Model School Definition The Elementary Task Force prioritized the criteria for a model school. These criteria are listed in the recommendation of this report. In addition to these criteria being listed, each identified Core School is compared against these criteria. Problem Statement The ability of the elementary schools to enhance teaching and learning and to accommodate the needs of all learners, now and in the future, must be addressed. Findings An ever-changing curriculum, which demands greater flexibility from its facilities, is an integral component of the Bay City Public Schools. Elementary schools must provide for the security, health, and safety of its students and staff. The elementary school should serve as the center of its community. The physical, emotional, and learning needs of students must be at the center of facility considerations. Site development or expansion is limited at some buildings due to property restrictions. The range of enrollments in our elementary schools is 95 to 589. Facility offerings at the smaller buildings do not compare favorably with those of some of the larger buildings. Student schedules are created to accommodate a crowded building. Special Services personnel and Special area teachers are required to share spaces or are housed in inadequate areas. Technology demands will call for an increase in wiring, hardware, and space. Technology affects building security, communication, and the increasing demands of curriculum change. Facility Recommendations
The committee also addressed the number of elementary schools. It is recommended the following schools be designated the core elementary schools in the district and these schools brought up to the quality designated in the recommendations above. Core Schools
 Center Schools: The following schools must be considered as options for PPI, Pre-school, Daycare, Full day kindergarten, Young 5's or Magnet schools for fine arts or academically gifted. These schools do not have the space or property to be considered as core schools.
Boundaries/Neighborhood Schools: The district will need to conduct a comprehensive study of boundaries for each elementary school to locate 375 - 475 students in each of the Core Elementary Schools. Short Term Recommendations Begin the process of using Center schools for alternative programs, such as Pre-school, Daycare, Young 5’s, etc. Begin the planning for the renovations of the identified Core Schools. This would include financing sources, architect’s plans, and use of rooms. Use current General Fund Maintenance dollars to begin the process of renovating Core Schools. Long Term Recommendations Develop a process for the ongoing study of demographics to determine enrollment projections and movement. Continue to study building renovation as a method to accommodate curriculum changes. Facility Planning
Recommendations
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| Greiner
Associates Staff Interviews Carolyn Weirda- Curriculum Jim Griffiths-Technology Bev Pacynski-Demographics/Enrollment Readings Benchmark data C.M.U. study Magazine articles Internet data Student Council Surveys Population Growth Trend Report Demographics |
Building tours Handy Western McKinley Middle School Visitation White Pine Greenville High Achieving Michigan Middle Schools Phone Interviews Grand Haven Troy Hudsonville |
Model School Defined
600 students per building, no more than 850
- Minimum of 20 acres + 1 acre per 100 students
- Support the middle school concept of curriculum delivery
- Provide every teacher with a home (classroom, office…)
- Student movement between classes is limited
- Safe, secure and pleasant
Problem Statement
Current building conditions and utilization violate the basic needs of children of this age, limiting growth and development of successful students as evidenced by: academic performance below community expectations, discipline problems, and a sense of insecurity.
Findings
The profile of a middle school aged child (grades 6 through 8) includes many contradictions of character in an ever changing emotional and physical body. The middle school students’ need for a strong model of moral behavior and affirmation of their choices is in direct contrast to their struggle for a unique identity while facing difficult ethical choices. The energy level of a middle school child is evidenced in their rapid and irregular physical growth resulting in a higher level of physical activity at times and lethargy at other times. A student in the middle school will demonstrate vulnerability because of their moody and sensitive nature often feeling isolated. Yet, they experience intense curiosity about the workings of the world around them and have capacity for tremendous loyalty. One of the greatest concerns to their development is a sense of personal and societal safety.
Districts throughout the country are returning to basics in the instructional model used to deliver the curriculum to students of this age. The middle school model of curriculum centers around the core subjects of math, language arts, science and social studies. Teachers teach in teams physically housed in close proximity. Students work in groups and move between classes in a limited area. This type of atmosphere supports the physical, intellectual, moral, psychological/emotional, and social developmental needs of children of this age.
Meeting the space requirements of the Bay City middle school population is a key Task Force priority. Middle school projection data identifies student population ranges from a 2,341 high to a 2,217 low (see figure 1). When connected with desired school size and teacher student ratios, (see figure 2) three (3) middle schools will be needed. Figure 3 illustrates current student geographic distribution.
Figure 2
Figure 3
Current Status
- Overcrowded- should be less than 850 students /building, current Western ~ 900, Handy ~ 1400. Space is rented to special programs displacing assigned student population.
- Limits effective middle school curriculum delivery- spaces sized inappropriately for student movement and teaching tools; lack flexibility and poorly lit.
- Mixes high school and middle school students-Western shares facilities and student bodies commingle.
- Bussing long distance- students travel in excess of 1 hour each way.
- Too many unsupervised areas and entrances/exits.
- Teachers are without classrooms- Handy 4 plus foreign language, at least 2 more next school year, Western 5 plus foreign language, at least 2 more next school year.
- Lost instructional time- Student class exchange too congested and travel distance is excessive between floors and wings, traveling teachers.
- Limited positive social interaction- Class exchange is used for movement, lunch hours house 500 students in limited space in military style, total lunch time including to and from locker and classrooms is 30 minutes.
Statement of Priorities
3 Middle Schools for the Bay City Public School System
- Geographically dispersed to provide location near student population. East/Middle/West
- 850 Students per building
- Physically separate from high school
Equivalent facilities at each site
- # of classrooms supports student to teacher ratio of no more than 30:1
- Classroom size is appropriate for the number of students and their physical size as well as equipment necessary to support curriculum
- Large group instructional area
- Media/Technology Center
- Physical Education facilities
- Cafeteria appropriate to the size of student body
- Operationally efficient utilities
Classroom configuration supports middle school model of curriculum delivery
- Space is configured for learning community(s)
- Students/Teachers/Administration/Counseling and support staff in close proximity
- Limited movement for class exchange
- Flexible spaces
- 1 multimedia teaching station per core team
Buildings should be user friendly
- Safe, central accessibility for buses and all others with all other entrance and exit limited
- Welcoming entrance
- Gathering areas
- Well lit
- Quiet-sound proofing between classrooms, hallways, etc.
- Short corridors
- Supports modification-i.e. changes to adapt to learning needs and resources required for curriculum
Recommendations-Short Term
Immediately decongest current buildings
- Reclaim leased space, where possible
- Investigate alternative locations
- Unused Bay City Public School Buildings
- Parochial schools
- Rent space from private sector
- Portable/temporary classrooms
Recommendations-Long Term
Three schools with 850 students each, geographically dispersed to provide location near the student population.
- Separate 6 through 8 graders from high school
- Continue to use Handy with lower student population
- Two new or existing facilities optimized for middle school
Facility Planning
Recommendations
High School Committee
Vision
Bay City high schools should provide our children with a safe secure environment for learning. Classrooms should be large enough to accommodate individual and group learning. Technology should be updated on a regular basis to provide enhanced teaching and learning. Parents, teachers and students should be able use the technology to communicate with each other before, during or after school hours.
The school should have on campus practice and playing areas for sports teams and technically advanced areas to encourage and compliment students in the arts.
All systems electrical, mechanical and HVAC should be working efficiently to save taxpayers money and to provide an atmosphere conducive to good learning.
Schools Affected
Bay City Central High School, Bay City Western High School
Number of Students - 3,300
Resources Utilized (Support/People/Trips)
Facility evaluations included: architectural review, facility evaluation, electrical review, roof review, and mechanical review.
Input received through parent, student, and staff surveys as well as Doug MacPherson, Jim Griffiths, Oren Lusher, George Charles, and Greiner architectural studies. Committee representation includes parents, students and staff.
In-depth tours by committee members of facilities include the sites of Bay City Central, Bay City Western, Bay City Handy, & Lake Orion High School.
Model School Definition
The task force definition of a model school is contained in the recommendations in this report. If these recommendations are accepted, the task force believes Western and Central would be model high schools in the next millennium.
Issues/Problems
Aging and deteriorating facilities, overcrowded facilities, inadequate teaching space per student taught, outdated technology, and inferior and outdated infrastructure. Lack of capital and expense budget allocated in previous years to maintain facilities properly.
(Needs listed in rank order within category)
District-Wide High School Needs
- Move middle school from Western High School and redistribute students between Western and Central to best utilize those facilities
- Upgrade electrical, mechanical (heating, ventilation & air conditioning [HVAC]), and fire alarm systems
- Adequate working science lab space for each student
- Central: 3 additional science labs
- Western: Change to general labs for increased classroom size and update labs to code.
- Improve cosmetic appearance and maintenance in general:
- Paint, ceiling tiles, flooring
- Repair the Western commons ceiling and room dividers
- Improve appearances of offices (especially Central) to improve image of schools
- Replace gym lockers and bathroom facilities where needed
- New tables in commons at Western
- Improve exterior lighting, especially in the parking lots, and resurface and enlarge parking lots
- Create small (100-150 seats) conference room with visual projection and up-to-date computer facilities to hold student, teacher or administration meetings
- Bring auditoriums up to date (lighting and sound systems, etc.)
- Flexible walls to divide gymnasiums to provide greater utility to those spaces
Facility Planning
Recommendations
Community Education Committee
Vision Statement for Community Education:
The Bay City Public Schools Community Education Program will address lifelong community, social, recreational, and continued learning needs by developing programs and services that both maximize the use of buildings and technology and promote the Bay City Schools. Programs will be managed in a fiscally responsible manner encouraging coordination and partnership with existing community resources toward the creation of neighborhood lifelong learning centers. We envision schools as centers for learning and discourse with programs and activities for young children, school aged children, adults and older adults occurring simultaneously throughout each day, year round.
Schools/Areas Affected:
- Community and Adult Education (all buildings housing students are affected)
- Transportation (Transportation facility)
- Special Education (Dolsen School and all buildings where special ed. staff carry out activities)
- Maintenance (maintenance building)
- Alternative Education (McKinley and Wenona)
- Preschool and Day Care (Forest School)
- Administration Building
- Warehouse on River Rd.
Number of Students:
- 140-160 full time students in Alternative Education High School, 45 part time high school and 55 middle school.
- Appx. 1,200 students in special education or using special education services
- 110 students at Forest School (day care) - clients, not students
- Community Ed. (10,121 participants)
- 144 in Michigan School Readiness (Pre-school Program)
- 80 students in Jefferson Elementary
- VIP Program after school daycare:
- MacGregor - 55 students
- Washington - 35 students
- Kolb - 40 students
- Woodside - 25 students
Resources Utilized:
- Ron Stachowiak - Assistant Superintendent
- Beverly Pacynski - Director - Student Support Services
- Jay Crane - Special Education Director
- Visited each of the associated buildings & met with related staff (exception - Administration Building)
- Pat Parent - Director of Transportation
- Bill Wittbrodt - Director of Facilities
- Mike Warnement - Warehouse Supervisor
- Visited Saginaw Township Community Education
- Publications related to the "Schools of the Future"
Issues Faced:
- Repair, electrical and maintenance issues at each site as listed in the Greiner report.
- Funding for community and adult education (Note: adult education has subsequently been moved to Bay Arenac ISD).
- Lack of facilities for Community Education use at Western.
- Possible expansion of Community Education to include before and after school child care in elementary schools with potential for after school activities for grades 6-12.
- Gaining community support for Bay City Schools.
- Bay Arenac ISD space rented at Dolsen will be moved next year.
- In order to expand preschool and day care, it will require renovating space to meet specific licensing requirements.
- Lack of adequate storage for furniture, supplies, records, equipment, vehicles, etc.
- Communication mechanism for supply orders, maintenance work orders, etc., is manual and would be more efficient if automated and networked throughout district.
- Need to separate housing of high school students from middle school students in Alternative Education.
- Need an appropriate facility with a vocational emphasis for Alternative Education students prior to the time they qualify for vocational education at Bay Arenac Career Center.
Recommendations:
Tthe following are exclusive of maintenance, repair and related items recommended in the Greiner materials. The Community Education Committee accepted these recommendations as written.
| Category | Recommendation | Priority (1 = greatest, 3 = least)) | Short Term/Long Term |
| Administration | The Administration building was considered to be the barometer for the district from an image perspective. In addition to Greiner recommendations, it was suggested that the building and grounds be spruced up to project a clean, progressive image. Also, perhaps include display cases to display ongoing examples of student excellence in the district. | 1 | Short Term |
| Administration | Board room and meeting places to include current media capability - closed circuit TV, computer projection, video projection, videotaping capabilities, etc. | 2 | Short Term |
| Administration | Explore potential of satellite downlink technology for staff development purposes with ability to broadcast to all appropriate buildings from one location. | 3 | Long Term |
| Alternative Education | Two separate buildings should house high school and intermediate grades | 1 | Short Term |
| Alternative Education | Wenona ( or another site) should house high school grades given 140 – 160 full-time students. | 1 | Short Term |
| Alternative Education - High School | Full-size Gymnasium for student use | 1 | Long Term |
| Alternative Education - High School | 10 classrooms for 20:1 ratio (full-time students) | 1 | Short Term |
| Alternative Education - High School | Plan classroom space for high school students who choose to attend school on a part time basis with focus on career preparation, vocational training and work experience. Needed will be a computer lab and two to four classrooms to allow these students to work independently. | 1 | Short Term |
| Alternative Education - High School | Need 2 – 3 large multi purpose rooms for basic skills trade work for 9th and 10th grader full time students to encourage more utilization of Career Center in 11th and 12th grade. Target younger students who cannot access the Career Center due to age or responsibility level. | 2 | Long Term |
| Alternative Education - High School | Up-to-date computer technology and media center for full time students and teacher use. | 2 | Long Term |
| Alternative Education - High School | Two to four offices for itinerant staff (e.g. Bay Arenac Mental Health, Probate Court, etc.) Bring community resources to the students vs. students going to them. | 2 | Long Term |
| Alternative Education - Middle School | Continue to evaluate the program as changes occur with the Middle School concept. The need for alternative ed. may change - i.e. may be able to be incorporated into a middle school. | 1 | Short Term |
| Before/After School | Schools should prepare for facility needs with regard to before and after school program use and extended care needs for children and families. Need multipurpose space for these programs. | 2 | Short Term |
| Community Education | Inventory and evaluate the percentage occupancy of each school building during open hours; listing the existing times the building is currently utilized and what available times exist - school year and summertime. | 1 | Short Term |
| Community Education | Maintain a data base of community groups and contact persons using schools; days, times, frequency, assessment of fees if any. | 1 | Short Term |
| Community Education | Enhance access for community education activities in the Western area either through new facility arrangements to address over capacity at Western or constructing a facility for community and school use. | 1 | Short Term |
| Community Education | Encourage more collaboration in Community Education with other agencies keeping the goal of bringing the community into the schools primarily by using the expertise of other agencies already in existence. | 1 | Short Term |
| Community Education | Explore business/organizational partnerships as a way to enhance revenue as well as to share school resources that would be valuable to area employers and their respective employees. | 1 | Short Term |
| Community Education | Explore relationship with Housing Commission for appropriate part time alternative ed. students to obtain affordable housing given that they are meeting education and work requirements. | 3 | Long Term |
| Community Education | Administrative office for community education should be centralized and incorporated into the administration building with marketing and public relations functions. | 1 | Short Term |
| Community Education | Make community education activities accessible by varying locations throughout the community and varying times throughout the day. | 1 | Long Term |
| General | Health rooms at each building housing students appropriately sized to student population & age groups | 2 | Short Term |
| General | All buildings housing students or staff should be equipped with both heating and cooling systems adequate to serve the purpose of the building (and each room). This would allow for extension of the school year as well as use of buildings in summer for community education and recreation programs. | 1 | Long Term |
| Maintenance | Consider an East side storage location to house snow removal and related seasonal equipment that must now be transported from the Maintenance building to each school site for use. | 3 | Long Term |
| Maintenance | Develop shareware technology for e-mail and ability to generate work orders for maintenance electronically from all BC School buildings. | 1 | Short Term |
| Maintenance | Build a pole barn sufficiently sized to house 12-15 vehicles, central storage for administrative files, furniture, technology, etc., currently stored at various sites, and including a heated service bay to maintain vehicles. | 3 | Long Term |
| Preschool & Daycare | Develop, with other agencies, the capacity to provide MECD preschool program at all elementary sites given appropriate demographics to meet MECD criteria. | 2 | Long Term |
| Preschool & Daycare | Expand day care services to meet district and community needs | 1 | Long Term |
| Preschool & Daycare | Design day care and preschool facilities in schools to meet licensing issues and current standards of quality. | 1 | Long Term |
| Special Education | Provide a centralized
location for staff offices with: · networking and shareware technology tied to the district for central office needs, · adequate meeting & conference space for staff · year round heating and cooling |
3 | Long Term |
| Special Education | Every school building housing students to have appropriate locations for special education staff to use. The size and number of locations to be based on student population (e.g. at least one per 500 students). This could be a meeting room used by other staff given priority to special ed. staff as necessary and appropriate or these could be multipurpose rooms (also serving before and after school program, for example). | 1 | Short Term |
| Special Education | Observation rooms/technology as part of every PPI classroom and consideration of same for other special education areas. To be used for training parents and also to train staff and students (e.g. SVSU). | 3 | Long Term |
| Special Education | Age appropriate space, equipment and storage for program materials and access to computers for student use. | 1 | Short Term |
| Transportation | Develop plan to replace busses on a rotation schedule so that it is not necessary to make one large purchase in any given year. | 1 | Short Term |
| Transportation | Conduct a feasibility study to determine if an East side location (in addition to the West side location) for parking busses would be more cost effective than incurring the mileage costs from the West Side. | 2 | Long Term |
| Transportation | Upgrade technology for shareware capabilities and include software to track inventory and to provide an automated maintenance schedule. | 1 | Short Term |
| Warehouse | Develop shareware technology for e-mail and ability to generate supply requests electronically from all BC school sites | 1 | Short Term |
| Warehouse | Consolidate storage (or get rid of) old furniture, equipment, now stored in tunnels at Central High, Forest School, Western, etc. Recommended site is proposed facility at Maintenance location. Perhaps hold "yard sale" to sell furniture items, etc., that the school no longer has use for. | 3 | Long Term |
| Warehouse | Use optical scan technology to store financial and student records currently housed at the Warehouse in boxes. | 3 | Long Term |
| Warehouse | Develop plan for replacement of delivery vehicles. | 1 | Short Term |