Inventing Tomorrow Today:
A Proposed Planning Process
For Restructuring Schools In
The Ketchikan Gateway Borough School District

Background: In March of 2000, the School Board approved a motion stating the "Board approve(s) the restructuring of the elementary schools and that planning begin in September 2000 with realignment of teachers in the spring of 2001, and reassignment of teachers in the spring of 2001, and reassignment students in 2001."(*) The presumed purpose of this action was to allow adequate time to consider the complexity of such a change in the district, provide information and to solicit input from those involved in the change, and to build the public and teacher support necessary for the success of the restructuring program in whatever form was chosen. At this time (winter 2001) this process has now just begun. There appears also to be a lack of understanding by those who the changes would affect most including parents, teachers, and children about what the restructuring program is, why it is important, whom it would affect, when it would be implemented, and how it would be achieved. Therefore, at this time, it is critical to establish a well-organized planning process to carry forward the direction of the school board to restructure the district's elementary schools in some form. Restructuring, in the broadest sense of educational reform, could mean, among other things. the physical relocation of students, combining of grades, or changes in curriculum, staffing or training depending upon the analysis alternatives.

Overview: The principal goal of the proposed planning process that follows is informed decision making at all levels of school government in the Ketchikan Community as it affects the proposed restructuring or reform of district schools.The levels of government include parents and children, teachers and school staff, the school board, and the superintendent's office and district administration. The proposed process will be predictable and inclusive of all parties. It will lead to decision results that are justifiable, analytically sound, and cost effective with respect to the use of the public's resources. Finally, the purpose of the planning process will be to guide the community towards a desired academic and physical future based upon community values, assets, and projected needs. The plan would be implemented through capital improvement planning, the district's annual budget, changes in educational policy, or other changes.

A process for development of the restructuring plan could be directed by the superintendent's office with oversight from the school board and participation from district constituents. It is expected that the preparation of the plan would be a long-term, on-going process and that, as such, the work could be incorporated into regularly scheduled meetings of the school board. The plan would be published at each step for public review and comment. The process would allow for a comprehensive and inclusive approach to analyzing the district's needs and allow for the development of specific policies designed to meet those needs.

(*) Adopted minutes of the Ketchikan Gateway Borough School District Board March 22,2000

PROPOSED PLANNING PROCESS:

I. Analysis of District Assets and Values

a. What are the district's critical assets and values that should not be compromised as a result of school restructuring, reform, or other policy actions.
b. What are the opportunities for additional human and fiscal investment that should be improved and encouraged as a result of restructuring?

II. Existing Conditions Analysis

a. Description of the district's physical, demographic, cultural, economic, and social character.
b. Description of the district's academic character and performance over the past twenty years as measured by test scores, attendance rates, student achievement, participation in extra-curricular activities, scholarships, etc.
c. Emerging trends: Where might we expect present present trends to lead?
d. Comprehensive review of literature regarding school restructuring and reform in other districts. e. Description of issues to be addressed by the plan.

III. Plan Goals

a. Published statement of desired state of future affairs in the district. What do we want our district to look like, feel like, and be like in terms of educational outcomes, physical design, professional environment, administrative organization, parental involvement?
b. Statement of public purpose towards which specific actions will be directed.

IV. Plan Objectives

a. Description of specific, measurable targets set for each goal. The objectives will be quantifiable measures of progress towards achieving the stated goals.

V. Identification of Alternatives

a. What are the various possible alternatives for meeting the plan's goals and objectives?

VI. Evaluation of Alternatives

a. Physical Element

1. Complete descriptions of how the school district buildings could be physically organized.
2. Description of specific remodeling needs for each alternative.
3. Impacts and costs to other public and private schools including student population shifts and requirements for physical changes.
4. Impacts to facilities providing before and after-school care.
5.
6.

b. Administrative Element

1. A description of the existing administrative structure and any needed changes to it as a result of each alternative.
2. Evaluation and execution of changes to collective bargaining agreement.
3. Preparation and amendment of any new job descriptions.
4. Evaluation of any needed changes to Charter School agreement.
5. In the event that separate schools are established, analysis of how competitive enrollment will be managed if demand exceeds supply at specific schools i.e. Point Higgins or Charter School?
6.
7.

c. Economic Element

1. A complete description of one time capital and administrative costs for execution of each alternative.
2. A complete description of recurring costs.
3. Analysis of how different alternatives would affect future grant availability.
4. Costs to shift back if plan does not meet goals and objectives.
5. Loss of Chapter One funds for free and reduced lunches.
6. Costs of changes to develop new classroom inventories.
7. Analysis and cost of professional development needs for each alternative.
8. Costs of associated new curriculum materials.
9.
10.

d. Regulatory and Legal Element

1. Compliance of plan alternatives with various state and federal regulatory requirements.
2. Consistency with collective bargaining agreements.
3. Compliance with individuals with Disabilities Education Act (IDEA).
4.
5.

e. Social Element

1. Estimate impacts of alternatives on parent participation in schools.
2. Consider possible impacts of alternatives to student social behavior and impacts to self esteem.
3. Estimate the impacts of each alternative on the physical and mental health of students.
4. Estimate how each alternative could impact various household types (i.e. single v. two parent, guardian, etc.)

f. Professional Element

1. Availability of sufficient staff with appropriate certifications.
2. Estimate of how many teachers and support staff will be needed for execution of various alternatives.
3. Impacts to any full time equivalency (f.t.e.) needs and requirements.
4. Descriptions of new professional training needs and costs.
5.
6.

g. Curriculum Element

1. Assessment of curriculum support material needs for each alternative.

Library material

Classroom books and materials

Consumables

Manipulatives

Audio Visual

Computers

 

h. Transportation Element

1. Description of needed changes and costs to transportation infrastructure for each alternative.
2. Estimate the number of children who currently walk or ride bikes to school whom would now need bus service.
3.
4.

i. Implementation Element

1. How will the plan be implemented?
2. Who will implement it?
3. Schedule of implementation
4. 
5.

VII. Selection and Implementation of Preferred Alternative(s)

a. The School Board, in conjunction with community and staff input, selects and implements a preferred alternative for school restructuring.
b. The results of restructuring are measured against the restructuring objectives established in Section IV.
c. Based on program results, steps described with Steps I-VI are repeated to amend plan as necessary to meet objectives.