Attendance Centers FAQ

Canton Study of Attendance Centers
Executive Summary of Attendance Centers
Community Inquiries Regarding Attendance Centers Study

Questions - Public Presentation

Has this decision already been made on this or is this a discussion on whether we should or should not do this and who is making this decision?
- No decision has been finalized. Ultimately, the final decision is in the hands of the school board with the superintendent’s recommendation considered.
Why are Canton Schools compared to other districts which are larger in size and have a higher socio-economic demographic? Is that a fair and reasonable apple to apple comparison? (ex: Galesburg, Macomb, etc).
- We compared ourselves to Morton, Dunlap, Washington, & Germantown Hills because their student achievement is our vision. We want to be in the same range of student achievement as those districts.
Has “year round” school been considered? It might help with those test scores.
- No. There has been no discussion on a year-long calendar. However, there is a lot of merit to the year-long concept.
How will the district help support the 60% of students who did not attend preschool with the TWO additional transitions they will make throughout elementary school?
- There is actually only one additional transition. There have been some conversations. Among items suggested are:
  • Planning is very important
  • Summer bridge programs - may alleviate some problems with transitions
  • Enhanced orientation programs
  • Early college experiences
  • Advisory periods
  • Mentors
  • Student intervention teams to monitor warning signs
  • Standardize academic expectations & curriculum
  • Enhanced Social Emotional Learning Programs
  At the end of the day we believe the best way to draft a meaningful transition plan is to convene teachers, parents, and administrators to discuss the drafting and execution of an effective plan.
How much did the study cost?
- $10,000
I believe there is value in educators being able to “swap notes” on students from grade to grade. Will there be provisions for the current teacher to talk to the previous year's teacher?
- Collaboration is of the upmost importance for teachers. This was mentioned in the report. Also, we are providing training for staff this year on collaboration.
What measures have been taken to solve some of the problems Canton Schools are having without changing to attendance centers?
- Excellent question. The district has transitioned to an emphasis on math & science. Also the district has aligned the curriculum to state goals and standards and mapped the curriculum to reduce redundancies and gaps. Additionally, buildings have conducted programs to make families more inclusive. Finally, some aspects of the district Title I program have been reconfigured to remediate students in reading and math. We are continuing with the remediation reconfiguration during the 19-20 school year.
Will teachers keep their grade and move schools? Or will they get stuck with new grades, new curriculum, and possibly a new school?
- If the concept is implemented teachers will teach at the same grade they are currently working in. Most will need to change buildings.
Will resources be provided to teachers to meet the needs of students? 1-2 building needs K & 3 resources.
- Resources will be allocated based on the needs of students.
Would the change result in any loss of jobs or teacher cut back?
- The concept is being studied to improve student learning and to eliminate inequality - not to reduce staff or generate revenue
How would you address the bus/pick up traffic issue this would cause at Eastview and Ingersoll?
- We would work closely with the city and our architect. We do not anticipate any traffic patterns that aren’t already occurring. Specific school enrollment would be very close to what it is currently.
Do you think this will affect parent involvement, especially those with multiple children and what would you do to try and keep the parents involved?
- We do not. In fact, we feel there is a possibility to increase parental involvement in some buildings. If the concept is pursued a committee will be formed with parents, teachers, and principals to enhance parental involvement.
How are you going to help increase the parent, family and community involvement when they might have multiple students at different buildings?
- Please see the previous question.
If test scores drop with transitions and they are already lower in comparison to other schools, why make the change to attendance centers?
- We are seeing test scores drop with transitions from grade levels within individual buildings. We are also seeing test scores go up with some building transitions. On the other hand, we are seeing them drop with some building transitions. Transitions are one area that we need a lot of work on – regardless if this concept is pursued.
How are the PARCC score comparisons relevant if those schools are not attendance center base?
- The study did not indicate how the test scores were impacted in the district mentioned in the report. Also there are many factors that affect student test scores.
What are the inequalities?
- Class sizes, economic status, and sped education populations.
The transportation increase of $56,000, is the state going to help with this cost and pay on time not putting the school district back in debt?
- The increased transportation costs will be reimbursable and will not put the district in debt.
How can each school accommodate behavior, resource, and functional education?
- Resources will be allocated based on student need. If necessary all of the aforementioned programs will be created in each building.
There has been a big push in the district to support the social and emotional needs of our students. How will attendance centers affect this? Relationship building every two years with new adults and kids of this age will be difficult. The majority of our students need more than academics when they come to school.
- Social and emotional needs will continue to be a priority for all students. The concept will allow district staff to specifically target grade levels and their distinctive needs since grade levels will be grouped together rather than spread out across multiple buildings. There is no reason why teachers still can’t continue to develop and enhance positive relationships with students.
What will happen if test scores do not improve after the switch to attendance centers?
- That’s a great question. There will be much work to accomplish if the concept is pursued. It is our hope that student learning will improve. To do nothing would certainly ensure that student learning will remain the status quo.
What measures have been taken or attempted to address the issues of “inequality” within the current situation?
- Every year the district works hard to balance and normalize class sizes, resources, and specific populations. However, mobility negatively impacts those efforts.
How will costs be budgeted and absorbed? How could this money be used to solve the issues within our current schedule?
- Costs will be budgeted and absorbed in the same manner as they are now. We don’t anticipate any significant compounding increases in expenditures under this model.
How are working parents going to deal with different start times?
- Start times will be staggered to accommodate those parents and their students. Most importantly, activities will also need to be carefully planned to prevent any conflicts.
Can we change the calendar as far as start and end date? (Memorial Day – Labor Day) We don’t need to get out in May and start early August, since you’re going to do summer programs (transition program).
- The calendar is a fluid document and can be changed or amended. A committee will be formed to investigate ways to make transitions more effective.
Think of the special needs students, change is HUGE for them. So making them secluded would hurt them and their learning. Multiple transitions are not good for them. How would you help special needs students be integrated and included?
- There is no plan to “seclude” special needs students. At this time the district already has multiple transitions. As indicated earlier in this document the district needs to work on transitions for all students - regardless if this concept is pursued or not. Transitions are also managed in a students’ IEP.
K-4 allows students to know their future teachers. How would this change affect students and their ability to look up to other students?
- There would be no change in students learning who their future teachers are. That would be part of any transition plan. The attendance center concept would actually enhance mentoring programs for students in 3rd and 4th grade since they would be housed right across the street from Ingersoll School. Other buildings would still have mentoring programs provided by CHS students and IMS students as they are provided currently.
Is it responsible of the district to assume that the state will cover the $56,000 transport cost when districts were closing due to the state budget just 1 ½ years ago?
- There has been a change in the executive branch of state government within the past 1 ½ years. Funding for education under the current administration has been increased by $375 million dollars.
Will the district provide time in the school year for teachers to “carefully plan” transitions?
- Yes. It will be a priority.
Will the district be changing PLC expectations and increase time for vertical collaboration? What exactly would this look like?
- Vertical collaboration would be provided within the transition plan. The concept would enhance horizontal collaboration (within grade levels).
Transition support – will there be additional staff hired to handle this or will it be on teachers?
- All staff will be part of the transition process. However, teachers know their students best and understand their needs. Teachers would draft the transition plans and execute them with support.
Has it been looked into to add to our buildings and configure into two buildings instead of three? Kindergarten is still one year at one building.
- The closure of a building has not been discussed nor was it a component of the report.
The schools that we were compared to, are they on this type of attendance center? I’d like to see more from other schools that do this – their pro’s and con’s.
- Some are and some are not.
Research shows the wider range of elementary such as K-6 academic achievement increased. Is there research showing 2 grades per building increases academic achievement too?
- The report did indicate that a wider range of elementary configuration did promote student achievement. The report did not indicate if 2 grades per building increases student achievement.
How can you count Pre-K/Early Childhood as a transition when 60% do not attend either program? It makes it appear there are more transitions for all.
- As indicated within the presentation the 3 traditional transitions are:
  • Elementary School to Middle School
  • Middle School to High School
  • High School to College
Students will grow apart in school when they get to the middle school because they place students in two teams (which also causes problems) so how will you fix this?
- That would be addressed by teachers within the transition plan and Ingersoll Middle School.
How specifically does it improve teacher collaboration? What would be different?
- It increases horizontal collaboration since teachers in specific grades would be housed together.
To what do you attribute disparities in achievement between schools? How does the attendance center concept address that?
- That was not addressed within the report.
The schools you are comparing us to have more money. How do we compare to Pekin or East Peoria?
- Pekin and East Peoria School Districts are comprised of multiple elementary and high school districts. As indicated within the report this type of configuration promotes the lowest student achievement.
Does the school board care about what the teachers think?
- The school board values the thoughts and opinions of all stakeholders.

Staff Questions - Westview Presentation

How would vertical articulation improve?
- Vertical articulation would be accomplished during school improvement days

Is $56, 364.00 the total cost or annual cost for transportation?
- Yes. The cost is reimbursable by the state.

What inequality would attendance centers change?
- Class sizes would be normalized and more even.

How would special education resources be allocated?
- Allocation would be based on Student need.

How will all special educations program be included in each school?
- Based on student need.

What will classroom size and services look like in each building?
- Services would not change. Class sizes would be more even and inequality eliminated.

What is the deciding factor in making the final decision with changing to attendance centers?
- Improving student learning and eliminating inequality

As a teacher, is it okay to attend the public hearing for parents and community members?
- Absolutely

Logistically, how will the physical items be moved for each classroom to different buildings?
- Each building will be staged for moving. If necessary, outside contractors may be hired to assist.

What will P.E., Art, and Music look like at each building and how will it be decided on where each of those teachers go?
- Much as it looks now. Teaching staff will be assigned based on the needs of the students.

Where will there be available space to provide SLP, OT, PT, etc. therapies in each building?
- Yes

How will it be determined where teachers are placed? Will they have a preference?
- Teacher assignment will be based on student need and the collective bargaining agreement.

As a parent, will there be a staggered start time?
- Yes. Activities will also be planned to avoid conflicts.

How will this affect parent volunteers and how will this affect our parent groups at each building?
- It should not affect volunteers at all. Some have suggested one parent group for all elementary students.

How will playground equipment be moved or necessary playground equipment be managed?
- Playground equipment will be evaluated for each building. If necessary new equipment will be purchased.

Kindergarten rooms all need a bathroom and currently do, how will that be addressed?
- The study recommended the Lincoln building configuration to be a prek thru k building. It is easily adaptable to install bathrooms if necessary.
Are sensory rooms going to be required to stay in each building or will this be based on student need?
- Based on student need. More than likely each building will need one.

What will our libraries look like based on what is appropriate for the age that are in each building?
- Libraries will continue to be diverse to accommodate all types of learners and their needs.

How will multiple transitions for SPED students be beneficial? What will that look like?
- The district currently has multiple transitions for all students. The law requires transition plans for all SPED students. Equally important, each SPED student is also required to have an annual review to prepare for an upcoming year.

Staff Questions - Eastview Presentation

Will there be a behavior program in all buildings?
- Resources will be allocated based on student needs.
Are there steps that will be taken to assist with the transitions in regards to SEL(Social Emotional Learning)?
- There has been many conversations on Social Emotional Learning. If the concept is approved there will be a plan developed for an SEL program.
How will title teacher placement be done? Will teachers transition with students?
- Teacher placement will be in alignment with the collective bargaining agreement and student need.
How will it work with specialists that travel and staggered start times?
- There will be no change in specialist coverage. Schedules will be adjusted to accommodate students.
In this model would buildings still share or would specialists be assigned to a building?
- If possible.
Staff asked about the number of transitions and provided information in regards to transitions and HS drop out rate.
- Currently there are 3 transitions. The concept would add one more transition. Regardless if the concept is approved, Canton will address transitions in the future. Under the current system, test scores deteriorate after every transition - including some grade levels.
How will title services be determined? Based on enrollment or need?
- Always based on student need. Students will not be denied services.
Will there be an issue with space due to specialists and teachers needing space?
- No. There is is adequate space within all buildings. In fact, in some buildings there is a surplus of space.
How would resources be available for students that are lower or higher than grade level in the building?
- There is no reason why students could not be accelerated within the concept. Equally important, students who need remediation are also easily accommodated.
How would the rooms be addressed to fit the needs of the students?
- There would be no changed in the configuration of rooms unless there was a specific student need.
How would kindergarten rooms be modified to fit the needs of older students?
- The study indicated that all rooms are sufficiently configured for student occupancy.
Who will be responsible for moving if the plan moves forward?
- District maintenance and custodial staff would be responsible for moving any equipment or teacher supplies. If necessary outside contractors would also be employed.
How many community meetings will be held?
- 2
Has there been any research found on the model we are looking at?
- Yes. Please review the study on the Canton CUSD 66 website.
How will it go in regards to relationships with students as moving from grade to grade in different buildings?
- That be part of transition and SEL plans.