TRANSITIONAL SCHOOL SPACE REPORT - BoardDocs

TRANSITIONAL
SCHOOL
SPACE
REPORT
Volume III
March 2006

Table of Contents
Section(s): Title(s) Page #
I. Introduction 4
II. Methodology 8
III. Data 9
IV. Findings 12
V. Recommendations 25
VI. Summary & Conclusion 29
VII. Projected/Estimated Cost 30
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Transitional School Space Committee Members:
Chairperson: Raymond Healey
Members: John Brophy
Dennis Dengel
Karen Lynch
Michele Moloney
Louis Rodriquez
Thomas Rosato
Jennifer Simmons
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I. Introduction
“The object is not to see through one another,
but to see one another through.”
Objective: To identify the District’s schools experiencing a space problem
and recommending a corrective action until such time as the
District’s Master Plan is operationalized.
Overview: This is the third report of an eight (8) member committee
pertaining to transitional instructional space in the Wappingers
Schools. The first report was submitted on October 18, 2003,
and presented to the School Board at its December, 2003
meeting. The second report was submitted November 12, 2004,
and presented to the School Board at its December 2004
meeting.
The enclosed report is presented in seven sections as follows:
(1) Introduction – overviews the contents of the report, presents the
background and rationale for studying each target school’s classroom
capacity to effectively accommodate students, outlines the
establishment of the committee, and describes the tasks the committee
was charged to complete.
(2) Methodology – describes the manner and method pertinent information
and/or data was compiled and analyzed.
(3) Data - describes the Data collected.
(Note: Also See 10/18/03 & 11/12/04 Reports)
(4) Findings – presents the outcome and/or findings in relationship
to the Superintendent’s charge to the committee.
(5) Recommendations – presents the committee’s recommendation(s)
to address the issue/problem of school overcrowding
(6) Summary – summarizes the report findings and presents the
committee’s strategies to address the problem.
(7) Estimated cost.
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Tasks Given to the Committee:
The Committee’s task(s) were twofold: First, to study instructional and
general* school space and its capacity to effectively accommodate both
present and projected (e.g., two to three years) student and staff enrollment.
Second, to submit short term recommendation(s) to the Superintendent
designed to insure that adequate and appropriate space is available to
students and staff prior to the implementation of the District’s Master Plan.
Background & Rationale for Study:
In August 2003, Mr. Powell (Superintendent of Schools) directed Dr. Raymond
Healey (Assistant Superintendent of Special Education & Student Services) to
conduct a study of classroom and/or instructional space, including its capacity to
accommodate enrollment, and to develop a short-term plan to address identified
issues/problems.
In response to Superintendent Powell’s direction, in August 2003, a six-member
Transitional Instruction Committee was formed. Toward that end, a transitional
short-term plan to identify high priority issues/problems was presented to the
Superintendent in October 2003 and subsequently presented to the School Board
in December 2003. The plan identified four high priority schools:
(1) Van Wyck,
(2) Gayhead,
(3) Fishkill and
(4) Vassar Road,
along with corresponding recommendations and/or strategies to address their
space problem.
In response to the report, the School Department implemented the following
initiatives during the 2004-05 school year:
(1) Gayhead Elementary School: two modular (e.g., four classrooms) were
installed in late August, along with a wireless computer system.
(2) Fishkill Elementary School: computer lab was converted to a full-size
classroom and a wireless computer system was installed for the entire
school.
(3) Van Wyck Junior High School: two modulars (e.g., four classrooms)
were installed December.
*cafeteria, library, auditorium, corridors, bathrooms, staircases, offices, conference rooms etc.
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As a follow-up to the aforementioned initiatives, a questionnaire measuring the
level of satisfaction of key stakeholders (e.g., Fishkill & Gayhead) was sent to
over 130 randomly selected parents and 18 staff in early November 2004.
Feedback from the 42% of surveys received was highly positive.
In September 2004, Mr. Powell again requested that the Transitional Space
Committee conduct a second study of classroom/school space to determine:
(1) the efficacy of the 2003-2004 school year recommendations,
(2) present school conditions and if any, emerging high priority schools,
(3) provide recommendations to address high priority schools.
Mr. Powell recognized that the short timeframe for the submittal of the report did
not lend itself to detailed research and analysis. However, anticipating the
possibility that should the committee recommend temporary building construction
(e.g., modulars) or building leasing, it was imperative that he receive the report at
least seven months prior to the opening of school in September 2005. Such lead
time would be required in order for the District to receive State Department of
Education approval on an application of new construction.
In response to Superintendent Powell’s direction in September 2004, a six
member Transitional Instruction Team was reassembled. Toward that end, a
second transitional short-term plan to identify high priority issues/problems was
presented to the Superintendent in November 2004, and subsequently presented
to the School Board the following month. The Plan identified four high priority
schools:
(1) Van Wyck Junior High School,
(2) Fishkill Elementary School,
(3) Roy C. Ketcham High School and
(4) Orchard View Alternative High School.
along with corresponding recommendations and/or strategies to address their
space problem.
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In response to the report, the school District implemented the following during the
2005-06 school year:
1. (a) Roy C. Ketcham High School converted area previously occupied
by Technology (e.g., moved to Laerdal Building) into a much
needed multi-purpose instruction center/room,
(b) reclaimed the school’s north wing that was previously dedicated
to the Orchard View Alternative High School
2. Orchard View Alternative High School was moved to spacious and
attractive area of the Laerdal Building, thereby providing the school
with its own separate facility. In addition, the school was put on an
AM schedule which allowed staff to access evening graduate schools
and, made the program more attractive to potential applicants from
Roy C. Ketcham and John Jay High Schools.
3. A 6 th Grade lunch period was added at Van Wyck Junior High School
to alleviate cafeteria congestion.
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II. Methodology
Methodology employed in this study did not reflect the rigor and comprehensive
analysis of data that was undertaken in the reports submitted the past two years.
However, information acquired from these studies when appropriate has been
incorporated into this report. In addition, the following was employed in this study:
• on-site visits/observations to targeted schools including interviews with
key stakeholders
• comparative analysis of 2005 BEDS Report with those of the past 10
years
• District housing growth and projected enrollment by area
• review of 6/04 Long Range Facilities Plan
• individual school enrollment since 1979-80 school year
• inspection of Building Capacity Reports since 1997 concerning
the size of each school, maximum number of students that could be
accommodated and for what purposes building space is used
• figures for employment of full-time teachers and other professionals
taken from 1996 through 2005 BEDS Reports
• data on the number of Teaching Assistants and Teacher Aides from
1980, 1990, 2000, 2003, 2004 and 2005 was provided by the Office of
Human Resources
• the Committee met on three occasions to evaluate the data, recommend
those schools most in need of space relief and brainstorm possible
solutions
• four schools had walk-through visits to verify some of the perceptives
discussed in committee sessions on which schools need the most
relief.
• 10/7/05 WCSD K through 6 average class size report.
• 12/05 WCSD Elementary School Utilization Chart.
• 12/06 updated facts, enrollment projection 2006-2025.
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III. Data
This section presents the results of selected data collected and is divided into
subsections dealing with:
1. Enrollment numbers
2. Population trends
3. Building utilization
4. Miscellaneous notes from interviews
For additional, more comprehensive information see 10/18/03 report,
Section III, Data pages 9-33.
Enrollment
Year Enrollment
1979 14,187
1980 13,701
1985 11,387
1990 10,849
1995 11,324
2000 11,836
2003 12,137
2004 12,312
2005 12,400
Enrollment declined through the 1980’s to a low point in 1990-91 – then
rebounded. The present enrollment is similar to that of 1983.
Twenty-two years ago in February 1982, the District did a study on how to
deal with declining student enrollment. At the time, the District’s enrollment
was larger then it is now. Approximately a decade later, Kinry Road School
was closed for three years (e.g., September 1991-September 1994).
However, there has been a recent increase in enrollment. For example,
the District has increased by 564 students or approximately 4.8% since
September 2000, as reported in the BEDS data. The majority of the
enrollment increase during this time period took place in three schools as
follows:
RCK
Van Wyck
John Jay
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The District’s enrollment grew by 88 students over the past year with eight of the
fifteen schools reporting an increase. It is important to note that two schools,
Van Wyck Junior High (minus -9) and Gayhead Elementary (minus -7), although
still operating above enrollment capacity, experienced a decline for the first time
in several years. Schools showing enrollment increases in descending order
are:
1. Orchard View - 12 students or 30.0%
2. Brinckerhoff - 29 students or 5.0%
3. Fishkill - 20 students or 4.4%
4. Wappingers Jr. High - 40 students or 4.2%
5. RCK - 70 students or 3.6%
6. Fishkill Plains - 23 students or 3.6%.
7. John Jay - 67 students or 3.4%
8. Vassar - 5 students or 0.1%
It is worthy to note that while the secondary schools collectively gained 185
students since last year, the 10 elementary schools overall lost 97 students.
Toward that end, the schools with the greatest enrollment decreases were
Myers Corners (- 92), Oak Grove ( -21), Evans (-21), Sheafe (-14), Kinry (-14).
Population Growth/Trends:
(For details see October 2005 Facts Enrollment Projection Report)
• Presently over 30 new housing developments have commenced or come
on line in the District.
• Growth is concentrated in the Fishkill/East Fishkill corridor.
• Average size households declined in the District (see Facts Report)
and the number of school age children per household declined, which
probably accounts for enrollment increase for the past decade
concentrated in the secondary schools.
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Building Utilization:
The list below shows the school/building capacity as indicated in 1999, the
September 2005 enrollment, the % of change for each school the past four
years and the % of building capacity presently being used.
Pupil Sept. 2005 % of % of Change
Building
Capacity Enrollment Capacity Past 4 Years
Brinckerhoff 651 616 94.6 + 9.8
Evans 483 342 70.8 -10.0
Gayhead 1,043 1,036 99.3 - 7.4
Fishkill 510 481 94.3 - 0.2
Fishkill Plains 670 634 94.6 + 2.0
Myers Corners 1,072 849 79.1 0
Oak Grove 602 473 78.5 - 4.8
Kinry Road 564 451 80.0 - 6.6
Sheafe Road 649 556 85.6 - 3.1
Vassar Road 493 459 93.1 + 4.0
Van Wyck JHS 1,427 1,444 101.1 + 4.9
Wappingers JHS 775 1,001 129.1 + 3.2
Roy C. Ketcham HS 1,556 1,933 124.2 +18.6
John Jay HS 1,863 2,073 111.2 + 8.0
Orchard View AHS ------- 52 + 40.3
Note:
• The capacity estimates for John Jay and Roy C. Ketcham High Schools
do not reflect the space gained when the science wings were opened in
the Spring of 2003 or the RCK multi-purpose instructional room
constructed in 2005-06 as a result of the relocation of the Technology
offices to 167 Myers Corners Road. The Science wings were only for
Science and as such had a marginal effect relative to gaining
instructional space for other disciplines.
• Except for Orchard View all secondary schools have more students then
their indicated capacity.
Student enrollment in and of itself is not a strong indicator of actual building
congestion. Interaction of student enrollment, building usage (e.g., Special
Classes/Services) and staff is a much stronger indicator.
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Introduction:
IV. Findings
The following section summarizes the present space conditions in high priority
schools, examines the factors contributing to such conditions and presents
outcome and/or findings of an interactive analyses of these factors.
Present Space Conditions:
As depicted in the previous section, as of January 1, 2006, there currently exists
to varying degrees an “overcrowding” in select Wappingers Schools. While the
implementation the past two school years of
(1.) modular units at Van Wyck Junior High and Gayhead Elementary
Schools,
(2.) wireless computer systems at Gayhead and Fishkill Elementary
Schools,
(3.) construction of a large multi-purpose instructional room and cafeteria
expansion at Roy C. Ketcham High School, and
(4.) relocation of Orchard View Alternative High School and the
Department of Technology to 167 Myers Corners Road,
have significantly alleviated instructional/classroom space at these schools.
Further it would appear that Gayhead, the District’s largest elementary school,
enrollment has stabilized (see previous section). Having said that, however
problems of overcrowding continue to persist in select schools. To understand
why such conditions exist, it is necessary to analyze the interaction of the
following variables and their influence on classroom space.
Student Enrollment:
Wappingers Central School District’s student enrollment has modulated over the
past 25 years from a high of 14,200+ in the late 70’s to a low of 10,800 in the
early 90’s to today’s 12,400. Thus, if today’s student enrollment is almost 1,800
less than it was 25 years ago, why is the District experiencing a classroom
space problem? The following sections address this anomaly.
Special Population Growth:
Beginning in the mid-to-late 80’s when Wappingers enrollment was approaching
its ebb (10,800) and classroom space was readily available, the District initiated
actions that resulted in several specialized programs being placed in the
schools to meet the educational, social and emotional needs of a growing
diverse population of learners. Such actions included moving art and music into
full-size classes, and the implementation of new programs such as Primary
Mental Health, Intensive and Remedial Reading and Study Skills.
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Furthermore, additional “special population programs” continued through the
90’s, and right up to the present day (e.g., computer labs, LIT, 504,
Developmental Learning Specialist, Enrichment, AIS, Special Education
Coordinators’ offices, computer instruction support, discipline rooms, etc.).
As these programs moved from paper to reality, a corresponding need for
additional space for support staff, as well as conference rooms, also took place.
Staff Increase:
Since SY 1979-1980, student enrollment has decreased approximately 1,800
students or about 20%, but instructional staff * has increased by an estimated
33%. For example, Van Wyck Junior High School had a student enrollment 35
years ago of 1,200 and a staff of 70. Today, that same school has an
enrollment of 1,444 students (20% increase) and a staff of 125 (78% increase).
Moreover, since 1980 Teaching Assistants/Teacher Aides, which is included in
the aforementioned instructional staff figure, has increased district wide from 61
to 225 or 270%.
Evolving Educational Environment:
School district actions to initiate new programs and services for special
populations were influenced by Legislation and advancements in medical
technology. However, when the overall student enrollment began to increase in
the late 1990’s, the instructional room that existed 15 years prior, was no longer
available. Thus, the mid 80’s movement toward specialized instruction
intersected with other factors that, when combined, resulted in a significant
demand for school space. For example, during this timeframe (mid 80’s to
present day) the District witnessed an increase in the number of low birth weight
infants and children who survived birth trauma. Similarly, there was an increase
in the number of students who required ambulatory assistance (e.g., walkers,
wheelchairs, braces). Moreover, there was an increase in the number of
students born into low-income families (Title I), sometimes having had
inadequate prenatal care and nutrition. These students often do not display
appropriate developmental readiness for learning. The number of cocaine or
“crack” babies was growing, as is the number of infants born who suffer the
effects of Fetal Alcohol Syndrome. Consequently, these societal phenomena
necessitate that the District service many special populations that present
educational challenges including the need for classroom space.
In addition to these students with complex health care needs, the membership
of the District was becoming increasingly diverse due to socio-cultural factors.
The School District has over the past 15 years seen an increase in the number
of immigrants from other nations requiring ESL (English as a Second Language)
services. Couple a language barrier with special learning needs, and the
resultant student has a spectrum of issues to address, all of which impacts
instructional space, programs, services, and correspondingly, office’s and
conference areas.
(* A high % of increase is in Special Services) -13-

Finally, since SY 2000-2001 the District has returned over sixty Special
Education students from BOCES and Private Day School placements. While
the return of these high cost students has saved the District a significant amount
of money previously allotted for tuitions and transportation, they have also
contributed to the increase in demand of classroom space and additionally
staffing needs. Consequently, the aforementioned factors, when combined,
dramatically changed the “landscape” relative to available classroom space.
Capital Improvement:
The last new school built in Wappingers was in the late 60‘s. With the exception
of new high school science wings completed in SY 2002-2003,
the last major renovations/additions to our schools was in the early 1970’s.
Legislative Impact:
In the past twenty-five years, Federal and State Legislative initiatives and
judicial rulings have impacted classroom space availability. Changes have
occurred particularly among special populations in the age range and severity
of service, the environments which services must be provided, and the
supplemental supports provided to students. For example, the impact of
No Child Left Behind (NCLB) continues to reverberate in school budgets
and delivery practices throughout the country.
How Does Student Behavior & Violence Impact Classroom Space:
Problems of disruptive and violent youth behavior are a national concern
affecting every school district. Increasing expulsion rates, suspension rates,
and crimes of violence adjudicated before Juvenile Court are reflections of these
charges. Research evidence shows that overcrowded school areas (e.g.,
cafeteria, library, classrooms) often times enhances the possibility of disruptive
and/or violent student behavior. Attending to the students at risk
for such behavior has increased the needs for support from student services
personnel (e.g., social worker, psychologist, guidance counselor, in-house
suspension) and concomitantly space.
Technology Impact:
Wappingers Central School District students need access to computers whether
for general use, adapted access, speech synthesis, or written output,
accessibility is critical. Computer labs, like support services and workstations,
consume school space.
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Medical Technology:
In recent years, advances in medical technology have enabled children with
medical complications to survive birth trauma and post-traumatic periods and
present ongoing needs for intensive health care services.
This phenomenon not only impacts the number of students identified for early
Intervention and preschool programs, but also raises issues for school staff in
managing these complex health care needs in the school setting. Such
complex health care procedures present challenging situations for
administrators, teachers, teaching assistants, and other school personnel.
Serving this population of students requires allocation of appropriate resources,
staff training needs and school space.
While in the past many medically fragile students with complex health care
needs have traditionally been concentrated in out-of-district programs, there is
an increasing trend to have these students included in our schools in both
general and special education classrooms, particularly students with severe
disabilities. These children often present medical needs that are more intense
than those traditionally dealt with, and may include children dependent on
medical technology, such as tube feeding, ventilation, suctioning catheterization,
air quality management and audible technology
New Housing:
The recent FACTS Report (1/28/2006) Findings reinforces the accelerating
enrollment growth patterns that were presented to the School Board by the
Director of Administration. With over thirty new housing developments having
commenced or coming-on-line in the District and with the five to seven year
projected occupancy build-outs the report indicates continued enrollment growth
over the next several years especially at the secondary level. In addition, to the
high schools the impact of new housing in the schools located in the Fishkill and
East Fishkill corridor will be most pronounced.
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Synthesis of Findings:
While the District witnessed an approximate 4% increase in student enrollment
over the past four years, seven (all elementary level) of our schools decreased
in enrollment during this time frame. The schools with the greatest increase
were:
(1.) Orchard View Alternative High School
(2.) Roy C. Ketcham High School
(3.) Brinckerhoff Elementary School
(4.) John Jay High School
Conversely, the schools with the sharpest decrease were:
(1.) Evans Elementary School
(2.) Kinry Road Elementary School
(3.) Oak Grove Elementary School
However, when taking into account the interaction of student and staff
enrollment , grade alignment, class sizes, special populations, school capacity,
medical technology, new hiring, and building configuration, a clearer “picture”
emerges that explains why certain schools continue to experience a space
shortage.
The number of ways in which space is used in all schools has increased
dramatically since the mid 90’s. This has resulted in classroom space being
reduced or subdivided, storage space reduced, and a juggling act for
administrators trying to accommodate the need for classroom space, small
group instruction space, therapy space, testing space, office space and
conference rooms.
Three trends have combined to produce space shortages in buildings:
First, over a twenty year period, enrollment has declined, and then
increased again. While enrollment was on the decline, classroom
space was dedicated to programs that were previously un-housed
(e.g., Art & Music classes on rolling carts) or did not exist (computer
labs, Bridge, AIS, etc.).
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Secondly, the buildings today have much larger staffs to provide more
mandated specialized programs, services and accommodations within an
inclusive setting.
Third, there are often larger cohorts at one particular grade level in one
building. In a small school, where the number of classrooms are fixed,
this can result in students being sent out of their home schools for a year;
and this practice has created imbalances in class size. Thus, at different
levels over the past twenty years, the District has had to redistrict
students at various grade levels and schools to accommodate population
shifts and classroom availability.
More importantly, there are considerably more teachers, professionals and
paraprofessionals working in each building than twenty years ago and in a
sense, competing for the available space.
For example, each person who works in a building: lunch monitor, teacher aide,
hall monitor, instructional music teacher, police officer, etc., needs to have a
space to safely hang their coats and belongings.
Staff in positions, where confidentiality and legality are issues, must have a
private area in which to communicate with students, parents, other staff, and
outside agencies, as well as a secure area in which to keep notes, records and
documentation private and confidential.
There is little flexibility in where to put classes, staff, and storage in some
schools.
An analysis of the interaction of the aforementioned factors in the past two years
resulted in the following schools being identified as being high priority relative to
classroom space needs:
SY 03-04:
SY 04-05:
1. Van Wyck Junior High School
2. Fishkill Elementary School
3. Gayhead Elementary School
4. Vassar Road Elementary School
1. Van Wyck Junior High School
2. Roy C. Ketcham High School
3. Fishkill Plains Elementary School
4. Orchard View Alternative High School
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In response to the above, the District undertook several initiatives designed to
alleviate on a temporary basis (e.g., two to three years) space needs at five of
the seven aforementioned schools.
Toward that end, two modular units (e.g., four classrooms) were installed in
August 2004) at the Gayhead Elementary School and two modular units (four
classrooms) were also installed in January 2005 at Van Wyck Junior High
School. In additional a wireless computer system was put in place in the fall of
2005 at Fishkill and Gayhead Elementary Schools, thereby allowing the
computer lab to be converted into instructional area (e.g., Special Education
classroom Fishkill). In addition, the relocation of Orchard View Alternative High
School and TSS from Roy C. Ketcham High School to 167 Myers Corners Road
benefited all three. For example, RCK not only reclaimed the north wing
previously occupied by Orchard View, but was able to convert the old TSS area
into a large multi-purpose instructional classroom similar to one in use at John
Jay. Finally, the upgrade/modification to the RCK cafeteria this past year was
highly beneficial.
Therefore, with respect to school/instructional space needs as of January 2006,
an analysis of the interaction of key factors indicates that four schools have high
priority building space needs as follows:
Name of School:
1. Roy C. Ketcham High School
2. John Jay High School
3. Fishkill Elementary School
4. Van Wyck Junior High School
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Rationale for High Priority Schools:
1. Roy C. Ketcham High School
Roy C. Ketcham High School is viewed as the District’s highest priority school
with respect to space needs. Although several highly beneficial initiatives
(e.g., Science Wing, cafeteria renovation, relocation of TSS and Orchard View,
new multi-purpose instructional room, etc.) have been taken over the past three
years to address space needs, the school still ranks as the highest priority need
among the District’s schools.
Roy C. Ketcham, the secondary ESL Center, is the Districts fastest growing
school having increased in enrollment by 18.6% over the past four years.
Further, it is presently at 124.2% of building capacity prior to the science wings
being built. The resultant is the school is experiencing congestion and
overcrowding in several common locations (e.g., hallways, staircases, offices,
library, bathrooms) as well as in need of additional classrooms and/or
instructional space. For example, there are
(1.) no breakout rooms available for small group instruction and
adaptive testing,
(2.) insufficient room for Resource Room Programs,
(3.) BOCES hearing impaired teacher shares the same space (at the
same time) as the District’s Speech & Occupational Therapists,
(4.) Basic Help Program room is undersized,
(5.) Social Worker shares office with support staff
Thus, due to enrollment growth, and most importantly projected enrollment
growth (see January 2006 FACTS Report) over the next five to seven years,
there is a need to create more instructional space, while concomitantly
effectively dealing with a diversified population that requires more specialized
services (e.g., Special Education, AIS, Substance Abuse Counselor, Guidance,
Social Work, In-school Suspension, ESL Interpreters for family members, etc.).
Conversely, the school is not without potential resources. For example, a
sizeable portion of the “basement area” directly beneath the science labs, is
presently being used for storage. This area, the Committee believes, if modified
in conjunction with reconfiguration of select offices/classes can provide the
school with at least two additional general education classrooms by September
2006.
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In summary, RCK despite the recent aforementioned additions and
modifications rates as a high need school due to the following interrelated
factors:
Conclusion:
(1.) Student enrollment as listed by the BEDS Report, increased this
past year by 79. Further, since SY 2001-2002 enrollments has
increased by 303 students or 18.6%
(2.) The past five years has witnessed an increase in Special Programs
including AIS, Special Education, Guidance, Social Work and
In-house Suspension, Technology, ESL, Substance Abuse
Counseling.
(3.) Hallways, library, corridors and staircases are congested and could
lead to student dissonance and disruptive behaviors.
(4.) The school services a highly diversified student body that includes
ESL, economically disadvantaged, students residing in group
homes, as well as students residing in affluent neighborhoods.
(5.) Inadequate conference and/or meeting rooms (e.g., testing, etc.).
RCK is a school whose diversified student enrollment has increased by close to
19% over the past four years and 26% over the past eight years. It is a school
where common areas (e.g., auditorium, stairs, hallways, etc.) are congested and
a potential contributor to disruptive behavior. RCK is also a school with
potential classroom space that presently is underused as a storage area. Thus,
with modifications and select classroom realignment, it would be possible to
create at least two additional full size classrooms by September 2006.
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2. Van Wyck Junior High School
The Van Wyck Junior High School remains a high priority school primarily due
to infrastructure issues and/or concerns. While student over-enrollment
continues to be a concern, especially congestion in the school’s common areas
(e.g., cafeteria, hallway, staircases, library, etc.). The installation of classroom
modulars and the added 6 th Grade lunch period, combined with a slight
decrease in enrollment has alleviated pressure and/or congestion on
instructional and common (e.g., cafeteria) areas.
Briefly stated Van Wyck was built forty years ago for about 1,000 students and
70 or so faculty. Today, the school services 1,444 students and around 125
staff and although as stated classroom instructional space is in reasonably good
shape, the school’s infrastructure (e.g., mechanical systems, utilities, water
supply, septic system, HVAC/air exchange) are under great stress. Moreover
given the most recent FACTS Report that projects a enrollment growth in the
East Fishkill corridor for the next five to seven years; the “situation” at Van Wyck
becomes even more problematic.
* School is operating at 101% student capacity.
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Factors to consider regarding the over-enrollment at Van Wyck are as follows:
• Building design and common areas – This facility, its mechanical systems
and utilities were designed and built in 1965 to accommodate1,000
occupants. In 1968 an addition was added without upgrade to the
mechanical systems and utilities. We are currently operating with a student
population of 1,444 plus staff.
• Water supply – Water for all uses, including potable water, is supplied by
one District owned well. At the beginning of the 2004/2005 school year this
well failed requiring the District to provide tanker truck supplied water for an
extended period of time. The well capacity was restored using a hydro surge
process; however, it is currently supplying water at a significantly greater
rate then its designed capacity.
• Septic system – This facility is served by an in-ground septic system
designed in 1965 to accommodate the flow rate using 1,000 occupants as
its design parameters. An increase of more than 50% of flow stresses the
system and makes it vulnerable to failure. When flow rates for the current
occupancy are calculated the District may also be required to maintain a
State Pollution Discharge Elimination System (SPDES) permit. The
requirements for the SPDES permit may in turn require upgrade to the
system and/or the installation of a sewer water treatment plant.
• HVAC/Air exchange – Over pollution of this facility places considerable
stress on the design parameters of the HVAC systems and its ability to
supply fresh outside air.
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3. John Jay High School
Although space needs are not as acute as RCK, John Jay High School was
seen by the committee as a school experiencing congestion and/or
overcrowding in common areas, most notably its cafeteria, hallways and
stairways. Moreover, while Jay’s 8% enrollment increase over the past four
years has not matched that of RCK, it nevertheless represents a significant
growth. Further, given the most recent FACTS Report, it is projected Jay will
experience enrollment increase for the next five to eight years. Taken into
account that the school is presently experiencing 111% capacity (granted this
does not take into account the new science wing). However, the science wing
does not alleviate problems in common areas, such as cafeteria, corridors,
hallways, library and bathrooms; nor does it impact other instruction areas
outside the wing, which are also experiencing some overcrowding. For example
an on-site inspection showed the following:
Conclusion:
• Cafeteria is inadequate and highly congested when in use,
particularly when students are entering and leaving the
lunch counter section.
• Library is inadequate & congested when in use.
• Hallways & staircases during periods &/or lunch transition are
congested, especially directly outside the gym/cafeteria area.
• Offices for support staff (e.g., social worker, speech, OT, PT) and
remedial staff are inadequate. Note: many therapies share the
same office and instructional space.
• Lack of break-out rooms for small group instructions & adaptive
testing.
John Jay a school with over 2,000 students will witness enrollment growth for
the next five to eight years. Presently, the main concern is congestion in
common areas, most notably its cafeteria. However, as enrollment increases
instructional areas outside the science wing will become more congested.
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4. Fishkill Elementary School
Fishkill Elementary School has an enrollment of 481 students, which translates
to 94.3% of building capacity. It is a school that experienced a relatively modest
increase of 4% in student enrollment over the past year, but virtually no change
over the past four years. So why then is Fishkill Elementary seen as a needy
school? The answer lies in its building configuration, which makes flexibility
and/or adaptability to enrollment variances difficult. A problem which has
resulted over the past three years in students being redistricted due to class
overage. Further, the school woefully lacks space for offices, conference rooms
and support programs.
Thus, while Fishkill has benefited by the installation of a wireless communication
system lab, it is still In need of reclaiming additional general education
classrooms, increasing space for support services (PMHP, psychologist,
reading) as well as conference area for breakout & testing.
Conclusion:
Fishkill Elementary School continues to experience congestion in common area
locations and a shortage of separate instructional classroom space as follows:
• Kindergarten rooms are undersized (e.g., about 4/5 of standard
classroom).
• Grade 1 classrooms have class-size reduction TA, because of
high numbers 22 – 27 – 27
• Grade 4 is relatively high 27 – 28 – 28 – 26
• Lunch periods are staggered, starting at 11:10 a. m and lasting
until 2:00 p. m. due to the cafeteria being unable to handle the
volume of students
• All assemblies are staggered because the entire school cannot
be in the cafeteria at the same time.
• OT, PT, and part-time Resource Room Teacher share a room.
• AIS shares room with Support Services.
• Social Worker, DLS, Assistant Coordinator & Psychologist share
one room.
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I. Roy C. Ketcham High School
V. Recommendations
The following actions would create additional full-sized general education
classrooms for SY 2006-07.
• Modify & convert the basement area into three (3) rooms and relocate
rooms 233 (Wood CAD), 229 (DDP Computers) and a small adjacent
office to that area. The third room would be occupied after-school hours
by the boys’ wrestling team. Net gain is two (2) full size classrooms.
• Partition room 239 into two (2) resource rooms.
• Vacate room 129 (now a learning center) and transfer the program to the
present faculty room as an after-school voluntary support service. Net
gain is one (1) full-sized classroom.
• Install a door to room 233 and construct a dividing wall to create two (2)
separate and independent instructional rooms.
• Present faculty room 287 (sparsely used) be relocated downstairs to
tunnel area (e.g., on the right as you approach from the lobby, presently
used as storage for old &/or damaged desks, chairs, etc.). Room 287
then becomes available as a small in-restriction room.
• Expand doorway to weight room in basement area by installing 36” x 72”
window to allow natural light to enter room.
• Clean up TSS storage room (e.g., adjacent assistant principal’s office) by
removing damaged and/or outdated computers and other non-usable
equipment. Insert shelving and use as storage area for both TSS and
Physical Education.
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Campus Plan
A campus and/or extended day scheduling model is recommended to
reduce student traffic and/or congestion in common school areas such as the
cafeteria, corridors, and stairwells. This would be recommended for select
juniors and seniors on a flex period day (e.g., 7:00 a. m. to 5:00 p. m.) as
follows:
(a.) Extend an eight (8) period day to twelve (12) periods as an “opt in”
for Juniors and Seniors.
(b.) extended school day courses and/or subjects could include
PIG/Economics, English, Art, etc., which are offered more than
once at different times in the day to allow options for students
participating in after school activities.
(c.) Teachers from Departments involved in the extended school day
would be given the option of a flex schedule. For example, in the Art
Department, three teachers could remain on the regular day
schedule (e.g., 7:00 a. m. to 2:00 p. m.) while one could be on a
9:00 a. m. to 4:00 p. m. schedule, another on a 10:00 a. m. to
5:00 p. m. schedule.
(d.) While many students would transport themselves transportation
services would be available at 4:00 p. m. and 5:00 p. m.
(e.) Students would have the option of:
(1.) leaving the school &/or Campus and returning latter to take
a class or classes or
(2.) remaining in school and be assigned to Study Hall until
their class is in session.
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IV. Van Wyck Junior High School
Van Wyck is a school whose common areas are highly congested (e.g.,
cafeteria) and whose infrastructure is under considerable stress. Thus, while
instructional space concerns have been somewhat alleviated due to:
Note:
(1.) The recent installation of two (2) modular units.
(2.) The addition of a 6 th grade lunch period.
(3.) The leveling off of enrollment.
The committee recommends the following to address the aforementioned
immediate infrastructure needs by:
(a.)Replace the HVAC Unit Ventilators with proper sized units
and/or upper grades for rooms 101,129, 206,220, 231
Technology II and the library.
(b.)Repaint all surfaces using “Summer-help”
The Committee gave serious consideration to recommend a plan which would
reduce the schools SY 2006-07 enrollment by approximately 120 students and
10 staff by redirecting/redistricting Fishkill Plains students to Myers Corners.
Such a scenario would involve redirecting Evans and Fishkill 6 th grade students
from Myers to Evans and thereby freeing up space to accept Fishkill Plains
students. Due to enrollment decrease, the relocation of its Special Education
self-contained classroom and Special Education’s area office, it is possible to
create enough space at Evans to house both its and Fishkill’s 6 th grade classes
for SY 06-07. However, the committee ruled out such a scenario on the basis it
would cause too much disruption to students’ schedules.
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II. Fishkill Elementary School
The only viable short term remedy the committee saw to alleviate the present
congestion at Fishkill Elementary school is as follows:
• Relocate Fishkill’s Special Education Self-contained classroom to
Evans Elementary School
III. John Jay High School
The following actions would create additional two and one-half (2 ½) full size
classrooms for SY 2006-07
• Relocate the Coordinator of Art and Music (room) to Evans
Elementary School and convert this room into a general education
instructional classroom.
• Convert Room 135 and 102 to general education classrooms.
Presently Rooms 135 and 133 are used as the Math Department
faculty area. Thus, the Math faculty will be assigned only Room
133. Furthermore, Rooms 102 and 100 are presently used as the
English Department faculty area. Thus, the English faculty will be
assigned only Room 100.
• Math and English Faculty Rooms turn into two (2) classrooms.
• Convert half-size adjacent rooms 189 and 190 to a full size
instructional classroom by eliminating wall. Music string lessons
being provided in room 190 (5 & 8 periods) relocate to auditorium.
Adult monitors now in Room 189 would be relocated to a site
identified by the principal. (note recommendation: defer to next
year due to anticipated high construction costs.
• Relocate Project SEA from full size classroom 242 to half-size
room 241. SEA would remain in full size room 240 and thereby
go from 2 full size classrooms to ½ full-size classrooms. Thus,
room 242 would then be used as a full-size instructional room
resulting in a ½ room instructional gain in general education.
• To relieve cafeteria congestion consider releasing students by
table during lunch periods, 3 to 5 minute prior to the change of
period bell.
-27-

• To relieve cafeteria congestion consider implementing a food court
style system with various stations devoted to a theme such as the
Italian line (e.g., pizza, meatball wedges, pasta) or a line for a Deli
bar etc. Students place the order on their line of choice, pay and
the food is assembled and served by the cashier/server
• Enhance coordination between administration and faculty relative
to visibility in hallways and moving students along between
periods (e.g., not tolerating any loitering or stopping to talk, etc.).
• Using campus model (see RCK for details).
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VI. Summary & Conclusion
The Committee’s review of instructional and common area space shows that
three schools, Roy C. Ketcham High School, Fishkill Elementary School and
John Jay High School require corrective actions to address overcrowding.
The most pressing area(s) of concern are the common areas, such as cafeteria,
corridors, stairwells, auditoriums, restrooms and special support programs. In
addition a fourth school, Van Wyck Junior High School was identified primarily
due to concerns over the stress on its infrastructure (e.g., water pressure, septic
system, HVAC system, etc.).
Roy C. Ketcham High School was viewed as a school with a diversified and
rapidly growing enrollment experiencing congestion in common areas, such as
corridors, stairwells and library, as well as instructional and support services
space outside the schools Science Wings. Recommendations designed to
favorably position the school in three to five years include modifying the
unoccupied basement area to permit the relocation of technical type
classrooms. The result would be an additional two (2) classrooms that would
become available to the school in September 2006. Further, an extended day
and/or campus scheduling model was recommended for both Roy C. Ketcham
and John Jay High Schools juniors and seniors. Such a format would be in an
opt-in basis and would extend the day for several students and thereby reduce
pressure on the schools’ common areas.
The recommendation of relocating Fishkill Elementary School’s sole Special
Education Self-Contained classroom to Evans Elementary School was made to
provide the former with a much needed additional general education instruction
classroom.
Strategies given to address John Jay High School’s space needs included the
relocation of rooms to create additional general education instructional space
and more effective management of student flow in and out of the schools
cafeteria.
Finally, recommendations were made to improve Van Wyck Junior High
School’s HVAC system, due to concerns over the large number of occupants
impact on the school’s infrastructure.
-30-

School(s)
I. Roy C. Ketcham
High School
II. Fishkill Elementary
School
III. John Jay
High School
IV. Van Wyck Junior
High School
VII. Projected/Estimated Cost(s)
Projects
Estimated
Cost(s)
Modify & convert basement area
$128,000.00
Install door/construct wall (Room 233) 6,500.00
Partition room 239 No cost
Modify & convert tunnel area room 5,000.00
Construct Weight Room door/window 28,000.00
Install shelving & clean out TSS Storage 500.00
Total cost RCK $168,000.00
Relocate Special Education Classroom
$ 500.00
Total cost Fishkill $ 500.00
Relocate Coordinator’s office to Evans
$ 2,500.00
Convert Rooms 135 & 102 2,500.00
Total cost John Jay $ 5,000.00
HVAC – 7 rooms
$ 55,000.00
Paint 5,000.00
Total cost Van Wyck $60,000.00
TOTAL COSTS RECOMMENDED $233,500.00
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