Oak Hill’s Vision

1. Oak Hill’s Vision We believe the ability to learn exists in all people. Maximizing that ability is the principal responsibility of the board and staff, with the participation of students and the support of parents and community. The learning environment should be organized, creative, nurturing, and challenging.

2. Oak Hill’s Mission To work together with the community to empower each student with the knowledge, skills, and high standards that prepare them to be successful, contributing members of a changing global society.

3. Oak Hill Strategic Planning Plan recommended by a team of 36 Oak Hill parents, teachers, administrators, board members, and patrons to the Board of School Trustees in January of 2001. The Board of School Trustees adopted the plan at that time. Included is a goal to balance elementary class size by 2006.

4. Elementary Equity Committee • Formed in Fall of 2001 to carry out the strategy of evaluating alternative options to balance elementary class size. • 14 members: • A parent designated by each P.T.O. (3) • A teacher designated by the C.T.A., representing each elementary grade level (7) • Elementary Principals (3) • Superintendent (1)

5. Committee Activities • Reviewed enrollment/class size history and projections • Set goals • Reviewed options from the Wagner study • Determined which options to initially pursue • Conducted investigations, including meeting with other corporations who faced similar situations • Met with elementary teachers • Conducted a transportation study • Determined whether to continue to pursue both options • Determined positives and negatives (pros and cons) • Determined whether to pursue third option (K-4 in two buildings, 5-6 in the third building) • Sought parental input through four public meetings • Sought additional input from all elementary teachers

6. Goals of the Committee • The solution will be in the best educational interests of all children. • The solution will balance student populations so that an appropriate number of students, classes, and programs are located in each building. • The solution will maximize the ability of teachers to collaborate with grade-level colleagues. • The solution will continue to emphasize community involvement with schools. • The solution will minimize student population “spikes” with regard to realistic individual class sizes at each grade level. • The solution will provide appropriate space and scheduling flexibility for special programs (remediation, special education, support services, related/fine arts, technology). • The solution will minimize transportation challenges. • The solution will be fiscally responsible. • The solution will maximize the ability of building principals as educational leaders.

7. History Over the past seven years, within our three elementary schools, class sizes at the same grade level have differed by six or more students 22 times (50%). Over the past seven years, Oak Hill’s enrollment has declined by 128 students (8%). Projections Enrollments are projected (two separate projections) to decrease further. By 2005-06, elementary enrollments may decline by almost 100 students (13%). Swayzee Elementary hardest hit, with difficult enrollments in grades K-5 by 2005-06. Enrollment Trends

8. Pros Sense of security “Neighborhood” schools Better use of family history Vertical tracking Better parent involvement Convenience Affects fewest number of students, parents, and teachers Cons Inequity continues Large class sizes Social stagnation Needs must be addressed each year Inability for teachers to collaborate Voluntary or Forced transfer of students/teachers Inability to match students with teachers effectively Status Quo Option

9. Pros Serves us well into the future Equalizes class size Programming potential Teacher ability to effectively collaborate at grade level Administrator focuses on fewer grade levels Students get to know each other sooner Ability to match student to teacher more effectively Cons Transportation issues Less stable for students Stress for families Loss of community Parents don’t know friends Loss of family history P.T.O. possibly weakened Separates siblings ISTEP soon after transition Less ability to vertically collaborate Reconfigure to K-2, 3-4, 5-6

10. Pros Vertical collaboration better Students move fewer times Less stress on families than alternative re-configuration Less impact on Sweetser and Converse students All pros of K-2, 3-4, 5-6 Cons One community affected more than other two K-4 building space tight Less equal K-4 class sizes from building to building All cons of K-2, 3-4, 5-6 Reconfigure to K-4, 5-6

11. Recommendation • To remain with the current configuration of elementary schools and classrooms (Status Quo) with two disclaimers: • Understanding that “Status Quo” does not necessarily mean that each student will attend his or her “home” elementary school or that each teacher will stay at his/her current elementary building. • Understanding that, although current conditions are not so drastic that re-configuration needs to occur at this time, the future does not look positive and, within very few years, a clearer need to re-configure may force a change.

12. Total Enrollment • 2003-04 Projections: Converse Swayzee Sweetser K 32 22 32 1 23 23 30 2 37 26 39 3 38 27 40 4 39 26 48 5 46 20 46

13. Class Size & Differences • 2003-04 Projections: Converse Swayzee Sweetser Difference K 16/16 22 16/16 6 1 23 23 15/15 8 2 18/19 26 19/20 8 3 20/19 27 20/20 8 4 19/20 26 24/24 7 5 23/23 20 23/23 3