Franklin Pierce Boundary Review Committee Meeting #14. Make sure your name appears in your participant video square.

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Franklin Pierce Boundary Review Committee Meeting #1

Boundary Review Committee Meeting 1April 1, 2021

Welcome!

Our Virtual Meeting ToolsScreen Set Up:1. Take a moment to adjust

your screen for best viewing.

2. Try to adjust your window so you can see my screen AND the chat box (the presenter’s face is optional). These tiny blue buttons allow you to have different views of the video gallery.

3. You can move the control bararound. Put at the top or bottom of your screen for best viewing.

April 1, 2021

Switching Screens - Our Virtual Tabletop

Zoom window - slide presentation, participant videos

Meeting documents - polls, agenda, personal notes, maps

To get out of the full-screen Zoom, double-click the screen, hit the escape key, or use the screen-view controls

April 1, 2021

Agenda

● Introductions & Orientation

● What to expect during the boundary review committee process

Poll and Breakout Introductions

● Enrollment Assessment and Forecast

● Community Survey Results

● Committee resources

Modeling Exercise

● Springboard Option Introduction

Scenario Modeling Workshop if time

Committee Meeting #1 Intentions & Agenda

Intentions

1. Facilitators introduce participants and process norms for the boundary review committee meetings, the process itself, charge and guiding principles, and drivers

2. Participants become familiar with the data concepts, data, and resources that will be used to inform boundary recommendations

3. Participants feel prepared to review boundary maps and engage in scenario modeling

4. Participants leave with clear next steps

Agenda

Committee Meetings Norms & MindsetsNorms & Mindsets: Looks like...

1. Keep the needs of students at the center of this work.

● Asking what’s best for children● Helping refocus conversations around students and

their future

2. Be fully present. ● Monotasking with your focus on this session● Minimizing technology distractions● Engaging by computer with video for full participation

3. Respect one another, our time frames, our shared airspace, and our process.

● Monitoring your own talk time● Speaking your truth and speaking for yourself● Being succinct and listening to learn and understand● Assuming colleagues’ positive intent and equal effort

4. Stay in a solution mindset and remember that we are all in this together.

● Engaging with generosity of spirit● Asking “what if” and considering new ways of doing

things

5. Remember! This is a PROCESS.

● Being with the discomfort of not having all the answers.

● Sometimes there will be more questions than answers

Virtual Norms…Own your virtual engagement:

1. Turn your video on and mute yourself when you’re not speaking.

2. Make sure your name is visible in your video box.

3. Use the chat for technical difficulties and accessing links.

4. Don’t be afraid to say “Sorry, I missed that…” or “Could someone clarify what we’re doing…”

5. Use the chat to announce if you need to step away from the meeting.

6. Allow for humanity (family, roommates, furry co-workers)

Agenda

WHO’s in the Virtual Room?

District Team

Joel ZylstraErin WrightClaudia MillerJames HesterJordan MortonJohn SanderKristin Holten

SuperintendentLance Goodpaster

FLO Analytics

Kent Martin

McKay Larrabee

Jen Elstrott

For more on FLO: flo-analytics.com

Boundary Committee

Parent Representatives

Principals, Vice PrincipalsDistrict Staff

Board Liaison Guidance and Resource Data, Analysis,

Presenting

Boundary Recommendation

Landing Page: https://www.fpschools.org/about/boundary-review

Content Specialists

Observation and Understanding

Enough from me, let’s hear from you!

Breakout conversation #1

Icebreaker, yay!

Breakout Conversation: IcebreakerSET UPTwo breakout rooms

FLO folks (FLOks) will start the conversation

District staff will take notes and will do a quick share-out when we return - focusing on something they heard that makes them excited about being part of this work

LOGISTICSTake 2 min to reflect on the questions -silent and solo - before sending you to your small groups

Take notes on your own to support your sharing

FLOks and District staff will open the conversation with their own responses and then call on others to share (you’ll need to unmute yourself when it’s time to speak)

Share out verbally - practice signalling with the “raise hand” function or just wave your hand into the camera

15 min total (reminders at 5 and 2 min left)

QUESTIONS1. What is your name and your

role in the Franklin Pierce school community

2. What does success look like -as a Committee member?

3. What is one fear or concern you have about the process?

4. What is one contribution we can count on you for during this work together?

Welcome back!

Time for a quick share...

To ensure FPSD schools and programs maintain capacity utilization levels that are beneficial to all students,

while also ensuring the sustainable allocation of district resources.

WHY is a Boundary Review Happening?

WHAT is a Boundary Review?

Upcoming meetings:• Meeting 2 -> April 15th

• Meeting 3 -> April 22nd

• Meeting 4 -> April 29th

• Open house -> Early May (TBD)

We are here.

WHEN – the Schedule – We’re dedicated to flexibility (thanks a lot COVID)!!

A multi-month, highly structured approach to data

analysis & stakeholder

engagement that will result in

informed, relevant plans for Franklin

Pierce School District

HOW does the Boundary Review Process Work?EnrollmentFuture housing developmentsEnrollment forecastsSchool capacitiesDemographics

Break-out roomsScenario modelingConsensus Voting

Guiding principlesCommittee ChargeEnrollment balancing

Interactive web map Static maps

Meeting agendas Meeting minutes

Translated materialsOpen HousesPresentation

Enrollment forecastAnnouncements

Social mediaLanding page

Open HousesCommunity SurveysBoard presentationsLanding page email

FPSD Data 101

FPSD Data 101 – District Overview - Existing

Enrollment Assessment

Student Distribution

FPSD Data 101 – District Overview – Student Density

FPSD Data 101 – Student Socioeconomic Indicator Density

McKinney-VentoNon-white/Latinx

LEP LAP

SPED

McKinney-Vento = Federal legislation related to the education of children and youth experiencing homelessness

SPED = Special Education

LEP = Limited English Proficiency

LAP = Language Access Plan

1. Geocode student addresses (i.e. map the students to their homes) to determine their resident attendance area

2. Compare to the school they attend, and whether that is the same as the attendance area in which they live

3. The resulting table is called the “Residence/Attendance Matrix”

4. Residence/Attendance Matrix is used to look at transfer rates and patterns, particularly for high utilization schools

FPSD Data 101 – Transfers In/Out – Residence/Attendance

422 students live in the Brookdale Attendance Area: Where do they go to school?

FPSD Data 101 – Transfers In/Out – Residence/Attendance

Residence/Attendance Matrix: Elementary Schools

Example: 17 students live in the Brookdale Attendance Area but attend Elmhurst

FPSD Data 101 – Transfers In/Out – Residence/AttendanceResidence/Attendance Matrix: Elementary Schools502 students attend Brookdale:

Where do they come from?

Example: 10 students live in the Elmhurst Attendance Area but attend Brookdale

FPSD Data 101 – Elementary – Residence/Attendance

FPSD Data 101 – Middle – Residence/Attendance

FPSD Data 101 – High – Residence/Attendance

District Birth Rates

25

Land Use

26

● Interviews with city and county planners

● What type, number, and building horizon of housing developments

● Zoning changes, Community Plan Proposed Updates

FPSD Data 101 – Residential Housing Developments

Residential Development

27

Student Generation Rates

28

FPSD Data 101 – Student Generation Rates

Enrollment ForecastingStudent

EnrollmentAssessment

EnrollmentForecasts

Demographic and Land

Use Analysis

29

Total District-wide Building Attendance Enrollment Forecasts

30

FPSD Data 101 – Enrollment Forecast

District-wide Building Attendance Enrollment Forecasts by Grade Group Medium-Growth Series(Preferred)

31

FPSD Data 101 – Enrollment Forecast

Elementary Forecast vs. Capacity 32

490

434

443

511

381

393

406

508

513

513 475

513 466

513

513

519

553 513 493

513

516

513

553 519488 467 448

634

404

420 385

567

0

100

200

300

400

500

600

700

Brookdale ES CentralAvenue ES

Christensen ES Collins ES Elmhurst ES Harvard ES James Sales ES Midland ES

Attendance CapacityPotential Capacity 2029 Attendance Forecast

Middle and High School Forecasts vs. Capacity 33

1038

901

1148

970

98

10951025

1689

1530

197

1076

823

1414

1068

1130

200

400

600

800

1000

1200

1400

1600

1800

Ford MS Keithley MS Franklin Pierce HS Washington HS Gates Secondary

Attendance Capacity 2029 Attendance Forecast

Community Surveys

35

FPSD Data 101 – Community Surveys

• 241 surveys completed

• One-on-one interviews with parents/guardians

• Average length of interview: 16 minutes

Proximity Transportation

Key Insights

38.7% of families were concerned about going to the same school as they currently attend. This was the highest ranked concern.

Concerned about bussing/transportation 31.3%

Ranked second highest for the boundary review process behind concern of changing schools.

Concerned about proximity to their home/walkability 25.2%

Concerned about Change

Ranked third highest for the boundary review process.

FPSD Data 101 – Community Surveys

Guiding Principles & Committee Charge

38

FPSD Data 101 – Committee Charge

THE BOUNDARY REVIEW COMMITTEE IS CHARGED WITH:Working to identify, refine and review proposed updates to school attendance areaboundaries to support long-term balanced enrollment and facility capacity. Thecommittee will engage with the public during open houses in the spring to receivefeedback on their boundary options. The committee will provide arecommendation to the Superintendent during the last committee meeting(summer, 2021). The Superintendent will evaluate the Committee’srecommendation and bring a proposal forward to the Franklin Pierce SchoolDistrict Board of Directors. Committee members may be asked to participate inthe Board Meeting.

FPSD Data 101 – Guiding PrinciplesGUIDING PRINCIPLES

Core values serve as guiding principles for the development of the springboard proposal. These are developed from District Policies and insights gained from land use studies and student enrollment forecasting.

When considering boundary proposals, the Boundary Review Committee will consider, to the extent possible, the following guiding principles. They are not prioritized.

Take a District-wide perspective by considering individual school capacities and studenenrollment to balance enrollment for now and the future.

Minimize disruption and impacts to special programs or special populations (e.g., Limited English Proficiency, Special Education).

Work to maintain relationships with a middle school and high school feeder system. Consider transportation impacts, and work towards limiting the amount of time required on a

bus. Make efforts to maximize proximity to home/walkability (e.g., not having to cross busy streets,

railroad tracks, and consider natural boundaries). Consider racial equity lens.

FPSD Data 101 – Equity Lens

• Who are the racial/ethnic groups affected by this policy, program, practice or decision and what are the potential impacts on these groups?

• Does this policy, program, practice or decision ignore or worsen existing disparities or produce other unintended consequences?

• How have you intentionally involved stakeholder groups who are also members of the communities affected by this policy, program, practice or decision? Can you validate your assessments in (1) and (2)?

• What are the barriers to more equitable outcomes? (e.g. mandated, political, emotional, financial, programmatic or managerial)

• How will you (a) mitigate the negative impacts and (b) address the barriers identified above?

FPSD Data 101

Data will be used to create the boundary springboard option:

Transfer Rates/Demographics

Committee Scenarios, Options and Recommendation

Options = Committee consensus on a scenario,

base map for the next meeting

Recommendation = The Committee’s final Option

presented to the Superintendent

Scenarios = An exploratory boundary modification

*Definitions*

BoundaryReviewExercise

Boundary Review ExerciseGoal

Confidence with the concept of the boundary decision-making process we will undertake later in this meeting with live data.

Steps

1. Review a practice school district map2. Learn various factors that may impact a boundary decision3. Assess a springboard option4. Discuss pros and cons of the option

Boundary Review ExercisePractice School District

1. Four elementary schools2. One elementary school (School

A) is over capacity by 25 students

3. One or more neighborhoods from the School A attendance area need to move to either B, C or D (or a combination) to balance enrollment

4. The goal is to bring School A’s utilization below 100% and keep all schools under 100%

A = +25

C = -30

B = -75

D = -70

Boundary Review ExerciseThis Practice Covers:

1. Distance/transportation2. Walkability3. Natural barriers4. Neighborhood cohesion

This Practice Assumes:

1. Equitable access to services and programs

2. Demographically similar across district

3. Future development not considered

C = -30

B = -75

D = -70

A = +25

Boundary Review ExercisePractice School District

● There is a major highway that runs through A and C attendance areas, making it dangerous for students on either side to walk to school.

C = -30

B = -75

D = -70

A = +25

Boundary Review ExerciseMock School District

● There is a major highway that runs through A and C, making it dangerous for students on either side to walk to school.

● School D has lots of space, but is far away from the current School A attendance area. Travel times would be over 45 minutes by bus.

C = -30

B = -75

D = -70

A = +25

Boundary Review ExerciseMock School District

● There is a major highway that runs through A and C, making it dangerous for students on either side to walk to school.

● School D has lots of space, but is far away from the current School A attendance area. Travel times would be over 45 minutes by bus.

● School B’s neighborhood is separated from School A’s neighborhood by parks and open space. Moving students to B would split up School A’s neighborhood.

C = -30

B = -75

D = -70

A = +25

Boundary Review ExerciseSpringboard Proposal

● FLO Recommendation:a. Move students south of

highway to School C

C = +5

A = -10

B = -75

D = -70

Boundary Review ExerciseSpringboard Proposal

● FLO Recommendation:a. Move students south of

highway to School Cb. Move students east of

highway to School D

C = -35

A = -10

B = -75

D = -30

● Results:a. A = -10 (97% utilization)b. B = -75 (79% utilization)c. C = -35 (90% utilization)d. D = -30 (91% utilization)

Boundary Review ExerciseConversation

1. Under the lens of the guiding principles, what are the pros of this springboard proposal?

2. What are the cons of this springboard proposal?3. What is another option you would like to try?

Boundary Review Exercise

Pros

C = -35

A = -10

B = -75

D = -30

Boundary Review Exercise

Cons

C = -35

A = -10

B = -75

D = -30

Boundary Review Exercise

Other options?

C = -35

A = -10

B = -75

D = -30

Boundary ReviewBoundary scenario modeling• We will produce enrollment and demographic statistics with each

boundary scenario that will include: - 2019 enrollment - 2024 and 2029 forecasted enrollment- Socioeconomic indicators (SPED, racial diversity, LEP, LAP,

McKinney-Vento)• FLO’s springboard option is based on balancing enrollment.• Now it’s your turn to apply your local knowledge of neighborhoods

and communities, take that District-wide perspective, and provide data-driven solutions to benefits ALL students within the District!!

Next week… Agenda

o Review:

a. Committee charge

b. Guiding principles

c. Voting/Decision Making

d. Springboard Option

o Boundary review in workgroups

Break

o Group discussions

o Boundary options vote (if warranted)