Revised Attendance Area Presentation

WAYZATA PUBLIC SCHOOLS ATTENDANCE AREA PROCESS – 2013

In partnership with

PRESENTATION 1.

Recent History and Current Reality

2.

The Decision Making Process

3.

Review of Possible Scenarios

4.

Table Process

5.

Key Messages 2

RECENT HISTORY § § § §

§ §

2006 Comprehensive Boundary Study Annual Enrollment Projections/Census mailing Facility Study – Investment/Reinvestment Resident Enrollment Growth offset by limiting open enrollment Several administrative boundary adjustments “Right Sizing” Efficient Elementary Additions

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METHODOLOGY

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This methodology uses a Survival Cohort Method to project students into the future. These projec;ons are given in the Current Scenario and are used as a set of base numbers for Scenarios 2-­‐4

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This methodology takes into account poten;al growth that may occur within new housing developments that are planned in Greenwood and Plymouth Creek aDendance areas between 2013 and 2016

•

Grades 1 – 5 are projected using average historical reten;on rates going back to school year 2007/2008.

Historical enrollment numbers were obtained from Wayzata Public Schools

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Future kindergarten students were projected based on an average reten;on rate of the total number of public births (obtained from the Minnesota Department of Health) for a given year within each aDendance area versus the total number of kindergarten students going out 6 years.

For example, if a child was born in school year 2004-­‐2005 (in this case a school year begins

September 1 and ends August 31) it is assumed that they will aDend kindergarten in school year 2010-­‐2011.

Thus, if there were 100 births within a par;cular aDendance area in school year 2004-­‐2005, and

there were 120 kindergarten students in school year 2010-­‐2011, then the reten;on rate would be 120% (for illustra;ve purposes, assume 120% is the average rate historically).

Therefore, if 80 kids were born in school year 2007-­‐2008, we would project 96 kindergarten students in 2013-­‐2014.

• Scenario modeling was performed by moving selected natural neighborhoods in and out of different aDendance areas depending on the scenario in ques;on.

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The percentage of students by grade and currently living within a par;cular natural neighborhood (versus the total number of students within the current aDendance area in which the natural neighborhood in ques;on resides) were added to the new aDendance area in which the neighborhood was moved to (and subsequently subtracted from the aDendance area in which they were moved from)

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In addi;on, the percentage of poten;al kindergarten students (based on public births) within a par;cular natural neighborhood were added to the new aDendance area in which the neighborhood in ques;on was moved to and subtracted from the aDendance area in which they were moved from.

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DECISION MAKING PROCESS

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GUIDING CHANGE DOCUMENT

Reality “The WHY”

Unacceptable Means “The NOT HOW”

Results “The WHAT”

• Current attendance boundaries result in mismatch of students to facilities capacities

• Violate law, contract or binding agreements

1. Maximize balancing of students to elementary school capacities

• Planned investment in schools expands capacity

• Create known imbalance or inequity of resources

2. Design for at least a 3 year stability in attendance areas

• Current attendance boundaries are a mismatch to planned school capacities

• Disrupt the schools walking zones

3. Sensitivity to current elementary students moved recently

• Facilities planning and action is an ongoing need for district for next 10 years

• Treat open enrollment and district students differently

4. Lead to greater All-Day K stability

• Open enrollment is declining by design

• Exceed established budget and funding parameters

• Housing development is an asset and dynamic for many years to come

• Create known, unsustainable operational expectations in the next 3 years

5. Alignment of Middle School Boundaries and greater balancing of those students to facility capacities 6. Link to possible long range options 16

SCENARIOS IN DEVELOPMENT Scenario 5: § § § § § §

Neighborhood 30 Neighborhoods 54,55 & 56 Neighborhood 42 Neighborhood 33 Neighborhoods 8, 9, 10, 12 & 13 Neighborhoods 4AS, 4B, 5W & 11A2

Plymouth Creek to Kimberly Lane Birchview to Sunset Hill Oakwood to Gleason Lake Plymouth Creek to Greenwood Greenwood to Oakwood Greenwood to Oakwood

Scenario 6: § § § §

Neighborhood 30 Neighborhood 33 Neighborhoods 8, 9, 10 & 13 Neighborhoods 4AS, 4B, 5W & 11A2

Plymouth Creek to Kimberly Lane Plymouth Creek to Greenwood Greenwood to Oakwood Greenwood to Oakwood

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SCENARIOS COMPARISON FOR 2015-16 SY

Current Scenario

Scenario 5

Scenario 6

Birchview

103 %

81 %

103 %

Gleason Lake

81 %

91 %

81%

Greenwood

111 %

110 %

113%

Kimberly Lane

97 %

105 %

105 %

Oakwood

65 %

84 %

89 %

Plymouth Creek

142 %

107 %

107 %

Sunset Hill

75 %

94%

75%

Schools

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TABLE PROCESS FOR CONSULTATION q q

Introductions and selection of recorder Simple Guidelines q q q q

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Everyone speaks Listen more than talk Use diverse opinions and experiences as an asset Develop a single assessment

Review Current Reality and Scenarios Provide Feedback on both Scenarios on large sheets of paper

Note: Use district website for individual feedback and ideas 21

TABLE PROCESS FOR CONSULTATION

Wayzata Public Schools A"endance Area Scenario Feedback Form SCENARIO _________ Strengths Concerns

Ques8ons Ideas

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KEY MESSAGES A.

B.

C.

We know we need to balance school attendance areas to school capacities and create mid-term stability for families Managing demographic change is and will be continuous priority work of the district and community The Wayzata Public Schools is following a defined process which: §

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Supports and reinforces the varying roles and responsibilities of School Board (governance), Administration (management) and Parents, Staff, Students and Public (consultation) Utilizes third party research for Options and facilitation of public meetings Seeks to provide for inclusion, public discussion within parameters of time, process and clear desired outcomes 23