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Administrative Recommendation
PresentationAISD Facility Master PlanPresented to the AISD Board of Trustees
September 26, 2011
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Background
Over the past 18 months, AISD has been in the process of
developing a long-term Facility Master Plan (FMP). The process was launched in November 2009. The Facility Master
Plan Task Force completed its work in March, 2011. The TaskForce Report was received by the Board on March 28, 2011.
The administration presented its response to the Facility MasterPlan Task Force Report on May 16, 2011 .
On May 23, 2011, the Board referred the plan to the administrationfor development of an administrative recommendation andapproved a revised timeline with key benchmarks.
On September 12, 2011, the Board of Trustees was updated onthe administrative recommendation for the Facility Master Plan.
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Tonights Purpose
Present the FMP Administrative Recommendation.
Continue the September 12 Board Work Sessiondiscussion regarding the FMP.
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Needs of the District
A strong framework in which facilities decisionssupport the Strategic Plan.
A Facility Master Plan that is sufficiently flexible torespond to Board priorities, emergency needs andavailable resources, in any given year.
A formal process that will make facilities planningmore systematic and transparent.
A process that will allow for on-going communityengagement.
A basis for informed decisions regarding TaxRatification Election (TRE) and bond elections.
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Administrative Recommendation
Adopt a Facility Master Plan at the November 21 RegularBoard Meeting.
Appoint a Citizens Bond Advisory Committee at the
December 12 Regular Board Meeting.
Approve Annual Facilities Recommendations at theDecember 12 Regular Board Meeting.
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Recommendation:Adopt a Facility Master Plan at the November 21 RegularBoard Meeting.
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Facility Master Plan
The FMP is a framework with the following three
processcomponents:
1. A comprehensive, long-term FMP;
2. Annual updated information; and
3. Annual Facilities Recommendations (AFRs) AFRs are driven by academics and balanced by operationalneeds.
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Facility Master Plan Process
Academic and operational guidance; Data verification;
Community engagement;
Site selection process for new schools; Development of AFRs; and
Board of Trustees action.
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Community Engagement andFMP Implementation Schedule
Sep tember Octobe r - Dec emb er
Feb ruary- May June-July
August
Superintendent hosts public hearingsand meetings with families of impactedcommunities
Continue communicatingrecommendations with stakeholders
Citizen communication session duringboard meeting
Action on changes to FMP framework(every two years), if needed
Board provides feedback on draftAFRs
Administration prepares final AFR forBoard action
Action on final AFRs for followingacademic
Begin analyzing and applyingacademic and operational (facilities)needs to identify possible options
Update and verify (campus/facilitylevel) FCI
Administration continues to receivecommunity feedback throughestablished processes
Appoint Boundary Advisory Committee(BAC)
Board Priorities used to informpossible AFRs
Initiate BAC
Cost Board Priorities
Define Priorities 1 & 2 buildingsystem upgrades and costs
Board receives draft AFRs
Board receives annual data tosupport AFRs
Board evaluates any exceptions tothe recommendations
Board reviews FMP framework
(every two years) Citizen communication sessions
during Regular Board Meeting
Begin budget planning publicprocess
January
Begin implementation plan forapproved Annual FacilitiesRecommendations (AFRs)
Staff initiates preparation of next yearsplan
Begin discussion with Board onpopulation trends and impacts ondistrict with demographic update
CBAC recruitment and appointment forproposed Bond program
Administration identifies priorityareas or regions for publicengagement
Begin public engagement: establishlocal and regional meetings tobrainstorm, discuss, and vet ideaswithin a district-wide context
Promote engagement process andbegin direct outreach with families
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Annual Information
Annually updated information to inform the process
about our district and our schools includes:1. District Utilization including population
projections and facility utilization
2. District Assessment facility assessmentcriteria, facility inventory status and timeline
3. Facility Condition Index (FCI)
4. Individual Facility Assessments
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Development of Annual Facilities RecommendationsDriven by Academics; Balanced by Operations
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The overlap of Academics and Operations determines the AFRs. Thisoverlap can be larger or smaller, depending on the impact of boardpriorities, emergency needs (i.e. natural disasters), available resources,unexpected population shifts, and urgent facilities conditions in anygiven year.
A
FRs
ACADEMICS
AISDStrategic
Plan AnnualBoardPriorities
OPERATIONS
FacilityAssessment
Results
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Recommendation:Appoint a Citizens Bond Advisory Committee at theDecember 12 Regular Board Meeting.
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Citizens Bond Advisory Committee
1. Identify and appoint a diverse group ofrepresentatives including subject matter experts;
2. Develop a recommended scope of work for
future bond programs; and3. Allow sufficient time to study data to make
informed recommendations.
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Recommendation:
Approve Annual Facilities Recommendations for SY2012-13 implementation at the December 12 RegularBoard Meeting.
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Development of Annual Facilities RecommendationsDriven by Academics; Balanced by Operations
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The overlap of Academics and Operations determines the AFRs. Thisoverlap can be larger or smaller, depending on the impact of boardpriorities, emergency needs (i.e. natural disasters), available resources,unexpected population shifts, and urgent facilities conditions in anygiven year.
A
FRs
ACADEMICS
AISDStrategicPlan
AnnualBoardPriorities
OPERATIONS
FacilityAssessmentResults
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Administrative Recommendation
Adopt a Facility Master Plan at the November 21 RegularBoard Meeting.
Approve Annual Facilities Recommendations at the
December 12 Regular Board Meeting.
Appoint a Citizens Bond Advisory Committee at theDecember 12 Regular Board Meeting.
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Planning for SY 2012-13
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Planning for SY 12-13
Define Annual Information, and present draftthinking on developing Annual FacilitiesRecommendations.
Review detailed timeline for FMP activities fromSeptember 26 to December 12.
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September 26
- Update AISD website- Community can submit comments
September-October- Outreach and discussions with principals, staff, families,
and community stakeholders October-November
- Hold two public hearings which will be accessible viawebsite and Channel 22
Tuesday, October 25 at 6:00pm in CAC Board Auditorium Monday, November 28 at 6:00pm (location TBD)
December- Gather and submit community input to Board
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2011 Community EngagementSeptember December
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Annual Information
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Annual Information
Annually updated information to inform the process
about our district and our schools includes:1. District Utilization including population
projections and facility utilization
2. District Assessment facility assessmentcriteria, facility inventory status and timeline
3. Facility Condition Index (FCI)
4. Individual Facility Assessments
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1. District
Utilization
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District Utilization:Historical Enrollment and Population
Projections
Historical student enrollment data, for the entiredistrict, by grade level, and by school provides thecontext for annual population projections.
Birth data is used to project future kindergartenclass sizes.
Projection of student population data for the years
2011 to 2021 is generated for the entire district,by grade level.
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District Utilization: Historical Enrollment andPopulation Projections
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AISD predicts steady growth at all grade levels for thenext ten years
0
10,000
20,000
30,000
40,000
50,000
60,000
AISD Historic Enrollmentby Grade Level
2002-03 to 2010-11
PK-5
6-8
"9-12" 0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
Live Births by Yearin Zip Codes within AISD Boundaries
0
10,000
20,000
30,000
40,000
50,000
60,000
AISD Projected Enrollmentby Grade Level2011-12 to 2020-21
PK-5
6-8
9-12
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District Utilization: Capacity AnalysisPermanent and Functional Capacity
Permanent Capacity is the number of students a school was
designed to accommodate and counts only the permanentclassrooms in the calculation. This is a very stable number.
- At schools where portables have existed on site for an extended period,and there is no feasible way to construct classroom additions due to site
limitations, qualitative factors may be considered.
Functional Capacity is the number of students a school canhold given the way a campus is being used. It counts all
classrooms, including portables, and excludes classrooms usedto house administrative staff. This number can change everyyear.
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District Utilization: Capacity AnalysisPopulation and Enrollment
1. Population is the number ofstudents who live within the
schools attendance zone and areassigned to the school.
2. Enrollment is the number ofstudents who actually attend the
school, regardless of whatattendance zone they live in.
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Since population projectionsare more reliable than
enrollment projections, the
former is used for long-rangeplanning purposes.
The administration will be
analyzing the effect transferson over-capacity schools.
The district uses two methods for counting students:
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District Utilization: Utilization/EfficiencyDistrict-wide Percent of Permanent Capacity 2010-11
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District-wide, AISD is within the 75%-115% target range; thedistrict population, at all school levels, is trending upward withelementary schools approaching 115% of permanent capacity.
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2. District
Assessment
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Quantitative
Criteria
QualitativeCriteria
ConsistentFacilityAssessment
1. % of permanentcapacity
2. % of functional capacity
3. Academic performance
4. Facility condition (FCI)
5. Texas ComptrollersFAST rating
6. Cost per student
7. Student movement (IN-transfers)
1. Historic significance
2. Specialprograms/portfolio ofoptions
3. Equity and parity
4. Community needs
5. Proximity to likeschools
6. Swing space capability
7. Overflow capacity
District Assessment: Facility AssessmentCriteria
Data created through formulas andestablished protocols to calculatescores that standardize the way welook at each school or facility.
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Percent of Permanent Capacity: Elementary Schools 2010-11
To identify a school facilitys abilityto accommodate its futureneighborhood population, thepercent of permanent capacity(based on its projected attendancezone population for 2015-16) isscored as follows:
Below 75% - 1 point,
Between 75% and 115% - 2points,
Above 115% - 3 points
District Assessment: Quantitative Criteria
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Percent of Functional Capacity: Elementary Schools 2010-11
To identify a school facilitys abilityto accommodate its currentenrollment, including in and outstudent movement, the percent offunctional capacity (based onenrollment) is scored as follows:
Below 75% - 1 point, Between 75% and 115% - 2points,
Above 115% - 3 points
District Assessment: Quantitative Criteria
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Academic Performance (5 yr avg.): Elementary Schools 2010-11
To address school performance, the
five year average (2006 2010) ofTEA ratings was derived byassigning the following pointsystem for each year the schoolhas been rated (AcademicallyUnacceptable: 0 points,Academically Acceptable 1 point,Recognized 2 points, Exemplary
3 points) and then calculating theaverage. The average is thenscored as follows:
0 - 0.5 0 points,
0.6 1.5 1 point,
1.6 2.5 2 points
2.6 3.0 3 points
District Assessment: Quantitative Criteria
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Facility Condition Index: Elementary Schools 2010-11
To identify the physical condition ofthe school facility, and the expenseassociated with repairs andimprovements, the FacilityCondition Index rating is as follows:
50% or more; Poor 0 points,
30.1% to 50%; Fair 1 point, 15.1% to 30%; Moderate 2
points,
0 to 15%; Good 3 points
District Assessment: Quantitative Criteria
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FAST Rating: Elementary Schools 2010-11
To address school performance asit relates to cost over time, the 2011FAST star rating is scored asfollows:
1 to 2 stars 1 point,
2.5 to 3.5 stars - 2 points,
4 to 5 stars 3 points
District Assessment: Quantitative Criteria
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Cost per Student (5 yr avg.): Elementary Schools 2010-11
To identify efficiencies in operatingcosts (includes M&O andgrants/other external funds), thefive year average (2006 2010)cost per student is ranked andgrouped to identify schools that fallabove or below the mean plus onestandard deviation:
Highest Range - 1 point,
Mid-Range (approximately 2/3of the schools) - 2 points,
Lowest Range - 3 points
District Assessment: Quantitative Criteria
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Student Movement (IN-transfers): Elementary Schools 2010-11
To identify schools that serve largegroups of students outside of theirattendance zones, and that may notbe considered a neighborhoodschool, the percent of 2010-11enrollment from areas other thanthe schools attendance zone isscored as follows:
More than 25% - 1 point,
Between 25% - 15% - 2 points,
Less than 15% - 3 points
District Assessment: Quantitative Criteria
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District Assessment: Facility Assessment MatrixSY 2010-2011
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Elementary Schools
Middle Schools
High Schools
School Total Score % PermCap
% FunctlCap
FCI % IN-Transfers
5 yr AvgCost/Stude
nt
5 yr TEARatings
2010 FASTRating
Odom ES 15 133% - 3 108% - 2 23.19 - 2 9% - 3 $6115 - 2 1.20 - 1 3 stars - 2
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District Assessment: Facility Inventory StatusFY 2010-2011
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Elementary Schools
Middle Schools
High Schools
School FAC TotalScore
PermanentCapacity
2015-16Projected
Population
2010-11Enrollment
Status
Akins HS 15 2394 3305 2720 Monitor student growth trends forpossible boundary changes; very large
population; more than 3000 HS studentsin attendance area
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Quantitative
Criteria
Qualitative
Criteria
Consistent
FacilityAssessment
1. % of permanentcapacity
2. % of functional capacity
3. Academic performance4. Facility condition (FCI)
5. Texas ComptrollersFAST rating
6. Cost per student
7. Student movement (IN-transfers)
1. Historic significance
2. Specialprograms/portfolio ofoptions
3. Equity and parity
4. Community needs
5. Proximity to likeschools
6. Swing space capability
7. Overflow capacity
District Assessment: Facility AssessmentCriteria
Each facility is then viewed through
second lens based on criteria that aremore subjective and not always easily
measured.
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District Assessment: Qualitative Criteria
1. Historic Significance Is this a facility that has been officiallydesignated as having architectural or historic significance by a
governmental entity and, as a result, should be preserved,conserved, and protected? Will this designation impact the potentialuses for the building and restrict the types of renovations that can bemade?
2. Special Programs and/or Academic Portfolio of Options Is this a
campus or facility that serves a special population with specificacademic needs and provides unique educational programs that maynot be easily replicated at other facilities?
3. Equity and Parity Is this a campus or facility that provides improvedacademic programming or replicates quality programs to help
balance offerings geographically throughout the district?
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4. Community Needs Is this a campus or facility where the district, inconjunction with other governmental entities, serves the needs of the
community at large through joint-use projects such as libraries, healthcenters or recreational centers?
5. Proximity to Like Schools That Affect Planning Decisions Is this acampus or facility that addresses the unique needs of a community byproviding programs that complement those of neighboring schools?
6. Swing Space Capability Is this a campus or facility that can be usedtemporarily to accommodate additional students, or a school population,during renovations, additions, or emergencies?
7. Overflow Capacity Is this a campus or facility that has capacity topermanently accommodate additional students from an over-capacity
neighboring school?
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District Assessment: Qualitative Criteria
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3. FacilityConditionIndex
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Facility Condition Index (FCI)
Defined as the ratio of the Cost of Repairs divided bythe Current Replacement Value of a facility
- FCI= Cost of Repairs / Current ReplacementValue
- The indexing ratio used in school facilitymanagement to benchmark relative physicalcondition of a school or a group of schools. This isthe industry standard.
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FCI R l ti C i
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Provides a metric that enables relative comparisonsto be made among the physical condition of thefacilities
The lower the FCI, the better the physical conditionof the building and site
The FCI offers a qualitative sense of the Good,
Moderate, Fair, or Poor condition of a facility FCI (as % of CRV)
- Good: 0%-15%
- Moderate: 15.01%-30%
- Fair: 30.01%-50%- Poor: 50.01% or more
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FCI: Relative Comparisons
FCI: AISD Facilities
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FCI: AISD Facilities
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4. IndividualFacilityAssessment
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I di id l F ilit A t
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Individual Facility Assessment
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A report for each facilitycontains:
- School ID number, name, andaddress
- Grades served
- Permanent andportable/temporary square footage
- Number of classrooms
- Site size- Number of parking spaces
- Individual building data
- Facility condition data
- Deficiency costs by buildingsystem and priority
Included in site verificationpackage
Site Verification
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Site Verification
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Current Facility Condition
Assessment information Site Verification of data
- Survey and feedbackdocuments withinstructions
- Campus physical facts,deficiencies summary, andorientation diagram
- Itemized DeficienciesReport
- Contact information forassistance/explanation
Reconciliation and response
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Development of Annual FacilitiesRecommendations (AFRs)
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Board Priorities SY 2011 2012
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Board Priorities SY 2011-2012
New Delivery
ModelsExplore/establish new
delivery models to provide
an enhanced portfolio of
academic options with
supporting facilities plans
and budget scenarios.
Human CapitalRefine human capital
strategies to support andimprove the new performance
management model.
School &
District ClimateImprove overall school and district
climate for learning. Whole Child/Every Child Health & Wellness Safety Multicultural Outreach/
Engagement
Cultural Proficiency &Inclusiveness
Special PopulationsDevelop academic achievement and
support strategies for specialpopulations through accelerated and
differentiated instruction.
Special Education ELL and Secondary ESL Services African American Student
Support
Advanced Academics
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Development of Annual Facilities Recommendations
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Development of Annual Facilities RecommendationsDriven by Academics; Balanced by Operations
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The overlap of Academics and Operations determines the AFRs. Thisoverlap can be larger or smaller, depending on the impact of boardpriorities, emergency needs (i.e. natural disasters), available resources,unexpected population shifts, and urgent facilities conditions in anygiven year.
A
FRs
ACADEMICS
AISDStrategicPlan
AnnualBoardPriorities
OPERATIONS
FacilityAssessmentResults
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A d i O ti
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Single-gender middle school programs, one foryoung men, one for young women;
Two-Way Dual Language Immersion programs to
six additional schools; Two in-district charter initiatives - an alternative
education program and a college preparationprogram;
Regional 9-12 STEM Magnet Program;
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Academic OptionsInform Development of AFRs
Academic Options
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(contd.)
Beyond current actions, address north centralelementary school overcrowding with better use ofexisting AISD facility capacity - TBD;
New program design to replace the Alternative
Learning Center, the secondary DisciplinaryAlternative Education Program;
New program design to replace the AlternativeCenter for Elementary Students, the elementary
Disciplinary Alternative Education Program;
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Academic OptionsInform Development of AFRs
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(contd.)
Evaluate, accept, or reject administrative facilitybids for either or both Baker AdministrativeCenter and Carruth Administrative Center;
Designate the 2008 Bond Program elementaryschool to provide relief for overcrowding in northcentral Austin;
Evaluate transfer policy and practice at over-
enrolled schools; and Approve any boundary changes that are
necessitated by AFRs.53
Additional Considerations for AFRs
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Single-Gender MiddleSchools:
School for Young MenSchool for Young Women
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Single-Gender Middle Schools
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Potential fundingidentified
Improve verticalalignment
Available capacity Low renovation costs Two campuses in close
proximity Uses available resources
and existing facilityspace
Rigorous academicprep
Research-based Addresses special
population
Increased equity andaccess to studentswithin feeder pattern
Complements currentacademic programswithin vertical teams
ACADEMICS OPERATIONS
?
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Two-Way DualLanguage
Immersion
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Two-Way Dual Language Immersion
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Low cost Efficient use of
existing capacity
Enhances readiness forcollege, career, and life in aglobally competitiveeconomy
Research-based modelwith highest long-termacademic success
Advances instructional andlinguistic needs of allstudents, including ELLs
ACADEMICS OPERATIONS
?
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STEM Magnet
9 - 12
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STEM Magnet 9 - 12
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Capital cost avoidance Efficient use of available
capacity Lower transportation
costs and travel timewith regional site
Expands options foradvanced academics
Establishes a newdelivery model
More equitablegeographic distributionof advanced academicprograms
ACADEMICS OPERATIONS
?
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In-District Charter:Alternative
EducationProgram
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I Di t i t Ch t Alt ti Ed ti P
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In-District Charter: Alternative Education Program
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Efficient use ofavailable capacity
Low renovation cost Low operating costs
Community need May increase ADA
Increase graduationrates by offeringalternative pathways
Personalized learning
provides creditrecovery andaccelerated learning
Enhances college andcareer readiness
ACADEMICS OPERATIONS
?
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In-District Charter:College
Preparation
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In-District Charter: College Preparation
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Use of availableresources, existing facility
More efficient use of
available capacity Provides support for
improved human capitalstrategy
Opportunities forattracting external grants
and support
Prepares underservedpopulations for successafter graduation
Fosters academic andleadership skills
Addresses needs ofspecial populations
ACADEMICS OPERATIONS
?
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LearningSupportCenters
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Disciplinary Alternative Education Programs:
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Disciplinary Alternative Education Programs:Transition to Learning Support Centers
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Evaluates &considers optionsfor old, outdatedfacility
Opens up space for
other uses Lowertransportation costs
Efficient use ofexisting capacity
Strengthens academicprogramming forspecial populations
Provides more stablelearning environment
with fewer transitions Increase graduation,attendance, andcompletion rates
Provides supports forthe whole child
ACADEMICS OPERATIONS
?
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Designate the2008 BondProgramElementary
School forNorth CentralAustin
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Designate 2008 Bond Program Elementary School
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Addresses critical over-capacity schools
Provides current andfuture student
enrollment support Designates location for
for 2008 Bond Programexpenditure
Improves learningenvironment
Opportunity toexpand portfolio of
options
ACADEMICS OPERATIONS
?
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Address NorthCentral
Overcrowding
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Address North Central Overcrowding
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Addresses criticalover-capacity schools
Improves safety andhealth
Provides some
immediate relief Better utilizes existing
capacity Capital cost
avoidance
Improves learningenvironment
ACADEMICS OPERATIONS
?
Financial Implications of Academic Options
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Financial Implications of Academic Options Estimated Program Costs
- Based on prototypical designs and historical spending
- Actual costs cannot be determined until program design, scopeand site decisions are finalized
Estimated Revenue/Savings
- Identifies possible budgetary reallocations that could be made
to support new initiatives
- Specific site decisions greatly impact on the possibility ofreallocating budget resources and/or realize new revenue, i.e.converting vs. co-location, or proceeds from building sales
- Revenue entitlement will not be known until specific studentsand sites are identified
- External support will be identified as commitments are made
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a c a p cat o s o cade c Opt o s(contd.)
Funding Gap
- Cost and revenue estimates may be shown as a range sincethere are many variables that could affect costs andassumptions
Cost Avoidance
- The difference between what we actually spend vs. what wewould have spent in the future on maintaining existinginfrastructure, i.e., savings on maintenance or utility costs forclosed buildings
Final estimates will be presented in December with the final
AFRs
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2011 Community Engagement
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September 26
- Update AISD website- Community can submit comments
September-October- Outreach and discussions with principals, staff, families,
and community stakeholders October-November
- Hold two public hearings which will be accessible viawebsite and Channel 22
Tuesday, October 25 at 6:00pm in CAC Board Auditorium
Monday, November 28 at 6:00pm (location TBD)
December- Gather and submit community input to Board
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y g gSeptember December
2011 Community Engagement
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September 26
- Update AISD website- Community can submit comments
September-October- Outreach and discussions with principals, staff, families,
and community stakeholders October-November
- Hold two public hearings which will be accessible viawebsite and Channel 22
Tuesday, October 25 at 6:00pm in CAC Board Auditorium
Monday, November 28 at 6:00pm (location TBD)
December- Gather and submit community input to Board
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y g gSeptember December