Finance and Asset Management 5. The district has a well developed and organized plan to maintain buildings and grounds. The district’s capital plan specifically outlines costs and priorities with respect to the short- and needs of district schools. A. The director of buildings and grounds told the review team that he regularly performs visual audits at the middle and high schools (district-operated buildings), as well as elementary schools (town-owned and -operated buildings), to gather information about both capital and building and grounds maintenance needs. Identified capital needs in both district-operated schools are compiled during these audits and are updated annually with input from principals. 1. A mid-year report that evaluates building systems and features is generated for each school by the director of buildings and grounds. The report template included rating indicators for the condition of each system --- roofs, heating systems, windows and doors, electrical, lighting, security, and technology. It also outlined the condition of the building’s exterior. 2. The report is generated using a free online building evaluation program for use by school districts. B. Routine repair requests are generated by school principals and are generally expedited, according to administrators. C. Most repairs are preventive and predictive and account for approximately 80 percent of the maintenance, according to the superintendent. D. A review of documents showed that the facilities subcommittee has initiated a preliminary feasibility which evaluates the opportunity for the middle and high school to use renewable biomass energy including hardwood pellets and wood chips, to offset fuel oil use with a payback period of 10 years. E. Administrators said that the capital plan for the middle and high schools, which is considered a working document, has been approved by the school committee. The plan includes exterior items such as roof replacement, interior items such as lighting upgrades, and access/egress issues, as well as equipment needs such as mower replacement. Impact: Well organized maintenance and capital planning lower the risk of having to allocate resources for unscheduled replacement or repairs and maintenance. Well resourced and maintained schools provide an atmosphere to students and staff that is conducive to teaching and learning.
7 124 79.0 4.7 Yes 124 52% 8 -- 116 71.0 16.0 8 140 72.5 2.5 Yes Low 140 45% 3 4 -- 133 48.0 9.5 10 96 93.5 2.7 Yes 96 84% 10 7 -- 87 48.0 9.0 All 819 75.7 -0.7 -- Low 819 48% 0 -- 674 41.5 -3.5 Notes: The number of students included in CPI and percent Proficient or Advanced (P+) calculations may differ from the number of students included in median SGP calculations. A median SGP is not calculated for students in grade 3 because they are participating in MCAS tests for the first time. The “2012 Performance” column shows the quintile into which the CPI for the grade (or all grades) falls in a ranking of all Massachusetts districts’ CPIs for that grade (or all 2
in the Student Performance section above. B5a: Narragansett Regional School District English Language Arts (All Grades) Performance for Selected Subgroups Compared to State, 2009-2012 and Measure Spring MCAS Year Gains and Declines 4-Year Trend 2012 High needs 356 79.6 5.9 3 356 52% 12 6 284 46.5 14.5 76.5 1.2 216 48% 4 46.0 Low income 270 81.2 4.2 270 57% 11 4 221 46.0 14.0 0 1 2 9 0
All students 823 85.0 -0.2 823 64% 678 45.0 7.0 86.7 0.2 69% 50.0 0.0 Notes: The number of students included in CPI and percent Proficient or Advanced (P+) calculations may differ from the number of students included in median SGP calculation. State figures are provided for comparison purposes only and do not represent the standard that a particular group is expected to meet. Table B5b: Narragansett Regional School District Mathematics (All Grades) Performance for Selected Subgroups Compared to State, 2009-2012 Group and Measure Spring MCAS Year Gains and Declines 4-Year Trend 2012 High needs 355 69.2 5 355 36% 7 -4 281 35.0 -8.0 0 2 1 6 0
67.0 2.5 552 37% 5 46.0 1.0 Low income 269 69.5 2.5 269 37% 3 -6 217 34.0 -6.0 67.3 2.8 38% 5 45.0 1.0 Students w/ disabilities 148 62.2 4.7 148 26% 7 0 109 40.0 -6.5 56.9 0.0 0 6 6 6
Table B5c: Narragansett Regional School District Science and Technology/Engineering (All Grades) Performance for Selected Subgroups Compared to State, 2009-2012 Group and Measure Spring MCAS Year Gains and Declines 4-Year Trend 2012 High 148 73.8 148 47% 14 11 65.0 2.9 31% 3 Low income 111 76.8 4.9 111 50% 10 64.5 3.4 31% 3 Students w/ disabilities 63 59.9 0.3 63 29% 7 1