continuity)
C
WRMS
Social issues-homecoming and prom
C
WRMS
Wasted tax money-secondary fields purchased
P
BRJH
All kids driving
P
BRJH
May not get too many teachers to come teach at the same time,, transportation may be harder
P
BRJH
No bullying from seniors
P
BRJH
People would probably get pushed over
P
BRJH
Transportation harder
C
124
(continued)
Aud. Loc.
TR
C
TR
Cost of busing
C
TR
Could place extra transportation burden on parents (x2)
C
TR
Differentiation W/other communities
C
TR
Difficulty of 9th participating in other school (band/ball/adv. Math) logistic issues opposite -- 11th on 9/10th team?
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
THREATS
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
P
BRJH
Transportation, not see friends
P
SFG
Overcrowded grades
P
BRJH
Won't get to see your friends, transportation would be harder
P
SFG
The 11th grade would feel confused as a freshman
P
BRJH
Won't see your friends
P
SFG
P
HAMS
More chance that you have to do extracurricular practices at one campus and only go occasionally all be together as a team
The students wouldn't like coming to Reynoldsburg so they might leave
P
WRJH
9-10 Might be mad
P
WRJH
A lot of driving between schools
P
WRJH
A lot of trades
P
WRJH
Community problems
P
WRJH
Gas prices
P
WRJH
Interaction with peer upperclassmen will be inhibited (x2)
P
WRJH
Less interactions with other school
P
WRJH
A lot of tardiness
P
WRJH
Too far away for some students
P
WRMS
Cost difference (x7)
P
WRMS
If something happens to a person, they might want help
P
HAMS
Need more communication
P
RHS
9/10-11/12 Divided; 11/12 feels more accomplished
P
RHS
Administration
P
RHS
Cost more
P
RHS
Could be boring-same grade groups always together
P
RHS
Friendships?
P
RHS
Getting 9-10 to sports practice
P
RHS
Getting to practice
P
RHS
Grades split in half isn't a good idea because some students might have to go to other school to higher math class
P
WRMS
Not as much staff
P
RHS
I don't see a threat
P
WRMS
School safety (x2)
It's not a realistic view of the world with the age differences
P
WRMS
School safety (not enough staff)
P
WRMS
School safety because not as much staff (x4)
P
WRMS
Underclass may not have chances
P
WRMS
Underclass may not have opportunity to compete in sports (x2)
P
RHS
P
RHS
Lack of transportation
P
RHS
Maturity is lower because of lack of example
P
RHS
May be shown that one school is rich and the other is poor
P
WRMS
Underclassmen
P
RHS
None
P
WRMS
P
RHS
Not a cohesive 4 years
Underclassmen may not have opportunity to compete in sports
P
RHS
Not as challenging of an education
P
WRMS
P
RHS
Not being able to get the more challenging education because it its not available.
Upperclassmen might not have an opportunity to compete in sports
P
WRMS
P
RHS
Not good for recommendations
Wouldn't be able to help in school dances for the older kids
P
RHS
One choir (sports, bands, chorale, extracurricular, etc.) at 2 different schools?
P
WRMS
Distance to schools
P
WRMS
Have to get used to another school
P
RHS
Same 2 grade levels (classes) in every school past elementary
S
BMG
Could effect sports attendance
S
BMG
No school spirit
P
RHS
Social division between grades
S
BMG
Pay to play?
P
RHS
Some classes will not be available to 9th10th graders
S
BMG
Readjust to a new building
S
BMG
Teacher support to bell schedule changes
S
BRJH
12th grade-schools over syndrome.
S
BRJH
Costs would be higher in busing/staff/fine arts and other classes which crossover between grades.
S
BRJH
Enrollment fluxation difficult.
S
BRJH
I don't think this would retain one school identity-how would it? 9-10-Would become the less dominant school just because of sports alone. What's the big deal about one identity? We are one community.
S
BRJH
Limiting options drastically!
S
BRJH
No vertical alignment of the arts without huge sacrifice.
P
RHS
Splitting friends every other year
P
RHS
Too many transitions -- elem/MS/JH/9-10 /11-12
P
RHS
Too much change for students (switching 4 times through school: elem-MS-JH-HS-HS-)
P
RHS
Transitions -5, 6-7, 8-9, 10-11, 12
P
RHS
Transportation – shuttles (x2)
P
RHS
Underclassmen transportation to athletics?
P
RHS
Upper class animosity towards lower class
P
SFG
Could have fights
P
SFG
I may be distracted in class by friends
P
SFG
Lots of commotion and unnecessary drama
REYNOLDSBURG CITY SCHOOLS
125
Reynoldsburg Reach Summary Report Appendix
THREATS
126
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
S
BRJH
Programs may be limited form a school. Two drama clubs?
S
GR
S
BRJH
Tracking.
Could be less students in extra-curricular activities because everything would have to be after school
S
BRJH
Uncertain as to how have/have not dichotomy would be affected.
S
GR
Less class choices
S
GR
Will 9-10 advanced students be limited?
S
BRJH
Who gets the "new" building?
S
HM
9/10 Not on 11/12
S
BRJH
Will possibly cause problems with certain coursework for enriched students who are 9th and 10th grade.
S
HM
Duplication of classes
S
HM
How to organize sports/drama, etc. (x2)
S
HM
School start & dismissal times
S
HM
Transportation
S
HM
Transportation for younger students
S
HM
Transportation issues, timing to get to places, organizing, family getting kids to school
S
HM
Traveling safety
S
HM
Would be hard to sort
S
RH
Evidence that rapid moved between schools leads to drop in participation, e.g. Music, arts
S
BRJH
Might not attract strong families to Reyn
S
BRJH
No vertical alignment of arts due to logistics
S
BRJH
Problems for certain coursework (AP, enriched)
S
BRJH
Who will "get" new building
S
CK
Added expense
S
CK
Added expense of all the buses
S
CK
Amount of moving
S
CK
Amount of transitions
S
CK
Less opportunity to meet classmates of same grade level
S
RH
Other ideas not considered (i.e. 9th grade separate or 7/8/9/th together)
S
CK
Moving every two years-from middle school through high school
S
RH
Smaller s numbers --limits participation opportunities
S
CK
Operating levy – already have need
S
RH
Teacher collaboration
S
CK
Safety of young drivers on broad and main
S
RH
S
CK
Too many transitions (x2)
Teachers teaching up to their level (mentality at current level)
S
CK
Transitions for kids
S
RH
Transportation
S
CO
Competitive for extracurriculars.
S
RHS
11-12th vic? 9 & 10 As JH
S
CO
Financial
S
RHS
S
CO
High appeal gives way to logistics
11th and 12th view 9th and 10th as junior high
S
CO
Lose high school experience
S
RHS
S
CO
No chance
11th graders who fail a 10th grade class (x2)
S
CO
Students transitioning
S
RHS
S
CO
Students who need more advanced classes need to be transported
9-10 Equals OGT school (hell) when there are so many worth while things that can be done.
S
RHS
S
CO
Teams divided during day
9-10 Teachers benefit from input of 11-12. We build from the top down.
S
CO
Transporting across town
S
RHS
Becomes the OGT school!
S
FR
Bus issues/ driving to school. (x2)
S
RHS
Behavior issues
S
FR
Busing
S
RHS
Busing.
S
FR
Busing issues. (x2)
S
RHS
Classes are still to big.
S
FR
Inequality in how choices made. (x2)
S
RHS
Collaboration
S
FR
Kids driving to one school
S
RHS
Collaboration between teachers.
S
FR
Limits ability to participate in certain act.
S
RHS
S
FR
Might need more teachers
Communication between teachers vertically.
S
FR
More teachers/more money
S
RHS
Discontinuities in curriculum.
S
FR
Not being a part of a large community. (x2)
S
RHS
Electives (restricted)
S
FR
Not one unit under one roof
S
RHS
Electives and extra-curricular a nightmare
S
FR
Teaching strategies on same levels. (x2)
S
RHS
Extracurricular -- transportation issues? Limit electives?
S
FR
Would 9/10 try to invade the 11/12 campus and vice versa
S
RHS
Failures
S
RHS
For varsity will they be left out?
REYNOLDSBURG CITY SCHOOLS
B. SWOT Responses: High School Scenario 2
THREATS
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
S
Hard to do away W/if combine smaller programs W/9-10 & 11-12 flexibility to change
S
RHS
Would this "hold" students back.
S
SR
Driving between schools
S
SR
Safety of five-mile distance
S
SR
Safety of transporting kids between buildings
S
SR
Transportation problem for 9-10 to play varsity sports
S
SR
Transportation, driving between schools
S
TR
9-10 May be too much extension of Jr. High.
RHS
S
RHS
Hybrid if supt leaves -- so goes the program (no protection)
S
RHS
Kids must transition again.
S
RHS
Less school spirit (x2)
S
RHS
Limited resources
S
RHS
Lose rapport with student/staff
S
RHS
Loss in community.
S
RHS
Lots of pressure on teachers.
S
TR
9th and 11th grades are "freshman" twice.
S
RHS
May lead to coddling of 9th and 10th graders
S
TR
Logistics of scheduling, blocking flexibility?
May not be able to offer as many choices for electives, etc.
S
TR
May seem too different or experimental.
S
TR
Mentoring for younger kids.
S
TR
Not high enough expectations for students.
S
TR
Not uniting community.
S
RHS
S
RHS
More building movements the less successful (x2)
S
RHS
No role models (x2)
S
TR
Ready to choose?
S
RHS
OGT fairness.
S
TR
Role models of older kids.
Pigeon-holing staff into one course.
S
TR
Rule out too soon
Pigeon-holing staff into teaching one course.
S
TR
Separation of classes.
S
TR
Which grades get the new building?
S S
RHS RHS
S
RHS
Pigeonholing staff to teach a specific course
S
TR
Will it attract "strong" students to Reynoldsburg?
S
RHS
Scheduling (start./End) busing and activities
S
WRJH
Athletics
S
WRJH
Attending extracurricular activities
S
WRJH
Difficult to coordinate.
S
WRJH
Distance
S
WRJH
Does it limit extra curricular activities?
S
WRJH
Does this limit classes students can take?
S
WRJH
Drawback
S
WRJH
Drawback for future transition.
S
WRJH
Financial burden for families.
S
WRJH
Five mile distance between both schoolsathletic and academics.
S
RHS
Scheduling nightmares.
S
RHS
School spirit
S
RHS
Schools disassociate with younger and older classes.
S
RHS
Sense loss in community (disagree)
S
RHS
Sense of community lost.
S
RHS
Sense of loss in community
S
RHS
Serious -- discontinuity of curriculum (9 & 10 teachers benefit from conversation W/11 & 12
S
RHS
Serious discontinuity.
S
WRJH
Gradeism
S
RHS
Split schedules.
S
WRJH
Keep support.
WRJH
Keep younger students together , older students together.
S
RHS
Staff collaboration
S
S
RHS
Students moving from building to building to much.
S
WRJH
S
RHS
Students who fail 11th grade course but still pass others.
Less interaction and continuity between what is thought and looked at.
S
WRJH
Sports
S
RHS
Takes away from four year high school.
S
WRJH
Unknown
S
RHS
Teacher burnout due to less variation in teaching schedules.
S
WRJH
What do freshman do if they take higher level classes, I.e. Math?
S
RHS
Teaches to 9th and 10th grade teachers?
S
WRJH
S
RHS
Threatens extracurricular
Will that be a draw back for future transition (refers to opportunities #2 comment)
S
RHS
Too many younger students (9th grade especially)
S
WRMS
$-Hire explore teachers, coaches, support staff etc.
S
RHS
Vertical articulation (divide)
S
WRMS
Academics
S
RHS
Where do you house/traffic
S
WRMS
S
RHS
Will they compete at the JV level?
Boundaries dividing the town in rich side and poor side, the haves and have nots.
REYNOLDSBURG CITY SCHOOLS
127
Reynoldsburg Reach Summary Report Appendix
THREATS
128
(continued)
Aud. Loc.
Threat
Aud. Loc.
Threat
S
Community divided racially/socioeconomically/athletically.
S
WRMS
Tests scores.
S
WRMS
Two entitles focus differently on academics, behavior expectation, community involvement, extra curricular.
WRMS
S
WRMS
Community rivalry (a bad thing?).
S
WRMS
Competition between two high schools in same community.
S
WRMS
Two high schools work against each other.
S
WRMS
Competitive-less sharing of ideas, lessons.
S
WRMS
Violence between two schools and town.
S
WRMS
Competitiveness becomes unhealthy- labeled as "old" and "new".
S
WRMS
Will one high school be "better" than the other?
S
WRMS
Create competition.
S
WRMS
S
WRMS
Division of community. (x2)
With more students bullying could be an issue,
S
WRMS
Following typical procedure-falling behind the times.
S
WRMS
More discipline issues
S
WRMS
More student driving
S
WRMS
Haves/Have nots.
S
WRMS
Rivalry
S
WRMS
Inequality in behavioral issues.
S
WRMS
Staff collaboration limited
S
WRMS
Lack of creativity.
S
WRMS
Teacher assignments/strengths
S
WRMS
Limited classes offered. (x2)
S
WRMS
Transportation (x2)
S
WRMS
Major inequality.
S
WRMS
Under build? Crowded immediately
S
WRMS
Not aligned with each other.
S
WRMS
Not necessarily a creative plan, nor is it best for needs of 21st century learner.
S
WRMS
Parents wanting student in "new" school.
S
WRMS
Pay to play for sports.
S
WRMS
Racial diversity/issues.
S
WRMS
Socioeconomic competitiveness.
S
WRMS
Some students will grow up in same community and never know each other.
S
WRMS
Split community. (x3)
S
WRMS
Sports
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
Appendix C SWOT Responses: High School Scenario 3 (Small Schools Under One Roof)
STRENGTHS Aud.
Loc.
Strength
Aud.
Loc.
Strength
C
BRJH
Better future preparation – future trend setter-strong academic program
C
FR
Advanced/post secondary options -- more?
C
BRJH
Better prep for career, futuristic, set new trends, academics
C
FR
Allow more choices for student (x2)
Capacity relief, transportation, more opportunities for sports
FR
Better preparation for a focused career (x2)
Audience
BRJH
C
Aud
C
C
Community Participants
P
Student Participants
S
Staff Participants
Loc
Location
BMG
Bus Maintenance Garage
BRJH
Baldwin Road Junior High
CO
Central Office
C
BRJH
Career opportunities help drive for decisions, not split community
C
BRJH
It's similar to option 1
C
BRJH
Prepare for college, early start on focus
C
CO
Allows students to focus on topics
C
CO
Creates like-minded groups
C
CO
Cutting edge and attractive
C
CO
Get to focus in a career path
C
CO
Higher attendance
C
CO
Higher grades with more focus, choice
C
CO
Motivation for students
C
CO
Prepares student for college and business
C
CO
Resources can be targeted
C
CO
Smaller class sizes = opportunity for relationships
C
CO
Streamline transition
C
CO
Students and teachers follow interest
C
CO
Turn on kids and engage parents
C
CO
Working in smaller groups
C
FR
A lot cheaper than private school (x2)
C
FR
Ability for students to choose an interest
C
FR
Able to specialize in you interests
REYNOLDSBURG CITY SCHOOLS
Key to abbreviations:
C
FR
Building a true foundation for college
C
FR
Builds a better foundation for college (preparedness) (x2)
C
FR
Cheaper than private school
C
FR
Focus on career
C
FR
Focus on curriculum opportunities
C
FR
Focus opportunities for students based on potential career interests
C
FR
Has the option of being one school
CK
Cooks
C
FR
Higher level classes available
C
FR
I like this idea best. I think children learn best when they are able to learn according to their interests and strengths
FR
French Run Elementary
C
FR
More choices offered (x2)
HM
Herbert Mills Elementary
C
FR
More familiarity between students and staff
GR
Graham Road Elementary
RH
Rose Hill Elementary
RHS
Reynoldsburg High Superintendent’s Advisory Council
C
FR
More familiarity between students and staff (x2)
HAMS Hannah J. Ashton Middle School
C
FR
No boundaries
SAC
C
FR
Notion of getting to know all students well within your small school
SR
Slate Ridge Elementary
C
FR
Notion of small learning community
C
FR
One school -- opportunity
TR
Taylor Road Elementary
C
FR
Potential career interest
WRJH
C
FR
Remain strong as a whole for athletics and music
Waggoner Road Junior High
WRMS Waggoner Road Middle School
129
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
130
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
C
FR
Small, specialized schools could be a good thing for academic success (x2)
C
HM
Choice, more friends
C
HM
Could allow advanced learnings
C
HM
Creative learning and advanced classes
C
HM
Dress code
C
HM
Flexibility re-use
C
HM
It has one and special eds
C
HM
Local access/bring specialization to students
C
HM
Make more friends with kids who like the same thing
C
FR
Some students ready to choose
C
FR
Teach kids flexibility and how to stay with choices
C
FR
Teacher looping
C
FR
Teacher rotate with kids
C
FR
Team teaching benefit
C
FR
Variety of classes (x2)
C
GR
400 Size most advantageous for kids
C
GR
Best scenario, as I see it, for meaningful student involvement in academics.
C
HM
More academic learning
C
HM
More AP coursework
C
HM
More cohesiveness in 6 houses, more specialized training or better for learning style
C
HM
More help for kids without struggle
C
HM
More specialized learning, more AP course work
C
HM
None: looks good on paper won't work here!!!!!
C
HM
Opportunity to learn about what you like, make friends with kids who like the same thing
C
GR
Builds on student strengths
C
GR
Choice exists for those ready to choose
C
GR
College-level classes (specialization)
C
GR
Concrete path for classes and choices (flowchart)
C
GR
Creates communities-increased safety.
C
GR
Creates community within the small school
C
GR
Creates community.
C
GR
Higher motivation for students
C
GR
Hones in on students specific interests. .
C
HM
Participate in what you want to be in the future
C
GR
Increased student motivation- they participate in their educational choice.
C
HM
Smaller class size, more focused class choice
C
GR
Increases safety
C
HM
C
GR
Kids will be more excited about school if they are involved in a specific study of interest.
Smaller groups of kids more cohesiveness, knowing each other better – teachers & students
C
HM
Specialized learning opps
C
GR
More kids play sports.
C
HM
Specialized learning opportunities
C
GR
No income gap.
C
HM
C
GR
Opportunities
Specialized learning, more AP coursework, more academic learning
C
GR
Plays to teacher strengths.
C
HM
Teach to the student needs
C
GR
Plays to teacher strengths/styles
C
HM
C
GR
Safety
C
GR
Smaller learning communities.
What about sociology-only offered once, can you get shut out depending on the school you are in
C
GR
Sports/extra--curricular activities open to all if different irn #s
C
HM
You can choose your themed school
C
HM
C
GR
Strong area of study
You get to choose within small high school to go to
C
GR
Strong knowledge of certain area of study.
C
RH
9/10 As one school.
C
RH
Allows students to follow passions.
C
RH
Awesome to make smaller communities in a time when kids are sort of being swallowed by big schools.
C
GR
This is best for students.
C
GR
Two high schools.
C
HAMS
A plus if kids know what they want
C
RH
C
HAMS
Can have one high school or two high schools
Better educational opportunities/courses for the interests of the kids.
C
RH
Better prepared for post-high school.
C
HAMS
Experimentation W/fields of study
C
RH
C
HAMS
None (x2)
Better preparation/easier to employment vision.
C
HM
Can go to a school in your interest and not focus on things you don't really like, learn more about what you would like to be, prepares you for college
C
RH
Better since of community within smaller schools.
C
RH
Children may discover new interests.
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
STRENGTHS
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
C
RH
Closely related subject matter in the building
C
RH
Students may discover new interests
C
RH
Students seen more attractively by business due to specialization.
C
RH
Competitive nationally for college
C
RH
Concentration on unique curriculum.
C
RH
Unique education opportunities (x2)
C
RH
Core subjects compensate change of plan
C
RH
Within 6 smaller schools.
Could excel at areas where students are interested in, such as arts.
C
RHS
2 Irn #
C
RHS
Better direction for long range planning
C
RHS
Better prep for next level (some students)
C
RHS
Can specialize curriculum; community/ business support; small # of students/ cohesive group; ownership; focus on discipline; extra funding through available grant money; small school environment
C
RH
C
RH
Could increase in academic area.
C
RH
Desire for dual programs
C
RH
Desired special ed program flexibility
C
RH
Diversity
C
RH
Early specialization (global competitionsimilar to others)
C
RH
Early specialization.
C
RHS
Choice; know kids well; 2 irn#s
C
RH
Easier for principals to initiate change.
C
RHS
Choices
C
RH
Follow my passions + be better prepared
C
RHS
Choices of programs
C
RHS
Common resources between "academy" school; like college, disciplines; prepare students for life after HS; focused discipline; keeps schools small (metro schools)
C
RH
Good experience to know what your plan is
C
RH
Great experience for those who know what they want to do.
C
RH
Help encourage "specialization" in contrast/concepts.
C
RHS
Enhances learning environment
C
RHS
Enthusiasm for learning
C
RHS
Focus on discipline; small school campus
C
RH
Inspiring children with passions.
C
RH
Keeps kids in school through choices
C
RH
More choice.
C
RHS
Force us to identify strengths
C
RH
More opportunities or choice.
C
RHS
Funding
C
RH
More student buy-in and excitement.
C
RHS
C
RH
More teacher buy in/energy and retention.
Gives students opportunity to begin focus on their career and develop towards college
C
RH
More teachers that know their community.
C
RHS
Greater # of students excited to come to school
C
RH
New and exciting.
C
RHS
C
RH
Not only core subjects.
If students already know what they want to do they can go further and programs can be developed for them
C
RH
One identity (x2)
C
RHS
C
RH
Opportunity to deal W/consequences of choices
It would allow students an opportunity to focus toward a career
C
RHS
C
RH
Out of the box-unique
Kids can specialize; can be either/or high school
C
RH
Prepare students for adulthood
C
RHS
Know students better
C
RH
Prepare students for adulthood.
C
RHS
More choice (x2)
C
RH
Reynoldsburg could be more competition on national level with college level AP courses etc.
C
RHS
More flexible
C
RHS
More intense specialization
C
RHS
More interest for the less interested
C
RHS
More opportunities to go farther if you know what you want; possibly community leaders may open up chances for field trips for a select group (interested in business/electronics/arts, etc); more interesting studies make students more engaged in their work, will do better
C
RHS
More opportunity to play out strengths
C
RHS
More specialized classes
C
RH
Smaller class size.
C
RH
Smaller learning community
C
RH
Some departments are ignored by high school currently, probably will not happen here.
C
RH
Students can excel. (X2)
C
RH
Students could excel in specialized areas.
C
RH
Students experience something new.
REYNOLDSBURG CITY SCHOOLS
Many comments appear repeatedly among some groups of participants. Comments that are verbatim duplicates are condensed in the Appendix and indicated with an (xN), where N is the number of times the idea was recorded at a particular meeting location. For example (x2) indicates that the idea was mentioned and recorded twice.
131
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
“I went to college designed like this—has some great positives —you know staff well, can take classes from other schools. However, it was on a single campus and they allowed enrollment in multiple schools.”
132
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
C
RHS
No split along have and have not lines; causes students to focus on their future earlier
C
SR
Increased graduation rate (x2)
C
SR
More cost efficiency (x2)
C
SR
More investment in future
C
SR
More likely to promote excellence in schools
C
SR
New energy
C
SR
Opportunity of figure out your niche (x2)
C
SR
Preparation for future specialization
C
SR
Specialization
SR
Students who make choices have more investment in education/future
C
RHS
No split of have/have nots
C
RHS
Opportunity for stronger
C
RHS
Ownership of learning
C
RHS
Possibility of depth
C
RHS
Promotes community and business support: internships, curriculum development, tours
C
RHS
Shared interests/learning styles
C
C
RHS
Small student numbers – more attention
C
TR
"Research" shows attendance is better
C
RHS
Stronger small community relationships
C
TR
2 Extra curricular teams
C
RHS
Students get to know each other and teachers better
C
TR
4 Years -- maintain sense of home
C
TR
A lot like teaming -- everyone knows each other/common abilities
C
RHS
Students may feel more ownership in their own education
C
TR
Academic achievement
C
RHS
Supportive network
C
TR
C
SAC
Focus/motivation
C
SAC
Flexibility
Allow students to experience and be exposed to different opportunities or programs
C
SAC
Focus of curriculum.
C
TR
C
SAC
Innovative.
Allowed to better focus on specific curriculum
C
SAC
Maintain single high school or multiple high school-options are left open.
C
TR
Allows students to experience and be exposed to different opportunities
C
SAC
New and different.
C
TR
Better meets need
C
SAC
One booster focus
C
TR
Can prepare kids for what's next
C
SAC
Splits the population. (x2)
C
TR
Choose what you want
C
SAC
Strength of student noted increase.
C
TR
Discipline and attendance improve -better learning environment
C
SAC
Subdivides the students into smaller schools.
C
TR
C
SAC
Targets academic areas important to success after high school.
C
SAC
Unites Reynoldsburg (1 RN)
I went to college designed like this – has some great positives – you know staff well, can take classes from other schools. However, it was on a single campus – and they allowed enrollment in multiple schools
C
SAC
Variety
C
TR
C
SR
Advanced opportunity to challenge students
Kids select programs based on individual need/ability
C
TR
Magnet schools
C
SR
Allows flexibility
C
TR
Maintain one HS identity
C
SR
Allows for student focus
C
TR
Meets academic and artistic needs
C
SR
Attract non-traditional educators (x2)
C
TR
C
SR
Better preparation
Meets academic and artistic needs of individuals
C
SR
Better prepare students after graduation
C
TR
Mixing geographic areas
C
TR
More choices
C
SR
Better social development (x3)
C
TR
More concentration of one subject
C
SR
Can weaken 'buzz' in schools based on collegiality
C
TR
No "haves-have nots"
C
TR
No boundaries (x2)
C
TR
No haves – have nots
C
TR
No social/economic boundaries
C
TR
Opportunity for students to get intense exposure to specific core classes
C
TR
Personalization of students education
C
SR
Choice for the students' future buy-in
C
SR
Diversified education, "big city education in a small town"
C
SR
Diverse education
C
SR
Economies of scale
C
SR
Focused education (x2)
C
SR
Gives students voice in education
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
STRENGTHS
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
C
TR
Possibility 9/10 core while still exploring electives/traditional 11/12 specialize
C
WRJH
Higher level of accomplishment by specializing
C
TR
Prepares kids that know what they're interested in for college
C
WRJH
Less behavior problems due to similar ages
C
TR
Research supports – better behavior, better attendance
C
WRJH
One community identity in school & out
C
WRJH
C
TR
Six choices of schools
Shares the wealth-no haves vs. Have nots
C
TR
Smaller class size and more involved relationships with teachers
C
WRJH
Small settings-school community
C
WRJH
Teachers can loop
C
WRJH
Use the gates information-build on success
C
WRJH
Varied curriculum choice
C
WRJH
Variety of teaching style & electives
C
WRMS
Able to focus on interests.
C
WRMS
Allows motivated kids to focus on their strengths.
C
WRMS
Better communication/small schools.
C
WRMS
Better opportunities for kids.
C
TR
Smaller communities and the ability to build a community
C
TR
Smaller groups
C
TR
Smaller identity group for each small school
C
TR
Smaller learning communities.
C
TR
Smaller schools
C
TR
Small community = staff and students get to know each other well
C
TR
Some specialization
C
WRMS
Better opportunities for Reynoldsburg.
C
TR
Specialization
C
WRMS
C
TR
Specialization – prepare kids for what's next
Encourage kids to think out of the mainstream.
C
WRMS
Focus interest.
C
TR
Teachers know their students
C
WRMS
Focus on strengths of student.
C
WRMS
It will allow student to is other school activities.
C
WRMS
More busing.
C
WRMS
None, sounds good on paper.
C
WRMS
Prepare for the wide open choices in college.
C
WRMS
Specialized teachers.
C
WRMS
Students group by piers with similar interests
C
WRMS
Better opportunities for kids
C
WRMS
Better utilize resources
C
WRMS
Encourage kids to think outside mainstream
C
WRMS
Focus on interest
C
WRMS
Focus on students' strengths
C
WRMS
I like the concept and potential of this idea
C
WRMS
If different/additional classes available = more expertise needed
C
TR
Teachers will know kids better
C
TR
Team approach
C
TR
To me, this is just an expansion of current magnet program that identifies other areas where it makes sense to consolidate students from various schools together to save cost of implementation to district
C
TR
Very focused curriculum (x2)
C
WRJH
A chance for 9-10 to mature without older influence.
C
WRJH
Allows specialization (x2)
C
WRJH
I feel like the two sets of extra curricular are important.
C
WRJH
I like the small school concept, the problem is just that it is unfamiliar and hard to picture how they work.
C
WRJH
I like the small school only if two different schools.
C
WRJH
Interesting
C
WRJH
One identity
C
WRMS
Prepare them for choices post h.S.
C
WRJH
Plays to strengths of students.
C
WRMS
Recognize world as more specialized
C
WRJH
Provides choice
C
WRMS
C
WRJH
Small communities.
Students more comfortable W/similar classmates
C
WRJH
Varied curriculum choice: with future direction.
P
BRJH
Be able to see friends
P
BRJH
Better chance getting into a class (x2)
C
WRJH
Variety, style and electives.
P
BRJH
C
WRJH
Allowing the opportunity to learn by need/style
Better chance of getting into a class, helps focus on one thing you want to do in life
C
WRJH
Chance for 9-10 to mature
P
BRJH
C
WRJH
Enable upperclassmen to be focused
Can help prepare for future job/college (x2)
REYNOLDSBURG CITY SCHOOLS
133
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
134
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
P
BRJH
Can pick a subject
P
RHS
P
BRJH
College prep
Better student to teacher ratio-special needs
P
BRJH
College prep, pick classes to your liking, better prepared for the future, get to pick
P
RHS
Bring up the reputation of Reyn
P
RHS
Career
P
RHS
College credit
P
RHS
College prep
P
RHS
Deeper education -- more understanding
P
RHS
Despite, residents can attend whichever "school" you want
P
BRJH
Focus on one thing -- go into detail (x2)
P
BRJH
Get to study under one specific subject, learn other subjects from the one subject you pick, help prepare you for the future, less people, better chance of getting into classes
P
RHS
Draw people to Reynoldsburg
P
BRJH
Help learn better, good sports team if it is combined
P
RHS
Draw people to Reyn-unique make students feel more valued
P
BRJH
Kids get to learn the same thing at the same time, go into detail with it.
P
RHS
Dress code
P
RHS
Everything you learn will revolve in your interest
P
BRJH
Kids will be almost prepared for college
P
BRJH
Less people in each group (x2)
P
RHS
Focus in student choice
P
BRJH
More choice in what you learn, more space
P
RHS
Focuses on student choice
P
RHS
Fun and interest
P
RHS
Gain better knowledge, leave with more experience
P
RHS
Get to know teachers in your fields
P
RHS
Getting your education and being interested in it
P
RHS
Give skids more opportunity
P
RHS
Gives kids opportunity and direction toward what they want to do
P
RHS
Good chance for kids to choose their career in life
P
RHS
Good focus on student needs
P
RHS
Hands-on learning (x2)
P
RHS
Happier teachers, kids more interested
P
BRJH
More space, choice in what you learn, knowledge increase in specific area
P
BRJH
People get to choose what they want for college major
P
BRJH
Smaller classes
P
BRJH
The strength is you would be able to meet different people and probably make new friends
P
BRJH
Work on strengths
P
BRJH
You can pick which school you would like to go to
P
BRJH
You could focus on one thing and really go into detail, less people, better chance of getting into a class
P
BRJH
You could learn what you want
P
RHS
Help students with career planning
P
BRJH
You could study for one class that you want to do for your job that you would like to do when you get out.
P
RHS
Helps kids push an idea of what career they wanted
P
HAMS
Make friends with kids who like the same things
P
RHS
Helps strengthen the students for when they enter challenge
P
HAMS
Opportunity to learn about what you like
P
RHS
Increase of job opportunity for teachers
P
HAMS
Can go to a different school
P
RHS
Increase student motivation
P
HAMS
Can go to a school that you are interested in
P
RHS
Individualized planning
P
RHS
P
HAMS
Can learn more about what you want to be when you are older
Individualized planning/curriculum toward career
P
RHS
Individualized socialization
P
RHS
Interest in learning
P
RHS
Interests students
P
RHS
It helps the seniors to be ready for college, or whatever step is next in their lives
P
HAMS
Can learn something else
P
HAMS
Prepare you better for college
P
RHS
Anyone can attend
P
RHS
Better attendance
P
RHS
Better college acceptance
P
RHS
Keep students
P
RHS
Better draw for better teachers
P
RHS
Keep students more active
P
RHS
Better learning opportunity
P
RHS
Keeps focused
P
RHS
Better prepares students for career
P
RHS
Learn more
P
RHS
Better prepares them for the future
P
RHS
Less crowded
P
RHS
Better student to teacher ratio (x2)
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
STRENGTHS
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
P
RHS
Longer periods=better understanding
P
RHS
P
RHS
Love it-it's perfect-keeps kids focused on what they want to learn
There can be more concentration on concepts that may be pursued after high school
P
RHS
Lower drop out rate
P
RHS
P
RHS
Match program to student interests
Very intimate (makes students fell valued)
P
RHS
More active students
P
RHS
What they are interested in
P
RHS
More courses and classes can be offered to help students further their education towards what they want their career to be
P
RHS
You can take more classes you're interested in and pay more attention to what you're doing
P
RHS
You get to focus on education but it is something you're interested in
P
RHS
Your particular field is focused on and zeroed in
P
BMG
Concentrated on courses that go together
P
BMG
I think it will be great learning the same things with the people you like most
P
RHS
More experience towards future career
P
RHS
More flexible schedule could offer divers/specialized opportunity
P
RHS
More interest in what you are doing
P
RHS
More organization
P
RHS
More push on senior year
P
RHS
Newer classes – Bio, Chem in depth
P
BMG
It would still feel like one school
P
RHS
No segregation-no haves vs. Have nots
P
BMG
P
RHS
Now it's about credits -- would chose more carefully, thinking of future
It's really cut down so you learn what you need to know with nobody getting in the way
P
RHS
Passion is focused on
P
BMG
P
RHS
Personal class attention
You could concentrate more on what your profession is going to be
P
RHS
Ratios better
P
SR
Early start on career
P
RHS
Same staff at both
P
SR
More interest for students
P
RHS
Schools can start later
P
WRJH
80 Percent of students get first choice
P
RHS
Separates kids who are there to learn from kids who don't want to and are just distractions
P
WRJH
9 And 10 don't change much
P
WRJH
A lot of people will be able to do a lot of different things
P
RHS
Small group
P
WRJH
All high school age groups
P
RHS
Smaller classes (x2)
P
WRJH
Better alliance with faculty
P
RHS
Smaller classes/more attention teachers
P
WRJH
Can change schools
P
WRJH
Choose a path for life
P
RHS
Smaller classes-more attention
P
WRJH
Choose what want to study
P
RHS
Smarter -- learn more things, gives kids more opportunities
P
WRJH
Classes would be split up
P
WRJH
Diversity
P
RHS
Special needs more available (x2)
P
WRJH
Do what you want plus basic education
P
RHS
Specialization
P
WRJH
Early start on career (x3)
P
RHS
Specialization- more like college
P
WRJH
Elite studies
P
RHS
Specializing in certain ideas builds strengths, better prepares students for next level
P
WRJH
Familiar principal
P
WRJH
Help students learn the best way they can
P
WRJH
Keep one or two sports teams
P
WRJH
Kids could choose their own "identity" for everyone
P
WRJH
Learn everything you love and the basics
P
RHS
Still have basic HS education-just more specific
P
RHS
Stronger sport teams to battle in the OCC.
P
RHS
Students can get more into what they want to become
P
RHS
Teach to individual rather than the group
P
WRJH
Learn in way best for you
P
WRJH
Learning something you love
P
RHS
The option of keeping sports and extras together
P
WRJH
More career options
There are many great options
P
WRJH
More likely first choice
P
WRJH
No boundaries (x2)
P
WRJH
No boundaries -- go to the school want to go to
P
RHS
REYNOLDSBURG CITY SCHOOLS
“There can be more concentration on concepts that may be pursued after high school.”
135
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
“Small schools give more identity to students and association with a core group of teachers.”
136
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
P
WRJH
Not like a career center
S
BMG
Flexible to students
P
WRJH
Not stuck in choice like career center
S
BMG
P
WRJH
One strength would be people will be in an environment based on their interest
For kids that knows what they want to do
S
BMG
Good primer for college
P
WRJH
Organized in identities
S
BMG
Having a choice
P
WRJH
Own identity
S
BMG
I like, good choice for students
P
WRJH
Principal will be familiar
S
BMG
More offerings to interest students
P
WRJH
Smaller classes
S
BMG
More one on one opportunity
P
WRJH
Specialized, learn more
S
BMG
P
WRJH
Specific ideas taught
P
WRJH
Stronger need for school unity (x2)
Puts like minds together and makes everyone more creative (teachers and students)
P
WRJH
Students study what they want to study
S
BMG
Student focuses on their choice and show more enthusiasm
P
WRJH
This one will help the kids who like different things like me
S
BMG
Using the lottery
S
BRJH
Allows for differently focused schools.
S
BRJH
Chance to switch paths if needed interests change.
S
BRJH
Choices for students/families.
S
BRJH
Community sponsorship of facilities.
S
BRJH
Creativity of curriculum.
S
BRJH
Doesn't relay on geography.
S
BRJH
Flexibility.
S
BRJH
Good for students with means.
S
BRJH
Many options
S
BRJH
Meets the learning needs of all students.
S
BRJH
More choices
S
BRJH
More motivated students – tailored to interests
S
BRJH
Opportunities to exploit kid's strengths.
S
BRJH
Prepares students for life better.
S
BRJH
Preparing students for life if they don't go to college.
S
BRJH
Separate identities
S
BRJH
Small groups
S
BRJH
Small schools give more identity to students and association with a core group of teachers.
P
WRJH
Transportation is given no matter where you live
P
WRJH
What you love and basics
P
WRJH
You can pick your choice of placement
P
WRJH
You may be able to keep one team or two teams
P
WRJH
You would learn a lot
P
WRMS
A lot smaller
P
WRMS
Be better prepared for college
P
WRMS
Can keep a strict watch
P
WRMS
Challenging extra-curricular activities for both schools making sure that even though we're divided into two school building within Reynoldsburg
P
WRMS
Focus more on academics (x2)
P
WRMS
Having them would help separate the super-advanced people from the advanced but treated as equals, and so on with advanced and needs help
P
WRMS
Know your friends better
P
WRMS
More choice – and focus
P
WRMS
More choice and focus (x4)
P
WRMS
More impacted on specialized subjects
P
WRMS
Prepare you for college (x6)
P
WRMS
Will focus more on academics
S
BRJH
P
WRMS
You can have better education, so when you go to college you can have already learning some things
Smaller schools/opportunities for service learning, trips, experiences.
S
BRJH
Specialized
S
BRJH
Staff invigoration/thinking different/ collaboration.
S
BRJH
Strong factor for success of students is to have a strong bond/trust with adults.
S
BRJH
Students can emphasize their strengths.
S
BRJH
Students would take more ownership of their studies.
P
WRMS
You will focus more on academics (x5)
P
WRMS
Better chance to succeed
P
WRMS
Can do what interested in
P
WRMS
More choice where want to go
P
WRMS
Pick academic focus
P
WRMS
Prepare of future choices
S
BMG
Can specialize
S
BRJH
Tailor facilities
S
BMG
Can specialize when you decide
S
BRJH
S
BMG
College credit
Teachers can expand their ideas from beginning through sr. Year.
S
BMG
Easier to integrate and specialize
S
BRJH
There would be less feeling of, "why do I have to learn this" ?
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
STRENGTHS
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
S
BRJH
College admission
S
CK
More college courses
S
BRJH
Community not divided
S
CK
More focus on future
S
BRJH
Good preparation for college
S
CK
More focus on their future
S
BRJH
Match student interest with program
S
CK
More growth
S
BRJH
Meats learning needs of all students
S
CK
More interest
S
BRJH
More positive learning attitude
S
CK
More learning opportunities (x3)
S
BRJH
Opportunities for career preparation
S
CK
More one on one
S
BRJH
Prepare students better for life-learning something specific
S
CK
More one on one (less students)
S
CK
More options within each school
S
CK
More training-in-depth learning
S
CK
Opportunity for focus on career
S
CK
Opportunity to excel in something they are interested in
S
CK
Same staff
S
CK
Smaller classes
S
CK
Smaller groups
S
CK
Smaller groups- able to keep them accountable
S
CK
Smaller groups of kids for each class – not your typical school set type
S
CK
Smaller groups of kids keep them accountable, know them
S
CK
Smaller schools offering specialized
S
CK
Stay with same friends and staff-know each other
S
CK
Students follow their strengths
S
CK
Students have more of an interest because they want to be there (choice)
S
CK
Students in what they like – less behavior issues – more collaboration – better learning environment
S
CK
The option to learn specialties (likes)
S
CK
This would be good for our childrenthey would have the choice of classes they would like to go into as far as a career
S
CK
Try in high school and like focus, you can change before college
S
BRJH
Raise test scores
S
BRJH
Relationships, school is a pseudo-family
S
BRJH
Small schools give more identity for students with teachers-strong bond/ trust with adults
S
BRJH
Staff & student excitement
S
BRJH
Students can emphasize their strengths
S
BRJH
Teachers- really get into it/draw kids in
S
CK
All like the same classes = better learning environment
S
CK
Allows student to increase (focus) on strengths
S
CK
Better for college course
S
CK
Better learning environment b/C less behavioral problems
S
CK
Better opportunity for college courses
S
CK
Can follow their strengths-math verses English
S
CK
Class choices
S
CK
Don't like that idea at all
S
CK
Earlier exploration of specialization
S
CK
Focus on child's strengths
S
CK
Follow their strengths
S
CK
Follow what they like the best (math, science, etc.)
S
CK
Get them to focus on college prep/life in general
S
CK
Help narrow choices for future
S
CK
Helps narrow choice
S
CK
Variety of options
S
CK
Increases focus on strengths
S
CK
Wide variety of options
S
CK
It allows students to follow their interests and personally excel in that area
S
CO
Ability to meet a variety of student needs/interests
S
CK
Job focused
S
CO
S
CK
Keep community
Advanced curricula more focused on theme
S
CK
Keep community together
S
CO
Attend either school
S
CK
Keeping the district as one school. One football team, band
S
CO
Better chance academic success
S
CO
Creates focus for students
S
CK
Keeps community together (one high school)
S
CO
Dan Hoffman’s expertise & experience in this area
S
CK
Learn if your choice for future is what you want
S
CO
Depth of content in focus area (love of learning)
S
CK
Less students (x3)
S
CO
Develop unique curriculum
S
CK
May help narrow choice for the future
S
CO
Developing love of learning
REYNOLDSBURG CITY SCHOOLS
137
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
138
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
S
CO
Early chance to try focuses
S
FR
Smaller numbers (x2)
S
CO
Follow passions
S
FR
Specialized instruction
S
CO
Gifted, no child left behind
S
FR
S
CO
Grouping by common interests
Ss. Could plan a personalized curriculum
S
CO
Helps prepare for careers
S
FR
S
CO
Involvement
Ss. Who have decided on a subject focus can focus on thaqatmore prepared for college
S
CO
Irn flexibility (x2)
S
FR
S
CO
Kids don't get "lost" (x2)
Starts to get ss thinking a lot their future earlier
S
CO
Lottery gives every child chance (x2)
S
FR
S
CO
Meet variety needs/interests
Students could plan a personal curriculum.
S
CO
More choice-less kids leaving Reyn for other options/preferences
S
FR
Students may change minds.
S
FR
S
CO
More differentiation styles
Students wouldn't be guaranteed their choice.
S
CO
More differentiation that match needs, learning styles
S
FR
S
CO
More focused
The students would probably have a better sense of community or belonging.
S
CO
More personal/knowing kids
S
FR
S
CO
Motivated staff
This would be a good opportunity for students who have already decided on a major to develop their talents.
S
CO
Opportunity to excel
S
GR
S
CO
Safety because better known
Allow for less trouble because of interest in education
S
CO
Same sports teams
S
GR
S
CO
Strong relationship in smaller learning communities
Allow for less trouble because of interest in education.
S
GR
Building on student's strengths. (X4)
S
GR
Keeps one high school for sports, bands, clubs etc.
S
GR
Less discipline
S
GR
Less discipline problems.
S
GR
Less dropout
S
GR
More choices (x2)
S
GR
More opportunities if there are separate extra-curricular activities
S
GR
More opportunities.
S
GR
Provide a safer environment-where they want to be.
S
CO
Strong relationships with students (smaller learning communities)
S
CO
Students do well because interested
S
CO
Students do well- they are studying what they like
S
CO
Students will be more identified with their own group-knowing each other
S
FR
A lot of opportunities
S
FR
Allow the more advance students to choose and pursue their career path.
S
FR
Better participation for college.(Choosing fields)
S
GR
Reason to go there
S
FR
Better prepared for college
S
GR
Safer-less discipline issues.
S
FR
Better prepared for college.
S
GR
Students have more choices. (x3)
S
FR
Focus on subject area for kids who have decided what they want to do.
S
GR
Students interested/invested in their education.
S
FR
Innovative.
S
GR
S
FR
Meeting more specialized needs
Two irn numbers creates more after school opportunities.
S
FR
More age group oriented. No 14 & 18.
S
HAMS
Allows choices.
S
FR
More college preparation
S
HAMS
Costly
S
FR
More focused areas.
S
HAMS
S
FR
More precise education.
Excellent opportunity for kids who know what they want to do.
S
FR
More prepared for college.
S
HAMS
S
FR
New opportunity
Great for addressing special needs (one site does not fit all).
S
FR
Opportunities to reach student/parent interests.
S
HAMS
More individual attention.
S
HAMS
S
FR
Reyn. Becomes known as innovative
Small schools (every teacher knows you) and big school facilities
S
FR
Reynoldsburg becomes known as innovative.
S
HAMS
Students would be able to chose the education they receive.
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
STRENGTHS
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
S
HAMS
Would give students an idea of what they would like to study in college.
S
RH
More personalized education.
Design curriculum that meet student needs
S
RH
More personalized.
S
RH
No boundaries.
S
RH
No boundary implications.
S
RH
Opportunity. For 1 irn
S
RH
Smaller number in teams/children get to be with friends.
S
RH
Smaller numbers/classes/learning communities
S
RH
Smaller teacher/student teams
S
RH
Ss have opportunities for a wider choice of classes in other programs
S
RH
Students could specialize in special preparation for college.
S
RH
Teach. Stud. Interaction
S
RH
Teachers could collaborate more together.
S
RH
Won't get lost
S
RHS
But do not do academically??
S
RHS
Academic focus.
S
RHS
Better communication/small schools.
S
RHS
Build on student and staff strengths
S
RHS
Can lend themselves toward student strengths.
S
RHS
Chance to build strong programs and good communication
S
RHS
Choice (x3)
S
RHS
Choice in curriculum.
S
RHS
Choice in pursuing interests (x2)
S
RHS
Community feel stronger academically
S
RHS
Community involvement
S
RHS
Eliminates haves/have nots.
S
RHS
Energize staff -- think about how/what we teach
S
RHS
Flexible basin.
S
RHS
Focus on future plans and backwards building.
S
RHS
Focus on specific academics.
S
RHS
Giving each student more individualized learning opportunities.
S
RHS
Goes with staff strengths
S
RHS
In depth approaches.
S
RHS
Learning styles.
S
RHS
Long term teacher student relationships.
S
RHS
Lots of choice
S
RHS
Love small schools for more personal settings and relationships
S
HAMS
S
HAMS
Earlier career path decisions
S
HAMS
Everyone knows you – student & teacher
S
HAMS
Good place to choose a path
S
HAMS
Higher graduation rate
S
HAMS
Student choice – students stay interested
S
HAMS
Students will be able to compete globally
S
HAMS
Wonderful
S
HM
Choices
S
HM
Focus in area of interest
S
HM
Get to know teachers/kids in a small setting
S
HM
Get to know teachers/students in smaller schools
S
HM
More choice, built to students strengths, know teachers in small setting, students to excel in specific area, option of staying in one school
S
HM
More opportunities for kids to excel
S
HM
Opportunities for students to choose an educational program that they may excel in
S
HM
Opportunity to specialize
S
HM
Option of staying as one school
S
HM
School choice
S
RH
About 400 kids in each cluster.
S
RH
Based on interests.
S
RH
Being on the same campus students could attend a couple schools of interest.
S
RH
Core curriculum in 9th and 10th grade.
S
RH
Excitement
S
RH
Excitement in what choice you get to have in your interest area.
S
RH
Get to students/personable.
S
RH
Happy people/happy students.
S
RH
Happy ss & Ts because their learning/ teaching what they want
S
RH
High interest – motivate students.
S
RH
Involvement
S
RH
Lots of choices for students.
S
RH
Lots of team teaching.
S
RH
More
S
RH
More choices opportunity to make
S
RHS
Many opportunities.
S
RH
More choices.
S
RHS
S
RH
More opportunity to explore ed innovation
May be the spark less motivated students will love.
S
RHS
More academic/extracurricular choices.
S
RH
More opportunity to explore innovation.
REYNOLDSBURG CITY SCHOOLS
139
Reynoldsburg Reach Summary Report Appendix
STRENGTHS Loc.
Strength
Aud.
Loc.
Strength
S
RHS
More individualized learning opportunities and teaching (x2)
S
SR
Crossover possibilities
More opportunities and advantages for students
S
SR
Decreased discipline
S
SR
Expand horizons
S
SR
Focus earlier on interests
S
SR
Focus on interests and strengths
S
SR
Good for students to "test waters"
Opens up doors to many new ideas.
S
SR
Good foundations within focus on core
S
SR
Helps kids think about their future and not just the present
S
SR
If done right most rigorous
S
SR
If we have one irn it will be successful
S
SR
Increases self motivation
S
SR
It will turn community around-strengthen community
S
SR
Kids are around a lot of kids with similar interests
S
SR
Kids are around kids with similar interests
S
RHS
S
RHS
More opportunities for sports/band?
S
RHS
More personal relationships (student/ teacher)
S
140
(continued)
Aud.
RHS
S
RHS
Opportunities for change/creating.
S
RHS
Parent involvement
S
RHS
Personal identity
S
RHS
Personalization (x2)
S
RHS
Promotes backward building
S
RHS
Provides small community, generates school spirit
S
RHS
Provides unique experiences.
S
RHS
Relevant curriculum
S
RHS
Safety
S
RHS
Small schools but identical (x2)
S
SR
Less students in classrooms
S
RHS
Smaller class size (x2)
S
SR
Less students in each class
S
RHS
Smaller learning communities. (X4)
S
SR
S
RHS
Something for everyone.
More opportunities for kids to choose career paths early
S
RHS
Spark that motivates
S
SR
More student parking
S
RHS
Specialization
S
SR
Most equitable
S
RHS
Specialized education (x3)
S
SR
Motivated students
S
RHS
Staff choice.
S
SR
Opportunity to test the waters
S
RHS
Staff choices more buy in.
S
SR
Opportunity to try different things
S
RHS
Student choice (x2)
S
SR
Personalization, opportunity
S
RHS
Student choice = student invested
S
SR
S
RHS
Student choice more buy in.
Placates those who desire 1 high school
S
RHS
Student motivation (x2)
S
SR
Sets stage for Reynoldsburg to compete
S
RHS
Students better known.
S
SR
So many opportunities for our kids
S
RHS
Students choose path based on interest.
S
SR
Standardized bus stops
S
SR
Student choice
S
SR
Students can "test" out their interest before moving on
S
RHS
Students more interested in school.
S
RHS
Students with same teachers is helpful.
S
RHS
Teacher freedom in practice.
S
SR
Will keep us competitive in central Ohio
S
RHS
Variation in learning styles, targeted learning.
S
TR
Attention
S
TR
Attractive for career choice
S
TR
Comfortable with situation.
S
TR
Community remains united (x2)
S
TR
Community stays united.
S
TR
Elementary school is within neighborhood.
S
TR
Elementary students need to given a firm foundation to grow on.
S
TR
Focus
S
TR
I agree that a small environment feeling is for kids.
S
TR
Small environment
S
TR
Small groups know students better.
S
RHS
Variety with focus.
S
RHS
Would encourage lots of staff reflection on what and how we teach.
S
SR
Amazing potential
S
SR
Areas of interest
S
SR
Best for community
S
SR
Can cross over from one school to the next
S
SR
Choice promotes success
S
SR
Community outreach potential (x2)
S
SR
Could have opportunity for one set of extra-curricular activities
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
STRENGTHS
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
S
TR
Students can strengthen areas for possible career choices.
S
WRMS
S
TR
Students can work in a 'strength" area.
Could offer classes not frequently attended by many (e.g. Specialized type of physics or a low incidence language.
S
TR
United community?
S
WRMS
Cutting edge learning
S
TR
Variation
S
WRMS
Design own plan.
S
TR
Variation – specialization.
S
WRMS
Different curriculum for special ed
S
TR
Variation-track opportunities
S
WRMS
Diversity -needs met – more options.
S
WRJH
"Family" oriented (teams)/
S
WRMS
Diversity of interests, learning styles.
S
WRJH
Choice
S
WRMS
Doesn't divide
S
WRJH
Closeness, opportunity for specific academic.
S
WRMS
Embrace 21st century
S
WRMS
Explore areas before college/work
S
WRJH
Communities.
S
WRMS
Flexibility and program expansion
S
WRJH
Could be focused around staff interests.
S
WRMS
Flexibility of programming (depending on your type of "schools"
S
WRJH
Each building will have its own I.D.
S
WRMS
S
WRJH
Education more individualized.
Force kids to be serious about education at early age.
S
WRJH
Flexible
S
WRMS
Future planning
S
WRJH
Focused on students interests.
S
WRMS
Generate creativity, problem solving.
S
WRJH
Great learning experiences.
S
WRMS
Global market place.
S
WRJH
Hopefully higher grades based on selection due to interests/abilities.
S
WRMS
High interest.
S
WRMS
S
WRJH
Interest/ability specific.
Increased graduation rate, attendance, participation
S
WRJH
Keeps high school identities.
S
WRMS
Increased student motivation
S
WRJH
More choices overall.
S
WRMS
Individualized learning.
S
WRJH
More personalized, one on one repor with students.
S
WRMS
Individualized student need
S
WRMS
Innovation (x2)
S
WRJH
No duplication of what fair field career is doing.
S
WRMS
Interest driven (x4)
Offer specialized/custom design academic programs.
S
WRMS
Kids fulfill potential as individuals.
S
WRMS
Language
S
WRMS
Leadership group
S
WRMS
Learners needs met.
S
WRMS
Learning
S
WRMS
Less students per staff
S
WRMS
Max use of physical resources.
S
WRMS
Maximum use of physical plant/ resources
S
WRMS
Meet talent level.
S
WRMS
Meets needs of diversity of students.
S
WRMS
More choice
S
WRMS
More comfortable environment for staff and structs
S
WRMS
More direct input from the community.
S
WRMS
More individual areas (x2)
S
WRMS
More options for different types of learners. (x2)
S
WRMS
More options for different types of learners/diversity. (x2)
S
WRMS
More options.
S
WRMS
More personal environment
S
WRMS
Motivation may increase.
S
WRJH
S
WRJH
One all girl, one all boy.
S
WRJH
One science/math, one performing art.
S
WRJH
Options high for classes.
S
WRJH
Sense of community.
S
WRJH
Similar to other schools- 9-12.
S
WRJH
Smaller group learning.
S
WRJH
Smaller number of students that teachers get to work with.
S
WRJH
Sound educational practice.
S
WRJH
Specialized.
S
WRJH
Students more motivated when learning more tailored to their " likes".
S
WRMS
"Green" fields.
S
WRMS
Allows smaller community feeling without dividing community
S
WRMS
Chance to encourage changes in the world.
S
WRMS
Choice opportunities.
S
WRMS
Choices
S
WRMS
Connections with staff.
S
WRMS
Could be one high school.
S
WRMS
Could help some students grow
REYNOLDSBURG CITY SCHOOLS
141
Reynoldsburg Reach Summary Report Appendix
STRENGTHS
142
(continued)
Aud.
Loc.
Strength
Aud.
Loc.
Strength
S
WRMS
Opportunity for choice – students get the type of education that they truly need.
S
WRMS
Student and parent involvement in planning coursework
S
WRMS
Opportunity for concentrated learning, subject matter/style of learning.
S
WRMS
Student involved in coursework/ scheduling
S
WRMS
Options could help some students grow and develop in different ways.
S
WRMS
Students and parents can have a voice in course work.
S
WRMS
Options for different types of learners.
S
WRMS
Students are more of a person rather than number
S
WRMS
Options for learners.
S
WRMS
S
WRMS
Possible motivation and better attendance due to the closeness of group.
Students can focus on areas of interest.
S
WRMS
S
WRMS
Promote excellence in each area.
Students could become more focused for a university or career choice.
S
WRMS
Provide for helping students focus on career choice/academic interests
S
WRMS
Students could begin to focus on specific learning styles or interests.
S
WRMS
Provides students with individualized needs.
S
WRMS
Students have more choices for class course.
S
WRMS
Reflect newer fields/technologies
S
WRMS
S
WRMS
Sense of belonging. (x2)
Students will have a "more sense of belonging"
S
WRMS
Smaller community feeling.
S
WRMS
Teachers can work from their strengths
S
WRMS
Smaller group of students each school is responsible .
S
WRMS
Teachers motivated by teaching their content
S
WRMS
Special ed.
S
WRMS
Teachers work from strengths.
S
WRMS
Specialization available.
S
WRMS
Teachers work from their own strengths-enjoy teaching.
S
WRMS
Specialization of academic fields.
S
WRMS
Teachers work from their strengths.
S
WRMS
Specialized opportunities
S
WRMS
S
WRMS
STEM
Varied options to meet needs/interests of kids.
S
WRMS
Strategies with more educators.
S
WRMS
Wide range of programs.
S
WRMS
Student/powered involvement in coursework plan.
S
WRMS
Student and parent designs own plan for coursework.
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
WEAKNESSES Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
C
BRJH
Do not know a lot of background on this
C
FR
C
BRJH
Extra cost of logistics , extra cost of busing
May be disappointed with choice and start hating schools
C
FR
May be split up from friends (x2)
C
BRJH
Go with friends and not with real choice
C
FR
C
BRJH
Lottery system
Might not get to be in the area of your choice
C
BRJH
Separation of friends, one school being better than the other
C
FR
Not being able to get in the school of choice
C
BRJH
Weakens traditional h.S. Experience, AP/enriched opportunities diminished, not appealing
C
FR
Overcrowding issues – everyone wants one school (x2)
C
FR
C
CO
Complex
Perhaps loop 9-10 – choices for 11-12 (x2)
C
CO
Could be more expensive for the schools
C
FR
Possible motivational issues if child is in last choice school (x2)
C
CO
Could limit choice
C
FR
Require more specialized teachers
C
CO
Cross labeling talent of teachers
C
FR
Some children won't get first choice
C
CO
Difficult to change paths
C
FR
C
CO
Equitable distribution of teacher talent
Some students won't get first choice (rejection) (x2)
C
CO
Lack of resources
C
FR
C
CO
Lottery
Split friendships/stay with friends and avoid an academic strength (x2)
C
CO
More administrators
C
FR
Staffing: qualifications, experience, placing (x2)
C
CO
Obstacle to complete education in one place
C
FR
C
CO
Possibility of limiting choices or opportunities
Students/families may not receive their first choice which could lead to a frustrating high school experience
C
FR
C
CO
Potential lack of flexibility
Tough for students who are not sure where they fit
C
CO
Students are forced to choose
C
FR
Tracked -- limited choices to change
C
CO
Students may not be able to identify which "school" to fit into
C
FR
Transportation – small numbers of kids across town (x2)
C
CO
Transportation
C
FR
Transportation complexities (x2)
C
CO
Voluntary segregation
C
GR
"Cliquish"
C
FR
13/2300 Doesn't support a class. What happens with a smaller pool
C
GR
Access
C
GR
C
FR
9th and 10th graders need guidance
Can already choose more math, science or art.
C
FR
A lot more complex to plan, manage, implement (x2)
C
GR
Child changes their focus, are they behind? Are they stuck?
C
FR
At 9th grade, may not be mature enough to make choices (x2)
C
GR
Constant switching-students don't know what their interest are.
C
FR
Being unhappy with choice
C
GR
Cost of transportation with one irn
C
FR
Cost of designing specific curriculum
C
GR
C
FR
Curricular coverage; scheduling (x2)
Costs of student location changes/ transportation
C
FR
Friends might not be in your school because their magnet school is in another building
C
GR
Difficult for adolescent to determine needs or interests ("fart in windstorm")
C
GR
Equity
C
GR
Extra cost of busing if bused.
C
GR
Extra cost of logistics, example cost of changing student location if chose of theme changes.
C
GR
Getting shut out-advanced classes.
C
GR
If one band, one student council etc., Where do they meet?
C
GR
Indecision- tough to decide what area you want to specialize in at this age.
C
GR
Kids who switch focus might have to switch schools.
C
FR
Hard to work out (x2)
C
FR
Has the option of being two separate schools
C
FR
Intake/selection criteria (x2)
C
FR
Issues of stacking teams (x2)
C
FR
Kids don't know what they want
C
FR
Kids left out of top choices
C
FR
Lottery (x2)
C
FR
Lottery -- not my choice
REYNOLDSBURG CITY SCHOOLS
“Friends might not be in your school because their magnet school is in another building.”
143
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES
144
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
C
GR
Opportunity for extra classes (in math, etc) already exists
C
HM
More diverse – less unifying – less school spirit
C
GR
Pigeon-holing
C
HM
C
GR
Possibility of getting shut out
C
GR
Rivalry develops
Narrow focus, less choice, confusing schedule, complications if some are long than others
C
GR
Shut out of opportunity if you change?
C
HM
Narrows student opportunity to see all subjects
C
GR
Transportation
C
HM
Need more core subject teachers
C
GR
Transportation for extra-curricular.
C
HM
Overload one school
C
GR
What happens if child changes focus
C
HM
Split up friends, more busing, more cost
C
HAMS
$$$$$
C
HM
C
HAMS
Already pay for these-also fairfield
Split up friends, more money, more busing
C
HAMS
Conflicts W/eastland career centerproven success
C
HM
Still take regular classes
C
HM
Theme, choice already available
C
HAMS
Confusing
C
HM
Transportation costs if bused
C
HAMS
Needs to include an option for some student to take the basics-not specialized
C
HM
Unequal quality of teaching
C
HM
What if change mind on interest
C
HM
What if students change mind in year 2 or 3
C
HM
Will cause students to fall through cracks
C
HM
Won't help transition to college
C
HM
Would model be flexible enough to stay current with education trends
C
HM
You don't know what classes to attend, how long the classes are
C
RH
A lot of seniors don't even know what to do in college so how will 8th graders?
C
RH
Can already choose classes by theme.
C
RH
Can not transfer until one year.
RH
Choices: 2nd and 3rd choice
C
HAMS
Specialization too soon-can they change?
C
HAMS
Specialized teachers to teach special classes
C
HAMS
Union restrictions?
C
HM
6 Schools-less will rounded, not ready to make choice or vocation
C
HM
Bureaucratic mess
C
HM
Competition, a lot of money for busing
C
HM
Complex implementation
C
HM
Could create too many problems in dividing schools, not enough interest could cause issues
C
HM
Extra costs of logistics in changing themes
C C
RH
Class system W/in the school
C
HM
Freshmen could then be bullied by seniors, transportation issues
C
RH
Community perception of equity.
C
RH
Cost, planning, organization, busing, implementation
C
RH
Create a social class system.
C
RH
Extra cost of busing if bused.
C
RH
Extra cost of logistics, example cost of changing student location if chose of theme changes.
C
RH
Extra logistics costs
C
RH
Have to stay in one school through the year even if they want to change .
C
HM
Hard to understand-students and parents may not know about opinions
C
HM
Having to decide which school, kids that don't fit in any school, not mature enough to choose
C
HM
Hire more teachers
C
HM
Hire more teachers, luck of knowledge
C
HM
Hiring of more teachers, lack of experience to build choices
C
HM
If you have a subject you really like, but the HS has it will be a longer trip
C
RH
C
HM
Kids can get more lost in the system not really necessary
How do parents/students know what they really want to do.
C
RH
How to determine size of each program.
C
RH
If all schools are full, a child may not get into a school or program of choice so they may lose interest in attending- no guarantee of placement.
C
HM
Kids fall thru cracks
C
HM
Lack of experience with idea
C
HM
Less diverse-super focus- of all "like" people
C
RH
Kids already have some choices (x2)
C
HM
Lost money-unnecessary expense
C
RH
C
HM
Lottery
Kids have to figure out what they want so early.
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
WEAKNESSES
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
C
RH
Kids may not be happen W/bldgs because they were assigned to their 3rd choice
C
RH
What of special learners?
C
RH
Who makes child's choice? (X2)
C
RH
Who's picking is this parents choice?
C
RH
Will kids know what they want to do?
C
RHS
"Follow your buddy"
C
RHS
8th graders are not mature enough to choose a discipline for their studies; freshmen need a varied subject to learn where they may want to study; students may need classes in both schools; lottery system will upset some people; transportation nightmare; tendency to follow their buddy to certain school or program
C
RHS
8th graders don't know what they want
C
RHS
Are 8th graders ready to make a decision on their "choice school" or career decision/path
C
RHS
Busing nightmare
C
RHS
Can already choose by theme
C
RHS
Can't individualize too far because of large student numbers
C
RHS
Change mid-stream?; Do kids really know what they want to do?; Limitation on number who can participate; scheduling nightmare
C
RHS
Children making decisions. they’re not ready for (do 8th graders really know?)
C
RHS
Choices
C
RHS
Complicated – more administrators
C
RHS
Cost differences; high scholars have to make a choice; 5 years of commitment; lottery is not a choice for equity issue; are the teachers on board?
C
RHS
Divided cliques based on choices
C
RHS
Divided from other schools
C
RHS
Students who want dual programs may have difficulty combining programs.
Do freshmen know what they want to do? Can they switch schools? How many graduating classes? Lottery
C
RHS
Extra costs for busing
RHS
Extra costs for logistics
C
RH
Kids would be looked down on if they were not in a "choice" school.
C
RH
Lack of motivation if not happy W/ choice
C
RH
Lack on united identity.
C
RH
Lifes work, learning beginning early.
C
RH
Lottery system.
C
RH
Massive change- how to deal?
C
RH
Maybe hard to balance class sizes and teacher/subject.
C
RH
Might hurt community unity
C
RH
Money
C
RH
Money divided.
C
RH
No guarantee of placement (x2)
C
RH
No idea of choice-then what?
C
RH
No working models in area?
C
RH
Not enough local models
C
RH
Not enough working models.
C
RH
Not providing breadth to students.
C
RH
Organization of bldgs. Separation of subject matter
C
RH
Overcrowding; lack of choice for moving
C
RH
Pick to stay with friends
C
RH
Refuse too talented applications? Really? This is what we call "stupid."
C
RH
Safety W/transportation
C
RH
Scheduling will be haRd.
C
RH
Students may not know or like school of choice when done.
C
RH
Students moving into district may cause over crowding in schools of specialty or have no choice through no fault of their own.
C
RH
C
RH
Technology distribution?
C
C
RH
Too early specialization?
C
RHS
Extra expense of transportation
C
RH
Too few/many to support it.
C
RHS
C
RH
Too many applications in some areas, too little in others.
Forces decision by those not ready, core
C
RHS
C
RH
Too much breadth (too many programs)
Funding; transportation nightmare; lottery (lucky for one unlucky for other)
C
RH
Too much change
C
RHS
Getting teaching (all) to buy in
C
RH
Too narrow.
C
RHS
Going to building far from neighborhood
C
RH
Transportation costs (x3)
C
RHS
C
RH
Two different perspectives of math and arts-same area politics
High school is for a broad education, college is the time to specialize
C
RHS
C
RH
Two schools, “pigeon-hole" kids
How do you deal with kids that have different skill levels
C
RH
We have career centers already!
C
RHS
How do you handle arts/music programs at the different schools
C
RH
What if student is unhappy first nine weeks? Stuck for three more quarters? Ugh!
C
RHS
Kids don't always know what they want to do yet. Can they change their minds?
REYNOLDSBURG CITY SCHOOLS
“8th graders are not mature enough to choose a discipline for their studies. Freshmen need a varied [curriculum] to learn where they may want to study. Students may need classes in both schools.”
145
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES
“The cost of hiring specialized teachers.”
Loc.
Weakness
Aud.
Loc.
Weakness
C
RHS
Kids might not get the program they want
C
SAC
Not a well understood model by community.
C
RHS
Less diversity interaction
C
SAC
Other two may not be of interest.
C
RHS
Limited to class choice – if student wants to take one of classes in other facility -what are the options
C
SAC
Possibility not getting the school of choice.
C
RHS
Logistics of extra curricular-kids try out/ practice -etc
C
SAC
Possibility picking the wrong school early on.
C
RHS
Lottery
C
SAC
Reduced learning opportunities
C
RHS
Lottery to get into the school
C
SAC
C
RHS
More busing costs
Reduced opportunity for students who want to explore many different disciplines.
C
RHS
Most expensive
C
SAC
Set students on a path too young.
C
RHS
Need for strong guidance
C
SAC
Student not getting first choice
C
RHS
Operational expenses for experienced "specialized" teachers and the cost/ supplies for those classes
C
SAC
Too many in grade level.
C
SAC
Transportation nightmare.
Possibility of getting shut out of the "choice of school" student prefers & dealing with lottery choices
C
SR
A lot of research to implement
C
SR
A lot research to implement
C
SR
Allows customizing
C
146
(continued)
Aud.
RHS
C
RHS
Restriction multi direction
C
SR
Can already choose classes by theme
C
RHS
Scheduling nightmare
C
SR
C
RHS
Scheduling/planning challenge
Disappointed if you don't get your choice
C
RHS
Social dec
C
SR
Extra cost of busing, if bussed
C
RHS
Special needs left out due to multi themes
C
SR
Extra cost of changing
C
SR
Extra cost of logistics
SR
Extra cost of logistics (busing, testing, transportation)
C
RHS
Structure difficult; logistics; transportation
C
C
RHS
Structure more difficult
C
SR
C
RHS
Students making decisions based on social criteria
Extra costs for logistics ex. More paperwork
C
SR
Heavily influenced by peer pressure
SR
If they have choice of math/science or arts may not get to be well rounded
C
RHS
Students not getting what they wanted
C
C
RHS
Students with multiple talents may be limited in their opportunity due to logistics and cost
C
SR
Integrate transfer students to11/12, in or out
C
RHS
Students might not get choice/lottery
C
SR
C
RHS
Switching between programs
Kids can choose study of choice with traditional school
C
RHS
The cost of hiring specialized teachers; it would force children to choose a career path when they're not ready to make one. Most college freshmen aren't ready to make that decision, how can you expect a 16 year old to? ; Logistics nightmare; taking a class at school "one" and wanting to take one at school "two" across town.
C
SR
Lower ranking on college admission (x2)
C
SR
More complex 9x2)
C
SR
More complicated-needs constant "refreshing"
C
SR
More expensive to operate everything
C
SR
Not every student has desire to focus
C
SR
Pigeon-holing students
C
SR
Too many options for students
C
TR
"Too fuzzy" conceptually -- will it meet the needs of children?
C
TR
8th -- too young to decide on a choice
C
TR
9-12 Attending same classes – bad habits? Images?
C
TR
Ability to take courses in other school? And what if school is on other campus?
C
TR
Are kids ready to focus on one style of learning?
C
TR
Are students locked into choice?
C
RHS
This would be a chaotic mess, not a choice school
C
RHS
Transportation "nightmare"
C
RHS
Transportation expense
C
RHS
With only 400 slots per school some kids will be limited in opportunities
C
SAC
Confusing and hard to decide specific areas to teach.
C
SAC
Duplication of resources.
C
SAC
Finding expertise from current staff.
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
WEAKNESSES
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
C
TR
Being locked into a curriculum could lower GPA
C
TR
C
TR
Big $$
C
TR
Bus routes
If totally random, how to kids that are a good match and don't get in, I.e. kid is math whiz but doesn't get into STEM school – handle where they are put?
C
TR
Busing nightmare
C
TR
Interest for freshmen year?
C
TR
Can already choose classes by theme (x2)
C
TR
Issue of travel between 2 campuses
C
TR
C
TR
Can take some classes in other schools
Kids are too young to decide what they want to do at that stage of their lives
C
TR
Can't change curriculum until end of school year
C
TR
Kids may follow friends
C
TR
C
TR
Can't change for a year
Kids would have to determine their future plans at a much younger age
C
TR
Career center already an option
C
TR
Limiting of electives/choices of 9th/10th courses
C
TR
Complicated
C
TR
C
TR
Complicated
Little flexibility if allowed only end of year switch
C
TR
Cost – transportation, administration. Transportation nightmare getting kids to/from school
C
TR
Lottery system (x2)
C
TR
Mapping nightmare
C
TR
May not meet needs of traditional student
C
TR
Cost to implement is huge
C
TR
Could get locked into curriculum
C
TR
C
TR
Could get locked into the wrong curriculum
May or may not have two sets of extra curricular activity
C
TR
More busing required
C
TR
Difficult to find and develop educational resources
C
TR
C
TR
Do they really know what they want to grow up to be?
Needing to move kids is probably costly and waste an entire academic year (switch major)
C
TR
No boundaries
C
TR
Do we realign programs every year?
C
TR
C
TR
Does this cause students to enhance bad habits? Images?
C
TR
Exclusionary – students must be exposed to all types of students, diversity
No diversity, staleness of students seeing the same four walls and teachers teaching the same subject and same students
C
TR
No nuts and bolts
C
TR
Extra cost of busing if bused
C
TR
Not comfortable with this
C
TR
Extra cost of logistics, example cost of changing student location if chose of theme changes
C
TR
Operating costs
C
TR
Operating expenses will go up
C
TR
Overtaxing students
C
TR
Extra costs for logistics ex. More paperwork
C
TR
Personalizing education is a weakness
C
TR
Families with students in multiple buildings
C
TR
Pigeon-holing
C
TR
Rise in transportation costs
C
TR
Finding teachers specialized enough for disciplines
C
TR
Sports players may not be together or split
C
TR
Forced to commit to a curriculum that you do not like or interested in for a full year
C
TR
Staffing
C
TR
Staffing; ensuring continuity of programming
C
TR
Forces kids that don't have a particular interest to choose
C
TR
C
TR
Higher operating costs
Staleness -- W/all same students all 4 years
C
TR
Higher operating costs
C
TR
Struggling students?
C
TR
How do we treat the 80 percent in the middle of the bell curve?
C
TR
Students get lost in large school environment
C
TR
How will kids get their choices? Who decides (x2)
C
TR
Students would have to select lead discipline (could change at end of year)
C
TR
If too many kids want the same school
C
TR
Too complicated
C
TR
Too much concentration too early when HS students need some overview
C
TR
Transportation (x4)
REYNOLDSBURG CITY SCHOOLS
“Being locked into a curriculum could lower GPA.”
147
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES
148
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
C
TR
Transportation difficulties
C
WRJH
C
TR
Transportation nightmare
Transportation for students taking advanced classes
C
TR
Unproven model in area
C
WRMS
Busing.
C
TR
Using kids as guinea pigs
C
WRMS
Cheating the kids in some area.
C
TR
Using students as guinea pigs
C
WRMS
Costs.
C
TR
Very complex
C
WRMS
C
TR
What about kids who don't know?
End up cheating kids with strengths in all areas.
C
TR
Will cost more to operate
C
WRMS
Hiring specialized teachers.
C
TR
Working out "bug" of a complicated and new option
C
WRMS
It will not teach basic math, reading, and writing.
C
WRJH
9-10, 11-12 Both small schools.
C
WRMS
Limited availability for interests.
C
WRJH
Already have the career center
C
WRMS
C
WRJH
Can already choose classes by theme.
Students not getting into their school of choice or major classes of area of study.
C
WRJH
Confusing (students, parents)
C
WRMS
Transportation
C
WRJH
Expecting high school students to decide on a major
C
WRMS
Transportation problems.
C
WRMS
Busing
C
WRMS
Cheat kids with a lot of strengths
C
WRMS
Concern that some students will miss out on experiences + opportunities
C
WRMS
Cost
C
WRMS
Cost-huge
C
WRJH
Extra cost of busing if bused.
C
WRJH
Extra cost of logistics, example cost of changing student location if chose of theme changes.
C
WRJH
Falling behind due to a wait lists for a specific program
C
WRJH
It is hard to decide this in college alone.
C
WRMS
Costly to find qualified teachers
C
WRJH
It might be difficult to decide what theme they want to settle in so early.
C
WRMS
Federal funding impact?
C
WRMS
Hard to change-programming
C
WRJH
Less broad range of exposure
C
WRMS
C
WRJH
Limited choices
How to identify student interests and skills?
C
WRJH
More faculty needed to do same amount of work
C
WRMS
How would teams work/bands/clubs
C
WRMS
Lottery- how will it work
C
WRJH
Needs much more evaluation.
C
WRMS
Not getting into school of choice
C
WRJH
Not preparing students for college
C
WRMS
C
WRJH
Second or third choice.
Opportunity window small-only six schools
C
WRJH
Serves elite students
C
WRMS
Students get locked in (can't switch)
C
WRJH
Staff qualifications?
C
WRMS
Transportation (x2)
C
WRJH
Transportation
C
WRMS
C
WRJH
Transportation for gifted classes
Two separate 3-school bldgs or one group of 6 schools?
C
WRJH
Very costly
P
BRJH
C
WRJH
Younger students not yet directed, they may not be able to choose.
C
WRJH
2nd and 3rd choices
Can't see your friends, not learning everything you need to know, have to go to other h.S. For classes, certain classes can be really full, others can be really small
C
WRJH
Busing for extra-curricular
P
BRJH
Fiends split
C
WRJH
Curriculum challenges
P
BRJH
C
WRJH
Extra logistics costs
Friends split again, classes outside of school
C
WRJH
Kids choosing wrong path
P
BRJH
Harder to make teams
C
WRJH
Kids unable to choose as freshman/ sophomore
P
BRJH
Have to go to other building for classes? (X2)
C
WRJH
New concept and hard to explain to community
P
BRJH
If you had one class at the other school you would have to walk
C
WRJH
Staff buying into new system of small schools
P
BRJH
Kids could want to have the same class and it gets full
C
WRJH
Transportation costs and logistics: 2 buses in potentially each neighborhood
P
BRJH
Learn in one subject/topic, choice may not exist
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
WEAKNESSES
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
P
BRJH
Might be too many fights between students, not learning everything you need to know or other subjects, have to go to other schools for classes, might not have your choice
P
RHS
If transfer to another school you might get confused
P
RHS
Might not have your choice -- would have to settle (x2)
In college, lots of kids switch majors -- what if you choose 1, then want to change?
P
RHS
Indecisive students
P
RHS
Innovation and change are never easy to sell
P
RHS
Just confusing -- not a good idea
P
RHS
Kids getting lost in system
P
RHS
Less diversity/not exposed to as much
P
RHS
Less diversity/people in my field not exposed to others
P
RHS
Less socialization
P
RHS
Limited to 400 students per area
P
RHS
Limited to certain teachers recommendations
P
RHS
Location could limit choices
P
RHS
Long waiting list
P
RHS
Long waiting list-cannot get into to school you want
P
RHS
Lottery system could turn into problems for many students
P
RHS
Makes it difficult for students to take courses offered by more than one facility
P
RHS
Might not have the careers/fields that everyone might want
P
BRJH
P
BRJH
Might not have your strength, not learning everything, won't see friends
P
BRJH
Not being in all subjects
P
BRJH
Not learning everything you need to know for other subjects (x2)
P
BRJH
Not learning everything you need to know, not have a class you want, not see friends because they may be taking something else
P
BRJH
Not seeing friends, if you picked the wrong subject you are stuck with it
P
BRJH
People might not want to do anything in the choice
P
BRJH
People will get lost
P
BRJH
Small and large classes (x2)
P
BRJH
Some kids could get mixed up with different teachers
P
BRJH
Split friends
P
BRJH
Won't be with friends
P
BRJH
Won't see friends unless same is chosen (x2)
P
BRJH
You can only do one subject
P
BRJH
You have to focus on certain subjects and topics, might not have the topic you want to practice
P
RHS
Not enough socializing (x2)
P
RHS
Not every freshman knows what they want to do
P
HAMS
Cost more $
P
RHS
Not everyone knows what they want
P
HAMS
More busing -- more $
P
RHS
P
HAMS
Split up friends
Not getting same studies as someone else
P
HAMS
Freshman could be bullied by seniors
P
RHS
Not having equal opportunity
P
RHS
Not many kids know what they want to do when they come out of the 8th grade
P
RHS
Not the same standards
P
RHS
OGT
P
RHS
People do not have a full idea of what they will major in college/career.
P
RHS
Scheduling
P
RHS
Separates students from other students socially
P
RHS
Social separation
P
RHS
Socializing
P
RHS
Socially separates students
P
RHS
Some people might know or might not know what they want to focus on
P
RHS
Stuck with teachers/kids you may not like
P
HAMS
Transportation
P
RHS
A lot of money
P
RHS
Afraid of not having what I want
P
RHS
Clashing for college prep
P
RHS
Confusing to people
P
RHS
Constant changing of minds
P
RHS
Create segregation/separation between kids
P
RHS
Dress code
P
RHS
Expecting kids to know their future
P
RHS
Hard to pick what focus you want
P
RHS
Hard to sell to people
P
RHS
Have to find teachers who specialize -- would that cost more?
P
RHS
Have to wait a year to switch
P
RHS
If lottery, what if lots of kids want science/math -- what happens "so sorry"
P
RHS
Students may be placed where they do not want to be
P
RHS
If school area-sub school-not good- you are in a bad place
P
RHS
Students may not know which choice to select
REYNOLDSBURG CITY SCHOOLS
149
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES
150
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
P
RHS
Switching between smaller schools=problem?
P
WRJH
May not get what you wanted
P
WRJH
Might limit choices after school
P
WRJH
Might not get first choice (x2)
P
WRJH
No identity for everybody
P
WRJH
Not always get first choice
P
WRJH
Overpopulation
P
WRJH
People may not be in what they want to be in and will not be happy
P
RHS
Takes away career center
P
RHS
Teachers
P
RHS
Then some people switch their majors to completely different things
P
RHS
They may not know what they want
P
RHS
Time/scheduling conflict
P
RHS
Time conflict between core/elective classes
P
WRJH
Rivalry between schools (x3)
P
WRJH
Separation of teams
P
WRJH
Slight chance bump to second choice – lottery
P
WRJH
Some people might not want to do thing like what you have in school. They might want to do something else
P
RHS
Time conflict between specific schools and core classes
P
RHS
Time/schedule conflict W/core classes
P
RHS
Times
P
RHS
Too many people in the same area (x2)
P
RHS
Too many want same thing
P
WRJH
Special teachers
P
RHS
Too much like college (stress)
P
WRJH
Split possibly
P
RHS
Transfers
P
WRJH
Staffing
P
RHS
Transportation (x2)
P
WRJH
Student might have to move -- catch up
P
RHS
Trying to get students and teachers. It's just a big mess
P
WRJH
Students prefer regular classes
P
WRJH
Students who choose to attend one school due to its cons might not be able to
P
WRJH
Students wouldn't be able to learn what they want to be in the future and they would not be happy
P
RHS
Very little unifying school identity, transportation, student classes
P
RHS
What about students that don't want to go to college
P
BMG
As freshmen, most don't know what their career is going to be
P
WRJH
P
BMG
If buses didn't take kids from school to school, then kids would have to find their own way there
There may not be an "identity" for everyone
P
WRJH
Transportation (x4)
P
WRMS
Less friends (x5)
P
WRMS
Many kids don't want to just learn a couple of subjects they would most likely want more
P
WRMS
Might be too crowded if everyone goes to the same school
P
BMG
If everybody wanted the same career, that class may be filled
P
BMG
If you want one of the class you have to take them all
P
BMG
Long distance between places?
P
BMG
Might feel cramped getting to different places
P
WRMS
Might not get what you want
P
WRMS
More parental pressure (x3)
P
WRMS
More parental pressuring (2)
P
WRMS
Not as much safety
P
WRMS
Peer pressure
P
WRMS
Peer pressure to take something you might not really want(x3)
P
WRMS
People in the community may struggle while attempting to adapt to change
P
BMG
Spend a lot of money
P
BMG
Very expensive
P
SR
Confusing
P
SR
If signed up but do not like, wasted time
P
SR
May not like this plan
P
WRJH
Busing (x2)
P
WRJH
Confusing
P
WRJH
Confusion
P
WRMS
P
WRJH
Everyone would be split up by grade (not identity for everyone)
The kids might be a little confused my the design
P
WRMS
P
WRJH
I don't like this idea because it seem like too much to deal with in one building
There still may be a possibility of overcrowding
P
WRMS
You might not get you first choice
P
WRMS
You might not get your choice
WRMS
Might just pick what good at-not learn what you need
P
WRJH
Limited choices (x2)
P
WRJH
Lottery – not getting what you want
P
P
WRJH
Makes kids decide what they want to do when they're young
P
WRMS
One might be overpopulated-too popular
S
BMG
Competition still exists between schools
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
WEAKNESSES
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
S
BMG
Deciding the options
S
BRJH
S
BMG
Fuel cost
What is involved if student change their mind
S
BMG
Full district transportation issues
S
BRJH
S
BMG
Jvs, transportation suffers
Would an la teacher be assigned to the math school.
S
BMG
May not know what you want to specialize in
S
BRJH
Ability may not match student choice
S
BRJH
Academic plan to early
S
BMG
More overall transportation costs (drivers, repair, buses, etc.)
S
BRJH
Change from norm (fear)
S
BRJH
Cost move to bus kids
S
BMG
Not all students get their choice
S
BRJH
Expensive
S
BMG
Special schools receive special treatment (I.e. all send in one school
S
BRJH
Forcing kids to choose
Teammates might not really know each other
S
BRJH
May limit choices
S
BRJH
No room for "whole child" growth
S
BRJH
Scheduling nightmare
S
BRJH
School transfer issues
S
BMG
S
BMG
Too soon to choose what they want to do
S
BMG
Where does a student fit in that doesn't fit in
S
BRJH
Staff license issues
S
BRJH
Technology & support
S
BRJH
Balancing special opportunities
S
BRJH
Teenage driving
S
BRJH
Busing
S
BRJH
Tracking
S
BRJH
Can children switch between school?
S
BRJH
S
BRJH
Can procedures be the same through all disciplines?
Transportation-financial-serve entire district W/both locations-enough buses, drivers, etc...
S
BRJH
Capping enrollment #'s
S
BRJH
S
BRJH
Could become competitive i.e. The lottery thing you described.
What if someone did not want to specialize-how would they fit?
S
BRJH
Will science teachers have equipment
S
BRJH
Difficult to manage
S
CK
Can community afford another levy?
S
BRJH
Difficulty staffing
S
CK
Change your mind
S
BRJH
Elitist attitude for some programs.
S
CK
Choice could not be available
S
BRJH
Families in both buildings
S
CK
Cost (x2)
S
BRJH
How to decide what program at certain school
S
CK
Cost of extra staff
S
CK
Cost of two separate buildings
S
CK
Even if one kid can't get what they wantit's wrong, when 80% of kids do get what they want
S
CK
Hard for kids to make a choice
S
CK
I still think that with two high schools you are placing the children with money in one, and children without in another. I feel they will think school is better than the other
S
BRJH
If change mind…..
S
BRJH
If separate sports; competition
S
BRJH
If single sports; limited opportunities
S
BRJH
Losing experiences of either discipline. They are not focused on.
S
BRJH
Lots of decisions/one graduation.
S
BRJH
Maybe too early to specialize
S
BRJH
New to residents.
S
BRJH
No options/room for whole child growth.
S
CK
If don't get choice…
S
CK
If student doesn't get choice
S
BRJH
Nothing to base this on – parents do not know
S
CK
If you don't get into the school choice
S
CK
In my opinion, would not be right choice
S
CK
Kid having to choose subject matter to early in HS
S
CK
Kids may not get into to their areas b/C of lottery
S
BRJH
Scheduling nightmare.
S
BRJH
Seems expensive.
S
BRJH
Separation among groups.
S
BRJH
Tracking
S
BRJH
Transportation (x2)
S
CK
Logistics-transportation
S
BRJH
Transportation nightmare.
S
CK
Lottery (x3)
S
BRJH
What if a child doesn't want to "specialize"?
S
CK
Lottery/students unable to get choice
S
CK
Lottery-unable to get your choice
S
BRJH
What if they don't fit into specialized areas?
S
CK
Make choice and sticking to it
REYNOLDSBURG CITY SCHOOLS
151
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Loc.
Weakness
Aud.
Loc.
Weakness
S
CK
Make one large
S
CO
S
CK
Nightmare to administer
Questions about students who change their minds-need procedures/policies
S
CK
Not sure if they are old enough to be pigeon- holed
S
CO
Staffing costs
S
CO
Student not getting first choice
S
CK
Parent could make wrong choice for student
S
CO
Too many kids wanting same career path
S
CK
Pigeon-holes students
S
CO
Transition period/learning curve
S
CK
Separating families with students in two schools
S
CO
Transport logistics between schools to get classes they need
S
CK
Students may get stuck with something they don't like
S
CO
Transportation
S
CO
What about kids who don't like school, will they be left behind?
S
CK
Teacher staffing difficulties
S
CK
They may lose a learning experience from diversity of students' life experiences
S
CO
Will not work smoothly at first
S
FR
Two buildings will have "school" separation – should build one facility
Are the students old enough to make these choices?
S
FR
Balance enrollment
S
FR
Can't be guaranteed your first choice
S
FR
Decide who attends
S
FR
Graduating early.
S
FR
Hard for students to decide.
S
FR
Having to make choice
S
FR
How are children at 14 to know what they want to specialize in?
S
FR
Informing the community of the theories behind this option could be an obstacle (tradition)
S
“Informing the community of the theories behind this option could be an obstacle (tradition).”
152
(continued)
Aud.
CK
S
CK
Unable to change
S
CK
What happens to kids that aren't smart or have very average learning?
S
CK
What if not even, or fluctuation of interest year to year. Can you accommodate?
S
CK
What if you do not know what you want to pursue?
S
CK
Wouldn't be around different people
S
CK
Wouldn't be around students with other interests
S
FR
Limit choices for further advancements.
S
CO
Issues between parents and staff deciding
S
FR
Many (community) are resistant to change
S
CO
A student who may attend the school and decide that it is not what they thought it would be, how easy would it be to change?
S
FR
Movement of students within schools.
S
FR
No idea what they want to do.
S
FR
Not being in school and teammates.
S
CO
Achievement/students suffer
S
FR
Not sure about subjects
S
CO
Average costs of offering specialized, advanced courses in selected areas
S
FR
Not true high school experience.
S
FR
Prevents the amount of "exploring" students can do by taking different courses. Forces students to make decisions at a young age.
S
FR
Should be able to switch if you don't get your 1st choice
S
FR
Student choice.
S
FR
Students may not get into the school of their choice.
S
CO
Division of focus disciplines
S
CO
Equity
S
CO
First year rocky, could affect achievement
S
CO
Logistics nightmare W/one irn
S
CO
Lottery
S
CO
Lottery-failure
S
CO
May lose staff buy in
S
FR
Teacher training/materials
S
CO
Might promote spirit of elitism/division
S
FR
That teenage driver thing.
S
CO
More planning and funding required that we may not have
S
FR
Too much opportunity
S
FR
What happens if students change their minds.
S
FR
What if they think they "know" but grades and the selection process doesn't agree with their choices?
S
CO
Non-active parents won't care about choices
S
CO
Parents may be intimidated
S
CO
Perception in the community about complexity, cost, potential discrimination
S
FR
S
CO
Perception more complex, more costly, potential for discrimination
Would we have enough qualified teachers in these specific areas?
S
GR
Costly
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
WEAKNESSES
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
S
GR
Deciding who would go in the lottery.
S
RH
S
GR
May not get first or even second choice.
Creating special opportunities in 11 and 12 grades.
S
GR
More organization (x3)
S
RH
S
GR
More specialized staff.
Each school assume identity I.e. Business, math arts, impact, leadership.
S
GR
Requires a more specialized staff.
S
RH
Harder to implement. (X2)
S
GR
Specialized staff
S
RH
S
GR
Staffing (x2)
It will have to have excellent administration to make it work. Otherwise it would be a mess.
S
GR
Will students be prepared for OGT
S
RH
S
HAMS
Change in demand needs to be accommodated.
Kids not sure what school to be in if closed out of choice.
S
RH
Pigeon holed
S
HAMS
Concern that many high school freshman don't really know what they want to specialize in.
S
RH
Pigeon-holed into interest area.
S
RH
Ss don't know which school to choose
S
RH
Ss who don't get first choice
S
RH
Students get closed out of choice.
S
RH
Students not sure what to concentrate in.
S
RH
The students who don't get their first choice of interest to attend that small school.
S
HAMS
Locks students into one choice.
S
HAMS
More complex than other (more money).
S
HAMS
Students may not receive their first choices.
S
HAMS
You already have a tech school you don't need the extra.
S
HAMS
Busing
S
RH
Transportation and staffing.
S
HAMS
Communication
S
RHS
Amount of planning (x2)
S
HAMS
Complicated
S
RHS
Bus nightmare
S
HAMS
Costly
S
RHS
Busing. (x2)
S
HAMS
Logistics
S
RHS
Chance for failure
S
HAMS
May not get choice they want
S
RHS
Choice at too early age.
S
HAMS
Not ready to pick a path
S
RHS
Choose as freshman.
S
HAMS
Transportation
S
RHS
S
HM
Division of community
Choose early and some kids focus to much with friends.
S
HM
Equality of ESL – socio economic
S
RHS
S
HM
Parent pressure
Choosing so early would it be hard to switch/hassle?
S
HM
Students not knowing what they want to specialize in, creates pressure
S
RHS
Confusing
S
RHS
Confusing hard to change around.
S
HM
Unequal opps – Esp. Spec need students
S
RHS
Confusing transfers, so new.
S
RHS
Costs with more busing.
What happens if school you want to go to is full
S
RHS
Different levels of success
S
RHS
Difficult for kids who change focus.
S
RHS
District is highly transient-too many new kids to identify and properly enroll.
S
RHS
Forcing choices by parents/peers
S
RHS
Freshman!
S
RHS
Hate for students to decide against STEM @ 9th grade!!
S
RHS
How do you ensure kids all get the same opportunities.
S
RHS
How would you have high school spirit or comrades?
S
HM
S
HM
What if school is full but still want to go there?
S
HM
What if you don't know what you want to do with your life
S
HM
What students go where, equity among students, locked in after 11th grade, what if it is full, dumping grounds, parent pressure
S
RH
"Who is in my class"
S
RH
$ – Staffing/transportation
S
RH
$/Staffing.
S
RH
A lot of change for Ss/Ts/Commu
S
RHS
S
RH
Are high school students able to make the choice of interest?
I saw this set-up in Cincinnati. Six different schools does not allow connections.
S
RHS
S
RH
Can interests change?
Influx of kids coming from other schools.
S
RH
Changes for interests.
S
RHS
Keep education structure pertinent of leadership changes
S
RHS
Keeping #'s balanced.
REYNOLDSBURG CITY SCHOOLS
153
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES Loc.
Weakness
Aud.
Loc.
Weakness
S
RHS
Keeping/making permanent and viable over years with change in leadership.
S
RHS
What qualification?
Kids change schedules a lot now --this would be more so
S
RHS
What to do with move-ins?
S
RHS
Will traditional school be a choice?
S
RHS
Would only work well for first time freshman to get the full experience.
S
RHS
Would we know each other?
S
SR
A lot of change and planning
S
SR
Better experience for kids that get in choice right away
S
SR
Busing nightmare = $ (x3)
S
SR
Challenges for staff (new mindset)
S
RHS
S
RHS
Kids choosing as 9th graders.
S
RHS
Kids have to choose as freshmen
S
RHS
Kids must choose early
S
RHS
Kids who are arts bound as adults need a strong foundation of math and science to understand the world and communicate effectively with scientists, engineers, doctors.
S
RHS
Logistics
S
SR
Change is difficult
S
RHS
Logistics of choice
S
SR
Communication to the community
S
RHS
May need flexibility (x2)
S
SR
S
RHS
Minds change?
Equity? One house is liable to be stronger than another
S
RHS
Opportunity to change your mind
S
SR
Getting community ready for change
S
RHS
Parent pressures. (x2)
S
SR
How would it affect graduation tests?
S
RHS
Peer pressure- go where your friends go.
S
SR
S
RHS
Policy for acceptance
I think many students even in their sophomore year or junior year don't know what they want to focus on
S
RHS
Politics -- who teaches what/when/ where/how kids are selected
S
SR
S
RHS
Politics-who teaches where?
I think that having two different irns would cause a lot of dissidence within the student body and the community
S
RHS
Poor prep exposure to areas of noninterest.(May reduce opportunities in long run.
S
SR
Is this appropriate to take on given current economic issues?
S
SR
Lack of opportunity for new students
S
SR
Lots of issues
S
SR
Lots of work to implement
S
SR
Lottery a weakness-can't get into what you want
S
SR
More teachers needed – money
S
SR
New students would be placed in open seats
S
SR
Not getting choice
S
SR
Now students wouldn't get their choice
S
SR
Teachers have to be teaching what they are good at or have a passion for
S
SR
Transfers would have to stay unless there were open seats
S
SR
Very complex
S
SR
What do you do with new students?
S
SR
What if kids choose schools based on friends?
S
SR
What if there's not an area of interest for kids? Where will they be placed?
S
SR
What if they want to take classes in opposite building?
S
SR
What would happen to special ed kids? Case managers?
S
154
(continued)
Aud.
RHS
Saw each as one unit -not together, "have" and "have nots"
S
RHS
Schedule changes.
S
RHS
Staffing
S
RHS
Staffing inequalities.
S
RHS
Staffing issues.
S
RHS
Student choice?
S
RHS
Students change their minds often.
S
RHS
Students may "lose" a year if their initial direction for instruction is not what they come to want.
S
RHS
Takes time to adjust.
S
RHS
Transience -- identify needs
S
RHS
Transfers in wouldn't fit neatly.
S
RHS
Transiency – identify needs
S
RHS
Transportation (x2)
S
RHS
Unequal emphasis in subjects.
S
RHS
Unknown
S
RHS
Water down curriculum
S
RHS
What about seniors first time?
S
RHS
What do you do when spaces fill up?
S
RHS
What if all kids want the same thing? (Year to year too)
S
SR
Will kids pick school based on sports?
S
SR
Will special ed =ESL be offered?
S
SR
Would it be tough for a student to change focus?
S
RHS
What if kids want to change? Do they have to start over?
S
RHS
What if student changes mind (x3)
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
WEAKNESSES
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
S
SR
Would there be something for kids who don't have a focus
S
WRJH
Some more popular than others.
S
WRJH
Staffing issues.
S
WRJH
Stereotyping of each small school (geeks, etc.).
S
WRJH
Students in some building only know/ associate with those in their house.
S
WRJH
Taking because "my friend " is.
S
WRJH
Tracks to tech schools.
S
WRJH
Transportation.
S
WRMS
Licensing – HQT
Elementary students are to young to be focusing on just one content area.
S
WRMS
“Labeling occurs” – trapped.
S
WRMS
Appropriate amount of staff/courses.
S
TR
A student may change interests-would they be able to change schools?
S
TR
Assigning "small schools" can be difficult
S
TR
Changing path later on.
S
TR
Diversity and exposure to people with different interests and experiences may be limited for students.
S S
TR TR
Do students choose any of small schools?
S
TR
Exposure to a variety of people?
S
WRMS
Appropriate staffing.
S
TR
Exposure to ideas & people limited
S
WRMS
S
TR
Flexibility
Are people stuck with choice of small school they decided when in 8th grade?
S
TR
How is decided which school?
S
WRMS
Balancing in terms of numbers
S
TR
Limits diversity
S
WRMS
S
TR
Missing opportunities to develop other strengths
Being "fair" in deciding who 'gets in" or accepted, to a specific school can be difficult.
S
TR
Putting students into tracks to early.
S
WRMS
Busing
S
TR
Scheduling
S
WRMS
S
TR
Scheduling nightmare?
Can not accommodate diverse interests (all)
S
TR
Students are not able to experience as much diversity.
S
WRMS
Cannot accommodate all interests/ needs.
S
TR
Students may not know what program they want.
S
WRMS
Cannot accommodate all of the choices.
S
WRMS
Can't accommodate interests.
S
WRMS
Classes may still be crowded because of popular choices.
S
WRMS
Clear identity of various programs
S
WRMS
Clear identity
S
WRMS
Confusing
S
WRMS
Cost
S
WRMS
Decrease opportunity in, drama, musical, extra curricular.
S
WRMS
Decrease opportunity to be involved in extra-curricular depend on school affiliation
S
WRMS
Decreased opportunities to be involved in a diverse set of activities; separation of grade levels.
S
WRMS
Developmentally too young for choice
S
WRMS
Difficult for parent support
S
WRMS
Difficult for someone new to move into district.
S
WRMS
Expensive
S
WRMS
Figuring out the focus of all the schools and having each student pick a schoollots of planning.
S
WRMS
Financial resources (x2)
WRMS
Force kids to choose possibly before ready.
WRMS
Fragmented population-confusing, chaotic.
S
TR
Switching "schools" can we hold kids accountable for their choices?
S
TR
Transfers in wouldn't fit neatly.
S
TR
Transportation (x4)
S
TR
Unequal emphasis in subjects.
S
TR
What if they change focus?
S
TR
Would take lots of planning and more staffing.
S
WRJH
Balanced special opportunities.
S
WRJH
Burden on transportation.
S
WRJH
Busing would be difficult?
S
WRJH
Caps on each school?
S
WRJH
Families in two separate buildings.
S
WRJH
Finding schools to study and get insight.
S
WRJH
Flexible focus.
S
WRJH
Great schools.
S
WRJH
If separate sports, competition.
S
WRJH
If single sports, limited offering.
S
WRJH
Incoming students?
S
WRJH
Maybe to early to specialize.
S
WRJH
More time involved in set up
S
WRJH
Needs to be really organized.
S
S
WRJH
Parents may be skeptical- not enough research.
S
S
WRJH
Preparation for future.
REYNOLDSBURG CITY SCHOOLS
“Would there be something for kids who don't have a focus?”
155
Reynoldsburg Reach Summary Report Appendix
WEAKNESSES
156
(continued)
Aud.
Loc.
Weakness
Aud.
Loc.
Weakness
S
WRMS
How easy to change/switch "schools" based on changing interests of kids.
S
WRMS
Start up time in relation to student achievement
S
WRMS
How serve sped students?
S
WRMS
Students "stuck" in limited program.
S
WRMS
How to integrate "move in" students.
S
WRMS
S
WRMS
Lack of financial resources.
S
WRMS
Less exposure for students into different area of study.
Students are prepared narrowly instead of broadly and may change their career focus.
S
WRMS
Students being stuck in school.
S
WRMS
Students stuck (tracked) into area/ content.
S
WRMS
Take longer to get going smoothly versus meeting our state report (logistics). Enough staff. Students being tracked (or stuck).
S
WRMS
Ten years from now, what if doesn't work?
S
WRMS
Time for staff and students to develop this type of learning facility.
S
WRMS
Too many students in one area (pick and choose)
S
WRMS
Less sense of community.
S
WRMS
License/highly qualified?
S
WRMS
Logistics of allowing choice.
S
WRMS
Logistics of developing staff
S
WRMS
Logistics of getting infor out
S
WRMS
Lots of planning
S
WRMS
Low functioning/low economic kids all end up in one building.
S
WRMS
Neighborhood school is gone.
S
WRMS
Nightmare for realtors
S
WRMS
Not much identity district wide
S
WRMS
Tracking
S
WRMS
Overcrowding in one area.
S
WRMS
Transportation nightmare.
S
WRMS
Overload in some programs.
S
WRMS
Transporting
S
WRMS
Planning
S
WRMS
Very complicated.
S
WRMS
Planning overload.
S
WRMS
Popularity – overcrowding
S
WRMS
Potential of student being tracked
S
WRMS
Process-who, what, where, when.
S
WRMS
Selection choice
S
WRMS
Separate students based on academic level.
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
OPPORTUNITIES Aud.
Loc.
Opportunity
Aud.
Loc.
Opportunity
C
BRJH
Greater opportunities to prepare students for the future
C
FR
Unique design that could draw people to Rey. Schools
C
BRJH
Higher chance to focus on specialized classes
C
GR
21st century schools initiative as a forerunner
C
BRJH
Prepare better for college
C
GR
All choices/small schools
C
CO
Attract new residents
C
GR
Attracting good teachers/highly qualified
C
CO
Build relationships
C
GR
Attracting highly qualified teachers.
C
CO
Community partnerships
C
GR
Attracts people to community
C
CO
Could attract good teachers
C
GR
C
CO
Could create new classes or areas of study
Being able to transfer in at another grade level-would you be able to start as a junior?
C
CO
Could maintain one identity
C
GR
Better education opportunities.
C
CO
Good press – innovative identity
C
GR
Choice
C
CO
More flexible in program design/change
C
GR
College level specialization.
C
CO
Partner with higher education
C
GR
C
CO
Partnerships with different colleges
Experience what is expected in college as far as course of studies on a lower scale- still good opportunity for prep.
C
CO
Reach non-traditional students – help get ahead
C
GR
C
CO
Students could focus on a career path
How would empty spots-due to moving out of district or changing schools be filled.
C
CO
Uniquely think of different tracks
C
GR
Maximize opportunities with two irns
Academic options, rigor (x2)
C
GR
More prepared for life.
GR
More vocational opportunities.
C
FR
C
FR
Can draw people to Reyn (x2)
C
C
FR
Could be two sports teams or one team
C
GR
C
FR
Could become "destination" community for moving parents
Opportunity for internships/alternative study
C
GR
Same teachers for multiple years (x2)
C
FR
Could duplicate some schools
C
GR
Single gender option?
C
FR
Draw parents of student who do have an academic focus
C
GR
Specialized teachers and techniques.
C
GR
Students with similar strengths may help build self-esteem/interpersonal relationship
C
GR
The 21st century schools initiation, which is currently ongoing in W va and other states, is likely to take place soon in Ohio. Oea and governor strickland are both strong supporters of academic programming that looks at a global competition and market, which this design assumes.
C
GR
Unique design opportunity – learn from solar etc
C
HAMS
Become closer W/age group & peer group
C
HM
Attach better teachers, special need children
C
HM
Attract better funding
C
HM
Attract better teachers
C
HM
Attract more funding, more opps for students with disabilities
C
HM
Capitalize on strengths of each student
C
HM
Kids learn better thru focus on what they like
C
HM
Marketability of community
C
HM
May include opportunities for special needs students
C
FR
Draw parents of student who do have an academic focus
C
FR
Gates foundation funding
C
FR
I think we would see an increase in academic performance, because the child will be learning in a way he or she enjoys
C
FR
Improving existing career education opportunities for students – identify dual credit opportunities based on small school themes
C
FR
Internship opportunities (x3)
C
FR
Larger numbers of students might participate in AP, etc. And other opportunities with closer staff relationship
C
FR
Opportunity to follow an in-depth track before college
C
FR
Opportunity to follow an in-depth track before college
C
FR
Potential for corporate and higher education support
C
FR
Potential for decreased transient population in district
C
FR
Propel Reyn schools into top slots (x2)
C
FR
Selection preferred to lottery (x2)
C
FR
State early college programs
C
FR
Unique (x2)
REYNOLDSBURG CITY SCHOOLS
157
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES
158
(continued)
Aud.
Loc.
Opportunity
Aud.
Loc.
Opportunity
C
HM
Maybe more beneficial for those not going to college
C
RHS
Areas to focus on; scholarship opportunities
C
HM
None
C
RHS
Better prepared for colleges
C
HM
To pick between art and science
C
RHS
C
HM
Unlimited flexibility
Businesses could focus on a particular program
C
HM
You can choose your themed school
C
RHS
Can expand the curriculum
C
RH
9th grade core -then progressive.
C
RHS
C
RH
Bring in new students.
Career choice; focus discipline; unique opportunities
C
RH
Change quicker with needs
C
RHS
Chance to expand knowledge and bring in other speakers
C
RH
Changes within schools before you get to college
C
RHS
Cross school boundaries-but should be all four years, e.g. band
C
RH
Community perception of equity
C
RHS
Cross-curricular instruction
C
RH
Different learning styles
C
RHS
C
RH
Excel courses.
C
RH
Expand on new models working well
Extra curricular activity (varsity/rec-ed) partners; match learning styles to teaching styles
C
RH
Fulfill objectives creatively.
C
RHS
Flexibility of class
C
RH
Grants
C
RHS
Focused education
C
RH
Keep competition and keep quality.
C
RHS
C
RH
Keep one high school.
Help those who want to focus; better opportunity for specific scholarships
C
RH
Kids are kids- too young to make choices
C
RHS
High graduation rate
C
RHS
C
RH
Kids choose credits.
If you love what you're doing, it's not work. Can keep up with new/innovative things within a discipline more easily
C
RH
Like the idea of all 9th graders being in a core program with information to decide which school is best fit for them.
C
RHS
Language – immersion schools (keeping up with the times
C
RH
Major potential to development.
C
RHS
Learn from other schools
C
RH
People moving here because of choice.
C
RHS
Look at arts etc more intimately
C
RH
Poor perception by other districts
C
RHS
More AP in correct school model
C
RH
Pull into district.
C
RHS
More appealing college desires
C
RH
Safer (smaller).
C
RHS
C
RH
Smaller class size.
More choices; partnership with businesses & colleges; internship opportunities for non-college bound students
C
RH
Smaller learning community focus on needs
C
RHS
More flexibility if future to change to meet changing educational needs
C
RH
Stop using career centers
C
RHS
C
RH
Students who attend Reyn don't live in the district
More flexibility to change emphasis/ curriculum; match teachings style with education style
C
RH
Supported by bill and melinda gatesnew thinking.
C
RHS
C
RH
Teacher retention due to small schools within big school
More opportunity for intense study in one area; possibility of better internship offers from supporting companies
C
RHS
More opportunity for the "internships"
C
RHS
No college student intern work or networking
C
RHS
Opportunity for cross-curricular
C
RHS
Participation in programs
C
RHS
Partner with businesses
C
RHS
Partnership with a range of community businesses
C
RHS
People moving here may be drawn to the idea
C
RHS
Set them up for a better chance to get grants/scholarships
C
RHS
Size of schools flexible to accommodate student need
C
RH
Think out of the box. (x2)
C
RH
To create excitement in schools.
C
RH
To create opportunities for kids – keep them in/excited about school.
C
RH
Unique curriculum.
C
RH
Will central office decide/find placements?
C
RH
Within districts different structuring opportunities
C
RHS
Able to experiment W/O spending money (college)
C
RHS
Access to extra funding (bill gates)
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
OPPORTUNITIES
(continued)
Aud.
Loc.
Opportunity
Aud.
Loc.
Opportunity
C
RHS
Special needs/more choice
C
TR
C
RHS
Specialization available
C
RHS
Teaching styles can be better matched to students learning styles
C
SAC
Attract strong students.
C
SAC
Engage students in areas they enjoy. (x2)
C
SAC
Excellent for student achievement.
Core class idea for 9 and 10 is great – I went to a tech school that required liberal arts of writing and speech which were later dropped from the curriculum I worked R&D, those classes were ones I used the most. My husband (also R&D) went to tech school without those liberal arts and cannot write or present well – it has impacted his career – so I worry about restricting education too much
C
SAC
Focuses students
C
TR
Could be boundaries
C
SAC
Further your interest in an area of study.
C
TR
C
SAC
Hiring tool
Could have one or two extracurricular programs
C
SAC
Increased motivation.
C
TR
Different schools within each building
C
SAC
Limit truancy and dropout rate.
C
TR
C
SAC
More personable (1&1) studies with students and teachers.
Don't know what will happen W/extracurricular
C
TR
Extra-curricular activities
C
SAC
Motivation
C
TR
Extracurriculars choices
TR
Flexible
C
SAC
Personalization
C
C
SAC
Prep for college, vocational school.
C
TR
Like team concept at middle school
C
SR
Asian schools use a similar model- European
C
TR
Lower drop out rate/raise graduation
C
TR
May attract people to the community
C
TR
More flexible (irns) than scenario 1 (admin costs)
C
TR
More student participation in extracurricular (jv and varsity)
C
SR
Create a 'buzz' about education in the community-it's good to be faced with choices
C
SR
Develop a great liberal arts program (x2)
C
SR
Develop competitiveness for future opportunity
C
TR
More track record of schools W/this plan
C
SR
Future advancement for college
C
TR
C
SR
Give opportunity for more kids to learn in depth
Networking w/students W/similar interests
C
TR
No community division – intermixed
C
SR
Increase competitiveness for future careers in a global market
C
TR
Opportunities for advanced classes & specific choices
C
SR
Levels educational playing field W/ Europe & Asia (x2)
C
TR
Opportunity for students to get more learning styles
C
SR
Opportunity for kids to learn in depth
C
TR
School of arts
C
SR
Push students to have a back up plan (x2)
C
TR
School of business
C
TR
Specialization for kids who know what they want (x2)
C
TR
STEM
C
TR
Student communities based on similar interests/focus/majors
C
TR
Students who were clear on what they wanted to student would have opportunity to specialize
C
SR
Rare-competitive advantage
C
SR
Recent research has highlighted differences of learning styles
C
SR
Sharing facilities and teachers across schools-not completely separate
C
SR
Sharing teachers and facilities fiscally better
C
SR
Teacher satisfaction (x2)
C
TR
Try something new creates a new path
C
SR
Us needs students who are strong in science, engineering, and math
C
TR
Two sets of extra curricular
C
TR
We have a model in the magnet program that's already here
C
TR
World-class programs
C
TR
You should allow students the opportunity to participate in the various programs if the commitment is less than a whole year
C
WRJH
9th grade class as one of the small schools.
C
TR
Ability to focus in specific area
C
TR
Adopt programs to meeting needs in a changing world
C
TR
But still need core classes – mostly geared toward 11-12 grades
C
TR
Can adapt to changing needs of the world
C
TR
Can still build relationships & identity via extracurriculars
REYNOLDSBURG CITY SCHOOLS
“Core class idea for 9 and 10 is great.”
159
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES
160
(continued)
Aud.
Loc.
Opportunity
Aud.
Loc.
Opportunity
C
WRJH
Business involvement
P
BRJH
Prepare you for your career
C
WRJH
Can some of the schools be traditional.
P
BRJH
You could help out, kids could help kids
C
WRJH
Difficulty learning solved here.
P
BRJH
C
WRJH
Make one specialized school for 9th grade as a choice school
You have to focus on certain subjects and topics, might not have the topic you want to practice
C
WRJH
Many traditional schools, one or two specialized schools
P
HAMS
To pick art or science
P
RHS
Ability to change after experiencing
C
WRJH
One "traditional school"
P
RHS
C
WRJH
One set of teams.
Able to divide off more into interests as upper-classmen
C
WRJH
Customizing with curriculum
P
RHS
Better help available (x2)
C
WRJH
Easier to track student needs at each grade (more concentrated intervention support)
P
RHS
Better prep for college
P
RHS
Better preparation for college and your field of study
C
WRJH
Fuller menu of classes at all levels
P
RHS
College credits
C
WRJH
Kids choosing wrong path
P
RHS
C
WRJH
Poor evaluation of or screening of students for selected small school
Could build an interest in a career for kids
P
RHS
Deeper education, better understanding
C
WRMS
Again sounds good on paper.
P
RHS
Easier transition
C
WRMS
Competing in local/regional/national competitions.
P
RHS
Education more important-focused
P
RHS
Experience
P
RHS
Exposed to career choice (x4)
P
RHS
Fewer dropouts because students are dealing with‌
C
WRMS
Create kids with lots of strengths.
C
WRMS
No comment.
C
WRMS
Equal opportunities
C
WRMS
Flexibility
P
RHS
C
WRMS
Increase opportunities for competitiveness & advancement in areas of interest for students & parents
Give people opportunity to do what subject they like
P
RHS
Interest
P
RHS
Later starting time?
P
RHS
Learn more about what interests you
P
RHS
Leave Reynoldsburg high the same, create the 3 small school and the opportunity school with the extra courses, for those who are ready
P
RHS
Lets student select interest areas
P
RHS
Many different options available
P
RHS
More focus on specific topics
P
RHS
More opportunity and a better learning experience
C
WRMS
Like minded peers
C
WRMS
More business/community involvement
C
WRMS
More focus on future paths
C
WRMS
More preparedness
C
WRMS
Prep for global competition
C
WRMS
Prepare for college
C
WRMS
Student makes choices earlier
C
WRMS
Teacher focus on expertise
C
WRMS
Would not be have vs. Have not schools
P
BRJH
Classes you want (x2)
P
RHS
New opportunities and fields
P
BRJH
Classes you want, helps with college credits, jobs you want
P
RHS
New technology and hands on
P
RHS
No rivalry between schools
P
RHS
Opportunity to earn a degree
P
RHS
Opportunity to learn more about career of choice
P
RHS
Possibility of changing
P
RHS
Prepare students early for college which helps you in the future
P
RHS
Prepares students
P
RHS
Provide learning opportunity off campus
P
RHS
Quality
P
RHS
Same irn (x2)
RHS
Same opportunity as career center to explore career/college
RHS
Sports
P
BRJH
Earn college credits (x2)
P
BRJH
Get to see everyone, helps you earn for college credits
P
BRJH
Having classes tailored to what you like
P
BRJH
Helps W/college and jobs you want (x2)
P
BRJH
Helps you with college and one job that you would like to do
P
BRJH
Meet different teachers, different students, helps earn college credits
P
BRJH
More opportunities. For more careers
P
BRJH
More opportunity for more careers
P
BRJH
More teachers to help
P
P
BRJH
People have an idea what they will do for the future
P
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
OPPORTUNITIES
(continued)
Aud.
Loc.
Opportunity
Aud.
Loc.
Opportunity
P
RHS
Students choose
P
WRMS
Get to learn what you want to learn
P
RHS
Time schedule -- flexibility in use of time & space (more creative)
P
WRMS
Gives us an opportunity to do what we want
P
RHS
To expand your mind
P
WRMS
P
RHS
To get help on what the students want to become
More opportunities to learn what you want
P
WRMS
More parental pressure
P
RHS
You get to focus on what you really want to do and get your education
P
WRMS
Opportunities to learn what you want (x4)
P
BMG
Be able to get more attention in their classes which will prepare them for college
P
WRMS
Peer pressure to take something you might not like
P
BMG
Can spend time with all your friends
P
WRMS
Scholarships (x6)
P
BMG
Get prepared for the future (college)
P
WRMS
P
BMG
Students might come to learn about the certain classes we offer
You actually get to choose what school you would like to attend and you can be transferred if you don't fee comfortable with the course on what you're taking
P
BMG
We'll have a nice opportunity to learn in a nice way
P
WRMS
You might not get your choice
P
WRMS
Be more free in student's opinion
P
BMG
You could get all your classes in one place
P
WRMS
Opportunity to change/transfer
P
WRMS
Pick your schedule
S
BMG
A lot of opportunities for students
S
BMG
May be a step toward giving students an opportunity to increase their potential
P
SR
Linking studies to careers
P
SR
Prep for career
P
WRJH
A provided challenge
P
WRJH
Able to explore different fields
S
BMG
P
WRJH
An opportunity is you can learn new things about what you're interested in
Student may be more comfortable with others that have similar interest
S
BMG
P
WRJH
Career options
Students could tutor other students in weaker subjects
P
WRJH
College entrance/internship
S
BMG
P
WRJH
Early college enrollment
To expand current programs (trailblazers)
P
WRJH
Harder, more advanced
S
BMG
To specialize
P
WRJH
Kick off your career
S
BRJH
Bill gates' money
P
WRJH
Kick-off for college
S
BRJH
Community buys in
P
WRJH
Kids could open up horizons
S
BRJH
Focus helps achievement.
P
WRJH
Kids could try different things
S
BRJH
Great bridge to tech school & college
P
WRJH
Lead a path
S
BRJH
Possibly better grades
P
WRJH
May have college years in high school
S
BRJH
Prepare for careers-if they pick correctly when they start.
P
WRJH
No boundaries
S
BRJH
Staff buy-in to something
P
WRJH
Prep for career (x2)
S
BRJH
Staff can specialize, play to strengths
P
WRJH
Prepare for future college/education
S
BRJH
P
WRJH
Prepare for future, college education
Students being able to specialize in areas.
P
WRJH
Provides challenge
S
BRJH
P
WRJH
Pushing you harder
P
WRJH
Strong senior year
Students can specialize in an area of strength/interest (possibly career interests).
P
WRJH
Students have opportunities to become great students
S
BRJH
Students could exceed within the program of study.
P
WRJH
Work closer with what you want to accomplish when you are older
S
BRJH
Students may get excited about school.
S
BRJH
Transportation
S
BRJH
Will we find teachers who embrace this style?
S
BRJH
Attractive to new families
S
BRJH
Discipline- be sure procedures, rules are same
S
BRJH
More AP
S
BRJH
Opportunity to offer
P
WRJH
You can get together you future job in mind
P
WRJH
You could learn a lot of different majors
P
WRMS
Academics
P
WRMS
Find out more about yourself (x3)
P
WRMS
Focus on sports and academics (x8)
REYNOLDSBURG CITY SCHOOLS
“You actually get to choose what school you would like to attend and you can be transferred if you don't fee comfortable with the course on what you're taking.�
161
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES Loc.
Opportunity
Aud.
Loc.
Opportunity
S
BRJH
Students better prepared for life
S
CO
Drive change at junior high
S
BRJH
Students will get excited about school
S
CO
S
BRJH
Would there have to be more admin? Dept. Heads?
Greater motivation for students by being in a school they choose. That matches strengths, preferences
S
CK
Able to take their strengths
S
CO
Hopefully, less discipline issues
S
CK
At least the child would be able to focus more on what they want to do with their lives
S
CO
Improve graduation rate/achievement
S
CO
It is opportunity to do new and innovative
S
CK
Being able to learn
S
CO
Keep kids here
S
CK
Being in a small group of your peers with like interests
S
CO
Less discipline problems
S
CO
Maintain racial balance
S
CO
Maybe increase enrollement – attract back charter
S
CO
More funding opportunities/grants
S
CO
More transition experiences that are authentic
S
CO
Opens opportunity to rethink all schools
S
CO
Opportunity for MS & JH to reinvent themselves
S
CO
Partnership opportunities – hospitals, engineering firms, cosi, college/profs
S
CO
Public sentiment for a smaller learning community? That we do or may not want
S
CO
Push rcs back to front
S
CO
Put off the one or two irn decision
S
CK
Benefits for kids who know what they want to do
S
CK
Blend #2 and #3: more cost effective; more developmentally effective; may be easier to accommodate flow
S
CK
Can #2 and #3 be blended
S
CK
Can each year accommodate the students
S
CK
Can learn something they are really interested in
S
CK
Choice to pick
S
CK
Could take classes that are in your strengths
S
CK
Get education in the field you wantspecialization
S
CK
Getting ready for your cores in life
S
CO
Renew opportunity-attendance
S
CK
Head start in adult life
S
CO
Re-think direction of cell schools
Heads up on careers
S
CO
Specialized staff-availability
Opens choice up in instruction areas
S
CO
Student/staff buy-in
CO
Students ownership of learning
S S
162
(continued)
Aud.
CK CK
S
CK
Opens up more choices
S
S
CK
Operating levy
S
CO
To take time to think about 1 or 2 irns
S
CK
Students take coursework in strength area
S
CO
Transportation logistics
S
FR
Better prepared for school
S
CK
Take course W/strengths
S
FR
Choice
S
CK
To be able to learn many new things
S
FR
S
CK
To learn more things of interest- to be ready for their future
Choice leads to better preparation/ effort
S
FR
College credit
S
CK
To learn something they are really interested in
S
FR
Getting students sparked (at risk)
S
FR
Might make ss. More serious
S
FR
More chance for extra-curr
S
FR
More interested effort.
S
FR
Opportunities.
S
FR
Staff training.
S
FR
STEM school offers much to students who ' know" what they want to study. The question is how do they really know?
S
CO
Can always go back
S
CO
*Because it is an opportunity
S
CO
Ability to change after 1st year-try on more than one "school"
S
CO
Better attendance
S
CO
Bring in new technologies
S
CO
Community partnership possibilities
S
CO
Community sentiment strong for and school that administration doesn't want
S
FR
Students would probably have a better idea if they are making the right choice.
S
CO
Content in context, ease transition out of high school
S
FR
They could change their minds.
S
GR
Good focus on individual interests/ styles.
S
GR
If schools are identical then students choose for the right reason
S
CO
Design small school just for new students
S
CO
Dr. Hoffman has experience
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
OPPORTUNITIES
(continued)
Aud.
Loc.
Opportunity
Aud.
Loc.
Opportunity
S
GR
More prepared for life. (X2)
S
RHS
Better attendance (x2)
S
GR
More specialized staff.
S
RHS
Better for learning/kids.
S
GR
Preparation for work environment.
S
RHS
S
GR
Students can expand more in areas they are stronger in.
Can dovetail with career center programs
S
RHS
Choice
S
GR
Studies in fields they are interested in.
S
RHS
College career prep.
S
HAMS
Able to build close friendships with other kids with command interests.
S
RHS
College credit.
S
RHS
Community contacts.
S
RHS
Could cross curriculum collaboration
S
RHS
Could dovetail with career programming.
S
RHS
Creation of a "school" – perhaps a 2-4 period block-for new student orientation tied to core curriculum.
S
HAMS
Focalized education.
S
HAMS
Options for internships in specific areas.
S
HAMS
To focus on vocational needs and prepare a student better for next steps.
S
HAMS
Cross over to other school programs
S
HM
For focused decision driven students = lot of opps
S
RHS
Engaged students.
More specialized help to make college choice, try different stuff, leave one that are basic, welcoming school
S
RHS
Entry level school possible (x2)
S
RHS
Flexibility
S
RHS
Funding from gates. (X4)
Opportunity for diverse
S
RHS
Great resume builder for kids.
Will help with college choice?
S
RHS
Huge opportunity for teacher buy-in
Would help with what to do in college
S
RHS
In depth learning.
11 And 12 specialized opportunities.
S
RHS
Know students better. (X3)
RHS
Mentoring job opportunity.
S
S S S S
HM
HM HM HM RH
S
RH
2 HS -> more choice of extra-curricu.
S
S
RH
2 HS->more academic choice
S
RHS
More choices.
S
RH
Collaborative leadership
S
RHS
More direction.
S
RH
College opportunity.
S
RHS
New courses (x2)
S
RH
Could have 1 or 2 sets of extra curriculars.
S
RHS
Offer many different types of schools for students to choose.
S
RH
Criterion placement
S
RHS
S
RH
Focus on less- get more.
Opportunity to develop and strengthen the core areas.
S
RH
Grades 11and 12 choices occur.
S
RHS
Outside resources (battelle, etc.)
S
RH
Have the options of separate mascots, council etc. Or combine to one.
S
RHS
Pioneer in Ohio -- lots of recognition
S
RHS
Post-secondary education (x2)
S
RH
Know who is in charge (who is principal?)
S
RHS
Resume builder.
S
RH
Make a decision to have two high schools and more extra curricular or curriculum choices.
S
RHS
Same irn
S
RHS
Small
S
RHS
Spark interests.
S
RHS
Specific skills learned in combination with everyday standards.
S
RHS
Staff choice.
S
RHS
Strive for own identity and strengths.
S
RHS
Students can real delve deeply into a discipline that appeals to them.
S
RH
More guidance (x2)
S
RH
More room to explore specialization.
S
RH
Neighborhood facility for hym, tennis, pool, etc. $
S
RH
Pool (specialized facilities)
S
RH
Room for academic innovations.
S
RH
Teachers have the opportunity to specialize in an area.
S
RHS
Students can work/learn focus on their strengths.
S
RH
Tools to help determine (counseling)
S
RHS
Students choice.
S
RH
Ts may be able to become more specialized
S
RHS
Students get to specialize early (x2)
S
RHS
Students specialize in an area.
S
RHS
Teaching based on ability level
S
RHS
Team planning (x2)
S
RHS
Team teaching with arts, etc.
S
RHS
Teaming based on ability levels not grade.
S
RHS
Academic focus.
S
RHS
Alliance with company university.
S
RHS
Almost endless
S
RHS
Being a pioneer with this type of school in Ohio.
REYNOLDSBURG CITY SCHOOLS
163
Reynoldsburg Reach Summary Report Appendix
OPPORTUNITIES
164
(continued)
Aud.
Loc.
Opportunity
Aud.
Loc.
Opportunity
S
SR
Bring professional people in workshops
S
WRMS
For specialization.
S
SR
Community outreach
S
WRMS
Full realm of extracurriculars
S
SR
Endless for the future of Reynoldsburg
S
WRMS
S
SR
Gives some college type experiences
Help students that are learners of different types.
S
SR
Great for developing various talents in kids
S
WRMS
High interest in coursework.
S
WRMS
Higher interest = success
S
SR
Hands on might help kids flourish when otherwise they wouldn't
S
WRMS
Higher interest in what courses are being offered.
S
SR
Intense interest preparation into college courses
S
WRMS
Higher interest in what is offered
S
WRMS
Isolate at-risk kids.
S
WRMS
K-12 top to bottom
S
WRMS
Kids experience connection to school.
S
WRMS
Kids fulfill their unique potential.
S
WRMS
More " buy- in ownership by all parties if choice offered.
S
WRMS
More attractive to universities
S
WRMS
More opportunities to meet interests, needs of families.
S
WRMS
More opportunity for specialized instruction.
S
WRMS
More support due to choice options
S
WRMS
Music/choir could be housed in one room.
S
WRMS
Opportunity for a wider variety of academic areas.
S
WRMS
Opportunity for expanded growth in specialized areas.
S
WRMS
Ownership of choice.
S
WRMS
Partnerships with higher education.
S
WRMS
Partnerships with local business/leaders/civic opportunities.
S
WRMS
Pretty strong academic and social skills
S
WRMS
Reputation
S
WRMS
Sense of connectedness by kids
S
WRMS
Sense of ownership with choice of small school.
S
WRMS
Sense of ownership.
S
WRMS
Specialization = better teaching.
S
WRMS
Specialized high interest instruction.
WRMS
Strong academic and social skills.
S
SR
More opportunity for participation
S
SR
More opportunity for student recognition
S
SR
Opens doors for college
S
SR
Opportunity to test out
S
SR
Possible college expense in a state environment
S
SR
Pro-active academically
S
SR
Scholarship potential
S
SR
So many grants available
S
TR
Split up families
S
WRJH
Advances education in the students " field of interest"
S
WRJH
Best of all plans to encourage opportunities.
S
WRJH
Bill gates money.
S
WRJH
Community buys in.
S
WRJH
Division- community failing.
S
WRJH
More staff? More money.
S
WRJH
Not enough of a subject.
S
WRJH
One two sets of teams.
S
WRJH
Sounds great – I think it would be different.
S
WRJH
Staff can buy into something.
S
WRJH
Staff can play to strengths.
S
WRJH
Teachers teaching to area of their " interests".
S
WRJH
Who gets in where/turned down.
S
WRMS
Sense of ownership with choice of school
S
WRMS
"Ownership" and "belonging" based on choices made
S S
WRMS
Students could be more successful.
S
WRMS
Alignment possibilities for 5-12
S
WRMS
Students feel like it is more real world
S
WRMS
All one team-strengthen community.
S
WRMS
Targeted intervention for at-risk students
S
WRMS
Application of learning to real life.
S
WRMS
To focus on area of interest.
S
WRMS
Application/relevance to real-world
S
WRMS
S
WRMS
Attract great teachers
Two sets of extra curricular (more student involvement)
S
WRMS
Blend college
S
WRMS
Variety
S
WRMS
Connectedness/belonging.
S
WRMS
S
WRMS
Creativity of teachers and students.
Vital age to think about interest in terms of future
S
WRMS
Develop skills in depth.
S
WRMS
S
WRMS
Excited about school.
Why not buy up land and housing around current high school and create a mega campus?
S
WRMS
For disorganization, not really fulfilling the ideal.
S
WRMS
Would/could we create small school environments.
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
THREATS Aud.
Loc.
Threat
Aud.
Loc.
Threat
C
BRJH
High achieving students would be forced into classes with lower achieving students and will be held back
C
FR
C
BRJH
Overcrowded, students not being able to get in school of choice
There may be a heavy concentration of students who want to be in one school, which would cause other students to be place in their 2nd and 3rd choice
C
GR
C
BRJH
Program discrimination
9th graders inside high school environment
C
BRJH
Rivalry, zoning, divisions in athletic size
C
GR
Becoming a "career center" (x2)
C
CO
Eastland could be a busted model
C
GR
Busses
C
CO
General education students dead ended
C
GR
Changes (too many).
C
CO
How to place new students
C
GR
Kid can't decide, making multiple choices.
C
CO
OHSAA – will they see as one or two?
C
GR
Might not bus high school students
C
CO
Stretching resources
C
GR
More clicks.
C
CO
Students who leave may have a hard time adapting
C
GR
Pigeon-holing
C
GR
Rivalry
C
CO
Stainability long term without leadership
C
GR
Same teacher for multiple years.
C
CO
Two different identities
C
GR
C
CO
Us and them mentality
Still have to do core classes to start in college.
C
FR
As students/parents desires change, school systems may remain static (x2)
C
GR
Students look for easiest route.
C
GR
Tough to pick six schools
C
FR
Children choosing "career" path too young – need to be careful not to pigeon-hole them
C
GR
Transportation and liability issues
C
GR
Where does band meet? If just one
C
HAMS Difficult to change once set in motion
C
HAMS Losing out on basics W/specialization
Could be/get locked into a program you are no longer interested in (x2)
C
HM
Could schools adapt – be flexible (x2)
C
HM
Couldn't be adaptable or flexible
I feel that this would not be the best for the children. They would have a 1st, 2nd, and 3rd choice. They would not be able to say that my children would get his 1st choice
C
HM
Cross school migration possible when choosing classes
C
HM
Kids deciding future at 14 is ridiculous/ unwise
C
HM
Lopsided enrollment, overcrowding die to high or low interest
C
HM
Lost opportunity to choose what you like/ explore
C
HM
Making kids decide field at 14 yrs., Loss of teaching quality, unequal opportunities
C
HM
Maybe incentive for kids no to go to college
C
HM
Potential of failure without community buy-in
C
HM
Separation
C
HM
Violation of educational rights
C
HM
What happens is students don't get 1st or 2nd choice
C
HM
What happens when attendance falls ion one or 2 of the small schools, will they be cut
C C C
FR FR FR
College focus on well-rounded education (x2)
C
FR
Kids can already make some of these choices at current building (x2)
C
FR
Lack of wide subject exposure may limit students opportunity to understand their own true talents (x2)
C
FR
Less career exploration
C
FR
Less participants in extra-curricular activities/low turn-out
C
FR
Logistic costs (testing), change in location, administrators (x2)
C
FR
More decisive
C
FR
Not "career academy"
C
FR
Only focus on their selection and only do minimal at core subjects
C
FR
Possible testing implications (x2)
C
FR
Potential to not be as well-rounded (x2)
C
FR
Students can't get into school of their choice
C
RH
C
FR
Students not able to get first choice and may need to explore several different opportunities before settling on a path
Can every childs request be handled and how are priorities set to be fair to all children?
C
RH
Can't support them all!
C
RH
Children starting school later when moving in.
C
RH
Community perception of equity.
C
RH
Experienced teachers?
C
FR
Students will only focus on/work at focus program and may ignore core subjects (x2)
REYNOLDSBURG CITY SCHOOLS
“There may be a heavy concentration of students who want to be in one school, which would cause other students to be place in their 2nd and 3rd choice.”
165
Reynoldsburg Reach Summary Report Appendix
THREATS
166
(continued)
Aud.
Loc.
Threat
Aud.
Loc.
Threat
C
RH
Feel year is wasted.
C
RHS
C
RH
Find funds to do it right
C
RH
Has to be done right with right people if done at all.
Confusion for students – "did they really know what they "wanted" when they signed up"
C
RHS
C
RH
How do youth thrive who do not have specialty area who have learning problem?
Faculty dissatisfaction W/assigned position
C
RHS
C
RH
How students placement determined (more tests?)
C
RH
How to we know what we really want to do in high school.
Forces decision; cost analysis; how many times to switch schools? Lower grades don't prepare children for choices; theme of school; at least 5 year commitment; some may be excluded by lottery
C
RHS
C
RH
Lack of business support!
C
RH
May not fulfill necessary concepts/items
C
RH
Mismanagement
C
RH
Money
C
RH
Money- what if levies/bonds don't passruin school?
Forcing a child to choose a career path; the cost of maintaining the schools and transportation would cripple the school financially; getting shut out of choice by lottery, denying a more deserving child of a slot; senior regrets brought on by original choices could be detrimental to child's desire to learn
C
RH
More fractured school identity.
C
RHS
C
RH
Need opportunity to get core with extra's
How students adjust to large college environment
C
RH
Not offering areas that students want (so what do they do) just settle until graduation? Student could be unmotivated and perform poorly.
C
RHS
How to determine who attends
C
RHS
Hurry children thru academics/pushed by adults vs. Their own pace
C
RHS
C
RH
Old teacher network resist changes
C
RH
Open enrollment.
If children aren't prepared in earlier grades for problem-solving will decision-making process – affect the success of this effort
C
RH
Passion, yes, but perhaps we do not understand.
C
RHS
If don't know, are we giving them proper classes/education to steer them in right direction
C
RH
Poor participation by other districts if schools fail.
C
RHS
C
RH
Safety
C
RH
Students starting in one group and then finding out they don't like it or don't fit in.
If lottery is decided & a "unsure" "less desired choice" is given to a student – the "serious student" was not given a fair opportunity – moral broken
C
RHS
C
RH
Taking theme because their friends are.
C
RH
Teachers may not all be on boaRd.
If the music/arts program is at one school, we need to be sure that the students at the other building have the opportunities for band, choir, etc.
C
RH
Too few to support programs or too many
C
RHS
In decisiveness of age
C
RH
Too few/many to support.
C
RHS
C
RH
Too late to take back experience.
Kids are pigeonholed before they know their interests
C
RH
Transportation (x2)
C
RHS
C
RH
Trial and error and it may fail and students suffer.
Kids need to choose their paths early in life
C
RHS
Less standards friendly
RHS
Locked in to class path
C
RH
Trial and error/need to be solid from the start
C C
RHS
Lots of planning needed to do it right
C
RH
Wasting money trying to figure it out.
C
RHS
Need flexible staff
C
RH
What about students who need a general HS diploma- not willing/able to do specialized program.
C
RHS
Not getting 1st choice
C
RHS
Not getting first choice; school could be taken over by certain group; colleges prefer rounded curriculum; rushing children
C
RHS
Opportunity for students all through their education
C
RHS
People moving in may choose not to because it's new and not understood
C
RHS
Poor choice by student
C
RHS
Possible neglecting
C
RHS
Qualified teachers
C
RHS
Questions/unknowns = costs?
C
RHS
"Senior regrets"
C
RHS
Ability of student to float who has aptitude
C
RHS
Administrative challenge
C
RHS
College prefers rounded curriculums
C
RHS
Confusing to students and do they know what they want or what friends they want to be with? Student gets up into their senior year and may decide they are not where they want to be
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
THREATS
(continued)
Aud.
Loc.
Threat
Aud.
Loc.
Threat
C
RHS
Students who have a wide variety of interests/talents
C
TR
Chance of student not being able to get into area of interest b/C of limited spots
C
RHS
Taking over school by certain group of people
C
TR
Closed out of interest school?
C
TR
Considerable additional admin costs
C
TR
Considerable administrative cost training, design, overseeing
C
TR
Cost outrageous to implement
C
TR
Cost to create & maintain programs
C
TR
Does this become eastland?
C
TR
Early transition could be tough
Finding right teachers
C
TR
Finding qualified staff
TR
Getting locked our of desired program
C
RHS
To early for kids to focus
C
RHS
Too young to make life choice
C
RHS
When the smaller schools are created, it may make it more difficult for students to switch to a more appropriate course level
C C
RHS SAC
Will all students get the same chance to get the basics/all-rounded
C
SAC
Finding teachers and money to sustain.
C
C
SAC
Hard sell -- new
C
TR
Hard to implement by 2010
C
SAC
Home choice not available.
C
TR
Higher costs
C
SAC
Make sure schools are equitable.
C
TR
C
SAC
Small school rivalry.
How equitable is decision process on who gets to chose – for what?
C
SAC
Transportation/safety
C
TR
How much accountability will there be?
C
SAC
What to do with kids who are not being successful – we don't want kids to keep moving.
C
TR
How will 8th graders know/be taught to make that decision
C
TR
Inaccurate survey lead to errors in programming
C
TR
Is their mobility between programs?
TR
Keep education structure permanent if leadership changes
C
SR
20% That don't have first choice managing disappointment
C
SR
80% Awarded first choice switch at end of year
C
C
SR
Choose classes because of friends
C
TR
C
SR
Complicated planning
Kids that don't get in probably won't get in next year either, so…
C
SR
Economic threats
C
TR
C
SR
Getting locked out of school of choice
Kids will go to college unprepared. We're overspecializing
C
SR
Getting locked out of theme of choice
C
TR
Kids/parents choose based on location and/or friends rather than program (x2)
C
SR
Integrate transfer students in or out
C
TR
Less community connection
C
SR
Kids will be separated from friends
C
TR
Less flexibility in scheduling
C
SR
More divided
C
TR
C
SR
Planning would be complicated-jeopardize success
May be better to merge 2 and 3, allow options on the 11/12 campus, students are older can make better decisions
C
SR
Possibly become socially diverse
C
TR
C
SR
Potential for becoming socially diverse
More money for research before school is even built
C
SR
Rivalries
C
TR
Most expensive for transportation
C
SR
Students picking theme because friends are
C
TR
Parents forcing their wants
C
TR
C
SR
Teacher
Possibility of student making poor choice for their abilities
C
TR
"Overbearing" parents choosing for the wrong reasons
C
TR
Reduces diversity by splitting into 3 small schools; separate
C
TR
8th graders too young to know what they really want to focus on
C
TR
Self image based on school you are in, not in the stems so you're an idiot
C
TR
Ability to meet individual education requirements
C
TR
Sometimes parents force their choices onto children also
C
TR
Busing
C
TR
C
TR
Busing expense
C
TR
Can be too much to handle operationswise
C
TR
Can lose focus if student is forced to stay in course for an entire year
Sometimes schools do not correctly identity student potential – my brother was considered "not academically smart" but later earned a phd in electrical engineering from the #2 engineering school on the east coast
C
TR
Specialization not offered
C
TR
Staffing
REYNOLDSBURG CITY SCHOOLS
167
Reynoldsburg Reach Summary Report Appendix
THREATS Loc.
Threat
Aud.
Loc.
Threat
C
TR
Staffing intense plus administrative nightmare – cost
P
BRJH
Might be too hard for teachers, buses will get full and very crowded
C
TR
Students could lose focus if forced to remain in a program that they dislike for a whole year
P
BRJH
More opportunity in choosing your career in high school thru college
C
TR
Students making choice of theme because your friends are
P
BRJH
Not being in all classes
P
BRJH
Won't see friends
P
HAMS If you are there for a year you might not like your teacher
P
HAMS If you change your mind you have to wait a whole year
P
HAMS Possibly not enough room in the school that you want
P
HAMS Separation from friends
P
RHS
Getting students together for extra curricular/activities
P
RHS
I don't see a threat
P
RHS
Less bonding-sub schools could divide kids
P
RHS
Little bonding and poor extra curricular
P
RHS
Location
P
RHS
Locking students into a year long choice is not good!
P
RHS
Lottery-not everyone gets what they want
P
RHS
May eliminate vocational school options
C
TR
The lines might affect community identity
C
TR
Too many unknowns (x2)
C
TR
Too much bouncing between programs
C
TR
Transportation costs to both schools
C
TR
Transportation issues
C
TR
Very complex
C
TR
We'll build the place without knowing the programs
C
TR
What if specialization of choice not offered?
C
TR
What will happen when attends large university if so used to smaller school system?
C
“50 Percent of small school projects fail.”
168
(continued)
Aud.
TR
Who chooses what academic school child is in? My parents had this what it was chosen by economics being poor they could not take pre-college classes but were pushed into trade schools
C
WRJH 50 Percent of small school projects fail
P
RHS
May need to change direction
C
WRJH Does not focus on basics
P
RHS
C
WRJH Enrollment being reduced due to eastland fairfield
Might end up with one school better than the other
P
RHS
Money problems (rich/poor)
C
WRJH Locked out of theme of choice.
P
RHS
C
WRJH Need to provide "basics"
Not enough focus on the need to know subjects
C
WRJH Teacher qualifications?
P
RHS
Not know what they want
C
WRMS Less enrollment at the vocational school.
P
RHS
Rivalry
C
WRMS More staffing.
P
RHS
C
WRMS No comment.
C
WRMS Will end up costing $$$ and hassle.
Same student s may not get into their school of preference – leaving them in a school where they are not interested
C
WRMS Availability of programs for all students
P
RHS
Some might be "better"
C
WRMS Change schools every year
P
RHS
Student decisions will be long-term
C
WRMS Cost more money
P
RHS
Students changing their minds
C
WRMS Difficult to undo
P
RHS
Students may change their mind
C
WRMS Impact on future-will it still work in 10 years
P
RHS
Students not exposed to other options
P
RHS
Takes away career center
P
RHS
They might not get along -- don't think 3 schools in one building -- rivalries
P
RHS
Too confusing
P
RHS
Too many choices
P
RHS
Too much stress
P
RHS
With how much time we have in the day
P
BMG
"Houses" might compete against one another
P
BMG
Certain groups would go to certain schools so they would be divided
P
BMG
Might have a class filled up so if you really want it you can't get it
C
WRMS Less enrollment at vocational + competition
C
WRMS Lottery system may not be fair
C
WRMS Make choices they may not be ready for
C
WRMS More staffing
C
WRMS Plan for student transfer choices made by 9th graders?
C
WRMS Same or separate irns could be potentially divisive and hazardous
C
WRMS Students could get lost if interests change
C
WRMS Too many cliques
P
BRJH
Bullies, being made fun of
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
THREATS
(continued)
Aud.
Loc.
Threat
Aud.
Loc.
P
SR
College classes in high school
P
WRMS Balance two interests
Threat
P
WRJH A threat is what if a lot of people aren't interested in any of those topics
P
WRMS Some kid might not know what to choose
P
WRMS Some kids may choose school b/C of friends-not thinking about future
S
BMG
Confusion, 9-12 is a key time for childhood training. 9th and 10th is not a time to make those types of choices
S
BMG
Students too scattered
S
BMG
What happens to the student that changes their minds
S
BMG
What happens to trailblazer program?
S
BRJH
$$ For staffing
S
BRJH
Ability grouping
S
BRJH
Are students going to be prepared, do they need special prep?
S
BRJH
Community doesn't buy in
S
BRJH
Complex-difficult for community to understand.
P
WRJH Bad choice
P
WRJH Bullying
P
WRJH Gas
P
WRJH If one gets too big -- safety issues
P
WRJH If so different in 11 and 12 year, then why not just 9-10, 11-12 school
P
WRJH It's not fair
P
WRJH Making a bad choice
P
WRJH May not do what you want to
P
WRJH May not have the choice to get to do what you want to do , because of space – could still cause overcrowding of classes
P
WRJH Maybe there's more people that don't like more than one choice
P
WRJH Might become unorganized due to division
P
WRJH Potential of having to switch daily routine/ building
S
BRJH
Cost
S
BRJH
Costs more money.
P
WRJH Potential to switch building/daily routine
S
BRJH
Divide students of interest
P
WRJH Potential to switch routines
S
BRJH
P
WRJH School becomes disorganized
Elitist/smart school and unintelligent school.
P
WRJH Some kids may not know what they want to do with their future
S
BRJH
Fear of change.
S
BRJH
P
WRJH Students may not like departments
Gender & racial divide – need to keep diversity
P
WRJH Violence
S
BRJH
P
WRMS Less security
How do you determine the educator's strength?
P
WRMS Less sports
S
BRJH
How to balance #'s
P
WRMS May be more interested in academics
S
BRJH
If one school is unpopular , resources could be wasted.
P
WRMS May be more interested in academics and not in sports
S
BRJH
Must know kids' abilities & interests
P
WRMS May be more interested in academics and not in sports
S
BRJH
Must offer transition opportunities
S
BRJH
P
WRMS May be more interested in academics and not in sports
No tendency to have one school for haves (because it draws from more affluent areas) and one school for have nots (because it draws from poorer areas).
P
WRMS Might not get to be with friends (x7)
S
BRJH
P
WRMS More buses
Not easy to change-to much like college major.
P
WRMS More interested in academics and not in sports
S
BRJH
Overcrowded of schools within a school.
S
BRJH
Planning must be very extensive
P
WRMS More money
S
BRJH
Preparing 7/8 students to be successful.
P
WRMS More money for supplies (x2)
S
BRJH
P
WRMS More money to buy supplies (x2)
Special – threats to ??? For scheduling & staff
P
WRMS Not as much safety (x6)
S
BRJH
P
WRMS Not enough safety
Students will leave to make "life long" choices @ 14 years old.
P
WRMS Some amount of safety
S
BRJH
What if new to district in 11th grade
P
WRMS Some kids would be more interested in friends, rather than just choosing what is actually important to build their future
S
BRJH
What if staff doesn't
S
BRJH
Would discipline be the same in each area?
P
WRMS There aren't many choices
S
BRJH
P
WRMS Too interested in academics than sports
Would there be more administrators as department heads?
P
WRMS Transportation – more gas (x3)
S
BRJH
Can state standards be met
S
BRJH
Can you make it equitable
REYNOLDSBURG CITY SCHOOLS
169
Reynoldsburg Reach Summary Report Appendix
THREATS Loc.
Threat
Aud.
Loc.
Threat
S
BRJH
Elitist attitude possible
S
CO
S
BRJH
How to choose teachers
Unknown if staffing will be able to reconfigure
S
BRJH
Informing parents and communication with parents
S
CO
Unknown to teachers, parents, community
S
CO
S
BRJH
Restructuring of your grades
What to do with kids who don't want to decide
S
BRJH
Sexist & sexuality tracking
S
FR
S
BRJH
To young to make lifelong choices
Cannot decide at 14 what small school they want.
S
BRJH
Tracking
S
FR
Do they know what they want/
S
CK
Division of city if left two high schools
S
FR
S
CK
Driving 55mph
How do high interest subject/areas affect testing
S
CK
Forced to go into areas that aren't their choice b/C they didn't get into first choice
S
FR
How does oat testing affect "high interest' areas?
S
CK
Hopefully, all of the kids would be able to get along W/each other
S
FR
Limited variety/fewer choices
S
FR
Making the wrong choice.
S
FR
Not a fair way to pick a school of interest
S
FR
Only allowed 1 switch
S
FR
Possibly not fitting in. (x2)
S
FR
Prevents enough exploration of subject by ss.
S
FR
To early to decide
S
FR
Wanting to switch around too much.
S
FR
What if after one switch/change they still don't like their choice.
S
CK
Irate parents whose child doesn't get what they want
S
CK
Kids driving all over town
S
CK
Lottery, if don't get in...
S
CK
May get something they don't like
S
CK
Not a positive reaction
S
CK
Not getting into the area of choice
S
CK
Not positive
S
CK
Small group interest? If a few kids interested in topic – will they get a chance?
S
GR
Changed minds later.
Student s who aren't interested in something specific may be lost
S
GR
Cost (x2)
S
GR
Cost high.
Students may be forced to go into area that's not choice/reaction may not be positive
S
GR
Cost of supplies
S
GR
High cost of supplies.
S
GR
Labeling and cliques.
S
GR
Not all "schools" will have enough students to keep equal numbers in class sizes.
S
GR
Specific materials to each school will be costly.
S
HAMS A kid could be misplaced in the wrong mini school for the real preferences of a student.
S
HAMS Change in a program (not enough room) can cause major programs in basic education.
S S
170
(continued)
Aud.
CK CK
S
CK
What happens to students W/out ambition
S
CK
What happens to the below average students?
S
CK
What happens to the students that don't have ambition
S
CK
What if you are not able to get in
S
CK
Would not be around students with different interests
S
CK
Would not be with students with different types of interests
S
CO
Any failing can become soapbox issue
S
HAMS Could become expensive.
S
CO
Community outlook on paying for college for students
S
HAMS Could build a lot of rivalry.
S
S
CO
Cost
HAMS Possible problems with kids who want to switch specializations.
S
CO
Design of building – too specific
S
HAMS Demand for school goes down
S
CO
Disappointed might leave
S
HAMS If you re-evaluate will programs disappear
S
CO
Getting staff buy-in
S
HAMS Small school choices may change
S
CO
Hire new staff? Train?
S
HAMS Without choice more likely to drop out
S
CO
Not known to teachers, parents, community
S
HM
Cliques, stereotyping
S
HM
S
CO
Not what we told voters
S
CO
Student achievement may suffer during 1st year
Don't like with what they are stuck with, dumping ground for basic students, students mid senior year-where do they fit , division of certain groups
S
CO
To build or not to build athletic facilities
S
HM
New student coming mid year-where do they go
REYNOLDSBURG CITY SCHOOLS
C. SWOT Responses: High School Scenario 3
THREATS
(continued)
Aud.
Loc.
Threat
Aud.
Loc.
Threat
S
HM
New student senior year? Do they fit?
S
RHS
High stakes testing?
S
HM
Students choosing to follow friends, not interests
S
RHS
How to decide who goes where (x2)
S
RHS
How will busing work (cost/schedule)
S
RHS
Inter school translators.
S
RHS
Is the effort worth it? Limit electives?
S
RHS
Is this a fad? (x2)
S
RHS
Is this a fad? Data to show this works
S
RHS
Kids choose for the wrong reasons.
S
RHS
Kids not getting their first choice (x2)
S
RHS
Move-ins. (x2)
S
RHS
New admin can do away with programs
S
RH
Allowing kids to choose without guidance.
S
RH
Community education re: how system works
S
RH
Destroys neighborhood concept
S
RH
Destroys neighborhood concept. (x2)
S
RH
Extra-curricular traveling
S
RH
Finding specialized leaders
S
RH
Have to have goal & know where it is going
S
RH
Lottery – keep racially balanced.
S
RHS
S
RH
Lottery -- perception/fear/accusation of ss being hand-picked
New administration could do away with this in one year-see high school teams!
S
RHS
New system not implemented in the area.
Make decision based on social aspects
S
RHS
No school camaraderie (lacking).
More students on the Road.
S
RHS
No school spirit.
RHS
No sense of community.
S S
RH RH
S
RH
Parking/busing – more students on Road
S
S
RH
Planning for staff
S
RHS
Not evenly focused on each core class.
S
RH
Staff divisions – won't feel like one
S
RHS
Not really RHS
S
RH
The who gets in.
S
RHS
Number per program. (x2)
S
RH
Too many wanting to attend and then a possibility of a waiting list.
S
RHS
Overcrowding (x2)
S
RHS
Producing a well-rounded student threatened
S
RHS
Programs could be threatened, threatens opportunity for kids
S
RHS
Programs offered.
S
RHS
School becoming have/have not
S
RHS
Split families.
S
RH
Tool in place in time….
S
RH
Transportation costs.
S
RH
Who helps make decision
S
RH
Would need to have music programs at both schools so all students have the opportunity to participate.
S
RH
You have a building but no plan
S
RHS
Staffing
S
RHS
Affect on community.
S
RHS
Staffing issues.
S
RHS
Based on data and research?
S
RHS
STEM -- not as much English & vice versa
S
RHS
Busing/transportation.
S
RHS
S
RHS
Busing?
S
RHS
Can easily fall apart.
STEM students may be weak in English, humanities students may be weak in math and science etc.
S
RHS
Changes what we do.
S
RHS
S
RHS
Changes-not consistent with policy now. Would that change.
STEM/humanities (not enough proper courses for college)
S
RHS
Students not belonging to 1 high school.
S
RHS
Switch schools after first year
S
RHS
Teacher buy in.
S
RHS
Tired of trying new things (x2)
S
RHS
Too young to make choice.
S
RHS
Very competitive to get kids in.
S
RHS
What if student does not like/do well in school of choice? Option?
S
RHS
Where's AP?
S
RHS
Will we stick to our guns on the "you pick it, you stay for 1 year" plan? Could become a mess if we don't stand up to the loud parents.
S
RHS
Choice because it is a new building (x2)
S
RHS
College career prep.
S
RHS
Community and teacher buy in
S
RHS
Community buy in.
S
RHS
Community teacher buy in
S
RHS
Could become challenging if to many picked one school over the other.
S
RHS
Didn’t get first choice
S
RHS
Disgruntled parents when students don't get #1 choice.
S
RHS
Divided community.
S
RHS
Does focus on one (arts for example) mean a lack in others?
S
SR
Driving between schools
S
SR
Finding right staff for school
S
SR
Has most potential for failure
S
RHS
Following friends instead of true interest
S
RHS
Getting necessary building blocks.
REYNOLDSBURG CITY SCHOOLS
“STEM students may be weak in English, humanities students may be weak in math and science etc.”
171
Reynoldsburg Reach Summary Report Appendix
THREATS Loc.
Threat
Aud.
Loc.
S
SR
How will students moving into Reynoldsburg after freshman year find place – so many behind or not passed OGT
S
WRMS How to interface with vocational
S
WRMS How to you prepare teachers/find staff
S
WRMS How well will kids transfer to each of district schools (move-outs)?
S
WRMS How would class rank be determined?
S
WRMS How would revenue be allocated?
S
WRMS If two schools with schools inside; division of town and building (separates community even more).
S
WRMS Integrity of individual program identity.
S
WRMS Integrity of individual programs carried out as unique entities.
S
WRMS Integrity of programs (individual)
S
WRMS License issues.
S
WRMS Locking students into choice
S
WRMS Loss of high school experience (x2)
S
WRMS Money (x2)
S
WRMS Money for staff and resources?
S
WRMS New procedures in different buildings.
S
WRMS No parent buy in.
S
WRMS Not meeting the needs of special needs.
S
WRMS Parents/students not getting school of choice due to numbers.
S
SR
Lots of kids with no interest who tend to be bullies would end up all in one building
S
SR
Might be difficult to incorporate all standards into each school
S
SR
Might put extra stress on the kids to make choices
S
SR
Parents decide what direction the kids go
S
SR
Start up will be tough for a few years
S
SR
Transient population
S
SR
Transient population won't get a chance with this program
S
SR
S
WRJH Are students going to be prepared?
S
WRJH Can we have 9th and 10th graders have a more traditional high school experience and then do the schools within a school concept for 11 and 12th graders who might be better prepared to make the choice?
S
172
(continued)
Aud.
Will rely on community support the most
WRJH Could be administrative intensive if done right.
Threat
S
WRJH Could be considered "elite" schools.
S
WRJH Could be isolating.
S
WRMS Planning nightmare
S
WRJH Do they need special prep?
S
WRMS Produce competitiveness
S
WRJH How do Jr. Highs configure.
S
S
WRJH I don't really get this set-up, not enough explanation given at meeting.
WRMS Produce competitiveness and identify to individualize.
S
WRMS Reputation
S
WRJH If building is designed around small schools, harder to adapt with changes.
S
WRMS Special ed/intervention, staffing, schedule.
S
WRJH If two irns transportation issues with students.
S
WRMS Staffing qualifications
S
WRMS Students miss out on traditional high school feels-prom, mock trial team, band that are associated with one large high school design.
S
WRMS Transportation (x4)
S
WRMS What happens if change interest?
S
WRMS What if parent/teacher/students suggestions don't match?
S
WRMS What if you don't know what you want to do?
S
WRJH Less interaction of faculty in departments.
S
WRJH Lots of transfers.
S
WRJH Sports again.
S
WRJH What if staff doesn't/community doesn't?
S
WRJH What if student doesn't fit within the six small schools.
S
WRMS Available resources and funding.
S
WRMS Busing/transportation
S
WRMS Can you switch? If so are you behind?
S
S
WRMS Certain houses flourish while others atrophy.
WRMS What if you don't like the program you are in?
S
S
WRMS Competition sports, academic scores.
WRMS Where do the special ed/intervention kids go?
S
WRMS Divides community up even more?
S
WRMS Don't live up to name
S
WRMS Easier to slide into disorganization
S
WRMS Expensive
S
WRMS GPA/graduation requirements
S
WRMS How to handle move-ins/transfers
S
WRMS How to handle students selection
S
WRMS How to interface with career centers (for those students making that choice.)
REYNOLDSBURG CITY SCHOOLS