Recommendations to the Board of Education Regarding Princeton School District Aaron Freed...

Recommendations to the Board of Education

Regarding Princeton School DistrictAaron Freed

Christopher MooreJolanda DranchakLaura Berntson

SummaryPrinceton is a Large Critical Mass District with 8 schools● Assumptions:

o overcrowded/stressed classroom facilityo out-migration is larger than in-migration due to overcrowdingo there are large programs for entire community, pre-school, K-12, and adulto district is fiscally responsibleo recently added portable classroomo parents want improvements are will support improvements and expansiono school is centerpiece of community

● Enrollment Trendso in general: large school districts have larger budgets, more diverse staff, teachers have less preps, more course

offerings, greater array of services, more updated facilities, and higher cost effectiveness. Often times they also have higher tax rates and larger class sizes.

o Princeton is considered a large districto there are growth projections for the district even without new facilities, and larger witho last year, 161 students were lost to outschool migration and 186 to homeschool

● Financeso General fund is increasingo Spending is low compared to similar size schoolso School district has substantially less property wealth compared to the average MN school

Summary● Ed Programs, Staffing, Service

o Elementary Average class size in 06-07 was 22 Elementary class sections: 95.7% of classes between 20-25 students, and the rest 26-29% (this considered

highly cost effective)o Middle

in 06-07, 224 courses were offered each trimester. 9.8% enrolled less than 20 students, 41.1% enrolled 20-25 students, 37.5% enrolled 26-29, and 11% enrolled 30 or more (this is considered highly cost effective)

o High In 06-07, there were 216 course offerings. 25.9% enrolled less than 20 students, 31.9% enrolled 20-25

students, 20.8% enrolled 26-29 students, and 21.3% enrolled 30 or more (this is considered cost effective (not highly)

course offerings are similar to high schools with 1000-1200 students 64.7% of teachers had 1-2 teaching preparations a day, 35.3% had 3-4 preps

o District Staffing has increased 20.7% over 10 years, somewhat greater than enrollment increase pupil/professional staff ratio of 15.1/1 exceeds the average MN district of 13.6/1 (considered, less favorable

and more cost/effective)

Summary● Ed Programs, Staffing, Service (continued)

o School district operates on a 3-3-3-4 system and Project Consultant recommends changing to a 6-3-4 designo 7 year curriculum review cycleo There is a large community ed program, serving all ages of the communityo There is a broad special ed program

● Facilities o District has 5 constructed teaching/learning spaces + 16 portables

South Elementary (K-2), constructed in 1954, additions in 1956, 1986, 1993 and 2003, in 2005-06 enrollment was 779, on 82.2 sq. ft/ student● located on High School campus● has 8 portables● has deferred maintenance issues● overcrowded and over stressed, core space significantly● office is undersized● special ed space is inadequate, crowded, and makeshift● media center is undersized● teachers work area/lounge is undersized● Music space is a general classroom, undersized● No space for teachers to work as collaborative teams

Summary● Facilities (continued)

North Elementary (3-5), constructed 1969, additions 1993, 2002, in 2005-06 enrollment was 776, 102.3 sq. ft/student● School on ample site● 8 portables● Deferred Maintenance● Over crowded and overstressed school, core areas significantly● School office not located well● school originally designed as open school, and adapted poorly to traditional● undersized classrooms, no doors, bad sound transition, heating/ventilation. ● Confusing design, locker area obscures supervision● Music room undersized and in general classroom● Cafeteria needs improvement● Small gym space● Special ed areas overstressed● limited space for teachers to work as teams

District Office/Early Childhood/ALC, constructed 1948, additions 1950, 1962, 1963, 1980, 1989. ● facility layout is poor● early childhood spaces are undersized● the ALC, and community ed spaces are marginally adequate

Summary● Facilities (continued)

Princeton Middle School (6-8), constructed 1999, enrollment 780, 192.3 sq. ft/student● school situated ample site● excellent teaching and learning environment● classrooms, labs, offices, band/choir, special education, art suite, media center, gym, are all are all

good to excellent Princeton High School (9-12), constructed 1966, additions 1970, 1986, 1994, 2003, 178.6 sq. ft/student

● school is on ample site, but co-located with elementary school● school has deferred maintenance● 2 portables for tech and agriculture● school is substantially overstressed● office is marginally adequate and situated well for security● classrooms, labs, performing arts areas are good or better● art suite, gym, media center are undersized● Industrial technology, pool, music, special ed spaces are adequate

The district has been allowed to rent spaces from the community

● Rum River Special Ed Cooperative

● Oakland Vocational Center

● Princeton Youth Hockey Association

● Modular building

Alternatives to address

1. Address overcrowdedness;2. Address students leaving the district;3. Address need for Additional Programming/Options to Recruit

and Retain Resident Students; 4. Address lack of maintenance over time with the current

facilities;5. Address design issues.

Proposal and Rationale

Address the overcrowdedness by updating and/or replacing facilities.

Rationale for all facilities update options: 1. Creating better facilities will allow Princeton to handle the number of students

currently enrolled and projected growth;2. It will help to keep Princeton students in the district (minimize out-migration),

minimizing revenue loss; and 3. It will offer all students the greatest opportunity to high quality learning

opportunities through small class sizes, optimal learning spaces, access to technology and unique programming.

Option 1

● Add on to and update South Elementary School.● Rebuild the North Elementary School.● Update the current middle School as needed.● Add on to and update the current high school.● Close the current District Office/Early Childhood

Center/Alternative Learning Center and relocate them to other buildings.

Option 2

● Build two new elementary schools to replace the current schools.● Update the current middle School as needed.● Add on to and update the current high school.● Close the current District Office/Early Childhood


Option 3

● Add portables to both elementary schools● Complete deferred maintenance at all sites

Option 4

● Add on to and update South Elementary School.● Relocate North Elementary School to the current middle school

building.● Relocate the current middle school to the current high school

building.● Build a new high school.● Close the current District Office/Early Childhood


Option 5

● Add on to and update South Elementary School.● Add on to and update North Elementary School.● Update the middle School as needed.● Add on to and update the high school.● Remodel and update the district office/early childhood/alternative

learning center building.

Option 6

● Add on to and update South Elementary School.● Add on to and update North Elementary School.● Update the middle School as needed.● Add on to and update the high school.● Close the current District Office/Early Childhood


Option 7

● Build one new all purpose elementary school K-6● South Elementary can be redesigned to be part of HS, since on

same site● North Elementary can be redesigned to be ALC and Community Ed● District office be used solely● Update MS space

Option 8

● Build a new elementary school combining both the North and South Elementary school into one building.

● Convert South Elementary School into the District Office/Early Childhood Center, and Alternative Learning Center.

● Update the middle School as needed.● Add on to and update the high school.● Close the current District Office/Early Childhood

Center/Alternative Learning Center and North Elementary School facilities.

Recommendation

We recommend the district move forward with Option 1 for the following reasons:1. Creating better facilities will allow Princeton to handle the number of

students currently enrolled and projected growth, hence addressing overcrowdedness

2. Help to keep Princeton students in district (minimize out-migration), minimizing revenue loss.

3. Offer all students the greatest opportunity to high quality learning opportunities through small class sizes, access technology and unique programming.

Marketing Plan: Purpose & Objectives

Purpose: ● to identify and satisfy the clients’ needs in order to meet institution’s objectives

(Pardey in Opatka & Hensley-Brown, 2004).

Objectives: ● accommodate growing student population through improved educational

facilities● bring back out-migration students (open enrolled in other school districts,

private or parochial schools, and homeschools) back into the school district● attract in-migration students (from the neighboring school districts through open

enrollment process)

Marketing Plan

Marketing Plan implemented using four-stage plan:1. marketing research and analysis of the environment2. formulating a marketing plan and strategy3. implementing the marketing mix4. evaluating the marketing process

Marketing Research and Analysis of the Environment

● Roger Worner Associates study identified the environment needs.● Our recommendation is to focus on improving school district

facilities, which in turn will allow the school district to meet its marketing objectives.

● Hire an outside firm to establish a strong branding for the school district and each school.*

Marketing Plan: Stage 1

Marketing Plan: Stage 2 Formulating a Marketing Plan and Strategy

● Identify the positioning of the organization —identify the reasons why one should attend Princeton Schools. (Improved facilities, small class sizes, technology access, unique programming)

● Identify individuals responsible for this task (Superintendent, Curriculum Directors, Director of Public Relations and school principals will meet for initial marketing meeting. The principals and their appointees* and PR department will be responsible for ongoing marketing)

● Identify the most effective marketing mode (recommendations follow...)

Marketing Plan: Stage 2 continued

Research shows the following marketing modes to be most effective for the educational institutions (Opatka & Hensley-Brown, 2004).

● Advertising (printed media can reach broader audience including people living outside Princeton School District)

● Promotional Activities (create a welcoming school environment, hold informational events at the schools)

● Public Relations (utilize public relations to spread the positive information regarding school events and student achievement; Form relationships with local media (TV, Newspaper, Radio Stations).

Marketing Plan: Stage 3Implementing the Marketing Mix

Advertising:● Web sites● Social Media● Print Collateral

○ Brochures (a district brochure and individual school)*○ Direct Mailing (in correlation with Information Sessions at the schools and

mailed to the families living within district’s attendance area and in the neighboring school districts)

○ Newsletter○ Save-the-date mailing.*

Promotional Activities:● Information Nights and Open Days and Evenings at each school● Student lead school tours available when schools are in session● Fund raising events attracting the community● Student performances and art gallery shows● Breakfast with principal● Partnerships with businesses

Public Relations:● Media exposure celebrating the work of the schools● Publicity of student achievement and innovative programming● School digital newsletters electronically sent to the families

Marketing Plan: Stage 3 continued

Marketing Plan: Stage 4Evaluating the Marketing Process

● Recruitment of prospective students (Evaluated by the district’s office)

● Word-of-Mouth (WOM). WOM is identified as one of the most powerful modes of marketing. As some researchers note that “consumers often use WOM to express dissatisfaction, hence schools ought to be particularly concerned about negative WOM” (Opatka & Hensley-Brown, 2004, 400). *

Public Relations:

The general message to share with the community to strengthen support and build partnerships between the community, parents, and business is inform and market the positives that are occurring within the Princeton School District.

Key areas from the Roger Worner Associates study are:

● Enrollment Trends

● Financial Responsibility

● Programs, Services, and Staffing

● Current Facilities

Public Relations: Enrollment Trends

● From 1995-96 to 2005-06, the districts enrollment grew from 2,999 students to 3,400 students.

● The enrollment projections are that the district’s enrollment will grow from 3,400 students in 2005-06 to 3,841 students in 2011-12.

● The resident population of Princeton is projected to increase from 15,316 in 2000 to 24,168 in 2015. This accounts for a net gain of 8,852 residents (57.8% growth). As more people reside in the district, the tax base will increase and residents will see a lower per household share of the referendum.

Public Relations: Financial Responsibility

● From 1999-00 to 2004-05, the district’s General Fund Revenue grew from $18,772,842 to $23,709,420. This accounts for a net gain of $4,936,578 (26.3% increase).

● From the same time period, the General Fund expenditures increased from $19,059,519 to $23,299,360. This accounts for a gain of $4,239,841 (22.2% increase).

● This means that the district is able to save an additional $696,737 into their General Fund Balance in the last year of the study.

● The district went from operating in deficit spending in 1999-00 to saving $696,737 into their General Fund Balance in the last year of the study.

● From 1999-00 to 2004-05, the district’s fund balance grew from $3,742,027 to $5,110,739 (a gain of 36.6%).

● Roger Worner Associates stated, “The Project Consultants concluded that the school district is a financially well-managed educational organization” (p. 58).

Public Relations: Programs, Services, and Staffing

● Roger Worner Associates stated, “The Project Consultants rated the school district’s 2006-07 elementary class sections as highly cost/effective” (p.90).

○ The district’s average elementary class size was 22.2 students per section.

● Roger Worner Associates stated, “The Project Consultants rated the school district’s middle school class section sizes as highly cost/effective…” (p. 91).

○ There were low percentage of course sections operating either below or above 20 and 30 students.

● Roger Worner Associates stated, “The Project Consultants rated the school district’s high school class section sizes as balanced and cost/effective” (p. 91).

○ 52.7% of the high school course sections had class sizes between 20 and 30 students.

● The course offerings available to the high school students were in alignment with schools averaging a critical mass of 1,000 to 1,200 students.

● Roger Worner Associates reported that there is a “pressing and obvious need” for new building and remodel.

Public Relations: Current Facilities

● South Elementary School

○ Enrollment of 779 students

○ Square feet is 64,068

○ Square feet per student is 82.2. (MN recommends 100 to 110 SF)

○ Currently needing 8 portable classrooms.

○ Capacity is over-crowded and overstressed.

○ Deferred maintenance needed.

○ Many spaces are too small (e.g. gymnasium, special education classrooms, media center, office, work areas, and specials areas).


● North Elementary School




○ Currently needing 8 portable classrooms.

○ Capacity is over-crowded and overstressed.


○ General layout does not work for teaching.

○ Many spaces are too small (e.g. classrooms, music, cafeteria, special education classrooms, office, and work areas).


● Princeton Middle School



○ Square feet per student is 192.3. (MN recommends 48 SF or 25/1200 students/SF)

○ This facility is meeting the needs of the students and staff.

○ Some deferred maintenance needed.


● Princeton High School




○ Currently needing two portable classrooms.


○ School is over-stressed.

○ Front entry is hard to see and needs to be defined.

○ Additional gymnasium space is needed for the growing population.

○ The media center and art suite are undersized and need additional space.

○ More computer labs are needed in the building.

○ The industrial technology and agricultural facilities need to be modernized.


● District Administrative Office/Early Childhood Center/Alternative Learning Center

○ This facility was originally designed and used as a medical facility.

○ The design, layout, and spaces are not meeting the needs of the programs and offices using this space.

Public Relations: Committee

A focus group will be created consisting of:● District Administration;● Building Administration;● Teachers (representation from all buildings and different age

groups from each building);● Parents (representation from all buildings and different age groups

from each building);● Community members of all age groups; and● Representatives from local businesses.

Public Relations: How to share the message

● Town meetings with the school board, administration, teachers, and parent from the committee represented at each meeting leading up to the vote.

● Newsletters going to all homes in the district with the key information that residents need to know about the enrollment projections, current offerings, financial management, and current state of the buildings leading up to the vote and keeping the residents updated on the construction process after the referendum passes.

● Public invited to coffee with the superintendent and principals a couple of times each month leading up to the vote and keeping the residents updated on the construction process after the referendum passes.

● Articles in the local newspaper(s) with the key information that residents need to know about the enrollment projections, current offerings, financial management, and current state of the buildings leading up to the vote and keeping the residents updated on the construction process after the referendum passes.

Public Relations: How to share the message

● Web Siteo Videos with students sharing the message about the referendum and thanking the

community for supporting the referendum posted on the web site.o Questions and Answers page on the district web site - trying to have every question

answered within 48 hours.o Podcasts with relevant and timely information regarding the recommendation.

● Schedule meetings with local businesses to share with their CEO, CFO, COO, and others the impact that the recommendation will have on them financially, increased workforce, and answer/address any questions/concerns they have. Work to create an ongoing partnership with them to support the district and the district supporting them.

● Educate the teachers to ensure that they all have the correct information so that when they are out in the community, they will be able to talk about the recommendation accurately and appear to be educated on the topic.

Resources Needed

Two major resources need to be secured:1. Bond Referendum to create the additional needed funds to build,

renovate and increase safety. 2. Operating Levy to support the additional need for staff to cover

increased student numbers, and addition of technology used for teaching purposes

Facilities and Materials

-New Elementary/District Office Building-Renovations to South Elementary-Deferred maintenance at middle school-Renovations and additions to high school

-Bids needed, estimation: $47 million

Human Resources

- Historically Princeton has spent less on instruction than comparable districts

- Need to increase staffing with growth, and do so with strategic guidelines

- Serving all students well will require additional funds as well as the full utilization of the general fund balance

Human Resources - Quality Teachers

- Ambitious timeline for planning will ensure a quality candidate pool

- Quality teachers are the greatest tool in student achievement- There needs to be very specific job postings- Teachers should be compensated for both time and

achievement

Procedures and Timelines

1. Community Promotion (October 2006 - May 2007)2. Vote Bond Referendum (May 2007)3. Choose consultant (October 2006 - November 2006)4. Design phase (November 2006 - March 2007)5. Bid Phase (March 2007 - June 2007)6. Choose contractor by June 1, 20077. Construction Phase (August 2007 - March 2009) 8. Staffing projections solidified (December 2008)9. Hiring for new plans (January 2009 - August 2009) 10. Transition of Human and Capital resources (May 2009-August 2009)11. Grand Opening: September 2009

ReferencesBriner, B. & Pritchard, R. (2008). The leadership lessons of Jesus: A timeless model for today’s leaders. Nashville, TN: B&H

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Baltimore County Public Schools. Frequently ask questions regarding construction. Retrieved from

http://www.bcps.org/construction/central/faq.pdf

Building public support for a bond referendum through the process: The three R’s to help your referendum reach reality. Retreived

from https://www.njsba.org/Field_Services/CE/ThreeRs118.htm

Cheesebrow, D. (2010). Educational leadership system guidebook. Centerville, MN: TeamWorks International.

ECM Publisher, Inc. (2007). Referendum plan calls for new school. Retrieved from: http://archives.ecmpublishers.info/2007/07/26/referendum-plan-calls-for-new-school/

Hageney, C. F. (2013, Sep). Marketing matters: 10 academic marketing commandments. Momentum, 44, 55-58. Retrieved from

http://search.proquest.com/docview/1449993254?accountid=8593

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http://archives.ecmpublishers.info/2007/07/26/referendum-plan-calls-for-new-school/

References continuedLunenburg, F.C. & Ornstein, A.C. (2004). Educational Administration: Concepts and practices. Toronto, Ontario: Wadsworth/Thomson Learning.

Marion, R. (2005). Leadership in education: Organizational theory for the practitioner. Long Grove, IL: Waveland Press, Inc.

Miles, K. H., & Frank, S. (2008). The strategic school: Making the most of people, time, and money. Thousand Oaks, CA: Corwin Press.

Minnesota Department of Education, (2014) School finance . Retrieved from: http://education.state.mn.us/MDE/SchSup/SchFin/

Odden, A. (2012). Improving student learning when budgets are tight. Thousand Oaks, Calif: Corwin.

Opatka, I. & Hensley-Brown, J. (2004). The research on school marketing: Current issues and future directions. Journal of Educational Administration 42(3). 375–400.

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Recommendations to the Board of Education Regarding Princeton School District Aaron Freed...

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