Questions from Staff

 

1.     What is the exact timeline? We are hearing mixed messages.

The initial decision of whether to progress on school closing/restructuring, for 2005-06, will be December 1^st. If the decision on December 1^st is to progress, the second decision point will be January 25^th. At that time the recommended plan will be shared with the Board of Education for consideration. During this time, alternative plans will be developed, communicated to the impacted school staff, families, community and all other interested stakeholders.

2.     Where does the district expect to place the 300 students from Lincoln?

The District is developing a series of scenarios for determining student attendance patterns if a building is to be closed. Multiple plans will be considered during this process.

3.     What will they do about the teachers? tenured/non-tenured, paras/ support staff some of us are not supported by any union.

If a building(s) is (are) closed, and no restructuring occurs, the support staff will be impacted. Historically, the Principal, Secretary and custodians have been reduced. Additionally, some support staff, particularly the itinerant staff may be negatively impacted due to less travel time. Also, there may be some impact to classroom staff and support staff as larger student populations can provide more efficiency in balancing class sizes. As the number of students in the District does not diminish, the majority of displaced teachers are typically staffed into different buildings, generally where the students are placed.

If buildings are closed and reconfigured, the staff may be released and need to apply for the open positions. There may be some staff reductions, as there will be uncertainty on the number of existing staff applying for and being accepted to the restructured facilities.

4.     What will happen to all the "stuff" purchased with Reading First funds?

The materials will be disbursed to other buildings within the District. The first consideration will be to place the materials at the buildings were the students of the closed school attend. The exact distribution has not been determined at this time.

5.     What about all the technology we have? Other buildings won't be able to support our networking capabilities. Is the district prepared to make another building up to the tech standards available at Lincoln?

The District has wired all buildings to similar specifications. The receiving schools will be able to support networking the same as Lincoln.

6.     Will we be assigned or will we have to apply for positions?

The posting and filling of open positions will be according to the provisions of the collective bargaining agreement. There will be opportunity for application for open positions. If the application process does not lead to filling a position, remaining staff will be assigned to positions.

7.     Who will move the materials in the classroom?

Materials will be moved from their current location to their new location by the District maintenance personnel.

8.     How will the materials get packed up?

The last time a school was closed, the District offered to pay for staff to come in and pack their materials. The District provided boxes and packaging tape.

9.     How about the integration of faculty into other schools...what would be the short-term & long-term plans?

Each school will develop plans to integrate faculty into their schools. If restructuring occurs, a staff development plan will be developed by the newly restructured schools leadership team. The plan will consist of short-term and long-term opportunities.

10.  To what extent might the receiving schools be subject to structural changes, .i.e. adding on , or portable classrooms?

At this time there are no plans to build additions or to utilize portable classrooms.

11.  How much consideration will be given PRIOR to closing one or more buildings?

The District is attempting to have the process be very open. It welcomes inputs and feedback as plans develop. Input and feedback help to ensure that consideration is made for all ideas, thoughts and input.

12.  To what extent will transportation of students in the impacted schools be a consideration. i.e. Cost effectiveness and who will pay for that cost?

As planning develops, consideration will be given to the impact of student travel necessary to attend school. If determined necessary, bus transportation may be implemented. If it is implemented, the District will incur the cost through the Transportation Fund. Under the current contract cost, each bus route will cost $26,000.

13.  Current research supports (and we are data driven) a few thoughts for poverty based school services. These 2 models are clearly the most effective system wide models to use in approaching learning needs and poverty before you can even begin to deal with day to day teaching theories, curriculum, etc.

If restructuring of schools is determined to be the plan, they will be based on scientifically based researched models. The team membersfor the restructuring schools will help to develop the exact program to be used in the restructured schools. The planning will include professional development needed to successfully implement the designed program.

14.  Ruby Payne's model--which is the school learning how poverty factors impact student and families functioning as the basis for identifying instructional strategy. (Payne, 2001) This is a model that RISD41 has invested considerable energy into supporting. Payne's premises, theories, remediation strategies are all based in the solid research. This is one of the best ways to affect change in learning for students in generational poverty.

Ruby Payne's model is one of the bases for staff development and incorporated into effective instructional practices sessions. Additionally, some schools utilize school improvement plans to become more familiar with the model and develop school wide strategies and deployment of activities to incorporate the model????

15.  Creating a Systems Level approach--Using school resources creatively to meet priority needs by partnering with related service providers within school and community networks. (Park, Turnbull, 2002)

These opportunities afford themselves to each building. Through the school improvement planning process and the prioritization of grant fund utilization (Reading First and Title I) building teams may be creative and enter partnerships within the community and with service providers.

16.  Lincoln is doing this. By removing Lincoln from the downtown area, from a neighborhood that is rich with children, we are going against the very grain of being supportive to the concept of helping families in generational poverty overcome the obstacles before them. In closing schools, without replacing them, we are, in fact, putting more obstacles up to parents, that they will not be able to overcome. We will be creating and empowering institutional segregation. We will be marginalizing families and their children who are in poverty.

The District needs to look long-term into the student and community needs. A citizens committee has submitted a report containing recommendations for the future of the District facilities. They stated that the District has too many small schools and recommended the District consider moving to elementary schools that are at least two section schools. This will drive operational efficiencies and provide additional opportunities for all students that may not be available in small facilities (such as full time nursing services, additional counseling services, opportunities to participate in enrichment/remediation activities during the day and better opportunity to level class sizes throughout the District. Great care must be taken to maintain an environment that recognizes each individual child and engages in educational practices to maximize the opportunities for each child.

17.  How will families in poverty be able to attend their children's school functions in the evenings if they have to travel more than a few blocks, if they have no personal transportation (which most of them do not have)?

The District will work diligently to meet the needs of parents. Consideration may be made to hold parent meetings at locations which are convenient to parents (e.g. churches, King Center, Administration Center). The school should partner with parents and community members to best meet the needs of all and promote interaction and participation in the education of their children, and all children in the community.

18.  How will families in poverty be able to support the school if their child in both learning or with problems, if the school is too far to get to from their home (remember local busing is not convenient or easy and if you are in poverty, you may have to make a decision where it is more important to spend your money -- for bus fare to your job or your child's school or to buy milk for dinner)? Many families in poverty do not have reliable communication or transportation systems.

Successful schools engage active participation of the parents and community. After determining the needs of the parents, plans can be made to accommodate their needs and develop an environment that encourages and welcomes parents as active partners in their children's education. Again creative approaches must be considered to break down any barriers that prohibit parents from being active partners in their children's education.

19.  How can the school effectively serve the child's needs, if the parent is not able to communicate, visit or be part of the school setting because of distance from home and neighborhood?

See the answer to the last two questions. School and District staff need to understand the parent needs and creatively find solutions to problems that prevent active engagement in their children's education.

20.  How will we build community when we segregate poverty neighborhoods by stigmatizing them and not giving them a neighborhood grade school and community center?

What is the definition of a neighborhood school? Is it within a mile and 1/2 of the home? Or is it closer? Due to the previous density of housing, many Rock Island/Milan elementary schools are not very far apart from each other.

The District has not segregated poverty neighborhoods. The housing patterns and choice of where to live is made by parents. The schools have been in their present location since 1972 or before. Over time, certain areas have become more economically challenged. The District has not changed any boundary or adjusted enrollments by redistricting. As the housing trends for the future signal a movement to the south, the District will end up with too many facilities in the north.

The District, mainly through grants, has expended more funds per student in poverty schools than other schools. These additional dollars were meant to be used to supplement the programming offered by the District to enrich learning for students attending these facilities. The determination of the use of these funds has been made at the building level through the building school improvement plan and leadership teams.

21.  How are we supporting community redevelopment by removing and not replacing schools? Why would people want to consider moving to Rock Island, consider investing in older housing/neighborhoods, or consequently consider investing in business when there is a segregated community and school system?

The District is supporting community development by becoming operationally efficient and improving the academic successes of the students. The closing of schools will be completed if adequate space is available in other facilities. With the continued declining enrollment and shift of population to the south of the District, excess capacity is/will occur in the north. The community development will occur with efficient schools that have academic success.

A component of the facility committee recommendations is to begin a replacement program for schools. With current financial constraints, a new school will not be considered until 2008.

22.  Schools in Rock Island need to be rebuilt, not removed. State of the art schools, staff, and training is needed to excite an investment in our future. It is the only direction that should be consider.

The buildings of Rock Island are in good repair. However, as they continue to age, they will require additional capital investment to maintain their viability to serve students and staff. As the facility committee reviewed the long-term costs of maintaining the current facilities, they recommended the District consider replacing with new schools that are much larger, resulting in 6-8 elementary schools. This is a long-term recommendation that will take many years to fully implement.

23.  Is the administration center being moved from the current address?

This was a recommendation of the facility committee. It is being considered as a long-term recommendation. There are no immediate plans to move the Administration center to another location.

24.  Please address why Lincoln and not another school such as Longfellow?

Lincoln was specified in the facility committee report over Longfellow, even though it was listed below Longfellow on the school closing matrix, because Lincoln was built as a middle school and would be a good location for the placement of the Marshall Center. The Committee felt that the Marshall Center is not suitable as a school and the students should be moved to an elementary building, Lincoln, after it is closed.

25.  Who will provide them with all the services they need to be successful (academically, emotionally, socially)?

Students will be provided a school setting that strives to meet their individual needs. The closing of a school will not impact class sizes or the skills of certified and support staff. High quality staff will help ease the transition of the students and develop a welcoming and safe environment for all.

26.  How can 300+ students be successfully shifted throughout the district?

With the small number of students in some elementary schools, there appears to be some excess capacity that may allow closings. The District is currently running scenarios to determine how to successfully shift students and determine if facility closing is possible. If the scenarios cannot provide a solution to properly house students in other facilities and provide necessary programming, closing will cease as an option.

27.  How will our students get to other schools? Most parents rely on their students walking and will resist driving them anywhere.

This will be a consideration as planning continues.

28.  Is this just a quick and dirty way to get our schools off academic warning?

Although this may be a benefit of school closing and restructuring, the main purpose is to enhance operational efficiencies and provide high quality schools for all students.

29.  Why is a school that had tremendous reading ISAT scores last year, has the most close knit hardworking staff who go above and beyond any other teachers i have seen, and has a system of teaching that is obviously working even being considered as a school to close?

There appears to be excess capacity in the northern part of the District. By planning to close a facility and restructure the remaining two buildings, enhanced learning opportunities should be afforded to all students in the restructured schools.

30.  If building age is an issue, aren't other buildings older than Lincoln?

Building age was one of twelve variables considered in the school closing matrix. There are many schools that were built prior to Lincoln.

31.  Is this a done deal?

This is not a done deal. The planning is in its infancy. The goal of a final plan would be to provide quality educational opportunities for all students impacted by school closings and/or restructuring. If the District determines that it cannot provide enhanced opportunities for students through its planning, it will not move forward.

32.  What can we do to keep Lincoln open as Lincoln?

You are urged to continue to be engaged in the planning process. Your inputs and feedback are important.

33.  With the reduction of the number of school in the district and the increased enrollment in other schools, what additional support will the schools be given in terms of administration and support from the central office? Are we just making a bigger problem or is this a well thought out solution to getting the schools that are on the watch list off the watch list?

As changes are considered for closing/restructuring schools the number one goal is to provide high quality instruction to the students. Through planning and utilization of available resources schools will determine proper support systems to effectively meet their students' needs.

34.  Will teachers be given a choice as to what building they will be placed in or will the administration decide?

Depending on how the closing/restructuring occurs different processes may be used. For example,

If the schools are restructured under NCLB, all staff may be fired from their positions.

If the schools are closed and restructured, three buildings to two, all staff will be displaced and will follow the vacancy process of the collective bargaining agreement to apply for openings. If a staff member is not placed through this process they will be assigned by the administration.

If a school is closed, the District will displace the staff. All displaced staff will follow the vacancy process of the collective bargaining agreement to apply for openings. If a staff member is not placed through this process, they will be assigned by the Administration.

35.  What happens to the LIGHTS ON funding for the three schools? Will the one school that reopen get to keep the funding?

The District will be verifying with the State Board and Regional Office of Education on the status of these funds.