college credit while in high school. That places us in ... ago or are doing so now). Our cash balance is 6% the state. a
Judge Haynes Decision - Frequently Asked Questions (FAQ) Question
Response
I have heard about the declining enrollment. Where are The declining enrollment is not a product of kids leaving Jay are these kids going? Schools. It is a function of demographics. Fewer people live in Jay County in the childbearing years. More young people leave after graduating high school. The median age in Jay County is 39. It is projected to be 43 by 2025. Families have fewer children than in years past. In fact, the worse years for declining enrollment were in the 1980s. Our graduating classes are larger than the classes coming into Jay Schools (outputs vs inputs). For facts about declining enrollment please see the most recent study conducted at this link. Why is all this school closure discussion occurring?
There are 45% fewer students in our buildings than in 1973. We have more schools than are needed or can be afforded. School districts with similar enrollments to us typically have 5 schools. We have 9. School districts like ours typically have 3 elementary schools with an average of size of 440 students. We have twice as many elementary schools (6) with an average size of 250. This results in more costs than the state provides dollars to us to pay for this.
How are Jay Schools performing compared to other districts?
Jay Schools continue to outperform their peers around the state in spite of having one of the state's highest child poverty rates. Our test scores are 4% higher than the state average and have improved over the previous year. Our high school is ranked in the top 6% of all high schools in Indiana for Vocational programs and was one of 130 schools in the state
who had greater than 30% of the student population earn a college credit while in high school. That places us in the top 20% of all high schools in the state.Just over ⅓ of our students (K-12) have a college savings account and can start college or vocational training in our own community at the John Jay Center for Learning. Our elementaries have been honored with National Blue Ribbon Status and have received Title I honors from the U.S. Department of Education. Beyond academics, our students have more access to extracurricular activities, programs, sports and clubs than most schools offer. What does the school finances have to do with all this?
In Indiana, schools get funding by the number of students they have. A recent demographic study done for Jay Schools shows that there are fewer childbearing families in Jay County, having fewer kids than in times past. Therefore the state only funds us for the students that we have. This means less funding from the state. However, we have kept the same number of schools that we had in the early 1970s with no changes until recently. 90% of the school budget pays for it’s employees. 98% of this funding comes from the State, based on enrollment. Closing underutilized buildings preserves funds for education. Schools do not teach students. Educators do.
How has the connection between state funding and enrollment affected our school finances?
Since the funding follows student enrollment and no changes have been made to the schools we have had, the district has had budget deficits 5 of the last 6 years. Our cash balance (think savings account) is the lowest it has ever been. We have the lowest savings account of any district around us (many of whom have consolidated some of their school years ago or are doing so now). Our cash balance is 6% the state average is 16%. The rule of thumb is to have enough money on hand for three payrolls. We have just enough for one.
How are these financial issues connected to education?
The programs and people that give our kids the best education have to be paid for. No one will disagree with the statement, “It's not about the money, it's about the kids”, but grown ups have to make sure that the “books balance”. The real-world rules of household and business finance also apply to schools. The General Fund is 90% paid to people (we are a people business). 98% of that funding comes from the state based on enrollment. The biggest costs are people, programs and buildings. Most of the feedback we get is that we would rather close underutilized buildings than cut programs.
Are other school districts going through these discussions?
Yes. Muncie Community Schools is now subject to State intervention for not making adjustments to keep up with changing enrollments. They are now closing schools. Blackford plans to close two elementary schools and consolidate their middle and high school into a 7-12 grade configuration at their high school site. North Adams Schools just voted to make one 7-12 and close schools. Huntington Schools just voted to close two elementary schools. South Adams consolidated 5 years ago. This is occurring in many other rural areas where population is getting smaller.
Why did Muncie schools get in the shape they are now? What can we learn?
To read the article click at this link Muncie Star…. Quote from the Muncie Star…… “ Let's face the cold, hard fact that MCS should have downsized decades ago, but didn't, or rather didn't do it quickly. I'm not sure assigning blame really matters because the damage is done. Damage that slipped up incrementally, apparently without notice until it was too late.” - Columnist Jeff Ward, The Muncie Star Press
What would occur if Judge Haynes is not closed?
The district would determine alternative reductions in programming. With 90% of general fund costs being in personnel, we would review the following areas: Teaming at the middle school (teacher collaboration period), block scheduling at JCHS, elimination of specials classes at the elementary level or the elimination of the Reading Recovery program.
Has the district made other cost savings decisions beyond just considering school closures?
Yes. $1.7 million in reductions have been made. For details see this link.
What can be saved by closing Judge Haynes?
$380,000 annually. Reduction in (1) administrator, (4) teachers, (4) support staff. $69,000 annually in utility and other facility costs.
How have parents, teachers and community members been provided input into this?
A parent and teacher advisory was formed with representation from each school. It has met several times. A detailed presentation describing the options and the pros and cons has been shared with the public, posted on school and district social media with a reach of 6,676 people. An electronic survey was also posted with this presentation and has had 79 responses. Each school board member has live and unfiltered access to the opinions shared by parents, teachers, employees and community members from this survey. Two special sessions were held to discuss the long-term configuration of the schools (one at WJMS and one at EJMS), this pending decision has been posted on every school board agenda for the past 6 months with a public comment solicited at each meeting. To participate in the survey go to this link.
What is being done to promote the schools?
Our focus has been on providing the best education possible to our kids, not in trying to go into neighboring districts to “get”
their kids. We are the 6th largest district in the state by area. Because we are a county consolidated district, travel times for students living outside Jay County to get to our high school would be long. In counties with multiple school districts, there is more competition between districts for enrollment. These districts compete for “market share”. Since Jay Schools is also the district for the whole county, then our “market share” is essentially those students who live in our county. Parents who live outside the county would have to overcome long travel times. We feel quality speaks for itself. We rely on parents and the community who appreciate the education our teachers provide, to also advocate for their schools. What about a long-term plan? Why are we just discussing Portland Schools?
The district does have a long-term planning process in place and has provided details about future school configurations to the public at two special meetings at each end of the county and placed this information on the school website at this link. A 32-member Community Advisory has been formed made up of educators, parents and community leaders.
Why Judge Haynes?
It is the oldest building in the district. Not viable for the long-term.
My child likes the teachers in my school. What will happen to them?
Teachers will be reassigned to East and Shanks. For planning purposes we are considering, for example, a 2nd grade teacher at Haynes would be reassigned to teach 2nd grade at East. A 3rd grade teacher at Haynes would be reassigned to teach 3rd grade at Shanks. We do estimate that 4 teaching position and 1 administration position would be eliminated. We typically have retirements or resignations each year to help reduce the need for layoffs. This does not mean that the teachers or administrators at Judge Haynes would be the ones
laid off. We have rules for who is laid off. It is typically done by seniority after performance is considered first. Are there other school districts that have K-2 or 3-5 configurations?
Yes. There are 31 Grade (K-2) schools and 27 Grade (3-5) schools in Indiana. Their average size is 402.
How does this impact class sizes?
The avg class size in Jay Schools is 21. If Haynes closes the avg class size in Jay Schools is projected to be 22. The avg class size in the Portland Elementaries is currently 22. If Haynes closes it is projected to be 25.
If JH closes, will the two remaining Portland elementary schools are divided for sure into (K-2) and (3-5)? What is the reasoning for this?
The recommended plan is K-2, 3-5 if Haynes closes due to inability to maintain predictable student assignment for families and class size balance in a K-5 configuration. See slide #44 at this link. In addition, class size will be better balanced with a K - 2 building and a 3 - 5 building. Original idea for this configuration came from an earlier survey.
What advantages are there to this configuration for academics?
Multiple staff at a single grade level allows for increased collaboration among staff at the same grade level. This is especially important in the early childhood years (PreK-2) which are the foundation for all future learning experiences and student success in school. Professional Development can be more focused on the educational needs of a specific developmental stage (PreK-2 or 3-5). A greater number of classrooms for each grade level will help to balance classes. Multiple staff at each grade level will increase collaboration of staff at each grade level to focus on the development needs of this age level. A larger group of staff with specific knowledge and expertise. Better Utilization of teacher resources for the betterment of student success. With only three grade spans, teachers are able to better integrate curriculum areas and
provide services for the smaller range of grade levels. Benefits services in the areas of special needs, literacy, and academic and behavioral interventions. School routines and activities can be more grade and age focused. Will there be staggered start times at each building to help provide time to drop off or pick up at each site? Can we see an example of what the schedule would be?
Yes. An example of the schedule can be found at this link. East (K-2) Starts at: 7:55 AM (students can enter building 7:30AM) Shanks (3-5) Starts at: 8:00 AM (students can enter building at 7:30) East (K-2) Ends at: 2:15 PM Shanks (3-5) Ends at: 2:20 PM
How will bussing be handled?
All Haynes students will be transported by bus if parents wish. For example, for town students, if a grade 3-5 student walks or is dropped off by parents at East (the K-2 building),they will be transported to Shanks. If a K-2 student walks or is dropped off by a parent at Shanks (the 3-5 building) they will be transported to East. For students living in the country it is the same. The transportation plan provides that all kids in all three current attendance districts (Shanks, Haynes and East) can be bussed to their school (if they live outside the current walking distance). For parents who want to transport their student, they still can, and we have staggered the start times to support this.Parking lots would be expanded to improve the drop off process at East and Shanks.
How will drop off and pick up procedures be handled?
The plan includes expansion of the parking lots to improve bussing and pickup and drop off procedures.
How will extracurriculars be handled?
It may be necessary to have multiple teams in the 5th grade (at the 3-5 building). A planning group will meet to develop plans to accommodate these changes. If a K-2, 3-5 is implemented then a decision by the building principals will be made as to whether General Shanks has two teams or one (based on the student interest in the program).
How will lunch be handled?
Lunch will be served over three lunch mods as was done in the past.
Will there be walls added to East Elementary to deal with noise?
An option for solid walls has been provided to the Board.
Are there minimum square footage requirement for classroom space? Is there enough room to put 8 classrooms in the large open area at East?
The proposed 8 interior classrooms at East Elementary would be 934 sq ft. The 1969 addition of Gen Shanks rooms are 924 sq ft. This would also be comparable to the current East Elementary classrooms on the south side of the building which are an average of 976 sq ft. In addition, the numbers of students K-2 at East and 3-5 at Shanks are comparable to what those buildings have served in the past: Historical student numbers compared to proposed: 2001 2018 East - 451 447 Shanks- 402 405
Why not make Shanks the K-2 and East the 3-5?
The long-term configuration plans for the district to continue to maintain East as a K-2. If further consolidation decisions are made, Shanks would be considered for closure. Therefore assigning East as the K-2 makes sense as it is the newer of the elementary buildings and is more adaptable to change, it fits in the long-term plans for the district and it is not made of interior concrete block walls (it can be more easily remodeled for future needs).
In the K-2 building will there be extra help for dismissal since all the kids will be young and inexperienced at knowing bus numbers, knowing where to go etc?
Dismissal procedures will be designed and rehearsed. We expect there to be a higher level of aides at this building which would in turn help in this task as well.
What about Latchkey. Any changes here?
No concern from transportation perspective with a K-2 at East and a 3-5 at Shanks, latchkey goes to East Elementary, so little kids stay there and bigger kids get on bus to go to East. Also, most of our current latchkey kids are in the K-2 grade levels.
How will the special education program be split up, instead of being primarily at General Shanks?
Special Education programming will be divided up more proportionally between the two buildings than in previous years.
How will we keep kids from “falling through the cracks”?
Current planning provides an option to redirect some of the savings from closing the Judge Haynes building to adding a counselor to be shared by East and Shanks.
What do Parent Teacher Conferences/Open House/Parent Night activities look like between the two buildings? How do the PTOs function together?
We would coordinate offset times/dates between the buildings. Committees will be formed to best determine how to do these functions in a K-2,3-5. We can also learn from the 58 other schools in the state that have this configuration.
