Frequently Asked Questions
In addition to the current consolidated elementary school and on campus option, how many other options have been considered?
The Board has been presented with five options to consider, and the architectural firm is open to providing additional options. These range from the current option that is on the table to what is being referred to as ‘status quo’ which entails repairs and remodels at each building as they stand.
Will employees be furloughed?
If a consolidated elementary school is approved, the District will need to reduce staff. It is the district’s intention to reduce staff through attrition. It is not the intention of the district to furlough any staff.
What are the advantages of a consolidated elementary school and a one campus configuration?
From a financial perspective, the long-term savings of a consolidated elementary school and a one campus configuration are projected to mitigate the tax burden on the community. This will be done through a mixture of operational savings, including reduced staffing, increased energy efficiency, consolidation of services, and other factors.
On the education side, a consolidated elementary school and a one campus configuration provides several advantages.
- Equitable resources for all elementary students. In other words, whatever is available to students in one or two schools would be available to all students.
- Ability to balance class sizes at the elementary level
- Centralization of services for low incident special education classes and an increasing population of English Language Learners.
- Increased school safety for our elementary-aged students, as a centralized campus will allow our school security officer to be available to all buildings during the school day and provide immediate access to district resources in the case of an emergency.
- Increase our ability to work cooperatively across all grade levels. For example, secondary students interested in career exploration activities related to education can more easily work with our elementary staff.
- Greater collaboration opportunities between early, mid, and late career professionals.
- Increased opportunities for staff development.
How long will students ride on the bus?
Our preliminary study shows that overall bus route times will be reduced. While some students will have longer bus rides, no students will have a bus ride longer than our current longest ride, and our longest ride would be shorter than our current longest ride.
Will the public have an opportunity to ask questions and state their concerns?
The district plans to have two informal town hall meetings. One will be in late May, once the conceptual/schematic designs are completed, and the second will be in late August, after the schematic design is completed. A final Act 34 hearing would be held in early 2026 if the board decides to go forward with a building project.
What is the timeline for board approval?
In April of this year, the Board will provide a notice to the architectural firm to proceed with the design phase. Final approval would come after the Act 34 hearing in early 2026.
Where can I find more information?
All the presentations done by the architectural firm and the financial advisors are included on the feasibility webpage on the district website under Feasibility Study Documents. A form for submitting additional questions is also available below.
Have all of the board members physically walked through the three elementary schools? If not, why not?
While not every Board member has personally toured all three elementary schools, many have visited various buildings throughout their service.
The Board is approaching this matter comprehensively by:
- Relying on the assessments provided by our internal facilities staff who work in these buildings daily
- Consulting the professional analysis from external experts who conducted the feasibility study
- Utilizing the specialized expertise of certain Board members who are reviewing specific aspects of the feasibility study's findings
Board members with relevant professional backgrounds are in the process of touring and examining the specific systems highlighted in the study. This targeted approach allows us to efficiently verify key concerns while benefiting from both professional assessments and Board oversight.
The "Option Cost Comparison" slides from the 12/17/24 versus 2/19/25 Feasibility Study Executive Drafts underwent significant changes. What is the breakdown of the Total Project Cost reduction in Option 4, as well as the supporting data for the dramatic change in "Savings"(Annual Operational Expenses) from $750,000-1 million to a savings of $1.85 million? Also, can you provide the same information for Options 1-3?
The variations in operational cost savings estimates between December 17, 2024, and February 19, 2025, Feasibility Study Executive Drafts reflect an important refinement in the analytical approach. Initially, the architectural firm developed cost savings projections based on generalized experiences from other school districts. These preliminary estimates were broad and not specifically tailored to West Perry School District's unique operational context.
The February 19, 2025, draft represents a more precise analysis that:
- Incorporates district-specific operational data
- Considers West Perry's unique infrastructure and operational characteristics
- Provides a more granular and localized assessment of potential savings
- Leverages detailed insights specific to the district's existing systems and potential improvements
The significant increase in projected annual operational expenses savings—from the initial $750,000-$1 million range to $1.85 million—indicates a more sophisticated and district-specific modeling approach. Currently, our cost savings estimates are still being validated and analyzed. We are committed to providing a more detailed breakdown of projected savings in our upcoming public communications, ensuring complete transparency for all stakeholders about the sources behind our financial projections.
How would Option 4: Consolidating Schools impact class sizes, particularly in K-6th grades?
The District strives to maintain elementary classrooms of 18-24 students, balancing educational quality with fiscal responsibility. Our current elementary classroom average is 19.5 students, ranging from 13 to 25 students per class. The geographic distribution of students across three elementary schools creates significant grade level disparities, with an average difference of six students between the largest and smallest classes at any grade level, and some disparities reaching a difference of 10 students.
Option 4 (consolidation) would enable us to equalize class sizes across each grade level, providing more equitable educational experiences for all students. This consolidation would also allow more efficient operations with smaller grade levels, potentially reducing staffing from eight to seven teachers at most grade levels.
Based on current enrollment:
- With seven teachers per grade level, the average class size would increase to 22 students (range: 20-24 students)
- If the two largest grade levels had eight teachers and the rest seven teachers, the average would be 21 students (range: 19-23 students)
It's important to note that final staffing decisions will be based on actual enrollment when the buildings open in their new configuration, but the anticipated changes to class sizes would include:
- A slight increase in average class size
- A slight decrease in maximum class size
- Significantly more equitable class sizes across all grade levels
Option 4 would provide a more consistent educational experience while maintaining class sizes within the district's target range.
Does the firm conducting the feasibility study earn more throughout the building process if Option 4 is selected over Option 1, which is not a new build but is repairs of current buildings? If so, how much more would they earn?
At this point, there is no way to compare the revenue accrued by the architectural firm for any single option. Based on the scope of Option #4, it is likely that the architects would receive more compensation for the breadth of work involved in this project. It's worth noting that some previously eliminated options might have generated even higher architectural fees than Option 4
Currently there are pre-k classes at each elementary school. This program has shown to be difficult for some families in the district to get into because they don’t qualify financially. If the schools consolidate into one building, what will happen to the pre-k program? Will there be multiple classes in the building? Will it still be funded by the grant? Is there a plan in place if the grant will only fund one pre-k class? What will the students who could have been in the other classes do? Knowing that early intervention and early literacy are so important for our youngest learners, has the school board considered what will happen if the district is not able to provide this opportunity for as many students as they have in the past?
A PreK Counts grant funds the district’s pre-k program. The consolidation of the elementary buildings would not affect this funding structure, as the grant is based on the number of qualifying students rather than the number of school buildings.
The district plans to continue to have three pre-k classrooms as long as the PreK Counts grant continues to fund the program. The option to consolidate the three schools was developed with the commitment to expand our students’ educational opportunities, not diminish them. The District Administration and the School Board have carefully considered the continuation of pre-k services throughout the planning process, and three pre-k classrooms are part of the building plans.
As with any program funded by a state grant, there can be changes in the level of funding based on changes in the state budget. If the grant funding were reduced in the future and would not support our current number of classrooms, the district would need to make difficult decisions about our ability to provide this valuable early education opportunity. In such a scenario, the School Board and Administration would evaluate all possible options, including seeking alternative funding sources, adjusting the program structure, or reducing enrollment capacity.
What was the selection process & criteria for choosing the firm who performed the feasibility study? What other firms were reviewed and what factors discounted them from being chosen?
We conducted a thorough vetting process to select the most qualified firm for the feasibility study. Three firms were initially considered based on their experience with similar projects and their reputation within the educational community. We held detailed conversations with two of them to assess their approach, methodology, and compatibility with our goals. One firm was removed from consideration after consulting with school leaders from other school districts, who shared concerns based on their own experiences. Ultimately, we selected EI due to their proven track record, strong references, and alignment with our needs and expectations.
What years were major renovations done at each elementary school, and what issues were addressed with those renovations?
The district has completed the following major renovations at elementary facilities:
- New Bloomfield (2002): The building was converted from middle school use to elementary school configuration
- Blain Elementary (2016): Installation of secure entryway.
- Carroll Elementary (2018): HVAC system upgrades and installation of secure a entryway.
Why isn't the board applying now for potential grant money to assist with the documented deficiencies? Explain why a grant was applied for the MS VAVs and not a more pressing issue at one of the elementaries?
Grant applications require detailed project planning and specifications to be eligible for funding consideration. The recently completed facilities study has identified numerous deficiencies across all district buildings, and this process is developing a comprehensive plan to address these issues systematically.
The Middle School VAV (Variable Air Volume) system project was selected for grant application because it represented one of the most urgent infrastructure needs that was known at the time and had reached the necessary level of detailed planning required for grant submission. Once the district completes detailed planning for the facilities project, all available grant opportunities will be explored and pursued where appropriate.
Will the work done in whatever option is selected be bid out and the district see any savings from lower bids than what was originally projected or will EI retain those savings?
All construction projects will be conducted in full compliance with Pennsylvania state procurement laws, which mandate competitive bidding processes for public school construction projects. Current cost projections represent estimates based on market analysis. Should awarded bids come in below these estimates, the district will retain all savings, which can be applied to additional project components or debt reduction.
Is it true that if option 4 is selected, any funds received from the sale of the current schools can be applied to the debt, which could potentially reduce the number of years for that loan?
Yes, under Option 4, the district will have the opportunity to apply proceeds from the sale of surplus real estate properties directly to debt service obligations. This application of sale proceeds could potentially reduce the term of the construction debt, resulting in long-term interest savings.
For options 4 of the study, is it the districts intent to transport all students (K-12) on the same bus routes?
The district currently operates mixed-age transportation for some routes, with elementary students riding alongside secondary students. Under Option 4, the district is evaluating various transportation configurations, including the possibility of expanded PreK-12 combined routing.
The transportation department is conducting route analysis this summer, with detailed findings to be presented to the Board at a future Committee of the Whole meeting. This information will also be shared at the next town hall meeting, which is projected for September.
As stated at 5/28's town hall, the number one item of expense reduction for the consolidation option is staff reduction, with the intention of this being done through attrition, per your FAQs. Per a board member and the superintendent, the student population is expected to be the same whether there are 5 schools or 3 schools, and class sizes will remain roughly the same, thereby needing approximately the same number of teachers as we currently have. Am I then to assume that the reduction in staff expenses will not be teachers and will only be administrative/support/facility staff? Over what period of time do you expect the staff reduction to meet the savings you have set forth? What if your projected reduction in staff does not meet your timeline? Will you then begin to terminate staff?
The district has maintained a systematic approach to staffing analysis over the past three years, evaluating each position vacancy to determine whether replacement, elimination, or reassignment best serves current program needs and demographic trends. This analytical process will continue regardless of the facilities option selected.
Option 4 (consolidation) would provide the greatest opportunities for natural staff adjustments through attrition across administrative, support, and teaching positions. The district projects a five-year timeline to achieve targeted staffing levels through normal retirement and resignation patterns.
Based on historical staffing turnover rates and current employee demographics, the administration anticipates meeting staffing targets without involuntary terminations. Should natural attrition fall short of projections, the district would explore alternative approaches, such as voluntary retirement incentive programs, rather than implement layoffs related to consolidation.
The Amendment to the Architect of Record Agreement lists the addition of classrooms to the high school to accommodate 7th and 8th grade students. There is no mention of increasing space in the principal's or guidance offices. Will the current number of high school guidance counselors and principals be changing with the addition of 7th and 8th graders?
The addition of 7th and 8th grade students to the high school facility will require additional administrative and school counseling personnel to maintain appropriate student-to-staff ratios and provide adequate support services for the expanded grade levels. The district projects the need for at least one additional assistant principal and one additional counselor.
How many playgrounds will the PreK-3 building and the 4-6 building have?
Both the proposed PreK-3 and Grade 4-6 facilities will include appropriate outdoor play spaces designed to meet Pennsylvania Department of Education requirements for elementary school facilities. Final design specifications for playground and recreational areas, including how many, will be determined based on projected enrollment, daily scheduling needs, and program requirements for each facility.