Williams County Education Project Envisioning Collaborative Opportunities
Introductions • Dr. David Flowers • Dr. Jeff Schatz • District individuals
Wil illi liams Co County K1 K12 Educatio ion Projec ject Init In itia ial l Proje ject Meetin ings Agenda I. Introductions — Dr. David Flowers, Dr. Jeff Schatz II. Project Overview III. Areas of Study and Contractors I. Enrollment and Demographics — Rob Swarts, RSP and Associates II. Facilities — JLG Architects III. Finance — Mark Lemer and Brent Bogar IV. Curriculum/Student Opportunity — Dr. Jeff Lind IV. Engagement I. SWOT Analysis Questions II. Public Engagement — Survey Questions V. Time Line VI. Questions/Discussion
Overall Purpose of the Project (Vision) • Provide data, information and analysis that informs and possibly compels a collaborative process which results in commitments to strategies to create PreK-12 educational solutions and conditions that support: • A high quality of life for Williams County residents • Attraction, retention and support of a quality workforce • Affordable and sustainable housing • Equitable access for all students to safe schools where students’ social, emotional and physical health are supported • Equitable access for all families to quality educational opportunities • Equitable fiscal burden among districts • Educational facilities equipped to support 21 st Century education • A shared vision that will be supported and sustained at the polls DF
Overall Project Scope/Stages Phase 3: Collaborative Desired Results Phase 2: Data Analysis Strategic Planning Phase 1: Environmental • A high quality of life for Williams and Reporting Process Scan/Data Gathering County residents Charge: Charge: Charge: • Attraction, retention and support of a Gather and Compile a Engage group of quality workforce assemble data and comprehensive key, representative • Affordable and sustainable housing information analysis, based on stakeholders in a • Equitable access for all students to safe regarding the the gathered data collaborative schools where students’ social, current status of and information and strategic planning inputs affecting emotional and physical health are including key process which overall community findings, results specific supported wellbeing and observations and strategies to achieve • Equitable access for all families to positioning for areas for potential mutually desired quality educational opportunities successful future collaborative ends, and a • Equitable fiscal burden among districts across multiple solutions. commitment to • Educational facilities equipped to related domains move those Present the report support 21 st Century education strategies forward to the key through policies, • A shared vision that will be supported stakeholder group legislative advocacy, and sustained at the polls voter referendums, etc. DF
Overall “Charge 1” • Gather and assemble data and information regarding the current status of inputs affecting overall community wellbeing and positioning for a successful future across multiple related domains, including: • Existing school district(s)’ assets and challenges in the areas of: • Demographics : enrollment, where students live relative to where they are assigned vs where they attend; residential property demographics — developed zones; occupancy analysis; approved future development zones • Facility Assets and Utilization: Facility age, condition, current utilization, capacity, challenges, needs, existence of makeshift/short term solutions to overcrowding (modular classrooms; rented space); deferred maintenance issues. • Student opportunity: Access to guaranteed, viable curriculum re general curriculum; supports for individualized of personalized learning; special education; advanced placement or dual credit opportunities; access to Career and Technical Education coursework; and co/extra curriculum offerings. • Budget/Finance/Taxation: An overview of state and local funding responsibilities; district taxable valuation; expenditure per pupil; per pupil payment from the state; mil levy information, by district; comparisons of amount of money raised by 1 mil; translation of mils into dollars for property tax per $100,000 of home value; comparisons to similar districts in the state; level of bonded indebtedness by district; existence of any current/ongoing capital improvement projects; history of levy attempts; sample model for projecting operational costs for new school(s). • Components of a communication packet and strategies to educate the public and key stakeholders including policymakers and legislators. DF
Overall “Charge 2” • Compile a comprehensive analysis, based on the gathered data and information and including key findings, observations and areas for potential collaborative solutions. • Present the report to the key stakeholder group DF
“Buckets” Assigned to Contractor/Subcontractors SCHOOL DISTRICT Facility Assets and CURRICULUM/ STUDENT ENROLLMENT AND BUDGET/FINANCE/ TAXATION Utilization OPPORTUNITY DEMOGRAPHICS Budget/Finance/Taxation: An overview of Access to guaranteed, viable state and local funding responsibilities; Facility age, current utilization, district taxable valuation; expenditure per curriculum re general curriculum; Enrollment, where students live pupil; per pupil payment from the state; capacity, challenges, needs, supports for individualized or relative to where they are assigned mil levy information, by district; existence of makeshift/short term personalized learning; special vs where they attend; residential comparisons of amount of money raised by solutions to overcrowding education; advanced placement or property demographics — developed 1 mil; translation of mils into dollars for (modular classrooms; rented dual credit opportunities; access to zones; occupancy analysis; approved property tax per $100,000 of home value; space); deferred maintenance comparisons to similar districts in the state; Career and Technical Education future development zones, etc. level of bonded indebtedness by district; issues. coursework; and co/extra curriculum existence of any current/ongoing capital offerings . improvement projects; history of levy attempts; sample model for projecting operational costs for new school(s). Sub-contractors: Subcontractor: RSP Sub-contractor: JLG Sub-contractor: Dr. Jeff Mark Lemer; Brent Lind &Associates Architects Bogar/AE2S JS/DF
Project Management Components and Process — Phase 2 Contractor(s) review and analyze data and information from phase 1 Compile gathering, which will be appended or referenced in the overall report and Present Determine a format and assemble the report, including key observations relative to patterns, relationships, incongruities, surprises, potential Report opportunities, etc. elicited by the data; and finally a list of recommendations for exploration should key stakeholders take the process to a 3 rd phase. At a time convenient for the contractor(s) and the key stakeholder group, present the report synthesized in presentation software; in writing in an executive summary; and in a comprehensive format including appendixes/all of the data gathered in phase 1 and referenced in the report. JS
Overall “Charge 3” • This phase would occur if/when stakeholder entities would agree that the data, information and potential strategies identified in the “Stage 2” report were promising enough to compel a commitment from these stakeholder groups to seriously engage in this third phase which might create solutions to mutually identified challenges. • Engage group of key, representative stakeholders in a collaborative strategic planning process which results specific strategies to achieve mutually desired ends, and a commitment to move those strategies forward through policies, legislative advocacy, voter referendums, etc. • The strategic plan would have traditional components, collaboratively developed, possibly including: • Mission • Vision • Environmental Scan (data and information from “charge 1” • Values/beliefs • Goals • Strategies DF
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