ASHEVILLE CITY SCHOOLS

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Potential Middle School Reconfiguration Information

The Charge

  1. The ACS Board of Education charged the Superintendent and the administrative team to assess the feasibility of consolidation of schools as a means of improving academic effectiveness, operational efficiency, and long-term financial stability for ACS.
  2. Concurrently, one of the primary goals of the Board is to determine where space could be found in an ACS’s facility for the expansion of the Education and Career Academy (ECA) and provide programming to meet the diverse needs of students when traditional school is not a match for their needs

Initial Analysis & Solutions Under Consideration

  • Initial analysis revealed
    • All ACS facilities are under capacity to varying degrees
    • Student enrollment has decreased by approx 600 students since 2014-2015
    • ACS has the same number of staff today that we had in 2014-2015
    • State and local revenue sources cannot sustain the current rate of expenditures - initial projections indicate a $4.5 million shortfall in the FY 25 Budget
  • Solutions under consideration
    • Consolidation Options
      • Decrease from five elementary schools to four
      • Decrease from two middle schools to one
      • Decrease from two high schools to one
      • Evaluate other reconfiguration options
        • K-2; 3-5; 6-8; 9-12
        • K-8 school option
        • 6-12 school option
        • K-12 option to include specialized programing for students who benefit from a non-traditional school option
    • Adjust Staffing Allotments at Central Office and Schools
    • Increase student enrollment
      • Update district marketing materials and launch marketing campaign
      • Understand why families left ACS

Deeper Capacity Analysis

  • Enrollment / Capacity* (open seats)
    • Elementary
    • Middle School
    • High School**
      • Asheville High (AHS) + School of Inquiry and Life Sciences at Asheville (SILSA): 1,149+350 = 1,499 / 1,658 (159)
    • Haywood Campus
      • No longer categorized as a school under fire code. Recoding to a school requires updates to meet current building codes for schools.
      • Current partnership with the county to explore feasibility of what can be housed at this campus
    • Central Office - 85 Mountain Street
      • Not currently categorized as a school under fire code Recoding to a school requires updates to meet current building codes for schools.


*Capacity value is based on the DPI Standard as reported in the most recent facility study completed on each facility. New capacity study is underway and updated numbers will be shared as soon as the study is completed.

**AHS/SILSA DPI number is 1,935, but historically the core student value has been used for capacity for this site.

Identify Tenable Options for Immediate Action

  1. Consolidation Options must:
    1. Provide space for acute critical needs programming and expansion of ECA
      1. Schools with sufficient space for MNSA students to explore a K-8 options are LSH and IBJ
      2. Neither schools are currently set up to accommodate students in 6th - 8th
      3. Downsizing ES at this stage is not tenable due to expansive administrative and community engagement required at five distinct schools
    2. Demonstrate financial stewardship by ensuring long term financial stability for ACS
    3. Ensure an equitable learning environment for all students is optimized
  2. Middle School reconfiguration:
    1. Impacts the fewest students and staff
    2. Reconfiguration work is manageable to accomplish by the start of 2024-2025
    3. Provides space expansion of ECA and enhanced programing for students who need more than we can offer in traditional schools
    4. Improves financial stewardship in financial savings
  3. Evaluate current staffing allotments
    1. Developed initial staffing allotment formula and review with principals and developing transition plan
    2. Central Office Staffing Allotments are also being reviewed to determine what positions can be school based or eliminated
  4. Launch marketing campaign to increase student enrollment
    1. Marketing materials created including promotional videos, electric billboard, flyers, updated web page, and mailers

Options Unders Consideration

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No change

No decision has been made. The Board is exploring options, including the pros and cons to keep the current configuration.

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Move MNSA to another site

Examine the pros and cons to moving MNSA to share space in another ACS facility

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Transition from 2 middle schools to 1

Examine the pros and cons of combining the unique gifts, talents, and strengths of both schools on a single campus.

Advantages & Hardships - No Change

Advantages

  1. Building capacity for increased student enrollment at AMS and MNSA
  2. Provides choice for MS families
  3. Stability is maintained
  4. No disruption to current schools
  5. Space for ECA program at MNSA or AMS

Hardships

  1. ECA students have not had a permanent location since 2008. Have been relocated 4 times to different sites
  2. MNSA students will continue to have to be transported to AMS for sports and IRL programs
  3. Not financially sustainable
  4. Potential inequities in opportunities for students
  5. Schools competing for resources

Advantages & Hardships - Move MNSA to another site (AMS)

Advantages

  1. Maximizing a state of the art middle school building that cost taxpayers $41 million
  2. Students on one campus in preparation for moving to one high school campus
  3. Students would not have to be transported from MNSA to sports and extracurricular events at AMS
  4. Enhance the racial balance (currently, AMS - 43% BIPOC/White 57% and MNS - 33% BIPOC and 67% White)
  5. Shared expertise among staff could improve overall efficacy and effectiveness

Hardships

  1. Having two separate schools on one campus could create division among students and staff
  2. Misalignment with a sense of belonging

Advantages & Hardships - Move MNSA to another site (ES School for K-8)

Advantages

  1. PreK-8 school which could foster a stronger sense of community and mentorships across the grade levels.
  2. Research shows that students who attend K-8 schools have improved academic achievement and positive school culture
  3. Fewer school transitions
  4. Shared resources.
  5. Family convenience.

Hardships

  1. Transition from a small PreK-8 experience to a significantly larger high school experience could be challenging for students.
  2. 6-8 students would still have to be transported to AMS for sports & IRL
  3. Limited course options due to smaller population
  4. Disrupts a greater number of students and staff
  5. Increased cost to set up middle school at an elementary site

Advantages & Hardships - Transition from 2 MSs to 1 MS

Advantages

  1. We would be maximizing a state of the art middle school building that cost $41 million
  2. Students are able to be on one campus in preparation for moving to one high school campus
  3. Eliminate transportation from MNSA to sports and extracurricular events at AMS
  4. Reduction in expenses and improved scale of economy
  5. A wonderful opportunity to share the similarities and differences

Hardships

  1. Potential loss of students who desire a smaller school option
  2. Students and families at MNSA could feel a sense of disruption and uncertainty

Quantitative and Qualitative Data

Communitiy Input Presentation

About Us Outline Illustration

Approx 200

stakeholders attended the community input meeting on Jan 18

Person Outline with Question Mark

531

Stakeholder Comments were collected

Exam

118

Stakeholders shared initial preference on options

Summary of Feedback from Community Input Meeting

  • Concerns about Initial Data Provided
    • Many stakeholders expressed concerns about the limited information provided and the premature nature of the four options presented. They emphasized the need for more data, understanding of financial costs and benefits, and a fully elected board before making a consolidated decision.
    • Some expressed distrust and fear that the presented options could lead to more families leaving the district.


  • Specific Feedback on Options
    • There were diverse opinions on the options, such as merging two schools into one, moving specific programs to different campuses, redrawing district lines, and increasing property taxes to fund schools.
    • Concerns were raised about the impact of certain decisions on school cultures, collective teacher efficacy, student enrollment, and equitable learning environments.


Summary of Feedback from Community Input Meeting

  • Financial and Enrollment Concerns
    • Several comments highlighted the need for detailed financial data, including the cost of running each school and specific deficits. There were also questions about enrollment numbers, student-staff ratios, and the impact of declining enrollment on funding.


  • Other Considerations
    • Some comments addressed the need to consider neurodiverse students, differing learning styles, and the impact of certain decisions on student safety and well-being.
    • There were also concerns about the lack of a long-term strategy, potential loss of good employees, and the impact on student retention.


Citations:

[1] https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/9528464/acdff94c-4422-4dd6-8f80-8b6ab2801298/Community Feedback - Qualitative Feedback.pdf


Enrollment Projections

Enrollment Projections

The following two slides provide initial enrollment projections provided to ACS from Cooperative Strategies.


Enrollment projections are built from examination of historical enrollment data, analysis of census data, live birth rates, and cohort survival ratios. The report provides four projections for consideration: high, moderate, low, and a recommended projection. One the study is finalized, the full report will be available for public review.

Enrollment Projections

2023-2024 Out of District Applications: 86% Accepted

Grade

Applications

Denials

K

43

0

1

4

0

2

9

2 * ^

3

6

0

4

9

2 ^ +

5

7

2 ^ +

6

12

2 ^^

Grade

Applications

Denials

7

7

2 ^^

8

15

2 ^ +

9

47

5 ^^***

10

16

3 *^^

11

15

3 **^

12

6

5 ^^^^+

Total

212

28

Denial Codes: Space / Capacity = * Not in Good Standing = ^ Resources = +

Historical MS Enrollment

Historical MS Withdrawals

Between MNSA and AMS Transfers

School Year

MNSA to AMS

AMS to MNSA

2023-2024

6

12

2022-2023

4

9

Student to Teacher Ratios

Central Office Ratios

CO: 65.08

Maintenance: 97.63

Student Achievement Data

Student Achievement Data

Student Achievement Data

Student Achievement Data

Student Achievement Data

Student Achievement Data

Student Achievement Data

Student Achievement Data

Student Achievement Data

Student Achievement Data

Student Achievement Data

Student Achievement Data

Potential Savings in Staffing for Option 3

Estimated Potential Reduction of 18 positions*

Estimated Potential Savings between $1.5 and $2Million

*reduction of positions realized through attrition


Potential Savings for Options 2 and 3

Option 2:

Transportation: $130,660

Leases: $90,345

School Nutrition: $90,000



Total: $311,005



Option 3:

Transportation: $130,660

Leases: $90,345

School Nutrition: $90,000

Staffing: $1.5 - $2.0 Million


Total: $1.8 - $2.3 Million



Infographic Timeline Vertical Colorful

Middle School Timeline

Feb 12th

Initial Study Presentation

Feb 19th 5pm

Public Hearing

Feb 27th 5pm

Public Hearing

March 4th

Updated Study Presented to BOE

March 11

Final Study Presented and Board Vote

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Stay Informed

As updates and information are available, please follow ACS on social media and review our web page for new and updated information.

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Submit Written Feedback to the Board

Email written feedback to the Board via the email address below.

All files and data sources can be found by clicking the link above for the Exhibits linked for this study.

Version 1.1 Updates

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Update

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Initial Analysis & Solutions Under Consideration


removed anticipated 2% supplement increase text

On Feb 12th the Board approved a 2% increase to local supplement so anticipated impact was no longer needed

Deeper Capacity Analysis

Linked most recent facility capacity information available; added Central Office to the list of facilities

Ensure transparency in reporting and provide direct links to information

Identify Tenable Options for Immediate Action

Updated Number 3 with info about central office staffing allocations

Clarification that central office staffing will also be adjusted based on enrollment

Version 1.2 Updates

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Update

Rational

Identify Tenable Options

Added details to items number 3.








Version 1.3 Updates

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Update

Rational


MNSA Capacity

Capacity updated to 443

The data for the above table comes from the NC DPI School Capacity Worksheet. The

download for this document can be found on the NCDPI website under Districts & Schools >District Operations > School Planning > Project Planning > Facility Programming. The worksheet from DPI provides data based on “Optimal Capacity.” From the DPI website “Optimal Capacity is defined as, “the most efficient use of space and personnel at a reasonable cost per student.” Maximum Capacity would be schools running at the full enrollment level which may or may not exceed optimal capacity. From a Fire and Life Safety standpoint, Occupancy Load depends on the overall square footage. For areas not in excess of 10,000 sq ft, the occupant load shall not exceed one person in 5 sq ft. For structures in excess of 10,000, the occupant load shall not exceed one person in 7 sq ft. This is per NFPA 101: Life Safety Code as well as NFPA 5000: Building Code. However, per the Asheville Fire Marshal’s office occupancy ratings

for schools are only posted for areas of assembly like auditoriums and gymnasiums, not the overall building.


****Montford North Star’s available classrooms were incorrectly listed as 19 in the original memo sent on February 9th. MNSA has 17 classrooms which accounts for the change in DPI Capacity

in this memo.