D41 in the daily herald.

Also take a look at the reader comments at the bottom of the piece:

http://www.dailyherald.com/story/?id=134020&src=2


When it comes to space, it seems schools can't have enough of it, at least in Glen Ellyn Elementary District 41.

BrainSpaces founder Amy Yurko said the district needs more classrooms - in addition to the portable classrooms already in use - even if all of her suggestions are followed. She's a consultant hired to analyze how space is used at the district's five schools.

Many of her recommendations involve restructuring schools so offices and classrooms are in closer to each other to make sure they're being used most efficiently.

Superintendent Ann Riebock this week told school board members the report is one piece of a puzzle.

When District 41's proposal to borrow money to expand schools and restructure the district failed last year, officials began a comprehensive building analysis.

Riebock said the space study and a security audit will be combined with other pieces to form a master facility plan. Once that's done, they'll present it to residents for discussions about long-term building needs.

As for the BrainSpaces report, it's recommending a list of changes for each school.

With six portable units, classroom needs are being met at Lincoln Elementary, but the large number of students is straining main school services, like the library.

The consultant suggested clustering grade-level rooms, building a hallway for third-graders housed in portables so they don't have to walk through staff offices, and relocating offices for the assistant principal, and early childhood, bilingual and special education programs.

At Franklin Elementary, undersized rooms are a problem, and the building needs two new classrooms. Relocating a special program, such pre-kindergarten, to another school could help.

The consultant said moving some rooms - art, music, math, literacy, and gifted specialists, occupational and physical therapy - could improve flow. BrainSpaces also suggested moving band and orchestra to the stage, an area now used by therapists.

At Churchill Elementary, eight portable classrooms alleviated a space crunch. But the additional students strain the school's core services.

Yurko of BrainSpaces suggests classes clustered by grade level, moving the band and orchestra to the stage, computer labs to a larger space, and specialists to an office cluster. She also recommends moving a math specialist out of the library and using a kitchen as staff lounge.

Forest Glen Elementary, needs two more classrooms, Yurko said. Recommendations include moving all child-based classes up from the basement and replacing them with offices or storage.

She also suggests expanding the administration area for meeting space, moving band and orchestra to the stage and grouping classes by grade level.

At Hadley Jr. High, the functional capacity of the school, including portable classrooms, is 1,050 students. Enrollment is 1,156.

The consultant recommends reassigning classrooms based on purpose and grade, adding six to eight classrooms and reducing the size of sixth and seventh grade classes.

Surely somebody who THOUGHT they were being funny posted that first comment! If they were serious, it makes me sick!

Yes, things are crowded. No, the kids won't die (and I'm not so sure about suffering either) from it. Could we use some kind of additional building/space? Probably. When the district comes up with a plan and they show they are using their revenue responsibly, then I'll think about ponying up. Not for now though. Yes, I see some progress but there is still a long way to go.

quote:

Surely somebody who THOUGHT they were being funny posted that first comment! If they were serious, it makes me sick!

Amy, unfortunately, that sentiment was expressed to me - seriously - by some people during the run-up to the failed referendum.

What I am curious about is whether this Space Study takes into account the smaller than District standard class sizes. I would think they could pick up the needed 2 rooms here and there if they stopped the 5 sections with 15 students and increased the class size to 4 sections of 19 students.

Enrollment Report

I find it interesting that there are comments posted to this article that appeared on the web yesterday. I can't tell you how many articles I have read on-line, most much more controversial than a space utilization study summary. On this bulletin board, the first commenter would be considered a troll or someone looking to intentionally goad others. I can't comment on similar comments during last year's campaign. The group that campaigned against the ref stayed focused on the issues.

Truthfully, I think the district has a long, uphill battle to winning any future referendum. Perhaps that is why the district is embracing "appreciative inquiry" now. When they start the "engagement" process with the community (and that is coming) we will only be allowed to focus on the positives. I would be interested in an engagement process that attempts to rebuild the broken trust.

Some interesting comments from the meeting Monday:

Of Churchill, one board member said "there aren't enough bathrooms there." I am wondering how that is possible. If all elementaries were built for 600 (I don't care how many in a classroom -- I am only talking building capacity) and that particular school is at 558 today, how is this possible. Isn't there a building code that requires bathrooms to students?

Another board member warned that following the recommendations of the study is predicated on keeping the mobiles. Gee, I have an article from the Herald last year where another board member reported that mobiles would be kept in place even with a successful referendum.

Apparently, the Art/Music rooms are problematic. I find this troubling since it was less than 10 years ago that those rooms were built and raved about.

Another board member said that the infrastructure is being "choked to death." Again, I have to go back to the system capacity 3,600. At 3577 today, or 3,507 without the PreK at-risk, which was not included in the origianl equation, we are still below what the "infrastructure" can mange.

Finally, of the space utilization report, another comment "this is no silver bullet." I agree, we dodged that one last year when the community said no to an ill-conceived plan that was built on very questionable data.

When can we expect to see the focus groups?

This message has been edited. Last edited by: ohma,

quote:

Originally posted by Rob Herbold:
What I am curious about is whether this Space Study takes into account the smaller than District standard class sizes. I would think they could pick up the needed 2 rooms here and there if they stopped the 5 sections with 15 students and increased the class size to 4 sections of 19 students.

Enrollment Report

Rob, come now, you are applying common sense here. Those class size targets approved by Board are only targets.

If this utilization study and the security study are cogs in the Master Plan wheel, will there be a program utilization study to augment these space findings? Seems to me you cannot have an accurate review of the space needs and not have a review of the programs housed in those spaces.

Will there be a focus group for this? is this already completed? When a Space Utilization report is issued (and later used) as factual information, and it is not able to provide alternative uses for the space because its focus is on only current program usage and space needs, this could paint a very clear (if not erroneous) picture of our current school needs.

example: If Pre-K is housed elsewhere, what does that do to the space utilization model for that school?

From the Board Highlights of the 2/11 Board Meeting, as written by Julie Worthen:

SPACE UTILIZATION REPORT IDENTIFIES ISSUES, RECOMMENDS ADJUSTMENTS
BrainSpaces, a Chicago-based consulting firm specializing in educational space evaluation, presented its comprehensive report on D41's space use. The report documents existing use and identifies some places where space efficiency and alignment with educational needs could be improved. The data will be used in developing the district's Master Facilities Plan, which will address facility needs for the next 10 years. BrainSpaces founder Amy Yurko conducted the study. An educator and a licensed architect, Ms. Yurko is the Chair of the Curriculum Design Committee for the American Institute of Architects and has been a faculty member at the University of Southern California and Illinois Institute of Technology. Over the course of several months, the BrainSpaces team met with staff and studied each building in light of educational needs. Ms. Yurko commended the schools for their ability to make things work despite the space crunch. Following are general observations common to all five schools:

* All of the schools are over capacity. Portables allow the schools to provide sufficient general classroom space, but enrollment exceeds the capacity of core areas such as washrooms, libraries, gyms, computer labs, and so forth. Space deficiencies are evident for special programs and services. The schools make full use of "found" spaces areas for instruction, services and offices -such spaces include closets, hallways and storage rooms.
* Class sizes are within District targets, but many classrooms are undersized and crowded.
* Staff office and meeting space is insufficient.
* D41 schools have awkward layouts and in most instances provide less space per pupil than national and state guidelines recommend (calculations of space included the portables); the fact that the schools have been enlarged over time exacerbates space challenges.
* All schools can benefit from in-classroom improvements in technology delivery, storage and furniture; in some cases, moving functions from one room to another may improve space use as well.
* More than 600 students-a school's worth-are housed in 26 portable classrooms. The portables allow the schools to meet general classroom needs, but the additional students place stress on school infrastructure and core areas. Ms. Yurko characterized the following recommendations as "tweaks," noting that enrollment growth, although predicted to be modest, poses significant challenges:

Abraham Lincoln: Space challenges stem mainly from the lack of space for needed special programs and services. General classroom needs are accommodated with the addition of six portable classrooms, the placement of which creates awkward and disruptive circulation patterns. Recommendations include reassigning some spaces to bring grade levels together and providing appropriate furniture systems for the telemation area (a space intended for large-group work). This area is now divided into cubicles where specialists and others work with children; some of these services require privacy and quiet, which is not provided in this space. Adding staff could allow the school to better utilize its second gym. Lincoln needs additional space for small group work, performance, band/orchestra, and more restrooms.

Benjamin Franklin: Franklin has the highest enrollment and the lowest square footage per student. Generally, class sizes at Franklin are too large for the classrooms, many of which are undersized. Franklin needs appropriate space for occupational and physical therapy, small group work, and instrumental music. Moving a special program such as Pre-Kindergarten to another school may free up some space.

Churchill: Churchill has the lowest enrollment and the largest sq. ft. per student of all the D41 schools and is the building with the fewest space challenges. Churchill has the highest special needs population, which requires program space. Recommendations include clustering grade-level classrooms and relocating some functions. Churchill needs space for small-group work, specialists, student services, teacher collaboration and orchestra.

Forest Glen: Most space challenges at Forest Glen are due to the number of special services and the lack of space to provide them. The school office is undersized with no space for conferences or meetings. Forest Glen needs space for small group work, specialists, student services, and band. Portable placement creates awkward and disruptive circulation patterns. Clustering grade level classrooms, enlarging the office space and reconfiguring some other spaces may help.

Hadley: Hadley is the most complex school from both space and use standpoints and is undersized for the enrollment and programs-the average middle school provides 140 sq. ft. per student; Hadley provides 118. Most of its classrooms are undersized and support facilities are insufficient. Hadley is over-scheduled, teachers share classrooms and relocate during the day. Adding 6-8 classrooms, rebalancing the schedule, reducing class size and upgrading classroom furniture are some of the recommendations.

Central Services: The building was designed to house administration and there are no spaces that would support student use without major reconfiguration.

Next Steps
The report and recommendations will provide data for the upcoming Master Facilities Planning process, which will address facility needs over the next 10 years.

quote:

but enrollment exceeds the capacity of core areas such as washrooms,

Have they considered intoducing a trough? I'd be willing to donate several hundred dollars if this were a serious consideration. The last thing I want is my kid holding it all day. Although, as a token of my generosity, I'd insist upon having my name memorialized via a bronze plaque of sorts. Worked for Wark.

On second thought, I think there is some federal or state law that requires at least 2 feet of space per person at a trough, not sure if this would be economical.

ohma
What was/is the actual number of students in portables?
Wasn't the only area of known enrollment increase up in the spaulding Churchill/Forest Glen area?

Interesting question, candidate. I thought that the over 600 in mobiles did not sound right so I pulled enrollment reports to verify. In fact, according to the 1/31/2008 enrollment report mobiles house 619 students. Back up one year to 1/31/2007 and the enrollment report shows 541 in mobiles. One would think that we must have had a sharp increase in the student population right? Wrong, in fact we are actually down 21 students overall, yet we increased the number of students in mobiles by 78 students.

Perhaps part of the answer is some of the lower than target size classes. Case in point, Lincoln Kindergarten with 5 sections last year and 5 sections this year, except now we are down by 23 students. Class sizes of 15? Maybe that's our new target.

Sorry, I am having a hard time believing that the district is interested in gaining back any of the trust.

IF I am to accept this opinion that the schools are currently overcrowded, than I would appreciate a complete identification and explanation of the individuals responsible a decade ago for saying that these schools could house the current population when they were expanded. Someone's gotta be wrong, no?

I also must ask, tho, am I too cynical for asking what was expected of a private "consulting firm specializing in educational space evaluation"? And what were they asked: How can we best utilize our existing resources? What could we do if cost were no object? Or something else?

I'll bet this firm's bottom line would really look good if they made a practice of saying, "Nope, things look good. Keep it up. You don't need our services or those of anyone else in the architecture, consulting, building community." IMO&E this smacks of the kind of process where you KNOW the consultant is gonna recommend SOME change and expenditure. The only question is what kind and how much.

This message has been edited. Last edited by: Dinsdale,

Hi,

Sorry but I am not buying it. I spend so much time volunteering at my children's school that lately people have been asking me if I LIVE there. LOL. I have yet to see any time (morning, afternoon, whenever) that the bathrooms are crowded. In fact, the only place I'd say seems a little crowded is the lunchroom. And that could be resolved by staggering the lunches a bit more. The part about our classrooms being too small is a joke. What are we supposed to do....tear down all our schools so we can start over again and make the classrooms 3 feet wider?!

I really wish this whole topic would just go away. It's the same tired argument.

So, in the same time that the enrollment dropped 21 students, how many administrators and specialists were employed by the district? How many administrators and specialists were employed ten years ago? How much room do these adults take up? Just asking.

quote:

Originally posted by little...way:
So, in the same time that the enrollment dropped 21 students, how many administrators and specialists were employed by the district? How many administrators and specialists were employed ten years ago? How much room do these adults take up? Just asking.

Too! Damned! Funny!

Maybe we should hire a consultant from the NEA to give us an opinion?

No, not the NEA. You need the Principal's and administrator's associations for that.

I tried to respond to this post, but instead succeeded in editing it.
I'm sure everything I said was brilliant, but the only portion I saved was:

quote:

At least this survey should give SchoolWeek propaganda for next week's issue!

This message has been edited. Last edited by: Dinsdale,

quote:

Originally posted by little...way:
So, in the same time that the enrollment dropped 21 students, how many administrators and specialists were employed by the district? How many administrators and specialists were employed ten years ago? How much room do these adults take up? Just asking.

The answers can be found in the District's Comprehensive Annual Financial Report (CAFR) for 2007.

From the school year 1997-1998 to the year 2006-2007, total staff has grown from 263 to 454. According to the CAFR, over the same period, the number of aides has grown from 29 to 109. Total number of specialists has grown from 41 to 94. Total administration more than doubled in that time frame, from 11 to 23. Within that category, is a general "district administrator" line (these are not the principals, asst. principals, or the asst. superintendents) but the newly created positions like HR, Continuous Improvement, Grants, Community Reltations, etc. That particular line grew from 1 person in 1997-1998, to 9 in 2006-2007. It should be noted that most of these jobs are in $100,000 per year salary range.

Oh and by the way, according to my enrollment history, K-8 only enrollment in 1997-1998 was 3,087. Today, K-8 enrollment (reported with no PreK at-risk or Pre K EC) is 3,462. So, over a time that student population has grown by 375, we have had an increase in staff by nearly 200.

quote:

Originally posted by ohma:

Oh and by the way, according to my enrollment history, K-8 only enrollment in 1997-1998 was 3,087. Today, K-8 enrollment (reported with no PreK at-risk or Pre K EC) is 3,462. So, over a time that student population has grown by 375, we have had an increase in staff by nearly 200.

Thanks, ohma. Just gotta add for completeness, tho, that a referendum was passed and the schools were added onto to create space sufficient for 3500 kids. With no portables.

Maybe the youth obesity problem is what is making today's schools seem too small. 3462 kids today simply occupy more space than 3500 1990s kids. Ya think?

Dinsdale, a P.S. to your note of completeness: the actual stated capacity when the buildings were added onto was 3,600 (1200 at Hadley and 600 at each of the elementaries). Doesn't that make you feel better?

This message has been edited. Last edited by: ohma,