1. Sibley East
Facilities, Realignment,
Restructuring Report
Presented By:
Mari Lu Martens, Steve Harter and Jim Amsden
With special thanks to Staff Facilities Committee that has
helped gather information contained in the report.

2. Preparing for the Future

3. Sibley East Schools Mission Statement
Sibley East Schools maximize the use of

community resources to prepare today's
students to meet tomorrow's challenges.
Staffing & Program Offerings K-12

 School Facilities and Instruction
 Research Based Grade Alignments

4. Staffing and Program Offerings

5. Staffing and Program Offerings
 Staffing Grades K-6
623 Students

62 licensed faculty

 32 classroom teachers
 Specialists
Special Education

 ESL
 LD
 Music
 shared EBD with H.S.
 Art and J.H.
 Media  Autism
 P.E.  Speech
 Title I&II  DCD
 Dean  ECSE
 Gifted/Talented
 School Social Worker
 Test Coordinator

6. Staffing and Program Offerings
Staffing Grades 7-9

Staffing is based on four section scheduling for

262 students.
 Students are serviced by:
 16 teachers with full junior high teaching assignments
*2 of these teach overloads
 7 teachers with split junior high and senior high teaching
assignments (all travel)
 2 teachers with split junior high and elementary teaching
assignments

7. Staffing and Program Offerings
Staffing Grades 10-12

 Staffing is based on four section scheduling for
296 students and an eight period day.
 Students are serviced by:
 14 teachers with full senior high teaching assignments
*2 of these teach overloads
 1 full time senior high counselor
 7 teachers with split junior high and senior high teaching
assignments
 3 teachers with split senior high and elementary teaching
assignments

8. Staffing and Program Offerings
Program Offerings EC-Grade 6 classrooms

After School Programs

Targeted Services

Integration School

Embedded Programs

Cadets

Title Programs

ESL

Music and Art 1 semester each

P. E.

Keybo for 5th and 6th grade

Band for 5th and 6th grade

Media


9. Staffing and Program Offerings
Program Offerings 7-9

 Students acquire 7th and 8th grade credits; these credits will
determine if the student moves onto the graduation track.
 9th grade students acquire 7-8 credits towards graduation.
 Additional programming: Advisor/Advisee, peer tutor,
targeted services after school and extra-curriculars

10. Staffing and Program Offerings
Program Offerings 10-12

Students acquire 5.5 core credits in 9th grade and 1.5-2.5 electives

Students required to take 12 core credits for graduation

 English (3)
 Math (2)
 Science (2)
 Social Studies (3)
 Fine Arts (1)
 Physical Education (1)
Students are required to take 9 elective credits for graduation

 There are 71 different classes covering 63 separate subjects offered to
fulfill these credits

11. College Credits Avail.
Elective Classes
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12. Programming 1957 vs 2009
1957 Classes: 22 subjects taught
Bookkeeping Algebra
Business Geometry
Typing General math
Shorthand Biology
English General Science
Latin Physics
Spelling World History
Speech American History
Geography Agriculture
Industrial Arts Home Economics
Band Choir

13. 2009 Classes: 63 subjects taught
English Algebra Agriscience Child Dev Draw/Paint
Honors English Geometry Horticulture Careers in CD Mixed Media
World History Triginometry Animal mgmt Basic Foods Ceramics
World Geography Analysis Wildlife Mgmt Creative Foods
Economics College Calculus Landscape Hort Foreign Foods
U.S. Government Vet Science Business Law Family Living
Psychology Carpentry Accounting I-II Living On Own
Sociology Interior Trade Marketing Journalism
Biology Appl. Electricity Business Appl. Adv. Phy Ed.
Chemistry Drafting/CAD Desktop Pub ESL
Basic Physics Cabinet making Comp Sys/Prog Spanish I-IV
Physics Metals Manufact. Adv Program Band
Anatomy Metals/Welding Intro to HTML Choir
Env. Science Small Engines A+ Certif Phy Ed
Forensics Landscape Video Prod I-IV Special Ed

14. Sibley East Facilities

15. Facilities:
The Arlington Site
1957 Yearbook Photo
The construction of the new
Arlington-Green Isle school
began on July 27th, 1955. The
opening of the 1956-57 school
year was delayed for one week.
Fourteen new classrooms were
added, including rooms for
home economics, industrial arts,
agriculture, science, lecture and
laboratory rooms, typing and
bookkeeping rooms. A new
library and new administrative
offices are in the building. The
old gym was converted into a
hot lunch room, with a kitchen
having all the latest
facilities......................

16. Facilities: Arlington Site
High School Elementary
Programming additions to Programming additions to
 
the high school since 1957 the elementary since 1933.
 All Day Kindergarten
 Special Education
Learning Disabilities  Computer Lab Added
Emotional Behavioral
 Special Ed Classroom
Disabilities
 Title One Classroom
ESL

 ESL Classroom
Computer labs (2)

ITV instruction

 Social Worker
Counseling Area

 School Psychologist
Girls Athletics

 Cadets
Community Education


17. Structural Facilities: Arlington Site
Elementary
High School
High school structure is relatively The Elementary School structure is
 
relatively unchanged from 1933 with
unchanged from 1957.
the exception of added temps.
Energy updates
Energy Updates

(windows/lighting/ventilation)
Temporary classrooms added

Pool and Fine Arts wing added
Kindergarten

Classroom spaces changed
 Early childhood education
Two classrooms converted to

Classroom spaces changed
computer labs 
One storage area now a classroom Computer Lab added
 
(ESL) Special Ed Classroom

Title One Classroom
Staff work area reduced to 

accommodate handicapped ESL Classroom

accessibility Social Worker

School Psychologist
Shared services to social worker, 

Speech
psychologist, speech 

18. Teaching and Support Area Sizes
Compared to State Guidelines
(MDE Guidelines January, 2003)

19. Arlington Site: Teaching and Support
Area Sizes Compared to State Guidelines
Existing State Guideline Difference
(High School)
General Classrooms 704 sq. ft (average) 850-950 sq. ft -146 sq. ft. TO -246 sq. ft.
Science Lab/Classroom 924 sq. ft. 1,200-1,500 sq. ft -276 sq. ft. TO -576 sq. ft.
Media Center 2112 sq. ft 7700 – 9100 sq. ft. -5588 sq. ft. TO - 6988 sq, ft.
Cafeteria/Kitchen/Prep 4376 sq. ft 9250 sq. feet. -4874 sq. ft.
Art Classroom 1100 sq. ft. 1950 – 2450 sq. ft. -850 sq. ft. TO – 1350 sq. ft.
Band 1792 sq. ft. 3260 – 4930 sq. ft. -1468 sq. ft. TO – 3138 sq. ft.
Choir 1344 sq. ft. 1910 - 2880 sq. ft. -566 sq. ft TO – 1536 sq. ft.
Technical Education 1888 – 1989 sq. ft. 2000 – 3000 sq. ft. -122 sq.. Ft. TO -1111 sq.. ft
Administration/ 2156 sq. ft. 4670 sq ft -2514 sq. ft
Counseling/ Health Services
Weight Room/Fitness 4508 sq. ft. 2000 – 4000 sq. ft. +2508 TO +508
FACS Lab/Classroom 968 1200 – 1500 sq. ft. -232 sq. ft TO -532 sq. ft.

20. Gaylord Site: Teaching and Support Area
Sizes Compared to State Guidelines
Existing State Guideline Difference
Middle School
General Classrooms 728 sq. ft (average) 850-950 sq. ft -122sq. ft. TO -222 sq. ft.
Science Lab/Classroom 1060 sq. ft. 1,500-1,700 sq. ft -440 sq. ft. TO -640 sq. ft.
Media Center 2376 sq. ft 4150 - 4850 sq. ft. -1774 sq, ft. TO -2474 sq. ft.
Cafeteria/Kitchen/Prep 3600 sq. ft 9250 sq. feet. -5650 sq. ft.
Art Classroom 990 sq. ft 1250 – 1750 sq. ft. -350 sq. ft. TO -760 sq. ft
Band 2142 sq. ft. 2100 – 3500 sq. ft. +42 sq. ft TO -1358 sq. ft.
Choir 2970 sq. ft. 1600 – 2200 sq. ft. +1370 sq. ft TO +770 sq. ft.
Administration/ 2156 sq. ft. 4670 sq ft -2514 sq. ft.
Counseling/ Health Services
Weight Room/Fitness 1188 sq. Ft. 2000 sq. ft. -812 sq. ft.
FACS Lab/Classroom 1100 sq. ft 1200 – 1500 sq. ft. -100 sq. ft TO -400 sq. ft

21. Restructure/Realignment K-6, 7-12

22. Research Findings on Grade Alignment
Support of K-8 programming
As grade span configuration increases, so does student achievement.

 The more transitions a student makes, the worse the student performs
Eighth graders learning in an elementary setting (K-8, K-9, and 3-8)

outperformed eighth graders in other configurations
The K-8 advantage is attributed to fewer student transitions, differences

between student populations at K-8 vs. middle schools, and differences in
teacher populations
The relative protective elementary school setting made entry into adolescence

less stressful for both boys and girls and academic achievement improved.

23. Research Findings on Grade Alignment
Support of K-6 /7-12 programming
Students who made the transition to high school in

grade 7, as opposed to later, drop out less often
 Drop out rates were highest amongst students
making the transition in the 10th grade year

24. Restructure/Realignment K-6, 7-12
Pros (K-6 Staff) Cons (K-6 Staff)
ELL students less likely to drop out – Playground space
 
grade level bands Space for cadet program

Less traveling teachers

Bussing routes get longer, possible

Expand curriculum

loss of student enrollment
No shifting of students

Accessibility to student tutors

Streamline materials/supplies

Costs of student travel

Eliminate duplicity

Lack of office space for specialists

Streamline administration

Balanced classrooms

Gender, size, diversity
Increase collaboration-student and

teacher
Building consistency

Better accessibility to specialists


25. Restructure/Realignment K-6, 7-12
Pros (7-12 Staff) Cons (7-12 Staff)
7th and 8th grade students with senior
Collaborative teaching opportunities
 
high
Junior and senior high students can be

part of the same organizations Science lab is not adequate for 7-12

population demands
No teacher travel

Space issues for physical education

Recovering credits more streamlined

instruction
Expanded curricular opportunities

Classrooms are significantly undersized

Similar support services student

in the elementary portions of the
programming for 7-12
buildings
Fewer transitions for students

Library/Media Center space is

Eliminate lost instructional time from

significantly limited for 7-12
teacher travel
Computer lab access would be limited

Improved scheduling options

in a 7-12 use configuration
Student lunch areas are undersized


26. Grade Alignment Conclusions
The segregation of adolescents in middle-grade schools does not

necessarily translate into higher achievement. Available evidence
suggests the opposite.
Where grade fragmentation is a reality, steps should be taken to

lessen the adverse effects on students of school-to-school
transitions.
Neither facility will support the optimum K-8/9-12

configuration based on space constraints.
Significant remodeling/upgrades would be necessary at both

sites to support a K-6/7-12 configuration
(As detailed in the Teaching and Support Areas MDE recommendations).

27. Grade Realignment
Factors to consider

Cost and length of student travel

A possible decrease or increase in parental involvement,

possibly effected by the distance to school and the number of
schools a family’s children attend
The effect of school setting on achievement

The number of school transitions for students

The opportunities for interactions between age groups

The influence of older students on younger students

The number of students at each grade level, which may effect

class groupings and course offerings

28. Strategic Plan Findings

29. Strategic Plan Findings
The District Strategic Plan calls for:

Conduct recommissioning assessment

School Facilities are aging

 Arlington Site average age is 46.0
 Gaylord Site average age is 46.46
 Minnesota average is 30.00 (ESG Report)
 Total cost for infrastructure upgrades to meet current ventilation
requirements, improve indoor air quality, upgrade the electrical
service and replace/upgrade electrical distribution panels, and obtain
a 30 year system to serve the facility would be approximately
$6,165,000 at the Arlington site and $7,077,000 at the Gaylord site.
 $13,242,00.00 before any classroom changes
(Hallberg Engineering Recommission Study June 27, 2008)

30. Strategic Plan Findings
The District Strategic Plan calls for:

Appoint facility task force to review building’s short

and long term needs.
MDE Teaching and Support Spaces were reviewed

 Current facilities are limiting some programming in the areas of science,
technology education, and industrial technology lab spaces.
 Current spaces/facilities limit 2009 curriculum and instruction
techniques that are geared toward collaboration, information sharing,
and learning by doing
District staff and board members have made site visits to LSH, Waconia,

Waterville, and BellePlaine schools to see updated facilities and student
spaces.

31. Strategic Plan Findings
The District Strategic Plan calls for:

Appoint a committee and gather information to review grade level

realignment at each campus.
 Research supports a K-8/9-12 alignment or a K-2/3-8/9-12.
 Fewer transitions increases student achievement
 Eighth graders learning in an elementary setting (K-8, K-9, and
3-8) outperformed eighth graders in other configurations
A K-6/7-12 would be the secondary option

 Students who made the transition to high school in grade 7, as
opposed to later, drop out less often

32. Conclusions of Report
District leaders must take a holistic approach to

programming, grade level alignment and facilities.
Each of these is interdependent on the other, and can support or limit options

available to district residents.
Current facilities are nearing their limits given increased programming,

curriculum, and service requirements
Community and school board members must determine how we move forward in

preparing our students for the 21st century.
Backward plan

 Identify programs (science, technical and computer education, collaboration,
information sharing, learning by doing, meet identified state standards)
 Identify most effective grade level alignment (K-8, 9-12 / 7-12 / K-12)
 Identify facility needs (EGS, Hallberg Engineering, Site visits)