tuscaloosa city schools strategic plan

7/25/2019 Tuscaloosa City Schools Strategic Plan

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Superintendents RecommendatiIntegrated Curriculum Facilities Demographic Strategic

Approved December 15


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Superintendents Recomm

Acknowledgements

Tuscaloosa City Schoolsstaff would like to thank the Tuscaloosa City Schoolsstudents, staff, the Board of Education, the studys Steering Committee, and the T uscaloosa community for their commitmen

dedication to the Integrated Curriculum, Facilities, and Demographic Planning study.

Tuscaloosa City Schools Steering Committee

Dr. Paul McKendrick, Superintendent

Board of Education

Lee Garrison, Board Chair

Rev. Clarence Sutton Sr., District 1*

Earnestine Tucker, District 2

Norman Crow, District 3

Cason Kirby, District 4

Harry C. Lee, District 5

Marvin Lucas, District 6

Erskine Simmons, District 7

and

* James Minyard served as the School Board member for

District 1 until his death in 2015.

DeJONG-RICHTER

Tracy Richter, REFP, C.E.O.

Ann Hoffsis, REFP, Director of Enrollment Projection Services

Matt Sachs, GIS Analyst

TCU

Ken Upchurch

Percy Thomas

Byron Abston, Ph.D.

Katie Andoe

Dan Blakley

Mark Byars

Jerry Carter

Michele Crouse

Ingrid Edwards

Rep. Chris England

Hon. John England

Bryan Fair

Dr. S. Craig Fairburn, D.M.D., MD

Rev. Roy L. Ferguson

Janice Filer

Dr. Mary Elizabeth Harper

Denise Hills

Dr. Wes Hollowell

Kelly Horwitz

Laurie Johns

Shelley Jones

Godfrey Jones

Rev. Frank Kennedy, Sr.

Joan King

Andrew Maxey

John McConnell

Dan Meissner

Gary Nichols

Leah Ozment

Dr. Heather Pleasants

Glen Randall

Rebecca Rothman

Rebecca Sanchez

Diana Brown Shaw

Dr. Joyce Stallworth

Chad Tindol

Eric Turner

David Wilson

Lauren Wilson, J.D.


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December 15, 2015

Dear Members of the Tuscaloosa Community,

The pages that follow are the superintendents recommendations to the Tuscaloosa City School Board regarding the Integrated C urriculum Facilities Demographic Strategic Plan. This plan, often referdemographic study, began as an effort to solve overcrowding at several schools. The school administration then recommended and the school board approved posting of the Request for Proposalscompany that would assist us in resolving that concern. In June 2014 the school board approved the hiring of DeJong-Richter, an Ohio-based, nationally known and respected demographer. Since itthis has been an iterative process, with the consultant engaging staff and community stakeholders and then using their input and feedback as possible options.

The RFP asked for a comprehensive facility analysis [that would result] in recommended classroom modifications where the room design enables collaborative, project-based student learnin21stcentury curriculum. Moreover, the RFPs scope of services, included, but were not limited, to the following:

To study, prepare demographics with student population projections for the next ten (10) years. To study, prepare demographics by campus, by grade levels for next ten years. To provide K-12 attendance boundary scenarios for current and future campuses. To identify needs of additional, renovated, and/or different facilities for instructional needs. To make recommendations for renovations necessary to support project -based teaching and learning at all sites.

We demonstrated very early during this process the importance of engaging our community. We scheduled and had very successful community meetings. These were public meetings, open to in the city. In fact, at one community meeting we had more than 600 participants. These meetings allowed community stakeholders to share their concerns and their perspectives of what should beand/or how schools should change.

We further demonstrated the importance of community engagement by inviting more than 100 local citizens to serve on our advisory committee. We also enjoyed the participation of approstakeholders on the steering committee. School board members were instrumental in the composition of that committee, for each member nominated 4 representatives from each of their districts. Thiinvaluable, for over time they furthered and were instrumental in discussions relative to their visions for the school system . And from there, our discussions expanded from the RFPs scope of focistrategies that we believe will change our school system. Those foci include investment in staff, renovating and building schools as part of the capital plan, and continued improvement in curriculum a

and learning.

By investing in staff, Tuscaloosa City Schools (TCS) will improve its recruitment and retention of staff. The plan not only includes improving compensation, but also creating even more positilearning environments for both students and staff. Thus, this plan includes support systems for new teachers, assistance for staff in improving their skills, content knowledge, and teaching performanThe University of Alabama cohorts, and improvements in the hiring process. The plan also includes supplemental compensation f or department chairs, and athletic coaches. It also includes relocatinewly hired principals and executive staff.

The most discussed part of the plan, the capital plan involves several actions that right size our schools. This was also the part of the plan where the iterative process was most evident, partldesire for transparency and because of the manner in which the consultant requested and then used stakeholder input. Recommendations here include the building of three schools. Further, the recomincludes projects that will improve the efficient use of energy in our schools, and the improvement of athletic fields and playgrounds. High schools will receive science lab renovations and the additionlabs as well as auxiliary gymnasiums.

To briefly discuss a few of the significant parts of the capital plan, this plan recommends that the school system consolidate schools, close schools and dispose of prop erties. Four schools would two elementary and two middle schools. Two school would close. Moreover, the plan recommends adding pre-kindergarten classrooms at every elementary school rather than building pre-kindergarThe recommendation also includes selling several TCS properties. The revenue from those properties would support this capital plan.

During discussion about attendance zone changes, we realized the benefits of having created such large advisory and steering committees garnered in buy-in from stakeholders. We also importance having the expertise of the consultant. The plan recommends numerous changes, and for this part of the plan there is probably less consensus. However, because of the work of the comthe stakeholder buy-in, the vast majority of the community has been supportive. This plan includes zoning maps and descriptions of the recommended changes.

Further, we will implement choice across the school system beginning with the 2018-2019 school year. Policy and procedures will be developed for this initiative and brought back for board appr2016.


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On several occasions, stakeholders commented that curriculum and teaching and learning were not primary concerns. As the aforementioned scope of services noted in the RFP, teaching and lalways primary. What changed was the scope, depth, and breath of what those offerings should be. Those discussions were held but were greatly expanded because we could not discuss teaching and without discussing equity (emphasis mine). And we could not discuss equity without discussing or pointing to artifacts, in essence, history that demonstrated inequity in the system.

What has not been stated as often is the source of and the longevity of the revenue for investing in staff and for curriculum support. As the chart in Attachment A illustrates, the new permanent 3tax that begins July 1, 2016 will provide the school system new revenue. In 2017, for example, TCS will realize more than $5.4 million in new revenue. This new revenue will not have use restrictions, awill use it for curriculum support and for investment in staff.

That new revenue does not end after 2017. In 2018, for example, the sales tax provides the school system with $6,462,320 in new revenue. That new revenue, based on the sales tax, will contin2045.

Discussions about expanding the full-time offerings of art and music; adding curriculum coaches; adding pre -kindergarten classes; and adding world languages in middle schools later evolved toabout the pursuit of excellence. From that point on, simply adding pre-kindergarten and music and art did not suffice. Staff and the steering committee, led in conversation facilitated by Tracy Richtetalked about adding programs but about a vision that will make our system better. And at that point, equity led the charge because by the end all of our children, in this recommendation, gain access to op

Thus the recommendations here will impact student achievement and teachers classroom performances. The plan calls for summer bridge programs in math and reading as well as for high sand Advanced Placement and International Baccalaureate courses. Paul W. Bryant High School will offer a performing art curriculum and will receive renovations of its facilities to support that curricurecommends offering incentives for our best teachers to work at some of our most needy schools. To ensure that we continue to monitor and pursue excellent teaching, the plan includes an effectivecomponent.

A significant recommendation in this area, relates to improving teaching and learning and the opportunities for middle school students, for the recommendation here is that we fully implementschool concept. Schools that follow this approach usually demonstrate it, at a minimum through their daily schedules, elective options, extracurricular activities, teaching and grade level teams, and smcommunities.

The initiative includes proposed curriculum for some elective classes that focuses on a science-related theme. Therefore, possible courses could include introduction to pre-engineering, intrcomputer science, robotics, and coding. The schools will also have makers spaces.

Of equal importance, still, will be the priority of improving students skills in reading and in mathematics.

Developing this plan has not been an easy endeavor. To be very clear, it has been quite difficult at times. However, it is work that needed to be done. If stakeholders did not come with the beliis value in improving a citys school system, they left with that understanding. And it could not have come at a better time.

Thomas L. Freedman, in That Used to be Us, clearly articulates that the merger of globalization and IT is changing every job, every service, every institution. It will continue to influence our fHe also notes that our prosperity is due, in part, because our success is based on extraordinary research, innovation, strong education systems, strong markets, and real growth. But he also says thatfield for a long time was tilted to our advantage because we have had the best schools, the best industry, the best thinkers, and the most creative people in the world. While we are still a great countpowerful nation in the world, maintaining that preeminence will not be as easy, simply because school systems in other countries are improving, many great thinkers are remaining in their nativetechnology makes it possible for resources to reach the farthest corners of the world. In his words, the world is tilting.

This plan, then, is timely because the continued success of our country and, more particularly, the future successes of our community and our children will be due, in large part, on how well we eprepare our children to respond to that merger and to our rapidly changing and demanding world.

Paul McKendrick, Ed. D.Superintendent


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Comprehensive Facility Plan ProcessSeptember 2014 to September 2015

Project Start-Up

Plan for Planning

Goals

Schedule

Decision Points

Futures Conference

September 2, 2014

Assemble SteeringCommittee

Guides Process

Review Documents

Includes Parents,Staff & CommunityMembers

Data Collection &

Analysis

Background Data

Facility Data

Enrollment

Programs

Geographic InformationSystem [GIS]

Student Data

AttendanceBoundaries

Housing &Demographics

Geographic BaseLayers

Capacity, Educational

Adequacy & FacilityAssessments

Master Schedules

Floor Plans

Steering

Committee

Steering Committee Mtg.#1

Oct. 20, 2014


Nov. 6, 2014


Jan. 15, 2015


Apr. 9, 2015


Apr. 29 2015


May 26, 2015

Community

Engagement

Community Dialogue #1

Dec. 11, 2014

Community Dialogue #2

Apr. 16, 2015

Board Updates &

Work Sessions

Options DevelopmentWork Session

Mar. 12-13, 2015

Recommendations WorkSession

Apr. 30-May 1, 2015

Board Work Session

May 26-27, 2015

Final Board Presentation

Sept. 1, 2015

Final Report

Background Report

Enrollment ProjectionReport

Capacity Report

Educational AdequacyReport

Building Condition Report

Options Packet

Recommendations

Packet

Final Report

October 2015


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Comprehensive Facility Plan ProcessSeptember 2014 to September 2015August 4-7, 2014:District Leadership Strategic Planning

District Leadership Team

September 2, 2014:Futures Conference

Community Members

Our team learned the importance of contextualizing this dialogue within the broad

demographic, programmatic and technological shifts affecting K-12 education. We began this

community meeting with our Futures Conference Presentation, to ensure baseline awareness

among the participants of global, national, and local factors affecting education and, mostimportantly, their students. Topics included the adoption nationwide of the Common Core

Standards, the incredibly rapid development of technology that can affect learning, content and

curriculum delivery, and the changing realities of college and career readiness and others.

This meeting also allowed the community insight to the facility planning process and created

an opportunity to volunteer and to be part of the process. Volunteers served on the studys

steering committee, assisted in publicity for future meetings, or participated in future community

meetings.

October 20, 2014:Steering Committee [SC] Meeting #1

SC Members

After DeJONG-RICHTER completed the background report, we invited the steering committee

members to meet for the first time. At this initial meeting, the committee reviewed the draft

background report and provided the DeJONG-RICHTER team with their initial questions,

comments and feedback. Steering committee members took that report for further analysis and

feedback in preparation for their second meeting. The steering committee then selected their

internal leadership to help publicize community events and present their findings to the

community.

November 6, 2014:SC Meeting #2

SC Members

The steering committee reconvened shortly after their initial meeting to make final edits to the

background report which provided a central reference in the planning process. The committee

and the DeJONG-RICHTER team then prepared to present the background report to the

community and to develop a questionnaire to receive feedback. The questionnaire provided

our team with important knowledge of local history and sentiment relative to facilities, along with

specific strengths and challenges facing the school system and the community. These valuable

insights helped the DeJONG-RICHTER team personalize the upcoming community dialogue.

December 11, 2014:Community Dialogue #1

SC& Community Members

The community dialogue was the first time for the steering committee and the DeJONG-RICHTER

team to present the committees background report to the public, giving a stateof

the districtin terms of data relevant to the facility master planning process. The primary

this meeting was to receive community feedback regarding the educational framework th

set the planning parameters.

By utilizing questionnaires and small group dynamics, community members rece

opportunity to provide their views on a variety of educational topics such as school size

configurations, future use of portables, program delivery, etc. It is important to note

community did not vote through the process, though community feedback was

determine the communitys current support for a variety of initiatives and facility options

We realized that not all community members would be able to attend the community m

therefore, we provided an online presentation and questionnaire so that all who wanted t

participate.

January 15, 2015:SC Meeting #3

SC Members

When the steering committee met for the third time, the outcome was a set of docume

started to synthesize the work to-date into the draft facility options packet. The facility

packet included our GIS analyses and reports, results of the community questionnaires, and

action items recommended by DeJONG-RICHTER and approved by the executive

committee. With the guidance of the DeJONG-RICHTER team, the steering committee pul

previous meeting documents, the approved background report, executive steering co

input, and community feedback to organize the relevant documents on data needed to

the first draft of the facility options packet.

March 12-13, 2015:Options Development

Executive Team

The DeJONG-RICHTER and the TCU Team met with the executive steering committee

meeting, the team presented its analysis of the community s feedback in advance of t

steering committee meeting. It was vital for our staff to understand the executive

committees response to the initial educational framework questionnaire and to incorpor

feedback into the future meetings that draft the educational framework.

Options development integrates all of the data sources to date including:

a. Facility condition and adequacy analysis

b. Demographic/GIS analysis and enrollment projections

c. Educational program vision

d. Financial data

e. Community input


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Comprehensive Facility Plan ProcessSeptember 2014 to October 2015

By breaking down the silos of information and combining them into one discussion, our team,

along with the school systemsexecutive steering committee, began to compile facility options

that best meet the needs of the school system. Options could include:

a. New construction

b. Renovations/modernization

c. Additions

d. Boundary changes

e. Consolidations

f. Program realignment

The DeJong-RICHTER and TCU team understood that all school systems are unique in that the

above options may include some of those listed or may include all listed. The options developed

in this work session were presented to the steering committee to finalize before presenting at

the second community dialogue.

April 9, 2015:SC #4

SC Members

The DeJONG-RICHTER team continued to work with the steering committee to develop the

facility options packet. The team led the steering committee through a process to assemble draft

options that were presented to the community. These options addressed specific building actions

and were based on the established educational framework. That team a ls o provided thecommittee a draft questionnaire for their review and edits in advance of our second community

dialogue. At this point, the steering committee began to see the results of its work and how the

final deliverable was organized.

April 16, 2015:Community Dialogue #2

SC & Community Members

In the second community dialogue, the DeJONG-RICHTER team, in collaboration with the steering

committee, solicited the communitys input on the draft facility options packet. The community

had its chance to provide valuable feedback concerning the specific actions suggested in the

facility options packet, using both paper and online questionnaires.

The team realized that not all members of the community were able to attend the community

meetings; therefore, the team provided an online presentation and questionnaire in order to

reach all people who wanted to participate.

April 30 May1, 2015:Recommendations Work Session

Review results from the second community dialogue and work with the DeJong-Richter and the

TCU team. Steering Committee members used community dialogue data as well as th

background report to develop the preferred options that were presented to the superinte

April 29, 2015:SC #5

SC Members

The DeJONG-RICHTER team analyzed the results of the second community dialogue. O

analysis was completed, the team produced draft recommendations based on feedba

the second community dialogue. The DeJONG-RICHTER team returned to meet w

steering committee to present the draft recommendations and to guide the steering co

through a process to thoroughly analyze and edit the recommendations.

May 26-27, 2015:Board Work Session

DeJONG-RICHTER & TCU Team

This was a work session with the school board to talk through tentative preferred optio

to recommendations. The school board will have an opportunity to review the work of the

committee and th e consultants to provide input before final recommendation

presented in March.

May 26, 2015:SC #6

SC Members

In our sixth meeting with the steering committee, the facility recommendations received th

review and edits. The DeJONG-RICHTER team took care to ensure each detail

recommendations packet was exhaustively reviewed and approved by the steering cobefore presenting the committee-approved facility recommendations packet

superintendent, who presents the findings to the board of education. By now, the

committee had become intimately acquainted with the data, the rationale, and the

that had gone into creating the final preferred recommendations packet. These co

members became highly valued resources for the school system as the recommendations

public, and especially so that if the school system decided to take action in response to the

findings.

August 24, 2015:SC #7

SC Members

The DeJONG-RICHTER team and steering committee members reviewed the

recommendations one final time before they presented r ecommendations to the school b

September 1, 2015:Final Board Presentation:

DeJONG-RICHTER and TCU team


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Superintendents Recommendations

The pages that follow describe the superintendents recommendations. The recommendations focus on three areas that emerged as ones to address so as to impact and improve the school system. The st

concepts presented here represent only a sampling of any one approach and thus should not be viewed as the totality of the staffs thinking on these topics, strategies, and/or concepts. In almost every ca

recognize that each strategy will require further discussion and planning. The staff will engage in that planning.

The three areas of focus are an investment in staff, curriculum and teaching and learning, and capital projects and facilities planning.

Investment in Staff

The superintendent recommends investing in staff so as to improve the recruitment and the retention of valued personnel. Strategies include, but are not limited to, the following:

Increasing compensation for all staff

Adjusting salaries as to reduce the turnover rates for certain staff, such as, custodians, bus drivers, licensed practical nurses, and child nutrition staff

Assisting with relocation costs for principals and executive staff

Providing signing bonuses for difficult to fill positions, i.e., mathematics, science, and special education

Extending contracts for certain subjects, duties, i.e. career tech instructional staff, site-based support personnel

Providing supplemental compensation for positions like those of department chairs, athletic and academic coaches

Assisting staff with certification in cohorts through collaboration with the University of Alabama

Completing the Lean Frog study, including adopting strategies for district-wide hiring of staff and analyzing and correcting turnover rates

Providing bonuses to exemplary teachers, e.g., National Board Certified Teachers, to work at low-performing schools; Teachers would pledge to a minimum three-year commitment

Developing support systems for new teachers, including mentoring, peer observations, and formative and summative observations

Increasing the number of National Board Certified teachers, by creating supportive environments and opportunities


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Curriculum, Teaching and Learning

The superintendent recommends implementing the following strategies in curriculum and teaching and learning so as to improve student learning.

Other than discussions about the instructional framework college-and-career readiness, literacy, culturally-responsive teaching, standards-based instruction, formative assessments the remainder of th

focused on program expansion and the full-time offerings of art and music and adding curriculum coaches, pre-ki ndergarten classes, and world languages in elementary and middle schools.

Other curriculum recommendations, along with a r ationale(s), include, but are not limited to the following:

System-wide focus on literacy, to include pr oficiency in writing

Grade-level proficiency metrics in reading and mathematics in grades K-5

Excellence in teachers classroom performances and high expectations for student learning by defining the art and science of teaching as measured by a formative and/or summative teacher evainstrument

Professional development for standards-based instruction so that classroom instruction places an emphasis on higher level thinking skills (analytical, synthesis, evaluative) more so than at thecomprehension levels

Professional development for project-based learning

Summer bridge programs: elementary and middle school math and reading; Emphasis on priority schools first

Summer bridge programs: Advanced Placement; International Baccalaureate Programme (IB); Algebra I; Geometry; Trigonometry

Tuscaloosa Career & Technology Academy: Audit of courses/programs; re-establishment of advisory committee; and the development of a strategic plan

Calendar and daily schedule changes to allow time for professional development days, parent conferences; extended/extra time for reading and math instruction at priority and/or focus schools

Funded supplemental programs for schools for material costs and program fees

Continuing and completing digital transformation across the school system

Instructional support for second language learners and families

Meals, through the Child Nutrition Program (CNP), for participants in academic after-school programs


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Superintendents Recomme

Middle School Concept

Tuscaloosa City Schools (TCS) will implement the middle school concept in all of its middle schools. The concept emerged from the hundreds of studies, practices and principles that have proven to support

in their academic and social skills development. Moreover, from the outset, the middle school concept and the resulting schools were c reated to improve achievement for all students, to understand ad

provide challenging and integrative curriculum, to create supportive and safe environments through such structures as small teaching teams, and to improve relationships with families and communities (Bea

2006; Jackson & Davis, 2000).

Schools that follow the middle school concept usually demonstrate it, at a minimum, through their daily schedules, elective options, extracurricular activities, teaching and grade level teams, and elective wh

Of equal importance, still, will be the priority of improving students skills in reading and in mathematics.

Further, this recommendation includes the following:

Staffing per school will support the middle school concepts principles and practices as related to smaller communities, grade le vel teams, and advisory periods

Students will participate in an elective wheel, starting at sixth grade, which will expose students to a variety of interests and skills

All middle schools will offer electives and a curriculum that support pre-engineering, r obotics, coding and computer science

Project Lead the Way will serve as the curriculum for the aforementioned electives

Middle schools will implement project-based learning across the curriculum

Middle schools will offer world languages

Schools will have makers spaces

Along with its regular sports program, middle schools will offer intramural teams and opportunities

The schools will offer meals, through the Child Nutrition Program (CNP), to participants of academic after-school programs

TCS will implement digital transformation at these schools as a priority

In order to improve childrens academic skills, TCS will offer summer bridge programs, based on the students academic needs, in mathematics and reading. Schools will offer these courses for both vblended learning/instruction

During the summer of 2016, TCS will provide professional development in literacy and numeracy to middle school teachers


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Budget for Investment in Curriculum and Instruction and Staff

Descriptions of Innovation Modifications Parameters/EstimationsAnnual On-going

Budget Estimates

Teacher evaluation instrument that defines excellence in teachers classroomperformances, defining the art and science of teaching as measured by aformative and/or summative evaluation.

Professional development for standards-based instruction, culturally-responsive

teaching and project-based instruction

District-wide initiatives, using both general funds as well as federal funds.More than $420,000 will be available for these initiatives.

$420,000

Summer bridge programs: elementary reading and mathematics; mi ddle school

literacy and numeracy and high school Advanced Placement, InternationalBaccalaureate Programme, Algebra I, Geometry, and Trigonometry.

70 teachers for 5 weeks @ four days per week @ five hours per day;

$25 per hour$150,000

Supplemental programs for schoolsMaterials and costs for after-school and enrichment programs such as Leader In

Me and garden projects.

Allocation based on school needs

$ 75,000

Develop a protocol to identify National Board C ertified and other exemplary

teachers to serve at priority schools.

The protocol will ensure that TCS identifies exemplary staff for working in priority

schools and so that we develop duties, tasks, responsibilities and exceptions of stafffor this program.

TBD

Professional development for Project Lead the Way Training of nine staff members at a cost of $5,000 per person $ 45,000

Nine additional local staff at a minimum the middle schools reform initiative for

electives in: pre-engineering, computer science, coding and world languages.

Estimate based on current average teacher salaries

$650,000

Two additional staff for Paul W. Bryant High School Performing Arts: Piano, Guitar Staff needed because of this new program. $130,000Support for English Language Learners and their families

2016 One additional elementary specialist; one interpreter hired on contract

basis

2017 One additional secondary specialist

Estimate based on current average teacher salaries$200,000

Increasing compensation for all staff whose salaries are not at market, i.e.,custodians, and Child Nutrition Program (CNP) staff, and nurses for example

Based on current average market salaries$182,000

Assisting with relocation costs for principals and executive staff These funds will be used to attract and to retain exemplary staff$75,000

Providing signing bonuses for difficult to fill positions, i.e., mathematics, science, andspecial education Based on use for 20 positions each year $ 35,000

Extending contracts for certain subjects, duties, i.e., career tech instructional staff,

site-based support personnel

Beginning in 2016-2017

$150,000

Providing supplemental compensation, i.e., high school department chairs andathletic coaches

An annual cost per person at $7,500; four per school based on current economy,Academic Supplement Compensation

Athletic Supplement Compensation

$270,000

$135,000

Increase the number of National Board Certified Teachers by creating supportive

environments, opportunities, and resources. $50,000


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Provide support and resources at TCS-defined priority schools. Schools with the

systems designation would qualify because they would have met multiple metrics,

including the following:

Attendance. Monthly student attendance has been below 95 percent on

consecutive monthly reports. Plus, schools have not referred students to student

support services and/or have not made student referrals to Early Warning program.

Universal screeners, formative assessments such as DIBELS, ACT Aspire interim

assessments and other student achievement measures.

Effective instructional practices, based on instructional rounds and walk-throughsby central office staff in collaboration with the principal.

At-risk factors, poverty being the most cri tical, that dictate the need for additional

student services support, such as, but not limited to, a social worker at the school.

High turnover rate for employees, based on data over a three-year period.

Priority schools would then be the recipients of exemplary teachers, e.g., NationalBoard Certified Teachers. Through this incentive program, exemplary teachers

would pledge to a minimum three-year commitment. They would receive $10,000

bonuses over the three-year period. Bonuses can be renewed after the three-year

period.

The schools would also receive targeted professional development.

Estimates of 15 teachers per year; estimate of $2,000 per person during the first year;

$3,000 the second year; and $5,000 the third year (at a minimum, 15 teachers across

the system).

Total cost per year could be at a minimum

$1,000,000

Research and develop a staffing matrix based on academic needs primarily at

Central High School zone elementary and middle schools.

TBD

Fully implement the digital transformation. Professional development

Projectors and ChromebooksTechnology Instructional Staff $1,078,000

Assess need for instructional materials including and not limited to textbooks,

science materials, art supplies, level readers, supplemental materials, such as

novels, plays, etc.

Up to $500,000

Summary of all the items listed in this budget: $4,000,000

New salary schedules The adjustments in salary schedules will cost an additional $4 million over three years $4,000,000

Total of Curriculum improvements, investments in staff will total approximately $8 million by year three of this plan(Amounts are rounded to the nearest dollar.)

$8,000,000


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Preferred Concept

The tables below show the potential live-in enrollments and feeder patterns of the preferred concept. This includes boundary changes to allow for better utilization of facilities across the sc

Students who attend a magnet program or transfer to another facility, for whatever reason, are included in the count for the boundary in which they reside. Tuscaloosa City Schools plans to increase enrollm

K program by approximately 500 students. These students are not included in the live-in numbers.

Preferred Concept Feeder Patterns

Paul W. Bryant High Central High Northridge H

Eastwood Middle Westlawn Middle

New Midd

The Alberta School of Performing Arts Middle IB Middle Years Programme (MYP)

New East Elementary

(Arcadia/Northington)

Central Elementary

TASPA Zon

Oakdale Elementary

Skyland ElementaryMartin Luther King Jr. Elementary Rock Quarry Ele

Southview Elementary

Woodland Forrest ElementaryUniversity Place Elementary

Verner Eleme

SchoolCurrentLive-In

(No pre-K)

Currentpre-K

Live-In

ProposedLive-In

(No pre-K)

Proposedpre-K

Live-In

UpdatedCapacity

Elementary SchoolsThe Alberta School PerformingArts (TASPA) K-5

256 28 498 47 580

Arcadia Elementary 339 25 - - 440Central Elementary 283 24 225 20 380Martin Luther King, Jr.Elementary

451 49 412 41 575

Northington Elementary 347 43 - - 500Oakdale Elementary 263 33 263 33 300Rock Quarry Elementary 498 3 498 3 700Skyland Elementary 312 23 361 25 400Southview Elementary 560 53 511 51 574University Place Elementary 349 22 398 41 500Verner Elementary 565 5 565 5 600Woodland Forrest Elementary 382 29 433 35 580New East Elementary - - 441 36 575Southview pre-K - - 200University Place pre-K - - 250Tuscaloosa Magnet Elementary - - 400

Elementary Totals 4,605 337 4,605 337 6,979Middle Schools

Eastwood Middle 581 - 774 - 960Rock Quarry Middle 514 - - - -Southview Middle 417 - - - -University Place Middle 145 - - - -Westlawn Middle 481 - 612 - 747New North Middle - 752 900The Alberta School ofPerforming Arts (TASPA) 6-8

- - 180

Tuscaloosa Magnet Middle - - 200Middle Totals 2,138 - 2,138 - 2,987

High SchoolsCentral High 662 - 819 - 1,007Northridge High 1,288 - 923 - 1,170Paul W. Bryant High 822 - 1,030 - 1,170

High Totals 2,772 - 2,772 - 3,347

Grand Totals 9,515 337 9,515 337 12,793

K-5 Students Changing

Boundary

New Elementary Boundary

TASPA New East SkylandUniversity

Place

Woodland

ForrestTotal

CurrentElementaryBoundary

Arcadia 68 - - - 51 119

Central - - - 58 58

Martin Luther

King, Jr.- - - 39 39

Northington - 221 - 126 347

Southview - 49 - - 49

University Place 174 - - - - 174

Total242 221 49 223 51 786

9-12 StudentsChanging

BoundaryNew High Boundary

Paul W.

Bryant

Central Northridg

CurrentHigh

Boundary

Paul W. Bryant - 66 237

Northridge 511 73 -

Total 511 139 237

6-8 Students Changing

Boundary

New Middle Boundary

Eastwood New North Westlawn Total

CurrentMiddle

Boundary

Eastwood - 167 57 224

Southview 417 - - 417

University Place - 71 60 131

Total 417 238 117 772


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Recommendation: 3 High Schools, 4 Middle Schools, 12 Elementary Schools

Programmatic Summary:

Art/Music:

Art and music spaces at each elementary school

Athletics:

Athletic field improvements at all high schools, Eastwood Middle and Westlawn Middle schools

IB Programme:

Tuscaloosa Magnet Schools

Grades 1-8

Central High School - Grades 9-12

o IB Middle Years Programme (MYP), grades 9 & 10. Grade 9 will be offered Fall 2016; grade 10 will be offered Fall 2017. The program will be housed at Central High School.

Performing Arts:

The Alberta School of Performing Arts - Grades 4-8

Paul W. Bryant High School - Grades 9-12 (Fall 2017)

Pre-K:

Elementary Schools minimum of 2 pre-K classrooms at each elementary school

Additional pre-K education space to be provided, as needed at, Southview Elementary and at University Place Elem entary schools

Special Education:

Devoted resource spaces at each elementary school

Project-Based Learning (STEM/STEAM):

All schools will receive renovated spaces to accommodate project-based instruction; some of the instruction will be facilitated through STEM- and STEAM-based programs.

Lottery enrollment for University Place Elementary will remain.


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Capital Projects, Curriculum Implementation and Attendance Boundaries

Recommendation: 3 High Schools, 4 Middle Schools, 12 Elementary Schools

Summary:

The following is a summary of programmatic and physical condition recommendations by school

High School Summary:

Paul W. Bryant High:

Performing arts program for grades 9-12 (Fall 2017)

Stage and lighting, storage, black box theatre, dance studio, set design room, additional music room, music composition room, practice rooms, piano studio, and equipment, renovations in auditochoral room

Athletic improvements

Science lab improvements

Language labs

Other additional improvements

Central High:

Addition of International Baccalaureate Middle Years Programme (MYP) (Fall 2016)

Sixteen-classroom addition



Language labs


Northridge High:



Language labs



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Middle School Summary:

The Alberta School of Performing Arts:

Performing arts middle school magnet to feed Paul W. Bryant High School performing arts program (programmatic feeder)

Eastwood Middle:


Systems and maintenance upgrades

Other improvements

Rock Quarry Middle:

Relocate to newly constructed north middle school (2018)

Repurpose middle school for Rock Quarry Elementary School and/or school system use (TBD)

Southview Middle:

Students move to Eastwood Middle School (Fall 2016)

Convert to Southview Elementary

Southview Middle School closes in 2016

Tuscaloosa Magnet Schools Middle:

Renovation

University Place Middle:

University Middle School closes May 2018

Relocate to new north middle school (north of 15th) and Westlawn Mi ddle School (south of 15th)

Portion of facility to be repurposed for expanded pre-K education in school and system

Westlawn Middle:


Cosmetic upgrades and site improvements

New Construction Middle School:

Construction on school system-owned property of a 900-seat north middle school to serve Rock Quarry Middle School students and portions of University Place Middle and Eastwood Middle studen


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Elementary School Summary:

The Alberta School of Performing Arts:

Completion of existing space in 2018 to increase elementary capacity to 580, based on boundary changes that expand west to McFarland and north to Jack Warner Parkway.

Athletic fields

Playground upgrades

Other improvements

Arcadia Elementary:

Renovation to include updated space for pre-K education

Consolidate with Northington Elementary School at new East elementary school built on current site (2018)

Playground upgrades

Other improvements

Central Elementary:


Playground upgrades

Other improvements

Martin Luther King Jr. Elementary:


Playground upgrades

Other improvements

Northington Elementary:

New school at Arcadia site

Oakdale Elementary:


Playground updates

Other improvements

Rock Quarry Elementary:

Renovation

Playground upgrades

Systems upgrades

Other improvements


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Skyland Elementary:

Raze and replace older portion of facility (2016); Capacity upon completion: 400

Retain newer portion of building with a renovation

Use property in front to build a school playground as well as for a community park

Southview Elementary:

Systems upgrades

Playground upgrades

Repurpose space for community partnership

Other improvements

Tuscaloosa Magnet SchoolsElementary:

Renovation

Playground upgrades

Other improvements

University Place Elementary:

Portion of facility converted for expanded pre-K education

Autism units remain in place

Playground upgrades

Verner Elementary:

Renovation

Playground upgrades

Other improvements

Woodland Forrest Elementary:

Renovation

Playground upgrades

Other improvements

New East Elementary School

Construction of new 575-seat East elementary school on the current Arcadia site to serve the Arcadia/Northington area (2018).


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Oak Hill

Renovation

Therapeutic pool

System upgrades

Other improvements

Transportation and Facilities

Move to new site Old Oak Hill/Hargrove Road. The site will hold buses, garages, administrative offices for both transportation and facilities departments, and employee rooms for both transportatiofacilities staffs. There will be discussions with a community partner regarding its use of the site and a possible new location.

Disposed Properties

The recommendation includes selling several TCS properties. The sales are needed revenue for the capital plan. Properties recommended for sale include Northington Elementary (revenue $5 - $1the former TCT and transportation properties (revenue $5 - $7.5 million), and the Old Jail (revenue $500,000 - $1,000,000).

Total revenue estimates: $10.5 million to $18.5 million.


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New Construction

Scope of Work Breakdown

School Name Building (sf) CAP. Action

November 30, 2015New Construction

CostAddition Renovations Systems Other Improvements Athletics Playgrounds Pool

Science Labs

ImprovementsAux Gyms Demolition Cost

The Alberta School of Performing Arts 134 ,107 580 Bui ld Out Add it ion $ 1 ,542 ,503 $ 82,500 $ 165 ,000 $

Arcadia Elementary School 47,906 - Demolish / Replace 203,601$ $

Central Elementary School 49,406 - Major Renovation ** 3,000,000$ 1,494,532$ 2,581,464$ 165,000$ $

Martin Luther King, Jr Elementary 71,250 575 Major Renovation ** 2,500,000$ 2,155,313$ 3,722,813$ 165,000$ $Northington Elementary School (66,750) - - Surplus/Sell -$ 283,688$ $

Oakdale Elementary School 39,144 Major Renovation ** 3,000,000$ 1,184,106$ 2,045,274$ 165,000$ $

Rock Quarry Elementary School 94,484 700 Full ES & district use 1,169,240$ 2,078,648$ 165,000$ $

Skyland Elementary 58,085 400 Major Renovation ** 8,750,500$ 178,750$ 679,250$ 191,250$ $

Southview Elementary School 136,960 740 Boundary ES & PK Center 941,600$ 941,600$ 165,000$ $

Tuscaloosa Magnet School 90,000Renovation(temporaryhousing of Arcadia)

2,860,000$ 2,557,500$ 330,000$ 180,736$ $

University Place School 111,510 760 Boundary ES, PK Center 2,299,894$ 766,631$ 165,000$ $

Verner Elementary School 78,233 600 Major Renovation ** 1,505,985$ 2,796,830$ 165,000$ $

Woodland Forrest Elementary School 76,384 580 Major Renovation ** 1,470,392$ 2,730,728$ 165,000$ $

New Eastern Elementary School 71,875 575 New Constructio n 16,998,438$ 165,000$ $

Pk-5 Subtotal 987,469 4,935 $

The Alberta School of Performing Arts

Middle (Grades 6-8)180 Build out Included Above $

Eastwood Middle School 125,000 960 Renovation 1,289,063$ 3,996,094$ 165,000$ $

Westlawn Middle School 111,000 747 Renovation 763,125$ 763,125$ 165,000$ $

New Northern Middle School 130,500 900 New Constructio n 30,863,250$ $

6-8 Subtotal 366,500 2,787 $

TCTA 125,545 No action

Central High School 164,000 1,007 Classroom Addition (9-12) 3,080,000$ 346,500$ 4,603,500$ 660,000$ 2,103,750$ 2,681,250$ $

Northridge High School 166,000 1,170 Renovation 399,438$ 5,306,813$ 660,000$ 2,953,750$ 2,681,250$ $

Paul W. Bryant High School 166,000 1,170 Renovation 1,399,438$ 5,306,813$ 660,000$ 2,953,750$ 2,681,250$ $

9-12 Subtotal 621,545 3,347 $

Oak Hill School (Hargrove Road) 46,820 Potential Bus Shop 1,500,000$ $

Old TCT & Bus Shop 56,400 Surplus/Sell

New Oak Hill/Stillman Heights - 2,184,106$ 2,045,274$ 137,500$ $

Rock Quarry Remaining 42,520 District Use

MLK Remaining 31,250 District Use

District Office (Existing) 74,200 No action

Old Jail 2,100 Surplus/Sell $

LED Conversion (Balance of Facilities) 1,240,122 PK-12 Facilities Listed Above 2,790,275$ $

Miscellaneous Subtotal 253,290 $

Total 2,228,804 11,069 $

54,861,688 16,373,003 21,641,479 45,712,629 330,000 2,392,500 1,650,000 137,500 8,011,250 8,043,750 859,275

34.3% 10.2% 13.5% 28.6% 0.2% 1.5% 1.0% 0.1% 5.0% 5.0% 0.5%

Scope of Work Breakdown

Major Renovation ** Includes exterior enhancements

_ _


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Proposed Boundary Change Descriptions

This plan includes recommendations for proposed changes in school attendance boundaries. The proposed changes are described below. Please note that the year noted in the parenthesis is the school yea

which the boundary change takes effect. As is customary in boundary changes, students who are in grades 5, 8 and 12 during the implementation year, will be afforded a grace period and thus may rem

current school during that year. (The only exception here is for those students who will be at University Place Middle School. That school closes in May, 2018 and thus will be no options to remain at University P

School for eighth grade students.)

Boundary changes will be in effect at each high school in 2016. As an example, if in 2016-2017 a Paul W. Bryant High School senior lives on a street that in 2016 is no longer in the Paul W. Bryant High Sc hoo

zone but in the Northridge High School attendance zone, then that senior may use the grace period option and thus may remain at Paul W. Bryant High School in the 2016 school year. This option is allowed on

during the year of implementation. Further, TCS will implement c hoice across the school system beginning with the 2018-2019 school year. Policy and procedures will be devel oped for this initiative and brou

board approval in April 2016.

The proposed boundary change descriptions below involve changes in attendance zones for several schools. The years noted in the parenthesis represent the year during which the boundary changes take

The Alberta School of Performing Arts (SY 2018-2019)

Accept students from current University Place Elementary boundary north of Veterans Memorial Parkway and east of McFarland Boulevard

Accept students from current Arcadia Elementary boundary east of Crescent Ridge Road and University Boulevard, and north of Brockhill Road and Parkhill Road

Arcadia Elementary School (SY 2018-2019)

Current attendance zone

Students east of Crescent Ridge Road and University Boulevard, and north of Brockhill Road and Parkhill Road rezoned to The Alberta School of Performing Arts

El Dorado East, Eastover, Staffords and Willow Ridge subdivisions rezoned to Woodland Forrest Elementary (SY 2016-2017)

Arcadia, Banks Villa East, Berkley Hills, Deepwood, Druid Hills, Hillsdale (south of Brockhill Road and Parkhill Road), Hillswood, Hood Street, Legacy Park , Lewis Lane, Lynn Haven, M R B ettis Resurvey, M

Owenwood, Summerfield and Windsor Drive subdivisions remain in current zone for new facility on Arcadia site.

Central Elementary School (SY 2018-2019)

Current boundary remains in place

Students west of 10thAvenue and east of I-359 rezoned to University Place Elementary School

Martin Luther King, Jr. Elementary School (SY 2018-2019)


Students west of 10thAvenue and east of I-359 rezoned to University Place Elementary School

Northington Elementary School (SY 2018-2019)

Students west of McFarland Boulevard rezoned to University Place Elementary

Remainder of boundary remains in placeNew East Elementary School (SY 2018-2019)

New facility built on Arcadia site, housing newly revised Arcadia and Northington elementary schools attendance zones.

Oakdale Elementary School (SY 2018-2019)



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Rock Quarry Elementary School (SY 2018-2019)


Skyland Elementary School (SY 2018-2019)

Accept students from current Southview Elementary School boundary south of Skyland Boulevard, north of Southmont Drive, west of McFarland Boulevard, and east of Old MontgomeryHighway (Highway 215). Includes Dixon Manor, Dogwood Manor, and portion of Skyland Park subdivisions.

Southview Elementary School (SY 2018-2019)

Students south of Skyland Boulevard, north of Southmont Drive, west of McFarland B oulevard, and east of Old Montgomery Highway (Highway 215) rezoned to Skyland Elementary. Includes Dixon MDogwood Manor, and portion of Skyland Park subdivisions.

University Place Elementary School

Students north of Veterans Memorial Parkway and east of McFarland Boulevard rezoned to The Alberta School of Performing Arts (SY 2018-2019)

Students north of 15th Street, east of Queen City Avenue and west of McFarland Boulevard who exercise choice option to Rock Quarry Elementary

Accept students from c urrent Northington boundary west of McFarland Boulevard (SY 2018-2019)

Accept students from Martin Luther King, Jr. Elementary west of 10th Avenue and east of I-359 (SY 2018-2019)

Accept students from Central Elementary west of 10th Avenue and east of I-359 (SY 2018-2019)

Verner Elementary School


Woodland Forrest Elementary School (SY 2016-2017)

Accept students from El Dorado East, Eastover, Staffords and Willow Ridge subdivisions from current Arcadia Elementary

Eastwood Middle School (SY 2016-2017)

Accept rezoned students from Southview Middle School

Rock Quarry Middle School new north middle school (SY 2018-2019)


Southview Middle School (SY 2016-2017)

Students rezoned to Eastwood Middle School

Southview Middle School closes May 2016

University Place Middle School

University Place Middle School closes May 2018

Students south of 15th Street rezoned to Westlawn Middle School; students north of 15th Street rezoned to Rock Quarry Mi ddle School

Westlawn Middle School (SY 2018-2019)

Accept current University Place Middle School students south of 15th Street and current Eastwood Middle School students west of McFarland Boulevard in 2018



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Central High School (SY 2016-2017)

Accept Northridge and Paul W. Bryant high schools as determined by the new feeder school boundaries


Paul W. Bryant High School (SY 2016-2017)

Accept current students from Northridge High Sc hool boundary as determined by the new feeder school boundaries

Northridge High School (SY 2016-2017)

Accept current students from Paul W. Br yant High School boundary as determined by the new feeder school boundaries


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Next Steps

Upon the school boards approval of the plan the superintendent and his staff will have a number of tasks to initiate and to complete Those include but are not limited to the following:


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Upon the school board s approval of the plan, the superintendent and his staff will have a number of tasks to initiate and to complete. Those include, but are not limited to, the following:

Not in any priority:

Develop communication plan to inform families, staff, and stakeholders of the plans recommendations and related activities

Develop transition plans for Skyland Elementary School and for Arcadia Elementary School until construction is completed at those sites. Skyland will be housed at Southview Elementary School; Archoused at the Tuscaloosa Magnet Schools.

Extend DeJONG-RICHTERscontract to include programming of new schools with selec ted architects and facilities team

Continue professional development for project-based teaching and learning and culturally-responsive teaching

Complete district-wide literacy plan and instructional framework, which will include identifying needed resources, and implementing the plan

Create Central High School zone leadership teams

Create district-wide professional development plan

Begin strategic planning, with a plan that includes academic and operational performance indicators similar to those below:

o Focus on reducing the achievement gapo Attendance by students and facultyo Disciplineo Turnover and retention of staffo Enrollment and participation in courses such as dual enrollment, Advanced Placement, International Baccalaureateo Enrollment in and success in Algebra I in ninth gradeo Improved performances in literacy, including writingo Participation in extracurricular activities

Identify first phase of investment in staff

Plan the demolition of Arcadia, and Northington elementary schools

Begin HVAC design selection process vetting

Hire architect for project-based learning renovations at school sites

Meet with Building and Grounds Committee for overview and for feedback on the capital plan

Identify and prioritize projects to be completed in the 2016-2017 academic year

Schedule various community and school meetings regarding the r ecommendations

Write various and related policies

Calculate implementation costs

Create Facilities Team

Create Energy (Use) Team

Bonding

Develop RFP for prospective investment bankers by January 31, 2016


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Interview respondents. Select/Recommend winning team.(Finance committee, CSFO and superintendent.)

Make ratings visit to S&P/Moodys

Bond in fall/early winter of 2016-2017

o Include plan so that Tuscaloosa City Schools has no more than one payment ($3.5 million) in 2017

Attachment A : Graphs


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Superintendents RecommeSuperintendents Recomme

Local Tax Revenue Assumptions Sales Tax Increases 2.5% Annually AdValorem Increases 4% in FY 2017 AdValorem Increases 2% in FY 2018 - FY 2045 In FY 2027, New Additional Revenue Will DoubleThe Fixed Mortgage/Debt Service Payment

Debt / Mortgage / Bond Assumptions Annual Mortgage/Debt Service Payment = $8.1 MM $8.1 MM Annual Mortgage will support a $130 MM Bond Debt Service Decreases $603,000 in FY2028

Construction Details Because over 40% of Expenses will be renovations ofmajor systems (roofs, lighting and HVAC), almost all deferredmaintenance items will be xed for the next 10 to 15 years

Attachment A : Explanation


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Data Explanation Curricular Proposals In Brief Increase For

CurricularDebt Service

1. Estimated annual increase in local ad valorem taxes is 2.0% beginning in FY 2018 Expand services to students with 30+ additional teachers: FY 2017 5,493,453 8,103,000

2. The 3 cent sales tax becomes effective July 1, 2016 add elementary art, music and world language teachers FY 2018 6,462,320 8,103,000

3. Estimat ed a nnual increase i n 3 cent sales tax is 2.5% beginning in FY 2016 add pre K classrooms throughout the district FY 2019 7,290,656 8,103,000

4. The 3 cent sales tax is unrestricted for General Fund use expanding project-based learning to all district school sites FY 2020 8,299,824 8,103,000

5. Beginning in FY 2017, an additional $5,493,453 will be available for the curricularimprovements

provide continued performing arts for grades 9 - 12th at PWBHS FY 2021 9,331,436 8,103,000

6. The current debt service / mortgage is paid off in August of 2016 implement middle years for the IB Programme at CHS FY 2022 10,385,996 8,103,0007. The proposal is based on authorizing a new debt service of an additional $7.5 million dollars implement middle school elective curricular offerings that includes world

languages, project-based learning, art, and pre-engineeringFY 2023 11,464,022 8,103,000

8. In FY 2020, increased curricular spending will exceed debt service FY 2024 12,566,042 8,103,000

9. In FY 2027, TCTAs mortgage will be paid off, reducing annual debt service $603,000 FY 2025 13,692,597 8,103,000

10. In FY 2027, increased curricular spending will be nearly double the xed debt service FY 2026 14,844,240 8,103,000

11. Debt Service of $7.5 MM will raise approximately $131 MM in capital FY 2027 16,021,538 8,103,000 TCTA pa

12. Sale of District surplus property will yield approximately $10 MM to $20 MM Expand after school offerings (such as tutorials intramurals, clubs, etc) FY 2028 17,213,007 7,500,000

13. Interest from bond revenues may exceed $5 MM Implement summer bridge programs for literacy & numeracy FY 2029 18,431,060 7,500,000

14. Approximately $15 MM in cash remains in Capital Fund/Fund 14 at end of FY 2016 The elementary bridge program would be for students in grades 1-3 whoare not at grade level

FY 2030 19,676,296 7,500,000

15. Capital Proposal approximates $162 MM under current market conditions The middle school bridge program would offer Algebra I readiness classes FY 2031 20,949,330 7,500,000

The high school bridge program would focus on AP Class readiness FY 2032 22,250,790 7,500,000

AP English, Calc AB, Calc BC, French, Spanish, Physics FY 2033 23,581,319 7,500,000

FY 2034 24,941,574 7,500,000

Recruit, Reward, & Retain Staff FY 2035 26,332,227 7,500,000

Provide competitive, targeted salary grids FY 2036 27,753,967 7,500,000

Increase salaries for those staff not at market comparisons FY 2037 29,207,497 7,500,000

Provide additional professional development to staff FY 2038 30,693,536 7,500,000

Provide embedded professional development to staff FY 2039 32,212,821 7,500,000

FY 2040 33,766,104 7,500,000

FY 2041 35,354,157 7,500,000

FY 2042 36,977,767 7,500,000

FY 2043 38,637,739 7,500,000

FY 2044 40,334,899 7,500,000

FY 2045 42,070,091 7,500,000

Total GF Annual Grand Total Increase For

Attachment A : Supporting Documents


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Ad ValoremTotal GF

UnrestrictedDebt Service

Annual Grand Total

Local Tax Revenue

Increase For

Curricular

FY 2015 17,400,000 7,500,000 10,500,000 1,575,000 8,925,000 - - 29,475,000 7,500,000 8,925,000 45,900,000

FY 2016 18,096,000 7,800,000 7,175,000 1,076,250 6,861,094 4,197,375 - 30,544,625 7,800,000 6,861,094 45,205,719 1,069,625

Total AdValorem

(Increases 2%

Annually)

Ad Valorem

Total 3 Cent

Sales Tax

(2.5% Annual

Increase)

Total GF

Unrestricted

(Sales Tax +

AdValorem)

Debt Service

Fixed Amount

for life of bond

Annual Grand Total

Local Tax Revenue

Increase For

Curricular

Debt Service F

Amount for life

bond

FY 2017 FY 2017 26,931,840 18,828,840 8,103,000 - - - 17,209,238 - 36,038,078 8,103,000 - 44,141,078 5,493,453 8,103,000

FY 2018 FY 2018 27,470,477 19,367,477 8,103,000 - - - 17,639,468 - 37,006,945 8,103,000 - 45,109,945 6,462,320 8,103,000

FY 2019 FY 2019 27,857,826 19,754,826 8,103,000 - - - 18,080,455 37,835,281 8,103,000 45,938,281 7,290,656 8,103,000

FY 2020 FY 2020 28,414,983 20,311,983 8,103,000 - - - 18,532,467 38,844,449 8,103,000 46,947,449 8,299,824 8,103,000

FY 2021 FY 2021 28,983,283 20,880,283 8,103,000 - - - 18,995,778 39,876,061 8,103,000 47,979,061 9,331,436 8,103,000

FY 2022 FY 2022 29,562,948 21,459,948 8,103,000 - - - 19,470,673 40,930,621 8,103,000 49,033,621 10,385,996 8,103,000

FY 2023 FY 2023 30,154,207 22,051,207 8,103,000 - - - 19,957,439 42,008,647 8,103,000 50,111,647 11,464,022 8,103,000

FY 2024 FY 2024 30,757,291 22,654,291 8,103,000 - - - 20,456,375 43,110,667 8,103,000 51,213,667 12,566,042 8,103,000

FY 2025 FY 2025 31,372,437 23,269,437 8,103,000 - - - 20,967,785 44,237,222 8,103,000 52,340,222 13,692,597 8,103,000

FY 2026 FY 2026 31,999,886 23,896,886 8,103,000 - - - 21,491,979 45,388,865 8,103,000 53,491,865 14,844,240 8,103,000

FY 2027 FY 2027 32,639,884 24,536,884 8,103,000 - - - 22,029,279 46,566,163 8,103,000 54,669,163 16,021,538 8,103,000

FY 2028 FY 2028 32,677,621 25,177,621 7,500,000 - - - 22,580,011 47,757,632 7,500,000 55,257,632 17,213,007 7,500,000

FY 2029 FY 2029 33,331,174 25,831,174 7,500,000 - - - 23,144,511 48,975,685 7,500,000 56,475,685 18,431,060 7,500,000

FY 2030 FY 2030 33,997,797 26,497,797 7,500,000 - - - 23,723,124 50,220,921 7,500,000 57,720,921 19,676,296 7,500,000

FY 2031 FY 2031 34,677,753 27,177,753 7,500,000 - - - 24,316,202 51,493,955 7,500,000 58,993,955 20,949,330 7,500,000

FY 2032 FY 2032 35,371,308 27,871,308 7,500,000 - - - 24,924,107 52,795,415 7,500,000 60,295,415 22,250,790 7,500,000

FY 2033 FY 2033 36,078,734 28,578,734 7,500,000 - - - 25,547,210 54,125,944 7,500,000 61,625,944 23,581,319 7,500,000

FY 2034 FY 2034 36,800,309 29,300,309 7,500,000 - - - 26,185,890 55,486,199 7,500,000 62,986,199 24,941,574 7,500,000

FY 2035 FY 2035 37,536,315 30,036,315 7,500,000 - - - 26,840,537 56,876,852 7,500,000 64,376,852 26,332,227 7,500,000

FY 2036 FY 2036 38,287,041 30,787,041 7,500,000 - - - 27,511,551 58,298,592 7,500,000 65,798,592 27,753,967 7,500,000

FY 2037 FY 2037 39,052,782 31,552,782 7,500,000 - - - 28,199,339 59,752,122 7,500,000 67,252,122 29,207,497 7,500,000

FY 2038 FY 2038 39,833,838 32,333,838 7,500,000 - - - 28,904,323 61,238,161 7,500,000 68,738,161 30,693,536 7,500,000

FY 2039 FY 2039 40,630,515 33,130,515 7,500,000 - - - 29,626,931 62,757,446 7,500,000 70,257,446 32,212,821 7,500,000

FY 2040 FY 2040 41,443,125 33,943,125 7,500,000 - - - 30,367,604 64,310,729 7,500,000 71,810,729 33,766,104 7,500,000

FY 2041 FY 2041 42,271,987 34,771,987 7,500,000 - - - 31,126,794 65,898,782 7,500,000 73,398,782 35,354,157 7,500,000

FY 2042 FY 2042 43,117,427 35,617,427 7,500,000 - - - 31,904,964 67,522,392 7,500,000 75,022,392 36,977,767 7,500,000

FY 2043 FY 2043 43,979,776 36,479,776 7,500,000 - - - 32,702,588 69,182,364 7,500,000 76,682,364 38,637,739 7,500,000

FY 2044 FY 2044 44,859,371 37,359,371 7,500,000 - - - 33,520,153 70,879,524 7,500,000 78,379,524 40,334,899 7,500,000

FY 2045 FY 2045 45,756,559 38,256,559 7,500,000 - - - 34,358,157 72,614,716 7,500,000 80,114,716 42,070,091 7,500,000

1,025,848,495 801,715,495 224,133,000 720,314,935 1,522,030,430 224,133,000 1,746,163,430 636,236,305