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Oak Hill’s Vision We believe the ability to learn exists in all people. Maximizing that ability is the principal responsibility of the board and staff,

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Presentation on theme: "Oak Hill’s Vision We believe the ability to learn exists in all people. Maximizing that ability is the principal responsibility of the board and staff,"— Presentation transcript:

1 Oak Hill’s Vision We believe the ability to learn exists in all people. Maximizing that ability is the principal responsibility of the board and staff, with the participation of students and the support of parents and community. The learning environment should be organized, creative, nurturing, and challenging.

2 Oak Hill’s Mission To work together with the community to empower each student with the knowledge, skills, and high standards that prepare them to be successful, contributing members of a changing global society.

3 Oak Hill Strategic Planning Plan recommended by a team of 36 Oak Hill parents, teachers, administrators, board members, and patrons to the Board of School Trustees in January of 2001. The Board of School Trustees adopted the plan at that time. Included is a goal to balance elementary class size by 2006.

4 Elementary Equity Committee zFormed in Fall of 2001 to carry out the strategy of evaluating alternative options to balance elementary class size. z14 members: yA parent designated by each P.T.O. (3) yA teacher designated by the C.T.A., representing each elementary grade level (7) yElementary Principals (3) ySuperintendent (1)

5 Committee Activities zReviewed enrollment/class size history and projections zSet goals zReviewed options from the Wagner study zDetermined which options to initially pursue zConducted investigations, including meeting with other corporations who faced similar situations zMet with elementary teachers zConducted a transportation study zDetermined whether to continue to pursue both options zDetermined positives and negatives (pros and cons) zDetermined whether to pursue third option (K-4 in two buildings, 5-6 in the third building) zSought parental input through four public meetings zSought additional input from all elementary teachers

6 Goals of the Committee zThe solution will be in the best educational interests of all children. zThe solution will balance student populations so that an appropriate number of students, classes, and programs are located in each building. zThe solution will maximize the ability of teachers to collaborate with grade-level colleagues. zThe solution will continue to emphasize community involvement with schools. zThe solution will minimize student population “spikes” with regard to realistic individual class sizes at each grade level. zThe solution will provide appropriate space and scheduling flexibility for special programs (remediation, special education, support services, related/fine arts, technology). zThe solution will minimize transportation challenges. zThe solution will be fiscally responsible. zThe solution will maximize the ability of building principals as educational leaders.

7 Enrollment Trends History zOver the past seven years, within our three elementary schools, class sizes at the same grade level have differed by six or more students 22 times (50%). zOver the past seven years, Oak Hill’s enrollment has declined by 128 students (8%). Projections z Enrollments are projected (two separate projections) to decrease further. z By 2005-06, elementary enrollments may decline by almost 100 students (13%). z Swayzee Elementary hardest hit, with difficult enrollments in grades K-5 by 2005-06.

8 Status Quo Option Pros zSense of security z“Neighborhood” schools zBetter use of family history zVertical tracking zBetter parent involvement zConvenience zAffects fewest number of students, parents, and teachers Cons z Inequity continues z Large class sizes z Social stagnation z Needs must be addressed each year z Inability for teachers to collaborate z Voluntary or Forced transfer of students/teachers z Inability to match students with teachers effectively

9 Reconfigure to K-2, 3-4, 5-6 Pros zServes us well into the future zEqualizes class size zProgramming potential zTeacher ability to effectively collaborate at grade level zAdministrator focuses on fewer grade levels zStudents get to know each other sooner zAbility to match student to teacher more effectively Cons z Transportation issues z Less stable for students z Stress for families z Loss of community z Parents don’t know friends z Loss of family history z P.T.O. possibly weakened z Separates siblings z ISTEP soon after transition z Less ability to vertically collaborate

10 Reconfigure to K-4, 5-6 Pros zVertical collaboration better zStudents move fewer times zLess stress on families than alternative re-configuration zLess impact on Sweetser and Converse students zAll pros of K-2, 3-4, 5-6 Cons z One community affected more than other two z K-4 building space tight z Less equal K-4 class sizes from building to building z All cons of K-2, 3-4, 5-6

11 Recommendation zTo remain with the current configuration of elementary schools and classrooms (Status Quo) with two disclaimers: yUnderstanding that “Status Quo” does not necessarily mean that each student will attend his or her “home” elementary school or that each teacher will stay at his/her current elementary building. yUnderstanding that, although current conditions are not so drastic that re-configuration needs to occur at this time, the future does not look positive and, within very few years, a clearer need to re-configure may force a change.

12 Total Enrollment z2003-04 Projections: ConverseSwayzeeSweetser K 32 22 32 1 23 23 30 2 37 26 39 3 38 27 40 4 39 26 48 5 46 20 46

13 Class Size & Differences z2003-04 Projections: ConverseSwayzeeSweetserDifference K 16/16 22 16/16 6 1 23 23 15/15 8 2 18/19 26 19/20 8 3 20/19 27 20/20 8 4 19/20 26 24/24 7 5 23/23 20 23/23 3

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