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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