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Independent School District #284 – Wayzata Public Schools Community Taskforce on Facilities Draft: May 1, 2013 Revised: May 10, 2013 HIGH SCHOOL ADDITION (Benefits of one large High School) Academic Achievement Wayzata’s track record of academic achievement ranks high when compared to Minnesota’s other High Schools. U.S. News and World Report National High School 2013 Ranking lists Wayzata High School as #5 in Minnesota, and one of only 6 “gold medal” Schools in the State. Wayzata Public Schools is one of 367 Districts in the nation, and one of 11 Districts in Minnesota, honored by the College Board with a place on the second annual AP Honor Roll (Advanced Placement Coursework). Wayzata Schools traditionally out performs neighboring school districts (as well as the rest of Minnesota) in Composite ACT Scores and National Merit Semifinalists (both with totals and percentage of student body). Wayzata National Merit Semifinalists (2010/11 = 35, 2011/12 = 26, 2012/13 = 22) consistently highest percentage in MN. Wayzata ACT: Composite Score – 26.0 (86% participation rate). Quantity and Quality of Course Offerings Wayzata High School offers more individualized and unique course offerings for our students than any other High School in Minnesota. Examples include: - Yearlong math for 9th graders needing help. - “Read 180” courses for reading focus. - Special electives in culinary arts and industrial technology (not offered in other Districts). - 26 AP course offerings (the most in Minnesota) – 258 courses offered. - Special needs students access a wide choice of general education offerings. Efficient Operating Costs Economies of Scale offer savings in areas of operations including Administration, Food Services, Health Services, Special Services, and Maintenance Services. Areas of economy allow for increased expenditures in areas that other High Schools cannot afford such as Wayzata’s “Block Schedule” and numerous co-curricular advisors, course offerings. Excellence A large student body offers a large competitive pool. This allows each student to find their area of interest and success. The competition in the larger scale environment promotes excellence. Whether in debate, sports or other activities, a large student body encourages one another to find their highest potential. Exposure to a Broad Palette of Activities The large student body equates to a large menu of interests. These develop into the more than 54 different activities available at Wayzata High School. Each student is able to find their “niche”. Examples include: - Art Club, Amnesty International, Business Professionals of America, First Robotics, Trap & Skeet Club, Mock Trial, International Club, Creative Writing Club, DECA, Junior Statesmen of America, Future Problem Sovling, Super Mileage, Skills USA, Debate, Drama, Spanish, Science Bowl, Science Olympiad, Musicals, One Act Play, Spirit Band, Drumline, (4) World Languages, Dance Team, Chess Team, Political Issues, RARE, Pottery, News Break, Math Team, etc. 1,988 WHS students are in one or more of the 54 activities each school year. Athletic Participation WHS has 1,735 students who participate in athletics this represents 53% of the student body. The High School currently offers 36 varsity sports programs throughout the year (maximum allowed by MSHL). Vibrant intramurals. One Unified Community One High School, one mascot, everyone’s a “Trojan”, one Booster Club, one school to dream about. KL/ISD_284/102131/community taskforce/why a large HS

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Commission No. 102131


Independent School District #284 – Wayzata Public Schools Community Taskforce on Facilities Draft: May 1, 2013 Revised: May 10, 2013 HIGH SCHOOL ADDITION (Potential challenges of one large High School) Academic Achievement Some studies indicate small schools are better (small < 800 students).

Large School Environment Could be initially perceived as less personal, unfocused culture, “lose kids”. Maybe overwhelming for freshman and newer families (currently grades organized by floor/”link crew” to help 9th graders). Must make extra effort to develop connections between students and staff. Important to develop personal learning communities to foster connections. Difficult to know the whole student body, or even one’s graduating class.

Athletic Participation Of existing complement of Athletics teams, some sports must cut students due to the limited roster spots (examples include basketball, hockey, baseball, tennis and boys golf, soccer, la crosse, etc.). Many students participate in the community based sports based upon choice or having not gotten selected for a team – i.e. Boy’s Junior Gold Hockey, S.W. Basketball League, Swim and Synchronized Swim Clubs, La Crosse, Baseball, Club Gymnastics, etc. Due to space limitations and funding, Wayzata does not have sophomore “B” teams or 9th grade “B” or “C” teams. If more facilities existed, we could add these teams with a more vibrant intramural program.

Single Campus Location The current geographic location within the District may not be easy or convenient for all students to access depending upon where they reside.

Congestion The concentration of students, vehicles, parents and staff at a single campus may have potential challenges.

Limited Growth Potential The expanded Wayzata High School campus may be challenged to grow further if needed in 20-30 years.

KL/ISD_284/102131/community taskforce/why a large HS

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Commission No. 102131


Independent School District #284 – Wayzata Public Schools Community Taskforce on Facilities Draft: May 1, 2013 Revised: May 10, 2013 A SECOND HIGH SCHOOL (Potential Benefits) Academic Achievement Some studies indicate small schools perform at high levels (small <800 students).

Smaller School Environment New second High School would need to be much smaller than the current High School to match projected enrollment (somewhere between 900 and 1,300 students). A smaller High School could be perceived as more personal, smaller culture, less feeling of “being lost”. Students will more easily know a larger percentage of the whole student body. Students will more easily know their entire graduating class.

New Identity A new school could offer an individual identity to a specific area or history of the District.

Prep for Future Growth The second campus could be set up for additional growth in the future.

Athletic Participation A second High School would likely have its own complement of athletics teams. This would result in additional roster spots for athletes in Wayzata School District (basketball, hockey, baseball, tennis and boy’s golf).

Choice for the Community A second smaller campus could be offered as an option for families concerned about the existing High School size.

KL/ISD_284/102131/community taskforce/why a large HS

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Commission No. 102131


Independent School District #284 – Wayzata Public Schools Community Taskforce on Facilities Draft: May 1, 2013 Revised: May 10, 2013 A SECOND HIGH SCHOOL (Potential Challenges) Academic Achievement There will be different achievement statistics for the two schools. (Not sure how different, just delivering the same results with two different student bodies will be unlikely.) Filling the School / Establishing an Attendance Boundary To ensure that a new second High School would take the pressure off the existing High School, there would likely need to be established an attendance boundary. (This may be controversial for the school community.) Without an attendance boundary, there would need to be significant incentives to drive students to select the new High School. The incentives must be manageable to not over-crowd the new school, create waiting lists and/or community issues. Attendance Boundaries will divide friends. Manage Equity of Opportunities Between Both Schools A challenge between two High Schools in the same community is “equity of opportunity”. This equity comparison is played out in variety of ways (but rarely are things not compared). Example: Course offerings, Athletic Facilities, etc. To avoid “have vs. have-nots” mentality the District would work towards equity. With one High School at 2,800 to 3,200 students and the other High School at 900-1,300 students, the difference in student body size will impact the ability to achieve equity in course offerings and activities. Transporting students between facilities to allow access to course offerings. Transporting staff between facilities to deliver specialized instruction equally. Operating Costs Lost dollars due to reduced “economy of scale” (compared to one large High School). Necessary transport between schools (staff, students, etc.) Managing Socio-Economic and Minority Balance The attendance boundary decisions and intra-district transfer policy decisions will also affect the socio-economic and minority balance between the two schools. Lack of attention to this ever-changing dynamic can create long term issues between the two schools. Managing Enrollment Transfer Between Schools It will be natural that students/families will want to transfer between the two High Schools. Policies will need to be established to manage this activity as it can effect capacity, rivalry, socio-economic, minority, balance, etc. Athletics / Activities Participation Community concerns around “dividing up the talent” across two High Schools. No longer as competitive in the conference? Disparity between “great coaches” and successful programs in the same district. Parents wanting their student to go to “School A” because they believe they “will have a better chance of getting a scholarship.” Potential splitting of youth sports organizations because students are going to two different High Schools, can be emotional. Promoting Healthy Rivalries Between Schools Rivalries naturally emerge between schools. In-District rivalries between High Schools always exist (but not always in a healthy way). Split Community Two High Schools, two mascots, “them vs. us”…? KL/ISD_284/102131/community taskforce/why a large HS

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Commission No. 102131

One high school analysis