DRAFT - A Study Of the Proposed Closing of Creedmoor Elementary School of the Arts - As ...
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A Study
Of the Proposed Closing of
Creedmoor Elementary School of the Arts
Presented to the Granville County Board of Education
October 5, 2020
Revised and Presented October 26, 2020
Re-introduced May 17, 2021
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Drafted by the
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Granville County Public School District
Administrative Staff
As required by NC General Statute 115C-72, this study addresses the welfare of
students affected by the proposed closing and consolidations under consideration by the
Board of Education. This document speaks to costs, student achievement, enrollment,
geographic conditions, inconvenience, and hardship among other factors.
I. Historical Perspective
A. History of the School
B. Enrollment Summary
II. Legal Context
A. Study
B. Hearings
III. Factors to Consider
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A. Finance & Budget
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B. Human Resources
C. Curriculum & Instruction
D. Infrastructure & Operations
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E. School Culture and Impact on the Community
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IV. Summary
V. Timeline Considerations
VI. Sources
VII. Appendix
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I. The History of Creedmoor Elementary School of the Arts (CESA)
The current Creedmoor Elementary School of the Arts (CESA) campus was
constructed in 1975 in the heart of the City of Creedmoor. The campus at
that time consisted of the main building, including the cafeteria and the media
center. Then, in 2000, the lower grade level wing was completed, which
included classrooms for younger students, music classrooms and a new
gymnatorium. Then, in 2005, yet another wing was added, this time
consisting of two stories of classrooms designed for students in the upper
elementary grade levels.
The CESA property is adjacent to the South Granville High School campus,
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and located less than two miles away from the GC Hawley Middle School
campus, allowing for full K-12 schooling nearly within the city limits of
Creedmoor.
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The original Creedmoor School was built in 1925 and was in a different
location from the current school.
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Aerial Photograph of Creedmoor Elementary School campus -
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oriented south/southeast - circa 2010
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Current Google Maps view - oriented true North
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A. Enrollment Summary
Enrollment at CESA has gradually declined in the last 10 years. In 2011, Tar
River Elementary School was constructed and the southern area elementary
schools attendance zones were redrawn. Also, in 2014-2015, Creedmoor
Elementary School was designated a “Choice School”, which enabled
students from other attendance zones to attend the school to participate in a
“School of the Arts” program.
Academic Year Enrollment
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2010-11 565*
2011-12 507
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2012-13 457
2013-14 429
2014-15 392
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2015-16 413
2016-17 437
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2017-18 391
2018-19 330
2019-20 333
2020-21 320
* Last year prior to the construction of TRES Source: BoardDocs
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Choice Program Impact:
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The Choice Program has not had a significant impact on the enrollment of
students at Creedmoor Elementary School. For the current 2020-2021
school year, 14 of the 320 students enrolled do not reside in the school’s
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attendance zone. The charts below show the breakdown of ‘choice’ students
by grade level and the base schools from which they are transferring.
Choice Students Attending CESA by Grade Level
K 1 2 3 4 5 TOTAL
3 4 2 2 3 0 14
6Choice Students’ Base Schools
BSES CGCES MTEES SSES TRES WILT WOXF
1 4 1 2 1 1 4
If Creedmoor were closed, these students would still have the option of
returning to their base school, or would be able to choose to attend any
GCPS elementary schools as they are all currently designated as choice
schools.
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7II. Legal Factors:
When considering the closure or merger of schools, there are specific
statutory requirements that must be observed. First, the Board of Education
holds exclusive duty and authority:
“It shall be the duty of local boards of education to provide students with the
opportunity to receive a sound basic education and to make all policy
decisions with that objective in mind, including employment decisions, budget
development, and other administrative actions, within their respective local
school administrative units, as directed by law.”
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N.C.G.S. § 115C-47(1)
Furthermore, the Board of Education has specific legal authority when it
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comes to decisions regarding school reorganization:
“Local boards of education shall have the power and authority to close or
consolidate schools located in the same district . . . whenever and wherever
in its judgment the closing or consolidation will better serve the educational
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interest of the local school administrative unit or any part of it.”
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N.C.G.S. § 115C-72 “Consolidation and Discontinuance of Schools”
There are two required steps when considering such reorganization:
(1) THE STUDY
“In any question involving the closing or consolidation of any public school,
the local board of education . . . shall cause a thorough study of such school
to be made, having in mind primarily the welfare of the students to be
affected by a proposed closing or consolidation . . . “.
(2) THE PUBLIC HEARING
8“Before the entry of any order of closing or consolidation, the local board of
education shall provide for a public hearing in regard to such proposed
closing or consolidation, at which hearing the public shall be afforded an
opportunity to express their views.”
A. The Study:
The Study must include consideration of:
● Geographic conditions
● Anticipated increase or decrease in school enrollment
● The inconvenience or hardship that might result to the pupils to
be affected by such closing or consolidation
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● The cost of providing additional school facilities in the event of
such closing or consolidation
● Such other factors as the Board shall consider germane.
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-N.C.G.S. 115C-72(a)(1)
Considerations of the Study:
● Will be a public record.
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● May be completed by staff, third party consultants, or (commonly)
a combination thereof.
● May be updated or amended after receiving public input.
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● Some elements already included in NCSU study:
● Anticipated enrollment trends
● Facility capacity
● Geographic conditions (attendance zone optimization)
B. Public Hearing Requirements:
● Public hearing on specific proposal to close or consolidate a
school
● Details like time, location, and length are determined by the
9Board, in keeping with public meetings law
“Upon the basis of the study so made and after such hearing, said board
may, in the exercise of its discretion, approve the closing or consolidation
proposed.”
N.C.G.S. 115C-72(a)(2).
III. Factors to Consider in the Study:
The following factors will be addressed as required by statute:
● Finance & Budget
● Human Resources
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● Curriculum & Instruction
● Infrastructure
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● School Culture and Impact on the Community
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10III. Factors to Consider
A. Finance & Budget
Cost of Providing Additional School Facilities:
This study as required by law must include the cost of providing additional
school facilities in the event of such closing or consolidation.
There are no anticipated facility costs as the students currently in the
Creedmoor Elementary attendance zone could be accommodated within
neighboring elementary school facilities.
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Existing Costs and Potential Savings:
As additional information for the Board’s consideration, Appendix 1 includes a
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detailed analysis of existing costs for Creedmoor Elementary School and
anticipated ongoing costs after a consolidation.
The following table is a summary of this analysis:
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Creedmoor Elementary School Current Annual Costs and Potential
Annual Savings
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Total Current Annual Costs $ 4,163,936
Anticipated Ongoing Costs after Consolidation ($3,210,810)
Current State Funding for Principal ($108,088)
Potential Annual Savings * $ 845,038
* Includes savings for Child Nutrition Fund of $39,119.
11B. Human Resources
Staffing for schools is primarily determined by the Average Daily Membership
(ADM) of students. This figure is measured at various points during the
school year, and represents the enrollment number for the school. It is
different from the attendance rate of pupils, which measures the number of
students in the building on any given day.
NCDPI allotts teaching positions based on the ADM for day twenty (20) of
the academic year. The allotment ratio of students per teacher has varied
over the past years depending on state law and policy. Currently NCDPI
provides ADM teacher allotments on a new formula which differs by grade
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level:
Grade Teacher : Student HB 90
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Allotment Average Class Size Limit
(2018-19)
K 1 : 19 20
(23 per individual class)
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1 1 : 17 20
(23 per individual class)
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2-3 1 : 18 20
(23 per individual class)
4-8 1 : 24 None
These teaching positions are not always used ONLY for classroom teacher
positions, and are sometimes included in the staffing of elective teachers. HB
90, class size reduction phase in, provides limits on class size beginning
2017-2018 school year, and then gradually lowers that number for each
consecutive year, while simultaneously providing “program enhancement”
teacher funding for elective positions.
12Creedmoor Elementary currently has (17) classroom teachers for six (6)
grade levels K-5. They also have one (1) PE teacher, one (1) Music Teacher,
(1) Art Teacher, (1) Reading Teacher ,and a contracted professional Dance
Instructor that serves students 1 day per week. This is a total of 21 teachers.
Grade Level Number of Teachers
Kindergarten 3
1st grade 3
2nd grade 3
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3rd grade 3
4th grade 3
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5th grade 2
Art Teacher (K-5) 1
Music Teacher (K-5) 1
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Dance Instructor* (K-5) 1
PE Teacher (grades K-5) 1
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Reading Teacher (grades K-5) 1
*Not a certified teacher, but a professional dance instructor
13Current Class Size Information Listed in PowerSchool:
Grade Teacher #1 Teacher #2 Teacher #3 Average
K 16* 13 14 14.3
1st 22* 19 19 20
2nd 19* 16 16 17
3rd 20* 12 11 14.3
4th 26* 13 17 18.6
5th 35* 33 34
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*Serves virtual students ONLY during Pandemic
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All staffing for the Exceptional Children’s Program (ECP) are also funded
under a separate budget source. Any staffing outside of the state allotment
for ADM, Program Enhancement, AIG, ESL, Pre-Kindergarten, and ECP are
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paid for using local dollars or a separate state or federal budget source.
Administrative or non-instructional staffing, while also based in part on ADM,
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is calculated and allocated differently, depending on the type of position:
Principal:
NCDPI provides one (1) principal position for each school. Funding for this
position is the base salary only, and does not include salary differential, which
must be paid locally. CESA has one (1) principal assigned to the school
14Assistant Principal:
NCDPI provides one (1) assistant principal (AP) position for every 985
students. This allotment is given to the district as a whole. The school
district supplements AP staffing with local funds to extend this ratio as
needed. CESA has one (1) AP position assigned to the school.
Counselor:
NCDPI provides one (1) instructional support position for every 211 students.
Instructional support includes counselors, nurses, social workers and media
coordinators. The school district supplements counselor staffing with local
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funds to extend this ratio as needed. CESA currently has one (1) school
counselor.
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Other Certified Support Staff:
CESA has one (1) Reading Teacher. This position is covered by Title I funds.
School-Based Classified Staff:
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School-based classified staff, which usually include teacher assistants, office
staff (Bookkeepers, Data Managers, Receptionists), custodians and Deans of
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Students are allotted based on the overall ADM of the district. Generally
speaking, school districts are not allotted enough school-based classified
positions to fill all needed positions.
CESA has one (1) Receptionist. The closure of CESA would allow this
position to be included in cost savings for personnel, as allowed through
attrition of staff across the district.
CESA has one (1) Data Manager. The closure of CESA would allow this
position to be included in cost savings for personnel, as allowed through
15attrition of staff across the district.
CESA has one (.6) part-time Bookkeeper. The closure of CESA would allow
this position to be included in cost savings for personnel, as allowed through
attrition of staff across the district.
CESA has two (3) Custodians. The closure of CESA would allow both
positions to be included in cost savings for personnel, as allowed through
attrition of staff across the district.
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16C. Curriculum & Instruction:
As stated previously, CESA has 17 classroom teachers, plus one Reading
teacher, and three elective teachers (Physical Education, Music, and Art.)
Additionally, there are three Exceptional Children’s teachers, two of which
teach in the EC Self-Contained classrooms and a part-time ESL teacher to
serve students who require specially designed instruction (see Table 1 for the
number of students served.) The school also has one Pre-Kindergarten
teacher. In addition to the certified teachers, CESA has a professional dance
school instructor who teaches dance.
Table 1: Student Support Service-students currently identified in each grade level
Support Area PK K 1 2 3 4 5 Total
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Academically or Intellectually Gifted (AIG) * * 5 5
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English Learners (EL) 13 11 16 5 9 13 67
Exceptional Children (Not in a >5 5 5 7 >5 7 9 39
Self-Contained Classroom)
Exceptional Children Self-Contained 0 >5 >5 >5 >5 5 5 20
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(NCDPI PowerSchool, n.d.) - *Due to the COVID-19 school closure in the spring, current 4th-grade students did not
complete the second battery of testing. The second battery of testing for 4th-grade students and the screening process for current
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3rd-grade students will occur when students return to in-person instruction.
All GCPS elementary schools have access to the same core curriculum and
assessment resources, resulting in consistent content from school to school.
As in any school district, instructional style and delivery vary from school to
school and classroom to classroom. Professional Development support
varies by teacher and school depending on the need. CESA has continued
to improve academic performance over the past six years and has met
growth for the last five years, as evidenced in the data found in Table 2.
(NCDPI, 2019)
17Table 2: Academic Performance
Year Math Reading Science Proficiency EVAAS Prof. & SPG EVAAS Growth
GLP GLP GLP Composite Score Growth Growth Status
Proficiency Proficiency Proficiency 80% 20% Score
2013-14 28.4 34.7 39.4 33 58.6 38 F NotMet
2014-15 28.1 41.6 37.7 35 82.1 45 D Met
2015-16 35.8 40.9 51.5 40 83.8 49 D Met
2016-17 38.3 43.2 42.9 41 81.2 49 D Met
2017-18 42.4 37.1 53.9 42.8 83.3 51 D Met
2018-19 40.5 41.1 71.2 46 79.3 53 D Met
2019-20 Students did not test because of school closure due to COVID-19
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https://ncreportcards.ondemand.sas.com/src (NCDPI, 2019)
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Description of Choice Program
Creedmoor Elementary Schools of the Arts is an elementary school of choice.
The school was among the first schools to implement a choice program. The
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secondary schools in CESA feeder pattern have strong arts programs and
the school’s focus on the arts provides a natural progression to those
schools. CESA is a member of the A+ Schools of North Carolina and
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according to their website (A+ Schools of North Carolina, n.d.), “A+ Schools
of North Carolina is a whole-school transformation model that views the arts
as fundamental to teaching and learning. Our schools develop a creative
culture in which the state's mandated curriculum is taught through
collaboration and multi-discipline integration, with the arts continuously
woven into every child's learning experience.
Established in North Carolina in 1995, A+ Schools is a signature program of
the North Carolina Arts Council. A+ is the longest-running, arts-based
whole-school reform model in the nation.”
18Teachers and administrators receive professional development from A+
Schools, NC. The professional development helps teachers incorporate
tenets of the arts into their daily lessons. Although the Arts Program has
been in place several years, it has not attracted many students from outside
of the school’s attendance zone.
Merging/Implementing Choice Program at another school
The A+ Schools program can be replicated/moved to another school.
Implementation at another school requires the school to apply, and once
approved, the school will become a member of the A+ School Network. The
school staff will be required to undergo the initial 5-day professional
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development provided by the A+ School Network. The professional
development cost depends on the number of staff members, but there are
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possible grant opportunities available through A+ Schools to offset the
training cost (2019-2020 cost for 27 staff members was $5,000; school
requested and received funding for the full amount from the A+ School
Network). There is no recurring cost for the district, including training for new
teachers and ongoing training for administrators and select staff members.
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A+ Schools pay expenses associated with the training, substitute teachers,
travel, and lodging (if needed).
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19D. Infrastructure & Operations
Facility:
The CESA school campus has 81,892 square feet of indoor space sitting on
19.64 acres. Currently, there are four (7) vacant classrooms at CESA
Elementary School as well as other classrooms on the campus that are used
for non-classroom educational activities.
The students who currently attend CESA could be reassigned across the
other four existing southern area elementary schools. The distance between
CESA and these schools are as follows:
● CESA to MTES - 2.6 miles
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● CESA to TRES - 7.3 miles
● CESA to Wilton - 6.5 miles
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● CESA to BSES - 6.1 miles
The available ‘surplus’ capacity at these schools is listed in the chart below.
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School 2020-2021 Optimal Surplus
20-day Capacity Capacity
Enrollment
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BSES 420 605 185
MTES 391 694 303
TRES 354 573 219
WILTON 260 452 192
An analysis conducted by OREd in 2018 of the demographics of
elementary-aged children in the attendance zone for this school show a
projected net growth of forty (40) additional students during the ten-year
period from 2017-18 through 2027-28. This information is provided in the
20out-of-capacity table below which was part of their official report to our Board
on August 20, 2018. Note that the 2017-2018 capacity figures cited in the
OREd report were based on formulas that have since been modified to
provide “optimal” capacity which more accurately reflects the educational
needs of our schools.
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Capital Outlay Needs:
The CESA campus has received extensive upgrades to its facilities in the
past two years. In the summer of 2018, the HVAC was renovated at a cost of
$1.2 million. This was funded through a capital improvements allocation from
the Granville County Commissioners in response to the prevalence of mold
on that campus which forced the school to close during the first week of
21school in August of 2017. CESA has also had major roof replacements and
renovations on nearly every building on the campus during the summer of
2020 at a cost of nearly $1 million, again, funded through special funds
provided by the county.
CESA currently has more than $1.05 million of critical capital outlay needs
within the next 5 years. Of this, $650 thousand is miscellaneous upgrades to
windows, doors, locks, painting, flooring and bathroom upgrades. Driveway
asphalt will also need repairs and resurfacing during this time. Two HVAC
chillers will be near end-of-life by year 5 at a cost of $250 thousand. The
critical capital outlay over 10 years is $1.3 million. Overall, the major systems
of the facility are in sound, working condition and the facility is no longer in
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the critical state it was in when air quality became a major concern in 2017.
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The most recent air quality testing conducted by a third party laboratory on
May 20, 2020, “did not show a fungal amplification or an altered indoor fungal
ecology” on the campus. Nearly all relative humidity readings were also in
the desirable/optimal 45-55% range (outside humidity was 80%).
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22Value of Property:
According to the current Granville County tax appraisal card, the total value of
the property is $4,924,825. No official property appraisal from a third party
has been conducted.
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Transportation:
In September of the 2019-2020 academic year, prior to the pandemic, CESA
elementary school ran five (5) school buses which served approximately 220
students. These five buses travelled 151 miles and were on the road for 8.3
hours, total, per day.
If CESA were closed, there are multiple scenarios for how new attendance
23lines could be drawn. The current CESA attendance zone could be absorbed
through excess capacity at BSES and MTES, or all southern area attendance
zones could be redrawn to evenly distribute students across all four
remaining schools. Refer to the maps below for existing attendance zones:
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In order to determine a full, detailed and accurate understanding of potential
financial impact on transportation, additional analysis would need to occur
depending on where the attendance lines would be drawn.
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ENLARGED MAP OF SOUTHERN AREA ATTENDANCE ZONES
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The above enlarged map shows the approximate locations of each school
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within their current attendance zone. If CESA were closed, new attendance
zones could be redesigned in one of two ways:
1. CESA attendance zone (purple) could either be absorbed by the two
adjacent remaining elementary schools - BSES (blue) , and MTES
(green),
OR,
2. The southern elementary school attendance zones could be redrawn to
evenly distribute among the four remaining elementary schools.
25Scenario #2 would likely be the most efficient and result in the greatest
potential cost savings by reducing the total number of school buses which
serve the southern area elementary schools. School choice availability in all
of our elementary schools should be considered as a factor for redrawing
attendance zones as well. This would be done with technical assistance and
in consultation with the Institute for Transportation Research and Education
(ITRE) at NCSU.
Child Nutrition:
Currently, there are four (4) full time child nutrition staff members assigned to
Creedmoor Elementary for an annual cost of $119,418. In consultation with
the Child Nutrition Director, it has been determined that if CESA were closed,
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the manager position could be eliminated and the remaining three positions
would need to “follow the children” and be transferred to the assigned school.
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Increasing student capacity at the other schools would create additional
pressure on making sure lunches could be served in the same size kitchen
and cafeteria space. The total estimated savings is $39,119. Plans are being
made to handle CN staffing reductions through attrition.
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FREE & REDUCED LUNCH DATA
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Creedmoor Elementary School of the Arts
Year 2013 2014 2015 2016 2017 2018 2019 2020
Free 275 260 264 291 333 260 251 250
Reduced 36 41 40 40 21 43 30 26
GCPS District
Year 2013 2014 2015 2016 2017 2018 2019 2020
Free 4234 4041 4256 4141 4312 3932 4032 3893
Reduced 641 600 613 596 438 584 518 495
26E. School Culture and Impact on the Community
CESA has a proud history and active alumnae in the community. It is
considered a neighborhood ‘city school’ because of its central location in the
City of Creedmoor.
An analysis by OREd of the demographics of elementary-aged children in the
attendance zone for this school shows a projected net growth of forty (40)
additional students in the next ten (10) years.
Data regarding school culture and community impact are qualitative in nature
and difficult to measure in charts and numbers. There are some indications
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that enrollment will increase in the foreseeable future, and would therefore
indicate that the school could expect to maintain its enrollment.
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F. SUMMARY
Based on the information and data presented in this study, the closure of
CESA and the merger of students to neighboring southern area elementary
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schools may accomplish the following:
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1. Provide a potential cost savings to the school district;
2. Increase efficiency of staffing;
3. Provide potential increases in academic opportunity for students;
4. Incur minimal or no cost related to facilities;
5. Impact school culture and the community in a variety of manners.
27G. TIMELINE CONSIDERATIONS
The potential decision of the Granville County School Board to close CESA
and transfer these students to neighboring elementary schools would require
significant effort to implement. Extensive planning at the school and district
level would need to occur in order to facilitate a smooth transition for
students, parents and employees. Part of this process includes providing
adequate time to assess the work, plan action steps, and execute the
decision. Below is a timeline that has been developed based on the goal of
starting the 2021-2022 school year with all CESA students transferred to
neighboring elementary schools:
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Time Action Step
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October 19, 2020 Special Called Meeting
November Date TBD 2020 Hold Public Hearing/Community
Forum
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November Date TBD 2020 Special Called Meeting
Finalize Decision and determine
plan for redrawing attendance zones
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December 2020 Create and Communicate Transition
Plan to Stakeholders
January - July 2021 Plan Staffing, finalize schedules,
move furniture, prepare for opening
of school
28SOURCES:
A+ Schools of North Carolina. (n.d.). A+ Schools of North Carolina. A+
Schools of North Carolina. https://www.ncarts.org/aplus-schools
Dudley, T. & Palmer, M. Granville County Public Schools Integrated Planning
for School and Community (IPSAC) Report. (2018) ITRE at NCSU
Dudley, T. & Palmer, M. Granville County Public Schools Land Use Study
Report. (2018) ITRE at NCSU
PowerSchool reports NCDPI
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https://idp.ncedcloud.org/idp/AuthnEngine#/authn
Granville County Public Schools Board of Education Meeting Minutes
Board Docs: https://www.boarddocs.com/nc/gcsd/Board.nsf
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NCDPI. (2019). North Carolina School Report Cards. North Carolina School
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Report Cards. https://ncreportcards.ondemand.sas.com/src
NCDPI PowerSchool. (n.d.). PowerSchool. PowerSchool.
https://idp.ncedcloud.org/idp/AuthnEngine#/authn
29APPENDIX
Appendix 1 Detail Costs Analysis - Creedmoor Elementary School of the
Arts
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30Granville County Public Schools
Appendix 1
Creedmoor Elementary School of the Arts
Estimated Total Costs and Potential Savings with Consolidation
Ongoing
Provided by Positions Ongoing
Total State/Grant After Continuing Costs Net Potential
Current Personnel Costs Current based on Additional Total Current Consolidat after Position Consolidation Child Nutrition Total Potential
(Salaries & Benefits): Positions ADM/School Cost Cost ion Consolidation Reduction Savings Potential Savings Savings
Principal 1.00 108,088.00 12,329.00 $ 120,417.00 ‐ $ ‐ 1.00 $ 12,329.00 $ ‐
Assistant Principal 1.00 18,058.00 48,489.00 66,547.00 ‐ ‐ 1.00 66,547.00 ‐
Instructional Support 1.00 80,303.00 7,398.00 87,701.00 ‐ ‐ 1.00 87,701.00 ‐
Teachers 21.00 1,190,255.00 266,775.00 1,457,030.00 18.70 1,297,451.00 2.30 159,579.00 ‐
Specialty Teachers (AIG, ESL, EC Support, Pre‐K) 5.99 424,393.00 38,650.00 463,043.00 5.99 463,043.00 ‐ ‐ ‐
Teacher Assistants 6.35 134,744.00 94,008.00 228,752.00 3.84 138,332.00 2.51 90,420.00 ‐
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Specialty Assistants (EC, Pre‐K) 2.65 95,331.00 924.00 96,255.00 2.65 96,255.00 ‐ ‐ ‐
Office Support 2.68 46,775.00 76,341.00 123,116.00 ‐ ‐ 2.68 123,116.00 ‐
Custodian 3.00 43,634.00 75,774.00 119,408.00 ‐ ‐ 3.00 119,408.00 ‐
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Child Nutrition Staff 4.00 119,418.00 ‐ 119,418.00 3.00 80,299.00 1.00 ‐ 39,119.00
Total Current Personnel Costs 48.67 2,260,999.00 620,688.00 2,881,687.00 34.18 2,075,380.00 14.49 659,100.00 39,119.00
2019‐2020 Opearting Costs:
Substitute Cost 39,866.00 39,866.00 ‐ ‐
Bus 21,634.00 21,634.00 ‐
Mentor 21,514.00 21,514.00 ‐ ‐
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Instructional Contracted Services 3,694.00 ‐ 3,694.00 ‐
Security 1,450.00 ‐ *** 1,450.00 ‐
Maintenance 8,238.00 ‐ *** 8,238.00 ‐
Facility Cost
Utilities
Telephone
Membership Dues & Fees
Supplies & Materials
D 11,452.00
113,247.00
7,538.00
1,200.00
14,945.00
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‐
‐
‐
14,945.00
***
***
11,452.00
113,247.00
7,538.00
1,200.00
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‐
‐
‐
‐
‐
Textbooks 20,953.00 20,953.00 ‐ ‐
Professional Development & Travel Reimbursements 6,324.00 6,324.00 ‐ ‐
Technology 25,103.00 25,103.00 ‐ ‐
Personnel cost based on current payroll. Other costs based on 2019‐2020 actual.
10/1/2020 31Granville County Public Schools
Creedmoor Elementary School of the Arts Appendix 1
Estimated Total Costs and Potential Savings with Consolidation
Ongoing
Provided by Positions Ongoing
Total State/Grant After Continuing Costs Net Potential
Current Personnel Costs Current based on Additional Total Current Consolidat after Position Consolidation Child Nutrition Total Potential
(Salaries & Benefits): Positions ADM/School Cost Cost ion Consolidation Reduction Savings Potential Savings Savings
Exceptional Children's Program 873.00 873.00 ‐ ‐
After School 9,510.00 9,510.00 ‐ ‐
21st Century 46,102.00 46,102.00 ‐ ‐
State Safety Equipment Grant 19,068.00 19,068.00 ‐ ‐
Child Nutrition Costs 75,693.00 75,693.00 ‐ ‐
Total 2019‐2020 Operating Costs * 448,404.00 301,585.00 146,819.00 ‐
T
2019‐2020 Capital Outlay Costs ** 833,845.00 833,845.00 ‐ ‐
AF
Total All $ 4,163,936.00 $ 3,210,810.00 $ 805,919.00 $ 39,119.00 $ 845,038.00
**** ****
* Instructional operating costs follow the students and are considered ongoing costs.
** Capital Outlay costs vary greatly by year by projects. (Therefore these costs are not taken into account on the potential savings calculation.)
*** Potential cost savings from utilities, facilities and maintenance are based on the Board of Education no longer owning the school building.
(Maintaining ownership of the buidling would require utilities and upkeep)
R
**** In addition please review the transportation implications and anticipated future capital outlay needs.
D
Personnel cost based on current payroll. Other costs based on 2019‐2020 actual.
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