FAQ’s

1. What is the purpose of the Facility Master Planning Process [FMP]?

Response:

  • The primary purpose of this planning process is to ensure that Worthington City Schools facilities have the ability to meet the district’s educational needs today and in the future. This will involve facilities adaptable enough to accommodate a variety of educational approaches and strategies.
  • The facility planning process is a systematic approach for making educational and facility decisions that will have a long-term impact for Worthington Schools.
  • Each level of the planning process is designed to build on the previous level, providing both the data and the means to promote joint decision-making.

2. Why is a Facility Master Planning process being done?

Response:

  • In order to protect our residents’ investment in our schools, we analyze the way we do business to ensure we deliver on the quality and efficiency our community expects, including our school buildings.
  • The district engaged construction and school facilities experts to analyze the efficiency of our school buildings – both from a financial and educational standpoint. The research revealed that our buildings, ranging in age from 25 to 50 years old, while some are in great shape and are in need of some minor maintenance, others could use extensive renovation or even replacement.
  • Worthington Schools student enrollment is growing and managing this increase has impacted our school buildings.

3. How long will the Facility Master Planning process take?

Response

  • The analysis, community engagement and planning portion of the FMP is scheduled with milestone dates beginning August 2016 and ending May 2017. However, the Facility Master Plan is a document that will evolve over time with changes in demographics and other factors that impact facilities.

4. How will facility scenarios be explored and developed?

Response:

  • Scenarios will be explored and developed by reviewing and analyzing historical and projected district educational and facility information
  • Reviewing building condition information
  • Overlaying Educational Framework on individual schools
  • Soliciting input from District Level and Task Force members

5. Will attendance boundaries change?

Response:

  • It is possible that boundaries may change. However, until all information has been vetted through the scenario exploration phase, it is uncertain what the best course of action will be for each facility.

6. What is the Facilities Planning Task Force?

Response:

  • The Task Force is a broad cross section of the community including parents, teachers, administrative staff, and residents and has the important task of facilitating the development of the Master Facilities Plan. In between community meetings, this group of residents will meet to review, analyze and help guide the process and development of a plan. The participants were not selected by the school district, rather, the district asked various school, community and civic groups to provide us with citizens that would be willing to participate.  

 

7. What is the difference between a boundary adjustment and redistricting?

Response:

  • There is no difference between a boundary adjustment and redistricting.  Though the term redistricting may suggest that boundaries between two school districts are being considered, it is used to describe individual school attendance boundary changes within a school district.  These terms are often used synonymously when describing modifications to an attendance boundary.  Examples of an individual school attendance boundary are Worthington Kilbourne High School attendance area and the Thomas Worthington High School attendance area.  Examples of a school district are Worthington Schools, South-Western City Schools or Hilliard City Schools.