l. PRELIMINARYboe.aurorak12.org/.../04/final03_19_13_4minutes1.pdfMarch 19, 2013 9826 l. PRELIMINARY Shepherd called the March 19, 2013, meeting to order at 6:00 p.m. Roll Call The

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l. PRELIMINARY

Shepherd called the March 19, 2013, meeting to order at 6:00 p.m.

Roll Call The following members were present:

JulieMarie Shepherd, president Cathy Wildman, vice president Jane Barber, secretary Dan Jorgensen, treasurer Jeanette Carmany, director Matthew Cook, director Mary W. Lewis, director

Also meeting with the Board of Education were:

John L. Barry, superintendent of schools Tonia Norman, assistant to Board of Education

Pledge of Allegiance/Welcome to Visitors

Lewis led the Board and audience in the pledge to the flag. Shepherd welcomed visitors to the meeting.

Approval of Agenda

The March 19, 2013, agenda was approved as written.

Approval of Minutes

The minutes of the regular meeting of the Board of Education held on March 19, 2013, and the minutes of the special work session of the Board of Education held on February 26, 2013, were approved as written.

Student Performance

Aurora Frontier students, under the direction of Sarah Mabrey, performed three delightful vocal selections. Barry thanked Mabrey for the wonderful performance and presented her with a Superintendent recognition coin.

Superintendent Celebrations

Barry congratulated Hinkley High School Assistant Principal Matthew Willis for earning the “National Assistant Principal of the Year” award, presented by the National Association of Secondary School Principals (NAASP) and Vicro, Inc. This award recognizes outstanding middle and high school assistant principals who have demonstrated success in leadership, curriculum and personalization. NAASP and Virco, Inc. awarded $5,000 to Willis for personal professional development and for a school improvement project. I have always said that APS has the best staff in the state, and Willis is proof that we have the best staff in the nation. We are happy and proud to have you on our team. Thank you for your

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undying dedication to students and for your strong leadership. We wish you continued success. Willis thanked the Board, Superintendent, and Principal Jinger Haberer for their leadership. He shared that Hinkley has experienced a 48 percent reduction in out of school suspensions and is third in the state for concurrent enrollment in the ASCENT program. He expressed that individuals who have some college credit earn an additional $50 to $60 per week. He noted that Hinkley students are making a difference and Aurora will be a different city as a result of their financial impact on the community. He emphasized that none of this will happen unless we all work together. Barry congratulated Gateway High School Business Teacher Courtney Tanguma for earning the 2013 “Colorado New Marketing Teacher of the Year” award presented by the Colorado Marketing Educators Association (CMEA). The

award recognizes teachers who provide outstanding marketing programs for

students. CMEA provides teachers with valuable networking opportunities, access to the best teaching practices and opportunities to learn about cutting edge marketing practices. Thank you for all that you have done and continue to do. Please know that your hard work and dedication do not go unnoticed.

Opportunity for Audience

Brandi Ruiz, school liaison at Buckley Air Force Base, works with districts that have military connected or federally connected students. She also works with school staffs to help them understand military issues, and works with families transitioning into the community. Ruiz noted that the district had recorded 864 federally connected students as of November 12, 2012. She shared that military children youth demographics reports retrieved via Military One Source indicated that Adams County had 712 military connected school-aged children and Arapahoe County had 2,007 military connected school-aged children as of September 12, 2012. She estimated that approximately 2,700 military connected children attend schools in Adams and Arapahoe counties and noted that the district is not receiving federal impact aid funds as a result of inaccurate reporting data. She suggested that registration forms and processes be reviewed to determine if parents are being asked the right questions. Shepherd thanked Ruiz for providing information to the Board. Lewis shared that Ruiz recently joined America’s Promise and she is making sure that we are offering everything we can for our students. Ruiz facilitated an event at Buckley last Friday to help America’s Promise find mentors for all of our mentoring programs.

II. BOARD WORKSHOP

Climate Survey, District Employee Groups Chief Accountability and Research Officer Lisa Escárcega and Deputy Superintendent William Stuart provided an overview of district climate survey data. Surveys were developed in 2007 in partnership with the Aurora Education Association and the Classified Employees Council. Minor changes specific to APS and two additional licensed survey questions were added in 2013. The survey return rate decreased for all three groups, especially for licensed staff.

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The overall agreement rate was stable for classified staff; the overall agreement rate was stable for professional technical/administrative staff; and the overall agreement rate was unchanged for licensed staff. Building leaders were asked to review survey data with staff and look at root causes. The district Leadership Team will review district climate data. A preliminary discussion has been held with principals around climate data and a more in-depth discussion will be held in April to highlight flagged questions with low agreement rates. Steps to improve staff climate have been implemented within divisions, including monthly department meetings focusing on supports for schools; book studies; bi-monthly staff meetings; teacher and principal surveys to determine professional learning needs; equity training; establishing goals that specifically target climate survey concern areas; and quarterly success department celebrations. Data was released to buildings on March 1. Survey results were posted on data walls and school websites on March 8. District survey results will be posted to the accountability and research website on March 20. Escárcega shared that the district Leadership Team plans to look at some aspects of climate data at monthly P-20 principal meetings. Stuart highlighted options for staff to report anonymous concerns, but noted the importance of fostering climates in which employees feel safe and comfortable talking to their immediate supervisor. Escárcega shared that schools and building sites that foster this type of atmosphere have good climates and we are looking at ways to replicate it. Wildman noted that honest conversations related to staff climate begins with building leaders. Cook suggested that the Board determine if staff climate is a focus area for additional work and start looking at ways to model the desired change. Lewis asked that the environment goal specific to climate be reviewed at a Board work session. Shepherd asked about the rationale for conducting yearly climate surveys, noting that some districts conduct climate surveys every two years. Escárcega concurred that annual climate survey data is fairly stable, and conducting surveys every two years would suffice. She highlighted two changes being considered for next year, including eliminating the neutral category and adding open ended survey responses. She added that separate surveys may be conducted when there is a change in building leadership. A copy of the staff climate survey report is appended to the March 19 Board minutes.

III. INFORMATIONAL REPORTS

Board of Education Report

Superintendent Search Update Shepherd shared that the Board met on March 16 to review applications and establish the superintendent interview search committee lists. The Board requested that district employee groups and parent groups recommend two individuals to serve as volunteers on superintendent interview search committees. Shepherd asked Board members for their consensus in regard to adding two members of the School Executive Association (SEA) and two members of the

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Leadership Team to interview teams, noting that there was a miscommunication related to the invitation for Leadership Team. Jorgensen felt that the inclusion of additional people or changes to the group composition to the interview committees undermines the process that we engaged in on Saturday. All groups were informed of the opportunity to participate previously and our request was not met by some of these groups so I feel there is no need to change the group compositions at this point. The general consensus of the Board was that SEA was well represented on interview teams. Barry stressed the importance of adding two Leadership Team members as they work directly for the superintendent. He requested that the Board be flexible due to the miscommunication with the invitation. Carmany moved and Wildman seconded to amend the superintendent interview search committee list to include two members of Leadership Team, Damon Smith and Lisa Escárcega. District Legal Counsel Brandon Eyre suggested that Escárcega serve on the first team and Smith serve on the second team. Roll Call: Barber, Carmany, Cook, Jorgensen, Lewis, Shepherd, Wildman #8246 Approved on 5-2 Jorgensen and Lewis voted against amending the superintendent interview search committee list to include two members of Leadership Team, Damon Smith and Lisa Escárcega. Shepherd moved and Cook seconded to amend the consent agenda to include the amended superintendent interview search committee list. Roll Call: Barber, Carmany, Cook, Jorgensen, Lewis, Shepherd, Wildman #8247 Approved 5-2 Barber and Jorgensen voted against amending the consent agenda to include the amended superintendent interview search committee list. Superintendent’s Report

Barry provided an update on the following:

The Piton Foundation plans to fully fund the Jamaica early childhood education cottage estimated at $1.7 million. Construction is expected to be completed by the end of fall 2013.

Lewis requested that the Board be provided with the design plan for the Jamaica early childhood education cottage when it becomes available.

A public town hall meeting will be held at Aurora Central High School and Arkansas Elementary to educate staff, parents, students and the community about Senate Bill 163, School Performance Framework. The public town hall meeting for Arkansas is scheduled on April 25, 6:30 p.m. to 8:00 p.m. The public town hall meeting for Aurora Central is scheduled on April 20; the time has not yet been determined.

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Leadership Team Report School Safety and Student Behavior Update Chief Equity and Engagement Officer Rosanne Fulton; PBiS Consultant Carol Moreno; Director of Equity and Engagement Bonnie Lavinder; Program Manager and Behavior Interventionist for the EARSS Grant Barbara Chapman; and Recovery Coordinator Francis Pombar, were present to answer questions related to school safety and student behavior. Carmany asked about bullying prevention efforts at school sites. Fulton explained that PBiS addresses and focuses on bullying prevention efforts. She stressed that building leaders continually examine infractions to better define what is and is not bullying. She noted that bullying is occurring less frequently; disobedience and defiance is occurring more frequently, adding that building leaders are also working to better define what is and is not disobedience and defiance. Lewis hopes that additional counselors will help with concerns related to safety and student behavior. Carmany asked about the check-in/check-out intervention for students. Moreno shared that check-in/check-out is a Tier 2 intervention strategy for students who have three or more office discipline referrals. Students check-in with an adult in the morning and are given a form with goals for the day for classroom teachers to sign off on. The form is reviewed by the same adult who provided the form at the end of the day and goals are set for the next day. Barber had an opportunity to tour one of the facilities that Aurora Mental Health supports and observe kids taking the TCAP assessment. She appreciates the collaborative nature between APS and the Aurora Mental Health Center. Pombar noted the importance of front line professionals such as psychologists, counselors and social workers. He shared that key community partners, including COVA, Aurora Mental Health and Judy’s House, were asked to facilitate discussions with district mental health providers to determine best supports and training at no additional cost. Mental health providers requested additional training relative to trauma, grief/bereavement, and suicide prevention. A district task force is working to identify students with social and emotional concerns, define key indicators and determine how it should look on the RtI model Pombar highlighted recent community workshops to support students and their families. He thanked Lewis and Jorgensen for attending community workshops and encouraged Board members to attend upcoming workshops at Gateway High School on April 25, 5:00 p.m. to 7:00 p.m., and at Jewell Elementary on May 9, 5:00 p.m. to 7:00 p.m. Carmany asked about the time line for referring students for mental health services or counseling services. Fulton acknowledged that the process is taking too long in many cases, but a pilot program has been implemented at six elementary schools in which every teacher is being asked to take responsibility for social and emotional learning for students. She emphasized that practices and processes in place are continually reviewed to better support students and teachers.

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Carmany asked about the time line for the BEST team to report to a building site once they received an intervention referral. Jessica O’Muireadhaigh, special education consultant, noted that the time line is dependent on caseloads and the time of year. She shared that it is currently taking between two to three weeks to respond to intervention referrals. She highlighted differences between the social/emotional learning pilot, the behavior/evaluation support team and the tactical team, which responds to sites immediately. Jorgensen commended Pombar for organizing the community workshop at Iowa. He shared that it was an excellent event with approximately 150 parents and students in attendance. He hopes that the workshops will continue to occur. A copy of the school safety and student behavior report is appended to the March 19 Board minutes. Tollgate Elementary School of Expeditionary Learning Innovation Application Stuart shared that the Board received the application for the Tollgate Elementary School of Expeditionary Learning under separate cover. The Tollgate Innovation Design Team, including Laurie Godwin, principal; Ashlee Saddler, social worker; Becky Timmerman, third grade teacher; Scott Alverson, fifth grade teacher; Sara Moulton, second grade teacher; Christi Connelly, assistant principal; Catrina Ho, fourth grade teacher; Nicol Castinado, kindergarten teacher, and Cindy Lacey, principal’s secretary, provided an overview of the application for innovation school status. Tollgate has been an expeditionary learning school for several years. Innovation status and autonomy in key areas will forward the work of the school and the community and increase student achievement. Tollgate will provide a written progress report to the Board related to student academic performance following the third full year of innovation. Parents have expressed support for the proposed calendar as teacher planning days align with holiday breaks. School start and end times align with the district calendar. Barber asked about funding for outside field experiences. Godwin shared that Title I funds support outside field experiences for students. Cook asked why Tollgate applied for innovation status rather than pilot school status. Godwin replied that in order to apply for pilot school status a site cannot have more than 600 students. Tollgate currently has 750 students with a projected enrollment of 850 students in the next three years. Cook asked about the succession plan in the event of a leadership change. Godwin replied that the Tollgate community is very supportive of expeditionary learning and noted that the governance board would play a big part in the hiring of the next school principal. Lewis asked about future communication outreach efforts for parents as well as their involvement in the innovation application process. Godwin acknowledged that parents will have questions at the start of the school year, but they have been very involved and supportive throughout the application process. She added that surveys are also provided to parents after each outside student field experience to determine program effectiveness. Lewis asked about the building capacity level at Tollgate. Godwin shared that

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the capacity level is expected to be around 732 once the building remodel is completed. Chief Operating Officer Anthony Sturges acknowledged that capacity levels are a concern at a number of school sites in the central quadrant of the district. Carmany informed Tollgate staff that Board approved policy states that schools requesting any type of change must notify the Board six months in advance. Godwin recognized staff and community supporters who were in the audience, including Katie Shank, expeditionary learning school designer; Jon Mann, regional director for expeditionary learning; Kristen Houser, instructional guide; Debbie Conner, math coach; Reeves MacDonald, science teacher; Mary Jo Chicoine, kindergarten teacher; and Jennifer Finley, teacher intern, Stanley British Primary School. She also acknowledged Amy Nichols, AEA president, for all her help and support with the innovation application. Shepherd is the Board’s representative on the Rocky Mountain School of Expeditionary Learning (RMSEL) board. She noted that RMSEL has seen tremendous growth with student achievement and has a number of autonomies that Tollgate is requesting. She is excited about the proposal and believes that Tollgate is well positioned for success. She noted that the Board is starting discussions regarding extended learning opportunities and encouraged staff to be very intentional when planning extended learning opportunities for students. Jorgensen commended staff on the excellent innovation application proposal. He suggested that the Board approved policy requiring schools to notify the Board six months in advance of a change be revisited to ensure it does not become a barrier for the district. Wildman commended staff for working with parents on the proposed school calendar. She also appreciates students having opportunities to participate in outside field experiences, adding that it is important for so many kids. Barber moved and Jorgensen seconded to move the Tollgate Elementary School of Expeditionary Learning innovation application to the amended consent agenda for action. A copy of the Tollgate Elementary School of Expeditionary Learning report is appended to the March 19 Board minutes. Roll Call: Barber, Carmany, Cook, Jorgensen, Lewis, Shepherd, Wildman #8248 Approved on 7-0 Bond Update Anthony Sturges, chief operating officer; Josh Hensley, planning coordinator; Jim Bittle, director of construction management and support; and Amy Spatz, manager of construction management and support, were present to answer questions related to project options and facility needs for approximately $5 million of new bond savings. Due to assessed valuations, the district will not have the ability to put another bond question before the Aurora votes for four to five years. The Board received recommendations for bond savings under separate cover.

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Jorgensen asked for clarification related to permanent capacity indentified for five schools. Hensley explained that standard capacity aligns with district educational classroom specifications, noting that adjustments are made based on input from school sites. He shared that permanent capacity does not include temporary tools such as mobiles to address overcrowding. Wildman voiced concerns related to mobile classrooms. Sturges expressed that the bond program was designed as a five-year plan due to projected district enrollment growth. He suggested exploring various calendar options to address enrollment capacity. Barber asked about mobile classroom capacity. Bittle shared that the district is looking at larger mobile capacity with eight classrooms and restroom facilities. Carmany asked about student security plans for mobile classrooms. Sturges shared that plans are currently underway to construct fencing around mobile classrooms. Spatz highlighted plans to construct front entry security vestibules that lead directly to the main office. Sturges shared that this would be a two to four year project as capital reserve money would be used to fund construction. Barry requested that staff provide a slide to the Board that highlights fencing around mobile classrooms. Lewis suggested that bond savings be used to address safety concerns at school sites. She also encouraged Leadership Team to look at grants that would fund construction for a district welcoming center. Barry commended Bittle for all his years of service to the district, noting that his fingerprints are all over district buildings. A copy of the bond construction program report is appended to the March 19 Board minutes. Policies JC-1-E, JC-2-E and JC-3-E – School Attendance Areas Sturges and Hensley reviewed proposed language changes to Policies JC–1-E, JC-2-E and JC-3-E, School Attendance Areas. This item will be included on the April 2 consent agenda for action.

IV. CONSENT AGENDA Cook moved and Wildman seconded to approve the amended consent agenda as presented and approve the following items:

Amended Superintendent Interview Search Committee Lists - Inclusion of Two Leadership Team Members, Lisa Escárcega and Damon Smith

Nonrenewal of One Year Only Employees for the 2013-14 Contract Year

Tollgate Elementary School of Expeditionary Learning Innovation Application Barber plans to vote for the consent agenda, but expressed concerns related to how one-year-only contracts are presented on the agenda. Director of Human Resources Jack Kronser announced that this is the last year in which this many one-year-only contracts will be included on the consent

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agenda for action as financial conditions have improved in the district. He shared that returning APS employees will now have continuing contracts.

Roll Call: Barber, Carmany, Cook, Jorgensen, Lewis, Shepherd, Wildman #8249 Approved on a vote of 7-0

V. BOARD WORK

Ends Conversation and Open Dialogue

Policy Perception Checklist Did the Board receive information at tonight’s meeting that requires a policy change? Shepherd suggested that the Board revisit its six months notification policy when a school plans to make a change. Carmany would like the policy revised to include a more defined time line. Barry asked that the Board consider reducing the time line to four months. Did the Board receive information at tonight’s meeting that requires additional information or monitoring? The Board requested additional information regarding security around mobile classrooms. Lewis requested a follow up on student federal impact aid funds. Cook suggested that staff climate be a data point for a broader discussion if the Board determines that this is a focus area. Shepherd asked Board members for their consensus in regard to taking action in the form of a resolution in support of House Bill 1081, Comprehensive Human Sexuality K-12 Education. Lewis clarified that she asked APS Lobbyist Mary Kay Hogan if bill supporters were soliciting school board support at the March 5 Board meeting. Barry will follow up with Hogan and provide an update to the Board. Shepherd highlighted proposed changes to Senate Bill 213, school finance legislation. She requested that Board members contact Senator Nancy Todd to discuss changes. Lewis noted that a town hall meeting is scheduled on Thursday at the Community College of Aurora. Jorgensen shared that approximately 400 ASCENT slots will be funded next year. He noted that discussions are occurring regarding how slots will be allocated in districts next year. He will continue to provide updates to the Board Lewis believed that public community meetings would be held at all district schools listed as turnaround or priority improvement. Barry shared that the current plan is to hold public community meetings at Arkansas Elementary and Aurora Central High School. Carmany shared that the Board had discussed developing communication protocol and steps for turnaround or priority improvement district schools. Escárcega noted that conversations would be held with all turnaround or priority improvement schools once the Research

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Management Council releases its report next fall. Shepherd shared that the Board will draft general information prior to the release of the report this summer. Jorgensen suggested that the Board draft communication during an upcoming Board work session. He invited Escárcega and staff to participate in a discussion with the Colorado Department of Education once it is scheduled. Wildman asked about the Read Act and what the State Board of Education determined around district testing related to the BAS assessment. Clementi shared that the BAS assessment is not on the state approved list. She will provide more information to the Board. Reports from the Board

No Items

Board Self-Monitoring

Wildman shared that the Board did well tonight and everyone participated in discussions.

VI. CONCLUDING ITEMS

Next meeting date

The next meeting of the Board of Education will be held on April 2, 2013, at 6:00 p.m. in the Mt. Massive Conference Room of the Professional Learning and Conference Center.

Adjournment The regular meeting of the Board of Education adjourned at 9:13 p.m. _________________________

President

ATTEST _________________________ Secretary

Staff Climate Surveys

Board of Education

Aurora Public Schools

March 19, 2013

PACESetters!

http://www.50states.com/colorado.htm

The Climate Surveys Surveys were developed with AEA & CEC in 2007

Only minor changes to items were made for 2013 and two

questions added to the licensed survey

Three surveys were administered

Licensed – 72% return rate (2012- 93%)

Classified – 51% return rate (2012- 59%)

Administration/Professional Technical – 75% return rate (2012- 96%)

School return rates were generally around 70%

PACESetters!


Survey Analysis-Rules of Thumb

Areas of strength would have an agreement percent at 65% or above

A lower agreement percent (55-64%) is moderately favorable if the disagreement percent is 20% or less

A disagreement percent approaching or exceeding 30% should be considered an area of challenge

PACESetters!


Significant Differences?

Focus on meaningful versus statistical

Meaningful differences

District differences – 5% or greater

School differences – 8% to 10% or greater

Statistical significance – effect size greater than .25

The smaller the sample size, the larger the difference

needs to count as significant

PACESetters!


Survey Results

On the Classified Climate Survey

None of the 35 items had an agreement percent increase or decrease of

5% or more

None of the 35 items had a significant effect size change

The overall agreement rate was stable at +.5% (-1.1%/2012)

From 2007 to 2012

Overall agreement rates have increased 7.0%

2007 – 61.2% agreement rate (disagree 18.9%)


PACESetters!



Survey Results

On the Professional Technical /Administrative Survey

4 of 34 items had an agreement percent increase 5% or more

5 of 34 items had an agreement percent decrease by 5% or more

2 of 34 items had changes resulting in significant effect sizes

The overall agreement rate was stable, -.4% (-3.1%/2012)

From 2007 to 2012

Overall agreement rates have decreased 1.1%



PACESetters!



Survey Results

On the Licensed Staff Climate Survey

3 of 50 items had an agreement percent increase 5% or more

2 of 50 items had an agreement percent decrease 5% or more

None of the 50 items had significant effect size changes

The overall agreement rate was unchanged, +0% (-1.5/2012)

From 2007 to 2012

Overall agreement rates have increased 13.2%



PACESetters!


PACESetters!


Next Steps for 2013

Data was released to building staff - March 1.

Results were posted on data walls and the school website - March 8.

District Results will be posted to the Accountability website - March 20.

PACESetters!


District Leadership Team Response to

Staff Climate Survey

Vista 2015 Environment Goal 2, Objective 1, Action 1: Improve organizational climate and

employee workplace satisfaction as measured by a 4.0 rating on the annual climate survey

related question(s)

Licensed staff

I feel safe in stating my opinions about APS programs even if I disagree with the approach being taken (-0.5%)

I am given opportunities to influence the decisions made by the district (-1.7%)

There is an atmosphere of trust and mutual respect within APS (-2.0%)

A/PT Staff

I feel safe in stating my opinions about APS programs even if I disagree with the approach being taken (-1.6%)

I am given opportunities to influence the decisions made by the district( -3.6%)

There is an atmosphere of trust and mutual respect within APS (-5.6%)

Classified Staff

Department administrators/ supervisors share information regularly with employees (+1.3%)

I trust the people who make decisions that affect me in the district (-2.3%)




Division of Accountability & Research

Courageous Conversations book study

Monthly department meetings focused on improved support to schools

Division of Equity & Engagement

Bi-monthly staff meetings to talk about “servicing” schools

Support departments and buildings with strategies to support adults

around climate issues with choice offered in school’s equity work

Division of Instruction

Surveyed teachers and principals as to their professional learning (PL)

needs and offered PL based on survey results

Differentiated subsequent PL further based on feedback from each

session that was offered




District Leadership Team

Participated in training through the Flip Flippen Group

Equity training lessons are applied at both leadership team and building

level

Division of Support Services

Worked with SS Directors to write goals that specifically target areas of

the climate survey

Quarterly meeting with 3-5 random SS employees to get feedback on

what is working and areas for improvement

Division of the Superintendent, Communication Dept.

Courageous Conversations book study

“Quarterly Success” celebrations within the department


FOR

the leading

role of

Public

Relations

Chief of Staff in the

historical film…

“BARRY”

BARRY

GEORGIA

DURAN JOHN

BARRY WILLIAM

STUART ANTHONY

STURGES

DIVISION OF EQUITY AND ENGAGEMENT UPDATE ON SCHOOL DISCIPLINE/BEHAVIOR

1ST SEMESTER DATA

I. Referral and Suspension Rates II. EARSS Grant

III. Restorative Justice IV. Emotional & Social Needs Task Force

March 19, 2013

PACESetters! 1


District Referral Rates*: 2006-07 vs. 2011-12

PACESetters!

11.8%

15.7%

41.5%

31.1%

24.5%

11.4% 12.7%

28.2%

24.6%

18.4%

0%

10%

20%

30%

40%

50%

Elementary K8 Middle High District

2006-07 2011-12

2006-07 Enrollment Elementary 15,514

Middle 8,286

K-8 2,123

High 10,245

District 35,857


Middle 7,129

K-8 4,685

High 10,979

District 39,168

* District totals displayed on this slide exclude Charter Schools.

2


District Suspension Rates*: 2006-07 vs. 2011-12

PACESetters!

4.3% 4.8%

17.7%

11.1% 9.4%

3.2% 6.4%

15.2%

9.6% 7.6%

0%

10%

20%

30%

40%

50%


2006-07 2011-12

* District totals displayed on this slide exclude Charter Schools.


Middle 8,286

K-8 2,123

High 10,245

District 35,857


Middle 7,129

K-8 4,685

High 10,979

District 39,168

3


Comparison of Referral Rates*

PACESetters!

10.3

12.1

34.1

28.9

10.8

14.2

28.1

23.5

11.4 12.7

28.2

25.0

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

Elementary K-8 Middle School High School

2009-10 2010-11 2011-12

Historical Referral Rates 2009-10, 2010-11, 2011-12

*Percent of students who had one or more office referrals. Charters are not included.

5.7 7.2

18.3

15.8

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0


District Referral Rate 1st Semester 2012-13

*Percent of students who had one or more office returns.

Charters are not included

4


Comparison of Suspension Rates*

PACESetters!

4.3 6.1

17.7

10.4

3.4

6.5

15.4

8.9

3.2

6.4

15.2

9.7

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

16.0

18.0

20.0


2009-10 2010-11 2011-12

Historical District Suspension Rates 2009-10, 2010-11, 2011-12

*Percent of students suspended one or more times. Charters are not included.

1.1%

2.6%

8.6%

6.0

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%


District Suspension Rate 1st Semester 2012-13

*Percent of students suspended one or more times. Charters are not included. 5


OFFICE REFERRALS BY TYPE 2010-2011/2011-2012

PACESetters!

Fight with Improper Profane

Disobedience Defiance Student Dress Cell Phone Bullying to Adult Other

Elem. 27% / 30% 21% / 21% 19% / 22% n/a n/a 12% / 8% n/a 18% / 20%

K-8 39% / 44% 14% / 8% 11% / 9% n/a n/a 5% / 6% n/a 23% / 24%

Middle 34% / 39% 23% / 22% 11% / 10% n/a n/a 6% / 4% 4% / 5% 19% / 16%

High 37% / 42% 6% / 5% 4% / 4% 8% / 10% 18% / 9% n/a 3% / 4% 15% / 23%

Other:

Truancy/Skipping Class Physical Aggression w/Adult

Threat to Students 3rd Degree Assault

Theft Controlled Substances

Weapon

6


EARSS GRANT

• $1.4 million over 4 years

• .5 Grant Coordinator -Barbara Chapman

• Three Behavior Interventionists:

– Lauren Ross, Iowa and Side Creek

– Yvette Bess, Mrachek

– Barbara Chapman, .5 Gateway

• Work with Tier 2 students and families

PACESetters! 7


EARSS GRANT

• Suzanne Roberts-Wraparound Facilitator

-Works with Tier 3 students and families

The primary role of wraparound services is to engage the family to develop a plan that produces positive outcomes for the student and the family. This process involves community collaboration and support and is strength-based and culturally relevant.

8


EARSS GRANT

GOALS:

• Strong academic achievement/increase in graduation rates

• Improve attendance • Reduce behavior referrals--including

suspensions and expulsions

PACEsetters!

9


EARSS GRANT

GOALS:

• Increase parental involvement and engagement

• Development of a sustainable district model

• First semester 2013: 89 students served--31 with significant parent involvement

PACEsetters!

10


INTERVENTIONS/SUPPORTS

• Academic support/tutoring

• Extended day learning

• Attendance/behavior contracts

• Check-in, Check-Out (CICO)

• Social skill building

• Mental health services

• Restorative Justice

• Home visits

PACESetters! 11


INTERVENTIONS/SUPPORTS

• Small group instruction

• Mentoring

• Professional Development for staff

• RTI/PBI

• Wraparound case management

• Credit Recovery

• GED support with tutoring

• A Success Story

PACESetters! 12


Restorative Justice

• Relationship-based

• Uses mediation and conferencing

• Practices are used to restore the harm

• Reduces referrals, suspensions and expulsions

• Uses teachable moments

• Builds accountability

• Includes families

PACESetters! 13


Restorative Justice

Schools: Year 1 Year 2 • Boston K-8 • Hinkley • Columbia

• East • Gateway • Mrachek • North • Virginia Court • West

PACESetters!

14


APS/EMOTIONAL & SOCIAL NEEDS TASK FORCE

Purpose - Create and align systems of support to assist schools in achieving optimum prevention efforts in identifying APS students who are struggling emotionally or socially and then providing them with their respective needs so students can focus on learning.

• Conducted a needs assessment with partners.

– Assess needs of our mental health providers.

– Aurora Mental Health, Aurora Police Department, Victim Services Unit, Colorado Organization of Victims Assistance & Judi’s House

• Community Resource Workshops

• Early Warning System

15


Comparison of Referral Rates* in PBiS and Non-PBiS Schools

PACESetters!

6.3 7.3

18.3

13.7

10.9

2.4

6.8

**0.0

21.1

10.6

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%


PBiS Sites Non-PBiS Sites

1st Semester 2012-13

*Percent of students who have one or more office referrals. **All Middle Schools are PBiS schools.

Non-PBiS sites: 1. Fletcher Primary 2. Laredo 3. Montview 4. Tollgate 5. Yale 6. Aurora Quest 7. Fletcher Intermediate 8. Rangeview

9. Wm. Smith

*Charter Schools are not included

Enrollment in PBiS Schools

Elementary 13459

Middle 6880

K-8 3784

High 7694

Total 31817

Enrollment in Non-PBiS

Schools*

Elementary 3120

Middle 0

K-8 983

High 2809

Total 6912

16


Comparison of Suspension Rates* in PBiS and

Non-PBiS Schools

PACESetters!

Enrollment in PBiS Schools

Elementary 13459

Middle 6880 K-8 3784

High 7694 Total 31817

Enrollment in Non-PBiS Schools*

Elementary 3120 Middle 0 K-8 983

High 2809

Total 6912

1.1

2.4

8.6

6.5

4.2

1.0

3.6

**0.0

4.4

2.7

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

8.0%

9.0%

10.0%


PBiS Sites Non-PBiS Sites

1st Semester 2012-13

*Percent of students who have been suspended one or more times. **All Middle Schools are PBiS schools.

Non-PBiS sites: 1. Fletcher Primary 2. Laredo 3. Montview 4. Tollgate 5. Yale 6. Aurora Quest 7. Fletcher Intermediate 8. Rangeview 9. Wm. Smith •Charter Schools are not included

17


Suspension Rates in PBiS Schools: 2006-07 vs. 2011-12

PACESetters!

2006-07 PBiS Enrollment Elementary 12,833

Middle 8,286

K-8 1,948

High 7,428

District 30,287


Middle 7,129

K-8 3,697

High 8,195

District 32,670

4.1% 5.0%

17.7%

11.6% 9.8%

3.3% 6.0%

15.2%

9.8% 7.9%

0%

10%

20%

30%

40%

50%


2006-07 2011-12

18


Referral Rates in PBiS Schools: 2006-07 vs. 2011-12

PACESetters!

12.2%

16.1%

41.5%

22.6% 23.1%

12.7% 12.7%

28.2%

19.3% 17.8%

0%

10%

20%

30%

40%

50%


2006-07 2011-12


Middle 8,286

K-8 1,948

High 7,428

District 30,287


Middle 7,129

K-8 3,697

High 8,195

District 32,670

19


EXPULSIONS 2011-2012 School Year

2011-2012 School Year Expulsions

Level

Number of Expulsions

Top Expulsions

Elementary

13

7 - Dangerous Weapon 3 - Defiance 2 - Weapon 1 - Physical Aggression w/Adult

K-8

2

1 - Dangerous Weapon 1 - 3rd Degree Assault

Middle

53

16 - Dangerous Weapon 6 - Physical Aggression w/Adult 6 - Threat to Staff 4 – Habitual Disruptive 3 3 – Weapon 3 – Fight with Student 2 – 3rd Degree Assault 2 – Robbery 2 – Arson 2 – Controlled Substance Sale 6 – Other

High 106 19 - Physical Aggression w/Adult 17 - Fight with Student 16 - Controlled Substance Sale 11 - Dangerous Weapon 9 - Controlled Substance Possession 6 – Weapon 5 – Threat to Staff 5 – Assault 3rd Degree 3 – Assault 1st – 2nd Degree 3 – Robbery 12- Other

20


Application for Innovation School Status March 15, 2013

VISION AND MISSION Our VISION is: Students in our school will develop the knowledge,

critical thinking skills, problem solving capacity and character to succeed in school and life.

Our MISSION is: Through Expeditionary Learning, Tollgate Elementary

will align high quality curriculum, instruction, and assessment with the development of character and leadership that transfers to student learning and transforms our school into a purposeful place of learning that unites our students, staff and parents. “We are crew, not Passengers.”

Core Values for Students and Staff Guiding Principles Core Practices Tollgate has identified operating values for both its students and

its staff. These values are aligned with the guiding principles of

Expeditionary Learning (EL). The EL guiding core practices are organized around:

Curriculum Instruction Assessment Culture and Character Leadership

EXPEDITIONARY LEARNING Since 2009, Tollgate has used EL to organize the school and

provide instruction in combination with our focus on high quality rigorous learning

EL restructures how students are taught and breaks down the silos of a typical curriculum into student-centered experiences.

Learning expeditions are the signature EL curricular structure. All learning expectations explicitly focus on building literacy

skills in students through social studies and science content. Embedded in the learning is a school-wide emphasis on a school

culture that fosters positive character traits, communication skills, high expectations and equity.

These practices provide a comprehensive overview and serve as a planning guide for staff, a framework for designing professional development and a tool for evaluating implementation.

INNOVATION STATEMENT Tollgate requests autonomy for : staffing budget curriculum assessment (accountable for TCAP/ACCESS/state mandates) professional learning governance and calendar and schedule for students and staff.

To best provide high quality, rigorous learning aligned with EL, Tollgate must be able to determine how to organize time, staff and students in a way that can better support learning expeditions and increase student achievement.

EXPECTED OUTCOMES Tollgate has received many of the Colorado’s top awards for

student growth. 2009, 2010, and 2011 Centers of Excellence Award from the

CDE

2010 Colorado Governor's Distinguished Improvement Awards (The Colorado Department of Education recognizes public schools that have demonstrated the highest rates of student longitudinal growth, as measured by the Colorado Growth Model)

2010-11 and 2011-12 Tollgate was awarded money from the Foundation for Great Schools (recognizes schools that show accelerated growth with at-risk populations)

EXPECTED OUTCOMES More autonomy for organizing our students’ day, better

focusing our curriculum and providing targeted and specific professional learning for our staff is necessary for Tollgate to reach its maximum potential as an EL school.

Innovation autonomies allow for greater creativity around curriculum and delivery methods and professional learning to support the school’s goals and the needs of the students we serve.

This will foster a higher dependence on collegiality and creativity among staff and improve learning for our students.

Bottom-line budgeting offers ability to organize and staff our school based on student needs and focus.

TARGETS Tollgate will continue to remain on Performance as

indicated on the School Performance Framework.

When compared with the District Median Growth Percentile and two other like schools Median Growth Percentile Tollgate will continue to exceed expectations for Median Growth Percentile and closing the gap.

Tollgate will work with the Division of Assessment and Accountability to develop baseline data and then to annually monitor progress.

TARGETS Increase in ongoing, frequent professional development

opportunities

Increase in parent engagement as demonstrated by attendance at school events, presentation of student learning, and leadership opportunities.

Student increase in engagement in learning demonstrated through high quality expeditions in science, social studies, and increased opportunities for fieldwork and technology use.

After 3 years as school of Innovation (in fall of 2016 ), Tollgate provides a written report to BOE on school’s progress in achieving or making adequate progress toward achieving the academic performance and other indicators identified in the plan.

DELIVERY OF EDUCATIONAL SERVICES Designed to meet both the instructional and curricular priorities of the

school. Blocks of class time, opportunities for integration of disciplines and

common planning time for teachers. Schedule accommodates project work, fieldwork, service learning and flexible grouping of students.

Time for teachers and students to work collaboratively.

Staff time scheduled to provide whole-school professional development and collaboration across grade levels and subject areas.

Common planning time used for designing expeditions and projects, improving instruction and assessment practices and developing plans to meet the needs of individual students.

Facilitates flexible groupings of students among classes and within classrooms.

Uninterrupted time for individual teacher preparation, individual/team planning and staff meetings.

PROPOSED CALENDAR

Designed to maximize student contact time and professional time for teachers-based on a bell time of 7:45 AM to 2:30.

Students receive 1026 hours of instruction because of 15 minutes more each day than in prior years although there are fewer days in the calendar-exceeds CDE requirement.

Intentional plan for opening of new building with only K and 5. All grades have Crew buddies on entry who remain with them throughout the year.

Provides more time during February for student attendance in the month prior to TCAP.

Better supports expeditions. Avoids split weeks as much as possible-more consistent throughout the year. Conference exchange days are less disruptive to academic time. Supports extra time for teacher planning and work. Veteran teachers start a day earlier and stay a day later than on district

calendar-within 1496 total hours.

PROPOSED CALENDAR New teachers begin July 29 instead of Friday July 26

district calendar and have one less day in building but the 8 hours will be spread out in trainings and support meetings throughout the year. These additional hours beyond their duty day will support intentional planning for math, literacy, expeditions.

Teacher exchange days for any work beyond duty day include conferences with parents, setting up expeditions and participating in documentation panels.

PROPOSED SCHEDULE • Student Bell Time: 7:45 - 2:30 pm

405 minutes - 45 lunch 360 student minutes a day X 171 school days K &5 61,560 minutes / 60 minutes in an hour= 1,026 student hours (CDE requirement is 990 minutes grades 1-5 & 900 for kindergarten)

• Teacher work day: 7:15-3:15 pm (may be flexed throughout the week to meet 45 minutes each contact day. 1 day for EL Professional development and 1 day for grade level planning) 8 hour day x 171 student school days 1,368 hours 8 hour day x 14 PD days 112 hours 8 hour day x 2 trade days 16 hours Total teacher hours 2013-14 school year 1,496 (187 days)

PERSONNEL Autonomy for selecting the staff for the school.

Commitment to support learning and developing EL pedagogy.

Opportunity for professional learning for every staff member.

Bottom-line budgeting offers ability to organize and staff based on our students’ needs and focus.

Carefully/collaboratively make incremental decisions about staff assignments to build strong foundation as new models are developed.

Collaboratively make decisions with school-wide impact to ensure success and better support student achievement.

Next year staffing similar to this school year but with increase in teacher coaching time, use of part-time experts and increase in ongoing enrichment, interventions and extensions.

In each subsequent year, staffing time organized in new structures to optimize time and learning.

PROFESSIONAL LEARNING Continue partnership with Expeditionary Learning Schools (ELS) to

support professional development. ELS School Designers work with staff in the areas of curriculum,

instruction, and culture during onsite days determined annually based on need: Providing individual planning and support based on student

centered coaching. Working with grade-level, subject-area, and leadership teams of

teachers. Co-facilitating whole-staff professional development with the

principal in accordance with the school’s goals and improvement plan.

Each teacher has opportunity to attend national professional development offerings through ELS.

Weekly common professional development time is embedded into the school calendar.

GOVERNANCE School culture that is inclusive and collaborative.

Emphasis on building relationships and valuing the input of all members of the educational community – students, staff, parents and community members.

Using a shared decision making model, the Governing Board ensures the opportunity for involvement in the implementation of the agreed upon school-wide goals in order to fulfill our vision and mission.

Structure supports our value of shared leadership and responsibility.

Membership will include principal, 4 teachers, 1 classified, 3 parents and 1 community partner.

QUESTIONS?

Bond Construction

Program Update

Construction Management & Support

PACESetters 1



PACESetters

Discuss project options for $5 million of

new bond savings.

Review some major facility needs and

the challenges associated with a 4 to 5

year delay of our next bond program.

Today’s Presentation

2



PACESetters

$0.0

$50.0

$100.0

$150.0

$200.0

$250.0

Cumulative Expenditures

2008 Bond: $215 M

Spent $162.3

Remains $52.7

2008 Bond Program

3



PACESetters

Ongoing Construction Projects $38,379,259

Construction Contingency $2,500,000 6.5%

Ongoing IT Projects $6,803,600

Available Construction Savings $5,000,000

$52,682,859

Balance of 2008 Bond

4



• Capacity challenges; new residential development;

growing enrollment; space to support expanded

preschool; pathways; special education, etc.

Temporary buildings

New P-8 schools

•School security improvement challenges Vestibules

Fences

• New programs Alternative high school

Welcome center

Issues

5


Capacity Challenges


PACESetters 6


Construction Management & Support briefing to

District Leadership

PACESetters


East of Tower Road

Residential Development Key Pink – Currently building homes

Green - Planning approved / not started

Blue – Zoned residential

7



PACESetters

Permanent Capacity

2013 Enrollment

2013 Enrollment to

Capacity 2017

Enrollment

2017 Enrollment to

Capacity

Vista Peak Exploratory 926 1045 112.9% 1536 165.9%

Murphy Creek 663 630 95.0% 679 102.4%

Aurora Frontier 663 621 93.7% 646 97.4%

Clyde Miller 513 536 104.5% 530 103.3%

Side Creek (K to 5) 613 677 110.4% 717 117.0%

3378 3509 103.9% 4108 121.6%

K to 8 Schools East of Tower Road

8


• Long-term trend that need for added classrooms has grown faster than district enrollment

• Recent examples: – Switch to full-day kindergarten

– Expansion of preschool

– Space needs for pathways programs, expanding IB, ELD, etc.

– Increase in center based Special Education programs

• We expect this trend to continue.


PACESetters

Capacity Challenges in the Older District (West of Tower Road)

9


10


PACESetters

Elementary/K-8 Capacity

Schools Below 95% Capacity, 12

Schools at 95% of capacity or above, 22

65% of Traditional Elementary and K-8 Schools are at 95% Capacity or Above.

11


• For the last ten years space needs have been met

without purchasing new mobiles. – In the 2008 bond program, 16 mobiles with 32 classrooms were

replaced by permanent construction and moved to other sites.

– That supply is now ended until the next bond program

– New mobiles cost nearly twice as much and have longer lead-times to install.


PACESetters

Capacity Challenges in the Older District (West of Tower Road)

12


– The district currently has no bonding capacity.

• In the opinion of our bankers, the earliest likely date for us to

accumulate sufficient capacity for a new bond election is 2017.

• The bonding amount would be either $134 million or $234

million if we recover high-growth status.


PACESetters

Addressing Capacity Options

13



PACESetters

Capacity Options – Modular Classrooms

• Relocate two-classroom “dry” mobile: ~ $100,000

• New two-classroom “dry” mobile: ~ $190,000

• New two-classroom “wet” mobile”: ~ $240,000

• New eight-classroom “wet” mobile: ~ $850,000

14


• Add 200 student capacity

• Improved security over 2-CR mobiles

• Use less land, closer to school buildings

• More cost efficient

• Restrooms

• Fit on Vista Peak and Murphy Creek sites


PACESetters

Features of 8 Classroom Mobiles

15


Mobile Moves to Address Enrollment

Increases and Academic Needs 2013-14

Paris – one two-classroom mobile

Crawford – two two-classroom mobiles

Clyde Miller – one two-classroom mobile

Altura – one two-classroom mobile

East – one two-classroom mobile

Murphy Creek – one two-classroom mobile

Vista Peak – permanent 8-classroom modular to

include office and restroom space


PACESetters 16


– Boundary Changes

• Difficult due to distances to nearest schools with available capacity

– Bus Students to Schools with Available Seats

• Example: Use of Gateway HS prior to opening of Vista Peak

• Likely very long ride times for young students

• Added operational cost

• District-wide few schools exist with needed capacity in grades K to 8

– Convert Schools to Four-track Year-round Schedules

• Cherry Creek and Douglas have operated year-round schools

• Adds about 25 % to school capacity

• APS year-round experiment in 1990s was ended after a few years

• Administrative and central support challenges

• Acceptance issues with some staff and parents


Capacity Options – Not Requiring Capital Funds

17


Security Upgrades


PACESetters 18


• Add physical barriers in every P to 8 school to prevent

visitors admitted through electrically latched exterior entry

doors from accessing student areas without first checking

in with school staff. [ 35 projects, $4,025,000 ]

• Ensure that paths of travel between school buildings and

mobiles are fully fenced.[ 21 projects,$316,000 ]

• First 48 projects = 31 % of total cost ($1.34 million)

• Final 8 projects = 69 % of total cost ($3.00 million)


PACESetters

Security Upgrades P to 8 Schools, $4,341,000

19


Vestibule Project Examples

Sixth Avenue Elementary Virginia Court Elementary

20


PACESetters

$0

$500,000

$1,000,000

$1,500,000

$2,000,000

$2,500,000

$3,000,000

$3,500,000

$4,000,000

$4,500,000

$5,000,000

1 6 11 16 21 26 31 36 41 46 51 56

To

tal C

os

t o

f U

pg

rad

es

Number of Projects

School Security Entry Improvements Cumulative Cost of Upgrades vs. Number of Schools

21


New Programs


PACESetters 22


• According to HS principals, APS lacks a viable

traditional alternative HS option

– . Wm. Smith HS moved to different instructional model

• $7,250,000* budget includes:

– 250 initial student capacity, expandable in future

– No gym or kitchen/cafeteria

– Location between Pickens and Buckley fence

• Project could be funded with combination of bond

savings and capital projects account

– but leaves little funding for other project needs


New Alternative High School

* 2014 $

23


• Needs

– Registration (existing space)

– Storage for community resources (examples: uniforms,

food banks, health providers)

– Parent University (hold in Conference Room C)

– Offices - House community navigators (CAO; Jewish

Family Services; Lutheran Family Services)

– Office - Review transcripts/graduation planning

• Scope

– 1000 square foot addition, movable partition on Conf. C

– $350,000


Welcome Center at ESC 4

24


• Capacity

– Adds capacity for 1,050 students in modular

buildings over the next five years

• Security

– All 56 identified K to 8 security upgrades

• New Programs

– Alternative High School

– Welcome Center

– Something else?

• Combination of the above three options

Four Spending Options

PACESetters 25

Due to the major capacity challenges from growing

enrollment, new residential construction and

expanding academic needs in the existing district

that Aurora Public Schools will face over the next

six years, Support Services recommends all bond

savings be reserved for capacity projects.

Note: This report, along with the recommendation, was presented to and

approved by LRFAC and CBOC


PACESetters

Recommendation

26



Recommendations for Meeting Other Needs

Security Upgrades

Budget dollars in capital projects account beginning in FY 2013/14 to complete upgrades in 5 years

Alternative High School

Consider for funding in next bond program

Welcome Center

Additional study of requirements Consider funding in 2013/14 capital projects budget

27


Appendix Slides


PACESetters 28



$0

$5,000,000

$10,000,000

$15,000,000

$20,000,000

$25,000,000

$30,000,000

DLC Suite Welcome Center

8 cr mobile Security Upgrades

Alternative HS

Small P-8 School

Large P-8 School

Mrachek Replacement

Project Needs

$5,000,000

29



PACESetters

647 830

956

1045 1147

1254

1387

1536

600

700

800

900

1000

1100

1200

1300

1400

1500

1600

2010 2011 2012 2013 2014 2015 2016 2017

Vista Peak Exploratory Eight Year Enrollment Trend

Capacity Enrollment

30


31

32

15,530 50.9%

15,492 50.6%

15,364 50.2%

15,845 51.0%

15,904 51.7%

15,404 51.4%

16,144 53.0%

16,683 53.8%

17,446 55.2%

17,665 54.9%

18,088 55.0%

18,025 54.3%

18,227 54.1%

18,479 54.0%

18,733 54.0%

18,953 53.9%

7,088 23.2%

7,104 23.2%

7,043 23.0%

6,904 22.2%

6,641 21.6%

6,343 21.2%

5,954 19.5%

5,817 18.8%

5,745 18.2%

6,042 18.8%

6,153 18.7%

6,378 19.2%

6,406 19.0%

6,470 18.9%

6,536 18.9%

6,586 18.7%

7,872 25.8%

8,045 26.3%

8,229 26.9%

8,294 26.7%

8,212 26.7% 8,236

27.5%

8,365 27.5%

8,499 27.4%

8,397 26.6%

8,444 26.3%

8,646 26.3%

8,810 26.5%

9,038 26.8%

9,282 27.1%

9,396 27.1%

9,616 27.4%

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Proj.

2014 Proj.

2015 Proj.

2016 Proj.

2017 Proj.

APS K-12 Traditional School Total (2002-2017 Projected)

Elementary Middle High

Percent Growth: 0.50% -0.02% 1.33% -0.92% -2.52% 1.60% 1.76% 1.90% 1.78% 2.29% 0.99% 1.38% 1.66% 1.27% 1.41%

31,043 30,757 29,983 30,463 30,999

31,588 32,151

32,887 33,213 33,671 34,231 34,665 35,155

30,636 30,641 30,490

33

• P-8 Prototypes – Murphy Creek

• Capacity: 688 students

• Cost: $17 million (2014 $)

– Vista Peak

• Capacity: 926 students

• Cost: $23 million (2014 $)


PACESetters

Capacity Options - New P-8 Schools

34


Construction Management & Support briefing to

District Leadership

PACESetters


East of Tower Road

Development Key Pink – Currently building homes

Green - Planning approved / not started

Blue – Zoned residential

35



Advantages of 8 Classroom Mobile

36


• Very poor instructional environment

– Small, oddly shaped classrooms; noisy, poor building layout

– One entire grade level outside in mobiles

• $30 million* needed to duplicate Aurora Hills project.

– $2.8 million currently budgeted for kitchen / cafeteria

addition & renewal could pay for design.

• Same funding constraints as discussed above.


PACESetters

Mrachek Middle School Replacement

* 2014 $ 37


• Rangeview is the only comprehensive high

school without a DLC facility

• Project scope:

– Budget: $350,000

– Includes one classroom with kitchenette, second

classroom, office, storage, accessible restroom


PACESetters

Rangeview DLC (Life Skills) Suite

38



Our next major project from bond funds is

probably six years away.

Other Funding Options Certificates of Participation

Must pay debt service with scarce general fund dollars until next bond passes.

BEST Grants Large project grants highly competitive. Strong bias

toward small rural districts and possibly now charters.

Fees on Development Not impossible, but difficult political and legal barriers.

Developer Financial Assistance

Potential surrender of control over many key decisions including school design, cost, size and shared use of sites, and district vs. charter operation. In the long run, could produce significantly less capital funding and fewer new school buildings than traditional mill-supported bonds.

TIF Districts

39


Four project combinations for spending $5 M of savings

Need Cost Capacity Alt. HS Security Mix

One 8-CR Mobile $850,000

Second 8-CR Mobile $900,000

Third 8-CR Mobile $950,000

Four new 2-CR Mobiles $800,000

Second four new 2-CR Mobiles $850,000

Add three new 2-CR Mobiles $700,000

Add two new 2-cr mobiles $450,000

48 Security Upgrade Projects $1,340,000

Final 8 Security Upgrade Projs $3,000,000

New alternative HS (70% of $) $5,000,000

Rangeview DLC $350,000

Welcome Center $350,000

Funded Not funded 40

41

Documents

l. PRELIMINARYboe.aurorak12.org/.../04/final03_19_13_4minutes1.pdfMarch 19, 2013 9826 l. PRELIMINARY Shepherd called the March 19, 2013, meeting to order at 6:00 p.m. Roll Call The