Page 1

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

Reynoldsburg Reach Report  
Reynoldsburg Reach Report  

Appendix A

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