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PSD Housing Issues and History

PSD Housing Issues and History

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    PSD Housing PSD Housing Presentation Transcript

    • STUDENT HOUSING TASK FORCE REPORT Board of Directors March 26, 2007
    • AGENDA
      • Background
      • Ramifications, Short Term and Long Term Alternatives
      • Summary, Final Comments, Q&A
    • HISTORY
      • Citizens Facility Advisory Committee
      • Bond Advisory Committee
      • February 6 bond election
      • Resolution #85 2006-07
      • Student Housing Task Force
      • May 15 bond election
    • BOND PROJECTS LIST 2012 Spinning Elementary School: replace 2011 Northwood Elementary School: replace 2010-2012 Districtwide Life Cycle Projects: including earthquake improvements 2010 Rogers Performing Arts Center: upgrade storage and related equipment 2010 New Elementary School (Southwest Area): build new school 2010 Firgrove Elementary School: replace 2009-2012 Districtwide Facility Accessibility (ADA): improvements for wheelchair and other access 2009-2011 Districtwide Playground Equipment, Reader Boards, or Site Improvements 2009 Hunt Elementary: upgrade fields, painting, and roof 2009 Wildwood Park Elementary: upgrade heating and ventilating system 2009 Emerald Ridge High School: build 400 student classroom addition 2009 Puyallup High School Phase II: build 200 student classroom addition 2008-2012 Districtwide Classroom Technology Systems and Equipment Phase I 2008 Junior High Science Classrooms: modernize or build new 2008 Ferrucci Junior High: remodel office, commons, and entry spaces 2008 Sunrise Elementary: replace carpet and roof 2008 Districtwide Emergency Storage Sheds and Safety Equipment 2008 Highly Capable Program: upgrade housing 2008 Sparks Stadium: replace turf, track, scoreboard and sound system Year of Completion Project Description
    • CHARTER
      • “This task force was commissioned by the Board of Directors for the purpose of identifying, studying, and reporting on the impacts to the District if voters reject the May 15, 2007 bond measure.”
    • Members
      • Casey Cox
      • Gerald Denman
      • Rudy Fyles
      • Celeste Hurst
      • Sandra Jacobson
      • Guy Kovacs
      • Brian Lowney
      • Dave Maxwell
      • Lynne Rosellini
      • Debra Aungst
    • APPROACH 5 Major Categories
      • Growth
      • Instructional Program Support
      • Technology and Related Professional Development
      • Facility Improvement
      • Health, Safety, and Emergency Preparedness
    • 4 SECTIONS IN EACH
      • Which projects fall into this category?
      • Ramifications of a May 15, 2007 bond failure and what problems are created?
      • Alternatives for managing these problems in the short run?
      • Alternatives for managing these problems in the long run?
    • OVERARCHING THEMES
      • 1. Growth:
      • Even with new classrooms opening next year, existing enrollments require more classrooms now and the need will continue to grow.
      • 2. Deteriorating Facilities:
      • Past overcrowding, the wear and tear of intensive use of buildings and classrooms and the degraded condition of heavily used equipment require replacement or upgrading of our capital facilities if they are to continue to be useful.
      Continued on next page
    • OVERARCHING THEMES
      • 3. Many capital expenditures are necessary whether or not the bonds are available to pay for them and instructional dollars must be used instead .
      • 4. Failure to deal with capital needs on a timely basis has both immediate and cumulative effects on students, families and teachers .
      ( continued)
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    •  
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    • GROWTH: Overview
      • Growth through at least 2020
      • Elementary and high school bulges
      • Junior highs are full
      • Growth in all areas of the district
    • GROWTH: 1-3 Years
      • Portables, if possible; impacts on classrooms, libraries, parking, playgrounds, commons, restrooms
      • Assign students to other schools
      • Use stages, hallways, commons, and small spaces—displace other activities
      • Eliminate/reduce inter- and intra-district transfers
      Negative Impact to Students
    • GROWTH: Beyond 3 Years
      • Extended day and/or double shift
      • Year-round school
      • More students per classroom
      • Displace pull-out model programs and use for basic education classrooms
      Negative Impact to Students
    • INSTRUCTIONAL PROGRAM SUPPORT: Overview
      • Secondary science classroom and lab space inadequate and insufficient
      • Culinary Arts program access is limited
      • Sparks Stadium turf out of warranty; surface has degraded
    • INSTRUCTIONAL PROGRAM SUPPORT: 1-3 Years
      • Science instruction in the regular classroom—compromises ability to conduct lab experiments
      • Limit the number of students in programs
      • Program access inequity between schools
      Negative Impact to Students
    • INSTRUCTIONAL PROGRAM SUPPORT: Beyond 3 Years
      • Modify science curriculum to “fit” the physical plant limitations
      • Reduce or eliminate culinary arts and other magnet programs
      • Close Sparks Stadium; rent practice and game space; pay to play to pay for turf replacement
      Negative Impact to Students
    • TECHNOLOGY: Overview
      • Technology tools help us meet the needs of the 21 st century learner, a digital native
      • Lack of bandwidth causes excessively slow response times and loss of instructional time
      • Core mission-critical systems are at the end of their life
    • TECHNOLOGY: 1-3 Years
      • As technology fails, do not replace; over time student access will become increasingly limited
      • Reassign computers to teachers and other staff when new teachers and other staff are hired or existing machines fail
      Negative Impact to Students
    • TECHNOLOGY: Beyond 3 Years
      • Eliminate technology-based instructional programs when they fail
      • Continue inequitable access to appropriate technology between schools
      • Redirect money from instructional needs to install systems necessary for payroll and vendor payments
      Negative Impact to Students
    • FACILITIES & SITES: Overview
      • 2.6 million SF; 22,000 students
      • Maintain investment in existing assets
      • A stitch in time
      • Inequity between schools
      • Equal access is limited
      • Provide appropriate learning environments for students!
    • FACILITIES & SITES: 1-3 Years
      • Limit access to District facilities and fields
      • Ask PTAs to raise money to cover the cost of some items
      • More duct tape on ripped carpet
      Negative Impact to Students
    • FACILITIES & SITES: Beyond 3 Years
      • Close classrooms and fields in disrepair
      • Solicit businesses to pay for Sparks Stadium improvements
      • Redirect increasing amounts of instructional resources from classrooms to facility/site emergency repairs
      Negative Impact to Students
    • HEALTH, SAFETY & EMERGENCY: Overview
      • Buildings are not protected without seismic upgrades
      • Emergency supplies are inadequate stored inside or outside of schools
      • Buildings are compromised and deterioration accelerated if leaking roofs are not repaired/replaced
    • HEALTH, SAFETY & EMERGENCY: 1-3 Years
      • Delay major capital upgrades
      • Recruit volunteer fundraising for emergency storage & equipment
      • Build cement barrier in front of Firgrove (reduce risk of vehicles in traffic accidents ending up on school grounds)
      Negative Impact to Students
    • HEALTH, SAFETY & EMERGENCY : Beyond 3 Years
      • Redirect money used for classroom instruction to pay for facility and site improvements
      • When hazardous playground equipment is removed, do not replace it
      Negative Impact to Students
    • SUMMARY
      • Student Growth is Continuing
      • Costs Continue to Rise
      • Portables Are Only a Temporary and Undesirable Option
    • FINAL COMMENTS
      • Voters will make a choice on May 15, 2007. This report was commissioned by the Board of Directors to identify, study, and report on the impacts and options if this measure is rejected. Unfortunately, the alternatives are not easy. Nearly every short term option is both expensive in its own right and even more costly in the long run.
    • FINAL COMMENTS
      • There are financial costs.
      • More importantly,
      • there are educational and human costs.
    • QUESTIONS & ANSWERS