BOUNDARY CHANGE PROCESS

West Salem Community Forum

January 26, 2011

Welcome to tonight’s community forum. The AGENDA for this forum is:
1. Provide background information on conditions, reasons, and process
2. Outline options developed by neighborhood work team
3. Answer questions
4. Gather feedback and comments on proposals and related issues
5. Describe the next steps
6. Evaluate the meeting

The Salem-Keizer School District is in the first and second phase of a process to construct four new
schools (3 elementary and 1 middle), redraw school attendance area boundaries, and relieve
overcrowding. Two of those schools – Kalapuya Elementary and Straub Middle School – are currently
under construction in West Salem and will open this fall, September 2011.

These are the REASONS for a comprehensive boundary change process:

1. Current West Salem elementary schools Chapman Hill, Harritt, and Myers, Walker MS, and West
Salem HS all have student enrollments at or over capacity.
2. The last two schools built and opened in West Salem – West Salem HS in 2002, Harritt Elementary
School in 2003 – already are over capacity and have portable classrooms placed on their campuses.
3. Already-approved land use and development could add over 300 new students to West Salem in the
next few years, and additional developable land exists within the Urban Growth Boundary.
4. New elementary and middle schools – part of the $242.1 million construction bond approved by
Salem-Keizer voters in November 2008 – will provide much-needed overcrowding relief throughout
West Salem and the entire school district.
5. Adjusting school attendance area boundaries (and middle school feeder systems) will balance
enrollments, make better use of available classroom space, and prepare West Salem students for the
opening of two new schools in September 2011 – Kalapuya Elementary and Straub Middle School.

WORK PLAN:
Sept – Dec 2010 • Gather data and assemble work teams.
• Seek input at neighborhood meetings and from key groups.
• Gather, compile, and analyze community input.
• Develop working proposals.

Jan – March 2011 • Review proposals at neighborhood and school meetings.

• Analyze reactions and revise proposals, as needed.
• Submit report and recommendations to Superintendent and School Board.
• School Board takes action on recommendations.

April – Sept 2011 • Communicate adopted changes, impact, and timelines.

• Plan budget, programs, and staffing for 2011-12 school year.

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 BOUNDARY CHANGE PROCESS
West Salem Community Forum
January 26, 2011

Site of new Kalapuya Elementary and

Straub Middle schools under construction

CRITERIA

The following decision making criteria are used as the guiding principles in boundary change process
discussions and recommendations in the District. They carry equal weight and are not listed in priority
order, but are numbered for ease of reference. The impact statements that follow refer back to and
address the appropriate criterion (e.g. C1 for Criterion 1).

1. Allow adequate room for required programs and anticipated growth within each school’s capacity.
2. Ensure access to equal educational opportunities.
3. Ensure closeness and access to schools.
4. Ensure student safety to and from school.
5. Provide continuity in K-12 school feeder systems.
6. Represent ethnic and socioeconomic diversity.
7. Retain neighborhoods.

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 BOUNDARY CHANGE PROCESS
West Salem Community Forum
January 26, 2011

OPTION 1
5 NEIGHBORHOOD SCHOOL ATTENDANCE AREAS, 2 DUAL LANGUAGE SITES @ HARRITT & MYERS

1. Allows adequate room for instructional program and growth at all schools. (C1)
2. Kalapuya includes land with greatest potential for growth. (C1)
3. Myers, Chapman Hill, Harritt fairly landlocked with almost no developable land. (C1)
4. 2 dual language sites to serve English Language Learner population in West Salem would create more
ELA and second language opportunities. (C2)
5. All 5 elementary schools would have walk zones. (C3)
6. Kalapuya and Brush College have far-ranging attendance areas, with some portions some distance
from school. (C3)
7. Harritt attendance area and neighborhood relatively small. (C3)
8. Both options have roughly same impact on transportation. (C3)
9. 11 of 19 planning parcels are assigned to different schools for attendance (8 to the new school),
affecting up to 936 students. (C5)
10. Switches school assignments for all students in the Edgewater District except English Language
Learners. (C5)
11. Some lack of socioeconomic diversity at Kalapuya. (C6)
12. Chapman Hill, Brush College, Harritt, and Myers maintain socioeconomic diversity. (C6)
13. Provides a neighborhood school attendance area for each of the 5 elementary schools. (C7)

OPTION 2
4 NEIGHBORHOOD SCHOOL ATTENDANCE AREAS, 1 DUAL LANGUAGE SCHOOL-OF-CHOICE/HARRITT

1. Allows adequate room for instructional program and growth at all schools. (C1)
2. School-of-choice might experience fluctuations in program participation. (C1)
3. Would create more opportunities to attend and participate in dual language at Harritt. (C2)
4. Provides for efficient and effective pooling of English Language Learner instructional resources at
one site; would also support better staff development. (C2)
5. Offering a dual language school-of-choice responds to a community educational demand. (C2)
6. School-of-choice enrollment option would have to be promoted and marketed. (C2)
7. Both options have roughly same impact on transportation. (C3)
8. Less disruption because of school reassignments; 7 of 19 planning parcels assigned to different
schools for attendance (6 to the new school), affecting up 635 students. (C5)
9. Provides for some socioeconomic diversity at all schools. (C6)
10. Locating and serving all English Language Learners at one school could be perceived as segregation.
(C6)
11. Kalapuya neighborhood lacks contiguity and flow. (C7)

WEST SALEM ENROLLMENT GROWTH, PROJECTIONS, AND SCHOOL CAPACITY

Student enrollment in West Salem school neighborhoods is reflected in the
following chart, including enrollments, school capacities, enrollment projections,
and work team proposed options. The chart shows the estimated enrollments that
would result if boundaries were changed according to the neighborhood work team’s proposals.

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 BOUNDARY CHANGE PROCESS
West Salem Community Forum
January 26, 2011

Final ADM School # Modular Proj ADM Enrolled BCP Max Work Team Work Team
School
2009-10 Capacity Classrms 2010-11 10-4-10 2011-12 Option 1 Option 2

Brush College 431 486 1 454 421 411 363 339

Chapman Hill 558 534 0 545 539 459 435 468
Harritt 555 545 4 554 557 470 481 397
Myers 599 581 4 600 579 482 401 534
Kalapuya ES [581] 506 450 392
ES TOTAL 2142 2146 9 2153 2096 2352 2130 2130
Walker MS 1080 1021 4 1107 1114 931 TBD TBD
Straub MS [828] 738 TBD TBD
1669
West Salem HS 1616 1589 2 1667 1750

Legend/definitions:
School at/over capacity
School close to capacity (within 1 classroom)
ADM – Average Daily Membership (average # of full-time students enrolled throughout entire school year)
School Capacity – includes permanent and temporary expanded capacity from modular classrooms on-site
BCP Max – Boundary change process maximum enrollment level for 2011-12 proposed at 75 at elementary schools and 90 for middle schools
(or 3 classrooms) below capacity to allow for instructional flexibility, special programs, and growth

CONTINUITY EXEMPTIONS
To ensure as much continuity as possible for families during the transition to new school attendance
areas, the District will grant parents a choice of retaining children at their current school under certain
conditions if a boundary change would otherwise dictate a change in school. These continuity
exemptions can be applied for through the District’s In-District Transfer Policy and are automatically
approved through the conclusion of the student’s current level of schooling (e.g., elementary or middle).
The policy allows the following students who would be affected by a school attendance area boundary
change or a new attendance area to be eligible for continuity exemptions:
 In-district transfer students in good standing, provided they are not continuing onto the next level of
schooling (e.g., 5th grade elementary students moving onto middle school).
 3rd and 4th grade students (will be 4th and 5th grade students when new boundaries take effect).
 7th grade students (will be 8th grade students the school year in which new boundaries take effect).

PROCESS for this forum (responses on attached sheet, please):

1. Examine school enrollment, projections, and maps of the proposed attendance area boundaries.
2. Consider the 7 Board-adopted decision making criteria.
3. Respond to the questions on the next page:
4. Evaluate the forum.

FOR MORE INFORMATION . . .

Contact your school principal or project coordinator Mike Bednarek at 503-399-3290 or by e-mail at
bednarek_mike@salkeiz.k12.or.us. Thank you for your time and ideas at tonight’s forum.
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 BOUNDARY CHANGE PROCESS
West Salem Community Forum
January 26, 2011

INDIVIDUAL RESPONSES:

Examine the school enrollment information, current attendance area map for your neighborhood school,
and the proposed options. Consider the School Board’s seven decision making criteria and guiding
principles for the boundary change process. Then, please respond to these questions:

1. Which elementary school do your children attend now?

2. Which elementary school would your neighborhood children attend under Option 1?

3. What are the strengths and weaknesses of the boundary changes proposed for your neighborhood
and for the other West Salem elementary schools in Option 1?

4. Which elementary school would your neighborhood children attend under Option 2?

5. What are the strengths and weaknesses of the boundary changes proposed for your neighborhood
and for the other West Salem elementary schools in Option 2?

6. What are the strengths and weaknesses of setting middle school attendance areas by geographic
definition (such as North and South of Glen Creek)?

7. What are the strengths and weaknesses of setting middle school attendance areas by feeder system
(in which all students from a particular elementary neighborhood are assigned to the same middle
school)?

8. What general comments do you have for the neighborhood work team to consider?

YOUR THOUGHTS ABOUT TONIGHT’S FORUM . . .

1. This community forum was (check one):

Productive and worthwhile
Somewhat worthwhile
A waste of time

2. I liked:

3. I’d improve:

4. Other comments:

Thank you for your time and comments!

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