Public Information Session 2: Boundary Adjustment StudyThe new schools are planned to house more students than what their current capacity holds, which requires a comprehensive look

Great Falls Public Schools: Our Kids, Our Community, Our Future

Cropper GIS Consulting, LLCDecember 12, 20176:00-7:30

Public Information Session 2: Boundary Adjustment Study

Welcome and Introductions

Tonight’s Purpose• Learn how the community-based boundary study process has

been working

• Review DRAFT boundary options for Elementary Schools in Great Falls

• Complete online survey related to the options to provide valuable input to the task force

3Baltimore County Public Schools, October 25, 2017

Who We Are

Who

We

Are

Cropper GIS Consulting, LLCK-12 school planning is our business and our passion. Our specialty is boundary adjustment studies.

Cropper GIS works with K-12 school districts to:develop boundary study plans,facilitate community engagement,research, map and write demographic studies,prepare long-range facility master plans,author site feasibility studies,conduct & publish housing impact and yield factor studies, andprovide GIS implementation & training.

The Company

Cropper GIS is an ESRI Authorized Business Partner

Recent Boundary Adjustment Study Projects:Billings Public Schools, Montana

Helena Public Schools, Montana

DeKalb CUSD 428, Illinois

Unit 4 School District, Illinois

Baltimore County Public Schools, MD

Frederick County Public Schools, MD

Richmond Public Schools, VA

Henrico County Public Schools, VA

Atlanta Public Schools, GA

Charleston County Public Schools, SC

U.S. Department of Justice, Civil Rights

Akron Public Schools, OH

The Company

Who

We

Are

Matthew Cropper, GISP• 17+ years experience providing GIS mapping and analysis services to school districts and other clients.• Facilitated successful boundary studies for communities across the U.S.• Trained school district personnel across the U.S. how to use & apply GIS.• Published numerous papers about using GIS in master planning and educational planning.

The Consultants

Who

We

Are

Jerome McKibben, PhD• Developed demographic studies for 100’s of districts across the U.S.• PhD in Demography, Bowling Green University• Taught demography, statistics, sociology within US & Europe• Served as a State Demographer of Indiana for 6 years• Fulbright Scholar Award Recipient, Germany 2002• Testified before state legislatures, courts, and the US Congress regarding census and population issues

Why we’re here

Great Falls Public Schools is in the process of improving school facilities in the district. Planned changes to facilities includes:

a) Construction of new Roosevelt Elementary School on the site of old Lowell Elementary School (opening in Fall 2018)

b) Construction of new Longfellow Elementary School built on a current site (opening after Fall 2018. Exact date still TBD)

The new schools are planned to house more students than what their current capacityholds, which requires a comprehensive look at boundaries.

In addition to planned construction of schools, there are imbalances in school utilizationand other inefficiencies in boundaries across the school district that need to be evaluated.

Boundary Adjustment Study: Objectives

1. To explore and develop boundary adjustment options through a community-based process.

2. Focus on developing options that best meet the GFPS boundary adjustment criteria.

3. Implementation of the new boundaries are expected to occur in Fall 2018, which coincides with the opening of the newly constructed Roosevelt Elementary School.

a) Although the focus of the committee is to develop a plan for 2018-19, aspects of the plan may not be implemented until after 2018-19.

i. Depending on the outcome of the plans for Longfellow Elementary School.

Boundary Adjustment Study: Objectives

Cropper GIS Consulting was hired by Great Falls Public Schools to facilitate and manage the project. Our firms is tasked to:

A. Organize and Select volunteer boundary adjustment task force members through a public application process.

B. Facilitate a community-based process of developing a boundary adjustment plan.

C. Empower the community throughout the process.

D. Leverage expertise to develop logical, efficient, and effective boundary adjustment options with the task force.

Guiding Principles / Criteria

The Great Falls Public School trustees have unanimously approved a set ofcriteria/guidelines to follow when evaluating school attendance boundary lineadjustments. These are rules to follow when considering any boundaryadjustment.

The boundary adjustment committee will be oriented on these criteria and willfollow them as best as possible as they consider boundary change options.


1. Maximize safety of students by defining boundaries along major geographical features such as roads, rivers, and railroads. Try to minimize students’ crossing over major roads if possible.

2. Balance building utilization by reducing overcrowding in schools based on functional capacity.

3. Maximize transportation efficiency and walkability whenever possible.

4. Contiguous boundaries: Analyze ‘satellite’ boundaries for practicality.


5. Balance demographic diversity. Maximize the socio-economic diversity of schools with any redistricting change whenever possible.

6. Consider middle and high school placements.

7. Attempt to keep identifiable community entities intact (apartment and condominium complexes, trailer parks, subdivisions, MAFB. etc.)

8. Minimize the number of student moves, while considering redistricting goals.

9. Be proactive for future potential growth if all possible.

Project Approach

Cropper GIS has identified five phases of a community-driven boundary adjustment process for GFPS:

1. Data Collection2. Data Analysis / Assimilation3. Task Force Application / Selection Process4. Baseline Draft Options / Background Report Development5. Task Force / School Board / Public Meetings

Proj

ect A

ppro

ach

Five Project Phases

Data Collected from multiple sources including:

• School District– Official enrollment counts by school by grade, along with enrollment databases by address. Data from transportation systems, school locations, facility capacity information

• City / County Sources– Base GIS data (address pts, municipalities, housing permit activity, etc.)

• Internal Revenue Service (IRS) – In/Out Migration data.

• U.S. Census Bureau – 2010 Population/Housing data

Phase 1: Data Collection

Data have been converted into GIS mapping formats, and have been presented to task force and public in the form of maps and statistical tables.

The task force began with a series of information to begin the process, but data has continued to be developed during the course to help guide the

work of the task force.

Phase 2: Data Analysis

Phase 2: Data AnalysisThe use of planning blocks have been created to help the task force and public understand the impact of moving an area one way or the other.

Key data is provided by these planning blocks, such as total number of elementary students living within each planning block.

Phase 3: Task Force Application / Selection ProcessCropper GIS has extensive experience formulating task forces for community-based projects. A boundary adjustment task force should have a membership that represents the entire community.

Task force members typically consist of school representatives (PTA presidents, principals, active parents), representation from the business community (area planners), and other members of the public with knowledge of the district.

Team members were selected not only by the quality of their application, but also by where they live. It is important to have feedback on area dynamics from across the study area.

Phase 3: Task Force Application / Selection ProcessCropper GIS has worked with GFPS to:1. Develop the task force application materials.2. Review potential applicants.3. Select and notify applicants of their selection.

Phase 3: Task Force Application / Selection ProcessCropper GIS has formulated a 15-person task force that has/will work through boundary adjustment scenarios. Selection of the study team members was based on many factors including:1. Objectivity2. Geographic distribution based on home residence.3. Ability to attend meetings per the project schedule.

To expedite the process and empower the community, it is best to begin with a series of baseline boundary adjustment options.

Phase 4. Baseline Options / Background Report Development

Baseline options were developed before boundary team meetings

began.


Options were developed with GFPS school board guidelines in mind.

The boundary adjustment task force has had the discretion to:

A. Use or disregard baseline options.B. Improve upon the baseline options.C. Develop new options from scratch.

Each task force member has been empowered with a background report. The report expands the extensive knowledge each member already has about the Great Falls area.

Proj

ect A

ppro

ach


The background report helps task force members share a message with the community that is consistent and accurate.

The most important factor when developing boundary studies is to keep all lines of communication open.

5. Task Force / School Board / Public Meetings

Proj

ect A

ppro

ach

Dec. '16

Jan. '17

Feb. '17

Mar. '17

Apr. '17

May '17

June '17

July '17

Aug '17

Sept '17

Oct '17

Nov '17

Dec '17

Jan '18

Feb '18

Data CollectionData Analysis / AssimilationInternal Logistics Planning with GFPSCommittee Application DevelopmentCommittee Application Review / Member SelectionBackground Report DevelopmentBaseline Options Development

Public Information Session #1 : Present Project Process, Criteria, Timeline, and Boundary Adjustment Objectives to Community.

Information meeting to public, without public comments.

Sept. 11

Committee Meeting 1 - Orientation, Review Background Data

Sept. 12

Committee Meeting 2 - Introduce Baseline Options, Obtain feedback

Oct. 10

Committee Meeting 3 - Options Development

Nov. 7

Committee Meeting 4- Options Development

Nov. 28

Public Information Session #2 : Present DRAFT Boundary Adjustment Options to Community for Comment/Feedback

Dec. 12

Committee Meeting 5 - Review public input, Continue Options Development

Jan. 9

Committee Meeting 6 - Finalize Recommendations

Jan. 30

Presentation of Final Recommendations to the Board of EducationFeb. 12

Boundary Adjustment Process Timeline

We are here

Work done to dateTask Force Progress

• The Task Force has met four times since September 2017 and has spent many hours between meetings reviewing information.

• The Task Force has reviewed 6 variations of DRAFT options since the process started.• Started with 2 DRAFT options; additional options

generated each meeting based on committee and public feedback.

17Baltimore County Public Schools, October 25, 2017

• Data and information examined includes: school enrollment and capacity, zoning maps, new housing development information, student diversity, and school walking zones.

• Options are considered DRAFT throughout the process; continued dialog and consideration of data is always encouraged. 18

Task Force ProgressWork done to date

Baltimore County Public Schools, October 25, 2017

• Task Force’s charge is to recommend one option to the Board of Education.

• Nothing will be FINAL until the Board of Education approves a plan.

19

Task Force ProgressWork done to date


Interpreting Maps

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• Map titles and notes clarify what each planning block map represents.

• Labels within planning blocks represent one of the following:– Planning block ID (PB #)– Number of students living within

planning block that attend a boundary school.

• Background colors represent the Option, where bold black outlines show the current boundaries.

• Planning Blocks: Small areas for examining student populations.

Interpreting the Tables

21

• Statistics that are pertinent to the study accompany the large maps.

• The data provided are the same data the committee uses to evaluate options.

Tonight:

28

• Gallery Walk- review Options A-C and related data, talk to task force members.

• Task force members, GFPS staff, and consultant will be around the maps to discuss any thoughts the public may have.

• Although discussions around the maps are very important, please submit your feedback via the online survey for the entire task force’s benefit.

Online Survey:

29

Available December 12 through midnight, January 2.• Participate in Online survey at: https://goo.gl/YG15wW

• Survey link can be found at GFPS website• Survey will help provide insight on the public’s thoughts about the DRAFT

options.• Public feedback isn’t intended to see which option gets the most votes from the

public.• The best feedback is constructive comments regarding changes that better adhere

to the project objectives and criteria.


Check out the online interactive map at:

www.croppermap.com/greatfalls

Further Questions/Comments?

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• Please visit the GFPS Boundary Adjustment Web site to see materials shared with the task force

http://www.gfps.k12.mt.us/content/boundary-adjustmentredistricting-information• The Web site contains an online comment form as well, where you can

provide general feedback related to the process at any time


Next Steps:

31

January 9: Task Force Meeting• Task force will review additional public feedback from online surveys and

emails• Adjustments could be made to DRAFT options, if suggestions help to

better adhere to the objectives and criteria

January 30: Task Force Meeting• Task force will choose option to recommend to the Board of Education

February 12: Presentation of Task Force Recommendations to Board• Task force’s recommendation will be presented to the Board Trustees


Thank you for your input on this very important process!

Great Falls Public Schools: Our Kids, Our Community, Our Future

Documents

Public Information Session 2: Boundary Adjustment StudyThe new schools are planned to house more students than what their current capacity holds, which requires a comprehensive look