Presenter outlines phased facilities master plan for WEST IRONDEQUOIT CENTRAL SCHOOL DISTRICT

A presenter for the WEST IRONDEQUOIT CENTRAL SCHOOL DISTRICT outlined a phased, multi‑year facilities master plan that would combine modest additions with interior renovations, safety upgrades and program reconfigurations across the district’s elementary, middle and high school campuses. The presenter said the goal is to modernize instructional spaces without imposing a single large tax increase on residents.

The presenter said the board asked for a plan the community could support financially and stressed a staged approach rather than a single “generational” project. The consultant team from CPL — including Corey, introduced as the lead project manager, and Jason, introduced as a parent participating as a market test — walked the board and meeting attendees through conceptual options for each campus. “This plan rolls out what a 5, 10, 15, maybe 20, 30 year plan could look like. We don’t want to make it a single generational project that focuses on everything all at once,” Corey said.

Why it matters: district leaders framed the work as a way to keep WEST IRONDEQUOIT attractive to families and aligned with instructional goals while limiting near‑term tax pressure. The presentation highlighted tradeoffs between site constraints, program needs and state aid rules that can delay or limit repeat renovation aid.

What the plan shows: across multiple campuses, consultants proposed a consistent set of interventions:

• North‑section middle schools: create a functional secure main entrance and add small classroom additions so interior classroom space can be backfilled for social‑emotional learning and small‑group student‑support spaces; update corridors, offices and classrooms to current district standards.

• Colebrook and Listwood (elementary): classroom additions and cafeteria/STEAM additions where site geometry allows; at Listwood, consultants noted parking added under the Promise 2027 project could offset lost parking from new additions.

• Senica: described as landlocked; consultants proposed interior reconfiguration (music, art, limited STEAM) rather than full cafeteria or gym additions.

• Brierwood and Brook View: classroom additions with student‑support backfill, renovated gyms, libraries and cafeterias.

• Dake: focus on culinary/CTE upgrades, kitchen/APR improvements, music and lab capabilities within the existing footprint.

• High school: reconfigure the auditorium (presenters described a roughly 1,100‑seat target) by rotating the auditorium and reorganizing performing‑arts spaces (band, chorus, orchestra), a black‑box theater and supporting green room; design options emphasize retaining the balcony while expanding capacity and learning‑commons adjacencies.

• Roger Southon: a small addition to provide a separate secure entrance, distinct offices and the accessibility improvements (interior stair and elevator) needed for the split‑level campus; the plan would permit separate K–3 and 4–6 cafeterias and dedicated gym space while preserving kitchen location.

Operations and finance: attendees asked how renovations would be sequenced and funded. The presenter warned that state aid rules require monitoring because districts sometimes must allow parts of a renovation to “recharge” before qualifying for additional aid; the presentation also noted possible staffing implications if renovated or added offices and classrooms increase operational needs. A questioner raised the possibility of needing additional greeters, custodial staff or other roles as buildings change; the presenter said those impacts would be considered during project staging.

Next steps: the district plans to convene a stakeholder group—likely linked to the facilities planning committee—to prioritize projects, develop packages for design work and refine sequencing, budgets and user‑group programming. The presentation will be repeated in a few weeks and staff will continue to solicit community input.

Notes on transcript spellings: the meeting transcript contains multiple nonstandard or inconsistent spellings for some campus names (for example "Irakcoy/Iracoy/Aeroquy" in the transcript). This article preserves the speakers’ descriptions of constraints and proposed work but uses the district name WEST IRONDEQUOIT CENTRAL SCHOOL DISTRICT as provided; specific campus spellings in the transcript have been noted to district staff for confirmation.