Candidates want long-term plan
Three school board hopefuls looking for outline, then referendum
By Christena T. O'Brien
Leader-Telegram staff O'Brien can be reached at 830-5838, 800-236-7077 or christena.obrien@ecpc.com.
Three of four school board candidates believe a long-range plan needs to be in place before the Eau Claire school district puts another referendum before voters.
"Strategic planning has to become part of the district's DNA," said Doug Mell, UW-Stout's director of communications. "This is an absolute necessity and should be the No. 1 goal of the new board and new superintendent. (And) this process needs to be totally inclusive and transparent."
Mell, along with incumbent Carol Craig, Robert G. Janke and Adam Shiel, are vying for two seats on the school board in Tuesday's election. Incumbent Mike O'Brien, board president, isn't seeking re-election.
Last spring, voters in the Eau Claire school district rejected a three-year, $21.6 million referendum, forcing the school board to cut $7.5 million from the 2007-08 budget.
The projected deficit for the 2008-09 school year totals $2.98 million, but that figure is subject to change - and possibly increase - because of contract negotiations.
To plug the hole, the school board approved closing Little Red School at the end of this school year. District administrators also have proposed a shift in funding seventh- and eighth-grade athletics and recommended budget cuts, including teaching positions.
"I have a hard time imagining the school district not going to referendum at some point, but I don't know when that might be," said Adam Shiel, an electrical engineer at Silicon Logic Engineering.
"I do think it's absolutely imperative that before we go to referendum that we have a reasonable, long-range plan in place, so we can clearly explain to the taxpayers how we are spending our money and what we'll be giving up if a referendum doesn't pass."
Shiel, like Mell, is making his first bid for public office. Both men have children in school. Shiel, a 34-year-old native of Kansas, has lived in Eau Claire for eight years. He and his wife, Sarah, have two children who attend the Montessori Charter School. The 53-year-old Mell, a former Leader-Telegram editor, and his wife, Sue Kittelson, have lived in the school district for more than 20 years. Their eldest son, David, graduated from North High School, where their youngest son, Daniel, is a junior.
"It will take two years to pass a new referendum," Mell said. "The first year needs to be spent developing a comprehensive strategic planning process that is part of a total quality improvement process."
"The next six months should be devoted to developing the parameters of the referendum, using the comprehensive strategic plan as a road map. The same groups that were involved in the planning process should be involved in developing the outline of the referendum. The final six months should be spent advocating for the referendum."
Craig, who is seeking her sixth term on the board, has gone on record saying that the next referendum must have community involvement before the school board can prioritize.
"We need to inform the public of consequences due to staff cuts and delayed maintenance - in logical, organized forums whereby people can participate in respectful dialogue," said Craig, who recently retired from the Chippewa Valley Technical College Center for Behavioral Science and Civic Effectiveness and became executive director of OMNI Associates, a nonprofit organization that provides resources and programs for enriching personal and professional development.
"This community has consistently supported public education, including maintenance, adequate staffing levels and new facilities when they have been given the opportunity to help create the long-range plan," the 57-year-old Craig said. "So my priority is working toward the completion of my motion, (which passed unanimously Feb. 19), which requires the district to complete a comprehensive plan before a new referendum goes forward or before any more programs and services are cut."
Janke, a retired UW-Eau Claire geography professor, spent nine years on the school board. He attended Eau Claire schools in his youth, as did his two daughters, who went on to pursue careers in education.
"I think it's obvious (that we need to hold a referendum)," he said. "The normal budget tries to fund both building maintenance and staffing issues, and we know in the past few years there is just not enough ... "
"I honestly think we should appeal to the concept of the social contract to get people to accept their responsibilities as citizens of this community not only to their children, but to all children."
Saturday, March 29, 2008
Friday, March 28, 2008
New Superintendent Heilmann news
From the Oshkosh Northwestern newspaper
Heilmann: Departure for Eau Claire schools comes with 'definite mixed emotions'
BY AMANDA M. WIMMER
of The Northwestern
Oshkosh schools Superintendent Ron Heilmann will leave the district to take the top post in the Eau Claire public schools.
Heilmann on Wednesday said he has tentatively accepted the position although a contract has not yet been signed.
“It comes with definite mixed emotions,” said Heilmann. “You don’t spend ten years as part of a community and not become vested in that community. It’s bitter-sweet-type of feeling.”
Michael O’Brien, president of the Eau Claire Area School District Board, said his board saw that Heilmann was fit for the job because of his experience. When Eau Claire school board members did Oshkosh site visits, they were impressed with the programs that Heilmann helped develop with the limited funding available, O’Brien said.
"With his personality and what he has demonstrated in the school district, Heilmann will come to Eau Claire, get the community energized, help us move forward in education and get our community to better recognize that quality education is an important aspect for our community," O’Brien said.
Heilmann was hired in Oshkosh in 1998 after five years as superintendent in Danbury, Texas. He is originally from Milwaukee and was a teacher and coach at Wild Rose High School before moving to Texas in 1981.
Eau Claire’s superintendent position has been vacant since July 2007. Heilmann said he doesn’t anticipate leaving Oshkosh for Eau Claire until mid-summer.
The announcement that Heilmann will take the Eau Claire position comes just one week after the Oshkosh school board approved the first phase of a multi-year facilities plan that will ask taxpayers to approve $26 million in construction and spending referendums in February 2009.
“I think we’ve got the framework for the plan in place,” Heilmann said. “I feel very good about the process so far, the steps we’ve put into place and I really look forward to working for the remainder of the time I’m here to move the process forward.”
Board member Karen Bowen, who is serving her fourth term on the Oshkosh school board and was a member of the board that hired Heilmann, said she feels this is a good move for Heilmann but not a good move for the Oshkosh school district.
“One of the eye openers for me was when the Eau Claire people interviewed us last week. They kept pointing to our (high) test scores and there were amazed with what we have done to bring up test scores with declining enrollment, a dwindling budget and a small number of administrators,” Bowen said.
Representatives of the Eau Claire school board met last week in closed session with the full Oshkosh school board to discuss Heilmann’s performance as Oshkosh superintendent.
Heilmann first notified the Oshkosh school board in mid-February that he was one of two finalists for the position. In early March, he visited the Eau Claire district for a series of interviews and community meetings.
Board members said they learned Wednesday morning that the Eau Claire board had made Heilmann a job offer.
Board president Dennis Kavanaugh said the school board would sit down and organize a search for a new superinten¬dent, which would include a search committee comprising of a broad group of community members. The school board will meet again on April 9.
"We will make every effort to get an organizational process moving as quickly as possible," he said.
Kavanaugh said he wishes Heilmann well.
"He has provided a good service to the community and our schools are staying strong," he said. "I think he has been a real asset to the Oshkosh schools."
Board member Dan Becker said he hasn’t had much time to process what’s happening and thinks the next couple of weeks will be a little rocky. Adding to the uncertainty, he said, is the announcement coming so soon after the board narrowly signed off on holding the February referendums.
“I think the board needs to discuss what impact his departure will have in terms of how we proceed in terms of a referendum and the facilities planning process,” Becker said.
Board member Tom McDermott said he will remember Heilmann for being focused on keeping students first in Oshkosh.
“He’s always been a champion for students at-risk,” McDermott said.
However, McDermott said, change isn’t always a bad thing.
“I think it sometimes provides us with an opportunity for a new perspective. I’m hoping that we can make something positive happen out of this,” he said.
Heilmann said the Eau Claire and Oshkosh communities are more similar than they are different, which is one of the things that made the job so appealing to him.
“I found my skill set matches real well to the needs the Eau Claire community has,” he said. “I do feel very connected to the Oshkosh community. As the process has unfolded it’s been very emotional to look down the road and realize something I’ve invested ten years of my life in is coming to a close.”
Heilmann also serves on the Grand Opera House board, the Oshkosh Public Library board and is a member of the Oshkosh Downtown Rotary Club and Partners in Education.
Heilmann: Departure for Eau Claire schools comes with 'definite mixed emotions'
BY AMANDA M. WIMMER
of The Northwestern
Oshkosh schools Superintendent Ron Heilmann will leave the district to take the top post in the Eau Claire public schools.
Heilmann on Wednesday said he has tentatively accepted the position although a contract has not yet been signed.
“It comes with definite mixed emotions,” said Heilmann. “You don’t spend ten years as part of a community and not become vested in that community. It’s bitter-sweet-type of feeling.”
Michael O’Brien, president of the Eau Claire Area School District Board, said his board saw that Heilmann was fit for the job because of his experience. When Eau Claire school board members did Oshkosh site visits, they were impressed with the programs that Heilmann helped develop with the limited funding available, O’Brien said.
"With his personality and what he has demonstrated in the school district, Heilmann will come to Eau Claire, get the community energized, help us move forward in education and get our community to better recognize that quality education is an important aspect for our community," O’Brien said.
Heilmann was hired in Oshkosh in 1998 after five years as superintendent in Danbury, Texas. He is originally from Milwaukee and was a teacher and coach at Wild Rose High School before moving to Texas in 1981.
Eau Claire’s superintendent position has been vacant since July 2007. Heilmann said he doesn’t anticipate leaving Oshkosh for Eau Claire until mid-summer.
The announcement that Heilmann will take the Eau Claire position comes just one week after the Oshkosh school board approved the first phase of a multi-year facilities plan that will ask taxpayers to approve $26 million in construction and spending referendums in February 2009.
“I think we’ve got the framework for the plan in place,” Heilmann said. “I feel very good about the process so far, the steps we’ve put into place and I really look forward to working for the remainder of the time I’m here to move the process forward.”
Board member Karen Bowen, who is serving her fourth term on the Oshkosh school board and was a member of the board that hired Heilmann, said she feels this is a good move for Heilmann but not a good move for the Oshkosh school district.
“One of the eye openers for me was when the Eau Claire people interviewed us last week. They kept pointing to our (high) test scores and there were amazed with what we have done to bring up test scores with declining enrollment, a dwindling budget and a small number of administrators,” Bowen said.
Representatives of the Eau Claire school board met last week in closed session with the full Oshkosh school board to discuss Heilmann’s performance as Oshkosh superintendent.
Heilmann first notified the Oshkosh school board in mid-February that he was one of two finalists for the position. In early March, he visited the Eau Claire district for a series of interviews and community meetings.
Board members said they learned Wednesday morning that the Eau Claire board had made Heilmann a job offer.
Board president Dennis Kavanaugh said the school board would sit down and organize a search for a new superinten¬dent, which would include a search committee comprising of a broad group of community members. The school board will meet again on April 9.
"We will make every effort to get an organizational process moving as quickly as possible," he said.
Kavanaugh said he wishes Heilmann well.
"He has provided a good service to the community and our schools are staying strong," he said. "I think he has been a real asset to the Oshkosh schools."
Board member Dan Becker said he hasn’t had much time to process what’s happening and thinks the next couple of weeks will be a little rocky. Adding to the uncertainty, he said, is the announcement coming so soon after the board narrowly signed off on holding the February referendums.
“I think the board needs to discuss what impact his departure will have in terms of how we proceed in terms of a referendum and the facilities planning process,” Becker said.
Board member Tom McDermott said he will remember Heilmann for being focused on keeping students first in Oshkosh.
“He’s always been a champion for students at-risk,” McDermott said.
However, McDermott said, change isn’t always a bad thing.
“I think it sometimes provides us with an opportunity for a new perspective. I’m hoping that we can make something positive happen out of this,” he said.
Heilmann said the Eau Claire and Oshkosh communities are more similar than they are different, which is one of the things that made the job so appealing to him.
“I found my skill set matches real well to the needs the Eau Claire community has,” he said. “I do feel very connected to the Oshkosh community. As the process has unfolded it’s been very emotional to look down the road and realize something I’ve invested ten years of my life in is coming to a close.”
Heilmann also serves on the Grand Opera House board, the Oshkosh Public Library board and is a member of the Oshkosh Downtown Rotary Club and Partners in Education.
SAGE Program Survives Preposterous Proposal!
Updated: 3/25/2008
Board hoping to keep SAGE
Waiver sought; four schools added
By Christena T. O'Brien
Leader-Telegram staff
A state program aimed at reducing class sizes at the elementary level is expected to continue at eight Eau Claire schools into 2008-09.
District officials had recommended discontinuing the Student Achievement Guarantee in Education, or SAGE, program at Sherman, Sam Davey, Roosevelt and Northwoods schools for the next academic year.
But the seven-member school board unanimously approved a motion to apply for a waiver from the state Department of Public Instruction for those elementaries, along with Longfellow, Locust Lane, Lakeshore and Flynn, where SAGE also is offered, for this school year and next.
Districts must submit a waiver request when a SAGE school is unable to meet the class size requirement of 15 students in kindergarten through third grade to give them time to work toward compliance with the law.
The motion, offered by board member Mike Bollinger, included using up to $400,000 as a one-time payment from the district budget's general fund to work toward compliance with SAGE law and appointing a committee to examine future SAGE funding.
The board's action resulted in applause from the audience, which included a number of parents and teachers, who had urged the board during a public hearing preceding the regular meeting to continue the SAGE program at all eight schools.
"It's an investment," said district resident Maria Henly, noting she couldn't understand why the district would return state funding for the program. "I think student achievement should be a priority."
The program is funded in part by the state, but those dollars don't cover the total cost to keep class sizes at 15 students, and additional district dollars are required to support the program in all schools.
During the public hearing, Denise Bernier, a Northwoods School parent, asked the board to apply for the waivers to allow people time to come up with potential funding ideas for the program.
Board hoping to keep SAGE
Waiver sought; four schools added
By Christena T. O'Brien
Leader-Telegram staff
A state program aimed at reducing class sizes at the elementary level is expected to continue at eight Eau Claire schools into 2008-09.
District officials had recommended discontinuing the Student Achievement Guarantee in Education, or SAGE, program at Sherman, Sam Davey, Roosevelt and Northwoods schools for the next academic year.
But the seven-member school board unanimously approved a motion to apply for a waiver from the state Department of Public Instruction for those elementaries, along with Longfellow, Locust Lane, Lakeshore and Flynn, where SAGE also is offered, for this school year and next.
Districts must submit a waiver request when a SAGE school is unable to meet the class size requirement of 15 students in kindergarten through third grade to give them time to work toward compliance with the law.
The motion, offered by board member Mike Bollinger, included using up to $400,000 as a one-time payment from the district budget's general fund to work toward compliance with SAGE law and appointing a committee to examine future SAGE funding.
The board's action resulted in applause from the audience, which included a number of parents and teachers, who had urged the board during a public hearing preceding the regular meeting to continue the SAGE program at all eight schools.
"It's an investment," said district resident Maria Henly, noting she couldn't understand why the district would return state funding for the program. "I think student achievement should be a priority."
The program is funded in part by the state, but those dollars don't cover the total cost to keep class sizes at 15 students, and additional district dollars are required to support the program in all schools.
During the public hearing, Denise Bernier, a Northwoods School parent, asked the board to apply for the waivers to allow people time to come up with potential funding ideas for the program.
Freedom Of Information Act (FOIA)
From the LT celebrating public access to public records.
Light let in on access to public records
Sunshine Week calls attention to Freedom of Information Act
By Candy Czernicki
Chippewa Falls News Bureau
Sunshine Week couldn't come at a better time, with most Chippewa Valley residents longing for an end to gray skies and snow.
But the annual event has less to do with cheering up winter-weary people and more with shining a bright light on free and open access to public records.
Sunshine Week, sponsored yearly by media, government and education partners, is designed to call attention to the Freedom of Information Act, signed into law by President Lyndon Johnson on July 4, 1966. It was amended in 2002.
A variety of public records are available for Chippewa Valley residents to inspect, including property ownership, motor vehicle, voter registration, political contributions and court proceedings. Most record searches involve a trip to the county courthouse.
Court records, including criminal, civil, traffic and probate cases, remain in a state online database for anywhere from five to 100 years, depending on the type of case. It's still not enough to help de-clutter most clerk of courts offices.
"I was just at a meeting on remodeling in conjunction with the jail," said Diana Miller, Eau Claire County clerk of courts. "I was thinking, 'Oh, my, what am I going to do for storage?' I don't think we have enough space in the room for this year's records."
Records of cases long past reside in "dead storage" or are microfilmed, Miller said, but "the wave of the future is scanning records. We would have the ability to do that now - we can even get the equipment free - but we don't have the staff. I did ask two years in a row for the staff to do that, but that's just not been in the budget."
The Wisconsin Supreme Court is expected to approve a petition regarding the use of electronic signatures, which usually involves the acceptance of a person's typed rather than handwritten name, and electronic filing. Once that happens, "electronic filing will be opened up," Miller said.
"It's a great feature and hopefully a time-saver for our office. We do pull records a lot."
Currently those records cost money, from $1.25 per page for copies to $5 for a clerk-assisted records search.
"We're trying to be reasonable about giving people access to information, but at some point you have to pay for it," Miller said.
Scanned records would be available at a public access computer linked to the Wisconsin Circuit Court Access Web site, known as CCAP, for Consolidated Court Automation Programs.
Karen Hepfler, Chippewa County clerk of courts, said that while scanning would help with space issues, "we would like to start scanning as well for certain types of records routinely requested - perhaps not the whole file but a judgment of conviction or final divorce judgment."
Easier access to those records would help county clerk's office staff and residents, Hepfler said.
"Most folks request personal records," she said. "Usually sometime in the future (after a case has been settled) they find out from a new employer or at a job interview that they would like that information, and they don't have their copy any longer.
"A lot of times, different branches of the military come in for that reason as well, to assist folks going into the service in getting all the documents before they go in."
Czernicki can be reached at 723-0303 or candy. czernicki@ecpc.com.
Light let in on access to public records
Sunshine Week calls attention to Freedom of Information Act
By Candy Czernicki
Chippewa Falls News Bureau
Sunshine Week couldn't come at a better time, with most Chippewa Valley residents longing for an end to gray skies and snow.
But the annual event has less to do with cheering up winter-weary people and more with shining a bright light on free and open access to public records.
Sunshine Week, sponsored yearly by media, government and education partners, is designed to call attention to the Freedom of Information Act, signed into law by President Lyndon Johnson on July 4, 1966. It was amended in 2002.
A variety of public records are available for Chippewa Valley residents to inspect, including property ownership, motor vehicle, voter registration, political contributions and court proceedings. Most record searches involve a trip to the county courthouse.
Court records, including criminal, civil, traffic and probate cases, remain in a state online database for anywhere from five to 100 years, depending on the type of case. It's still not enough to help de-clutter most clerk of courts offices.
"I was just at a meeting on remodeling in conjunction with the jail," said Diana Miller, Eau Claire County clerk of courts. "I was thinking, 'Oh, my, what am I going to do for storage?' I don't think we have enough space in the room for this year's records."
Records of cases long past reside in "dead storage" or are microfilmed, Miller said, but "the wave of the future is scanning records. We would have the ability to do that now - we can even get the equipment free - but we don't have the staff. I did ask two years in a row for the staff to do that, but that's just not been in the budget."
The Wisconsin Supreme Court is expected to approve a petition regarding the use of electronic signatures, which usually involves the acceptance of a person's typed rather than handwritten name, and electronic filing. Once that happens, "electronic filing will be opened up," Miller said.
"It's a great feature and hopefully a time-saver for our office. We do pull records a lot."
Currently those records cost money, from $1.25 per page for copies to $5 for a clerk-assisted records search.
"We're trying to be reasonable about giving people access to information, but at some point you have to pay for it," Miller said.
Scanned records would be available at a public access computer linked to the Wisconsin Circuit Court Access Web site, known as CCAP, for Consolidated Court Automation Programs.
Karen Hepfler, Chippewa County clerk of courts, said that while scanning would help with space issues, "we would like to start scanning as well for certain types of records routinely requested - perhaps not the whole file but a judgment of conviction or final divorce judgment."
Easier access to those records would help county clerk's office staff and residents, Hepfler said.
"Most folks request personal records," she said. "Usually sometime in the future (after a case has been settled) they find out from a new employer or at a job interview that they would like that information, and they don't have their copy any longer.
"A lot of times, different branches of the military come in for that reason as well, to assist folks going into the service in getting all the documents before they go in."
Czernicki can be reached at 723-0303 or candy. czernicki@ecpc.com.
Monday, March 24, 2008
Adam Shiel and Carol Craig for School Board Elections
Bad officials are elected by good citizens who do not vote.
George Jean Nathan, American Journalist and Essayist
School Board Elections are on Tuesday, April 1st. It is EXTREMELY IMPORTANT for every single one of you to get out and vote and to also bring your neighbors and spouses and significant others to the polling place. I am asking that everyone, not only gets themselves out to vote but please spend 10 minutes on behalf of our district and make 5 phone calls to your acquaintances and ask them to vote as well. As you can see from the title of this post, I am supporting candidates Adam Shiel and Carol Craig. I, of course, would encourage you to support Shiel and Craig as well and am attaching some information from and about them below.
My thoughts: Shiel has been in attendance at almost all the BOE meetings of the last year and a half and has made a significant investment in time to get "up to speed" on all of the current issues of our district. My discussions with him confirm that he recognizes the futility of fixing just "pieces" of the budget without considering the "whole" district. His work on the Charter School Committee gave him a full dose of the amount of time and effort it takes to start steering this ship in the right direction. His skills as a thinker, perspective for the broad view and greater good for all our students will serve the board well.
Carol Craig has the most incredible resume of education, accomplishments and public service of anybody who has served on the ECASD BOE in the last 15 years. Her work ethic (beyond regular board meetings) on behalf of our district is unbeatable via the Charter School Committee (with Adam Shiel) and chairing the Little Red Study Committee as well, both of those just in the last year. She has been an unwavering voice for community engagement and planning. If any one person could singlehandedly drag this district from the pit to the top of the heap, it would be Carol Craig.
ADAM SHIEL
My name is Adam Shiel. I'm running for school board because I think public schools are a vital
part of our community. Our district faces many challenges in the next years. I want to do my part to make sure our schools continue our excellent educational tradition.
I'm originally from Kansas City and came to Eau Claire via Cleveland and North Carolina. My wife and I have lived in the neighborhood (Third Ward) for eight years and we have two children in the district. Daniel
is in kindergarten and Amelia is in the 4K program. I'm an electrical engineer in the microelectronics
industry. I currently work downtown at Silicon Logic Engineering and have also worked at Cray.
My job as an engineer uses many of the skills the district needs to face its challenges. Every day I work with customers, vendors, and coworkers to solve complex problems. I have to set aside my own preconceived ideas, look honestly at the data, and decide what's best for the project - just like what would be required as a school board member.
I would bring broad perspective to the board. With two children in the district, I know first hand a parent's concern for their children's education. As an engineer, I know the value of a good education in the 21st century job market. I'm a tax payer and want to make sure our taxes are spent well.
I received a good introduction to the complexities of running a school system while serving on the district's charter school committee last year. I'd like to put that knowledge to use, along with my problem solving skills to help our district through the challenging years ahead of us. I ask for your ideas, your involvement, and your vote on April 1.
My highest prioirty if elected would be to plan for the limitations
imposed by revenue limits. I think we should review administrative
positions at the main office and at the schools to make sure we're
being as efficient as possible, and then to be able to explain that to
the community.
Demographics are the main driver of our district. We need to look
at how the student body is likely to change over then next 10 years,
in terms of of location and socioeconomic status. That will give us
the scope of the educational issues we have to deal with. It will
also give us information on where we will have facility capacity
issues.
Independent of demographics I think we should compare our
educational methods to current best practices to see if there are
things we can do better.
We need to involve the community in all of this to take advantage
of their ideas and to help diffuse knowledge of the school system
out in to the general community.
We should work to revitalize our foundation for two reasons. First,
it can provide an alternative source of revenue for the district. Second,
it's another way for getting the community involved with the schools.
CAROL CRAIG
At my core I believe that public education is the single most important factor in securing economic, social and personal security within our community, state, nation and our world? That answer is not meant to be esoteric – rather, it is meant to acknowledge that I believe decisions made at a board of education level change the future. Every community must have board members who first believe in public education, then who are committed to the hard work of educating oneself to the complex dimensions of decision-making at the Board level, and finally board members who are willing to intellectually defend positions in a respectful and convincing manner. I strive to be this type of board member and vested stakeholders have witnessed this type representation from me.
The tradition of excellence in Eau Claire can be maintained by getting back to our “roots” - so to speak. By that I mean, the Eau Claire community has historically believed in and supported quality educational programs and we need to re-kindle that positive relationship with our community. We need to have community dialogues to engage the 75% of the citizens in Eau Claire that do not presently have kids in school so they can become public school advocates again. We need to look at the “bigger picture” of what’s happening in education (changing student demographics, dwindling number of professional educators, USA losing ground in world academic standings, private versus public sector priorities for governmental dollars, etc.) -- and trust that when our community is able to have this respectful dialogues about the importance of quality education for all students, we will continue to find a way to maintain excellence in the ECASD.
My vision for the ECASD is that it will be one of the few schools in the nation where students are able to understand and maximize their individual learning potential and apply these skills/potentials to their journey of life- long learning in all areas of human development: career, civic, social, personal.
I see a vision being implemented by collaboratively creating such a vision statement that all stakeholders of the community can understand and embrace. Secondly, there needs to be systematic measures in place to provide community-wide support – support in terms of time and resources, to ensure the viability to this long range vision. Lastly, I see semi-annual community dialogues or round table discussions to review and create strategies (present and future) needed to realize this vision. I see this as a fluid, dynamic process – not a pencil-paper formality that ends in a three ring binder.
When a district develops such a vision (obviously this is really a “community’s vision” of what it expects from the district) it is then is obligated to make sure all decisions are aligned with their vision: budget, facilities, curriculum (including technology), staffing, and class size. I don’t want minimize the importance of such our current state budget constraints – but I truly believe that the synergy from a community-wide effort will be a reliable and creative source of revenue/resources once the community is behind the vision.
I see myself as one of seven voices gathered around the table to ensure that every decision that is made for the district represents the best interest of public education in the Eau Claire community. Obviously there are many differing perspectives as to what is the “best interest’ in public education. Therefore, I see myself as being responsible for staying abreast of complex information from many sources. I also have a responsibility to interact and respect all stakeholders’ views and to allow those views to be shared with the public. Ultimately my role is to make decisions that uphold the District’s vision (thus importance of having a meaning and sustainable vision) and the district’s policies. Lastly, because I am one of seven members I see my role as being respectful of the diverse opinions of other board members while trying to work toward an understanding that has unified support.
I was on the Board from 1982-1994 (yes I’m that old for some of you younger professionals!!) and when I decided to run in 2005 (my fifth term) I was really taken aback by the apparent lack of public trust – which in my mind, seemed directly related to lack of public involvement. For the last three years I have initiated activities and policies at the Board level with the goal of re-engaging the public. This public re-engagement should not be just at the public meetings (although I believe public involvement when making policy decisions is critical) but also the public should be involved in all aspects of public education. I have already proposed (and it was passed) that the public be guaranteed input at all Board meetings. I have proposed that the public be involved with various committees in the district. I made a motion, and it passed, that that a community-wide comprehensive plan be completed in order to understand the community's perceptions of district needs and to integrate those perceptions into a viable referendum Plan. At just about every Board meeting I have asked…”did the public have an opportunity for input, and if not, why – and what can we do in the future to ensure this??” Again, I truly believe this community supports quality education but they need to be involved and informed of the myriad of differences in quality public education since they last were involved.
SPECIFIC ACCOMPLISHMENTS THAT PROVE HER LEADERSHIP SKILLS AND CORE VALUES
1. Discontinued the “student fee” that was levied on all students as a condition to attend the ECASD public schools; I advocated that this fee was not consistent with state law which specified districts may not levy fees (for basic education experiences) on families who are impoverished. This practiced was discontinued after I initiated the discussion on this.
2. Argued against the original proposed referendum for facilities and technology and insisted that we discuss the operational budget deficit as the most important budget topic; I strongly advocated that any referendum should be based on long range plan – anchored in community involvement a (I proposed a short term, minimal referendum of 2 years at 5 million to allow for this community plan to be completed). The original referendum plan was changed to include operation issues BUT the majority of the BOE voted for a three year referendum option with facilities and technology costs included at $21 million.
3. 3. I authored a motion to require the BOE to complete a comprehensive community plan (see BOE motion of 2/19/07) which would be the basis of any future operational, facilities or capital budget changes/referenda. This was approved unanimously to be completed by September, 2007. To date, the District has not completed it despite my promptings and request to have this process be a priority for the District.
4. I authored a policy change that would allow the public to have input into any “Item for Discussion” that the BOE considered during its committee meeting; this was approved unanimously and it now ensures that the community has a guaranteed process for BOE involvement.
5. I supported and actively participated in getting the public more involved in our Montessori Charter School. I proposed policy changes that allowed all students equal access to the Montessori program (by providing transportation to this school as we did all other schools) and I also proposed policy changes that mandated that District resources be equitably distributed to all programs – including Montessori.
6. I chaired the Little Red study committee – a committee that was community-based, that was charged with the very emotional issues of closing a school. This committee reached well beyond the frame work of Little Red and put forth significant district-wide recommendations. These recommendations reflected equity issues, the need for long term demographic/facilities planning, and most importantly, the need for the District to engage the community in what it (the community) perceives as critical educational priorities into the next decade.
7. I have attended 99% of every regular and special meeting; my only absences were due to the illness and ultimate death of a family member.
8. Lastly – I care deeply that every student in this district is given the optimal experience to fulfill his or her potential; we cannot and should not allow any student to walk out the doors of ECASD without a set of skills (occupational, social, personal) that has a high probability of allowing each student to develop into a self-sufficient, productive adult.
George Jean Nathan, American Journalist and Essayist
School Board Elections are on Tuesday, April 1st. It is EXTREMELY IMPORTANT for every single one of you to get out and vote and to also bring your neighbors and spouses and significant others to the polling place. I am asking that everyone, not only gets themselves out to vote but please spend 10 minutes on behalf of our district and make 5 phone calls to your acquaintances and ask them to vote as well. As you can see from the title of this post, I am supporting candidates Adam Shiel and Carol Craig. I, of course, would encourage you to support Shiel and Craig as well and am attaching some information from and about them below.
My thoughts: Shiel has been in attendance at almost all the BOE meetings of the last year and a half and has made a significant investment in time to get "up to speed" on all of the current issues of our district. My discussions with him confirm that he recognizes the futility of fixing just "pieces" of the budget without considering the "whole" district. His work on the Charter School Committee gave him a full dose of the amount of time and effort it takes to start steering this ship in the right direction. His skills as a thinker, perspective for the broad view and greater good for all our students will serve the board well.
Carol Craig has the most incredible resume of education, accomplishments and public service of anybody who has served on the ECASD BOE in the last 15 years. Her work ethic (beyond regular board meetings) on behalf of our district is unbeatable via the Charter School Committee (with Adam Shiel) and chairing the Little Red Study Committee as well, both of those just in the last year. She has been an unwavering voice for community engagement and planning. If any one person could singlehandedly drag this district from the pit to the top of the heap, it would be Carol Craig.
ADAM SHIEL
My name is Adam Shiel. I'm running for school board because I think public schools are a vital
part of our community. Our district faces many challenges in the next years. I want to do my part to make sure our schools continue our excellent educational tradition.
I'm originally from Kansas City and came to Eau Claire via Cleveland and North Carolina. My wife and I have lived in the neighborhood (Third Ward) for eight years and we have two children in the district. Daniel
is in kindergarten and Amelia is in the 4K program. I'm an electrical engineer in the microelectronics
industry. I currently work downtown at Silicon Logic Engineering and have also worked at Cray.
My job as an engineer uses many of the skills the district needs to face its challenges. Every day I work with customers, vendors, and coworkers to solve complex problems. I have to set aside my own preconceived ideas, look honestly at the data, and decide what's best for the project - just like what would be required as a school board member.
I would bring broad perspective to the board. With two children in the district, I know first hand a parent's concern for their children's education. As an engineer, I know the value of a good education in the 21st century job market. I'm a tax payer and want to make sure our taxes are spent well.
I received a good introduction to the complexities of running a school system while serving on the district's charter school committee last year. I'd like to put that knowledge to use, along with my problem solving skills to help our district through the challenging years ahead of us. I ask for your ideas, your involvement, and your vote on April 1.
My highest prioirty if elected would be to plan for the limitations
imposed by revenue limits. I think we should review administrative
positions at the main office and at the schools to make sure we're
being as efficient as possible, and then to be able to explain that to
the community.
Demographics are the main driver of our district. We need to look
at how the student body is likely to change over then next 10 years,
in terms of of location and socioeconomic status. That will give us
the scope of the educational issues we have to deal with. It will
also give us information on where we will have facility capacity
issues.
Independent of demographics I think we should compare our
educational methods to current best practices to see if there are
things we can do better.
We need to involve the community in all of this to take advantage
of their ideas and to help diffuse knowledge of the school system
out in to the general community.
We should work to revitalize our foundation for two reasons. First,
it can provide an alternative source of revenue for the district. Second,
it's another way for getting the community involved with the schools.
CAROL CRAIG
At my core I believe that public education is the single most important factor in securing economic, social and personal security within our community, state, nation and our world? That answer is not meant to be esoteric – rather, it is meant to acknowledge that I believe decisions made at a board of education level change the future. Every community must have board members who first believe in public education, then who are committed to the hard work of educating oneself to the complex dimensions of decision-making at the Board level, and finally board members who are willing to intellectually defend positions in a respectful and convincing manner. I strive to be this type of board member and vested stakeholders have witnessed this type representation from me.
The tradition of excellence in Eau Claire can be maintained by getting back to our “roots” - so to speak. By that I mean, the Eau Claire community has historically believed in and supported quality educational programs and we need to re-kindle that positive relationship with our community. We need to have community dialogues to engage the 75% of the citizens in Eau Claire that do not presently have kids in school so they can become public school advocates again. We need to look at the “bigger picture” of what’s happening in education (changing student demographics, dwindling number of professional educators, USA losing ground in world academic standings, private versus public sector priorities for governmental dollars, etc.) -- and trust that when our community is able to have this respectful dialogues about the importance of quality education for all students, we will continue to find a way to maintain excellence in the ECASD.
My vision for the ECASD is that it will be one of the few schools in the nation where students are able to understand and maximize their individual learning potential and apply these skills/potentials to their journey of life- long learning in all areas of human development: career, civic, social, personal.
I see a vision being implemented by collaboratively creating such a vision statement that all stakeholders of the community can understand and embrace. Secondly, there needs to be systematic measures in place to provide community-wide support – support in terms of time and resources, to ensure the viability to this long range vision. Lastly, I see semi-annual community dialogues or round table discussions to review and create strategies (present and future) needed to realize this vision. I see this as a fluid, dynamic process – not a pencil-paper formality that ends in a three ring binder.
When a district develops such a vision (obviously this is really a “community’s vision” of what it expects from the district) it is then is obligated to make sure all decisions are aligned with their vision: budget, facilities, curriculum (including technology), staffing, and class size. I don’t want minimize the importance of such our current state budget constraints – but I truly believe that the synergy from a community-wide effort will be a reliable and creative source of revenue/resources once the community is behind the vision.
I see myself as one of seven voices gathered around the table to ensure that every decision that is made for the district represents the best interest of public education in the Eau Claire community. Obviously there are many differing perspectives as to what is the “best interest’ in public education. Therefore, I see myself as being responsible for staying abreast of complex information from many sources. I also have a responsibility to interact and respect all stakeholders’ views and to allow those views to be shared with the public. Ultimately my role is to make decisions that uphold the District’s vision (thus importance of having a meaning and sustainable vision) and the district’s policies. Lastly, because I am one of seven members I see my role as being respectful of the diverse opinions of other board members while trying to work toward an understanding that has unified support.
I was on the Board from 1982-1994 (yes I’m that old for some of you younger professionals!!) and when I decided to run in 2005 (my fifth term) I was really taken aback by the apparent lack of public trust – which in my mind, seemed directly related to lack of public involvement. For the last three years I have initiated activities and policies at the Board level with the goal of re-engaging the public. This public re-engagement should not be just at the public meetings (although I believe public involvement when making policy decisions is critical) but also the public should be involved in all aspects of public education. I have already proposed (and it was passed) that the public be guaranteed input at all Board meetings. I have proposed that the public be involved with various committees in the district. I made a motion, and it passed, that that a community-wide comprehensive plan be completed in order to understand the community's perceptions of district needs and to integrate those perceptions into a viable referendum Plan. At just about every Board meeting I have asked…”did the public have an opportunity for input, and if not, why – and what can we do in the future to ensure this??” Again, I truly believe this community supports quality education but they need to be involved and informed of the myriad of differences in quality public education since they last were involved.
SPECIFIC ACCOMPLISHMENTS THAT PROVE HER LEADERSHIP SKILLS AND CORE VALUES
1. Discontinued the “student fee” that was levied on all students as a condition to attend the ECASD public schools; I advocated that this fee was not consistent with state law which specified districts may not levy fees (for basic education experiences) on families who are impoverished. This practiced was discontinued after I initiated the discussion on this.
2. Argued against the original proposed referendum for facilities and technology and insisted that we discuss the operational budget deficit as the most important budget topic; I strongly advocated that any referendum should be based on long range plan – anchored in community involvement a (I proposed a short term, minimal referendum of 2 years at 5 million to allow for this community plan to be completed). The original referendum plan was changed to include operation issues BUT the majority of the BOE voted for a three year referendum option with facilities and technology costs included at $21 million.
3. 3. I authored a motion to require the BOE to complete a comprehensive community plan (see BOE motion of 2/19/07) which would be the basis of any future operational, facilities or capital budget changes/referenda. This was approved unanimously to be completed by September, 2007. To date, the District has not completed it despite my promptings and request to have this process be a priority for the District.
4. I authored a policy change that would allow the public to have input into any “Item for Discussion” that the BOE considered during its committee meeting; this was approved unanimously and it now ensures that the community has a guaranteed process for BOE involvement.
5. I supported and actively participated in getting the public more involved in our Montessori Charter School. I proposed policy changes that allowed all students equal access to the Montessori program (by providing transportation to this school as we did all other schools) and I also proposed policy changes that mandated that District resources be equitably distributed to all programs – including Montessori.
6. I chaired the Little Red study committee – a committee that was community-based, that was charged with the very emotional issues of closing a school. This committee reached well beyond the frame work of Little Red and put forth significant district-wide recommendations. These recommendations reflected equity issues, the need for long term demographic/facilities planning, and most importantly, the need for the District to engage the community in what it (the community) perceives as critical educational priorities into the next decade.
7. I have attended 99% of every regular and special meeting; my only absences were due to the illness and ultimate death of a family member.
8. Lastly – I care deeply that every student in this district is given the optimal experience to fulfill his or her potential; we cannot and should not allow any student to walk out the doors of ECASD without a set of skills (occupational, social, personal) that has a high probability of allowing each student to develop into a self-sufficient, productive adult.
Monday, March 17, 2008
Accountability Has Left The Building!
The March 10, 2007 BOE meeting, in my opinion, was a brand new low point for our district. The remaining shreds of ECASD Administration appear to be completely without direction or supervision and the BOE itself is floundering after a year of fits and starts. It was downright painful to watch the struggle and recognize that Eau Claire is still in such a deep hole that we are still looking at YEARS before we can hope for relief. The first few months of Dr. Leary's initiatives showed much progress but, in the end don't seem to have resulted in much of anything. The new BOE appeared to have the promise of new levels of accountability and skills but, due to lack of leadership and failure to use even the most basic framework of Board Governance, many of their efforts have been unfocused and left unfinished. We are facing ANOTHER huge transition of leadership with the new Superintendent (and Deputy Superintendent) searches as well as Spring School Board elections and new Board leadership. However the increasing budget deficits and additional staff reductions, the continuing lack of a Strategic Plan, future boundary changes, discussion of Facilities and Technology, and a need to engage the community in meaningful ways seem unbelievably overwhelming.
But back to the BOE meeting.....
Mary Kneer was absent. Pres. O'Brien opened the meeting with communications about :
a conference at the Montessori Charter School on April 21 and 22 that was attended by Comm. Wogahn last year. Spring elections on April 1st. Spring break next week. on March 24th before the regular BOE meeting there will be Public Hearing starting at 6:00 p.m. about the SAGE program. MUCH, MUCH more about SAGE is in this posting and I hope that MANY, MANY people attend the Public Hearing. The Memorial HS Jazz Ensemble 1 has been invited to compete at the Essentially Ellington competition in NYC in May. The Memorial HS hockey team won the state competition.
Superintendent Report was the the ECASD employees were the 3rd highest contributors to the United Way campaign in spite of no matching from the employer. Dr. Leary looked at how much time the BOE members dedicate to their board service and came up with 5 weeks of time. This is remarkable and indicates the level of "acuity" our district has for issues that were left in shambles after former leaders left. Unsaid, but definitely true is that some BOE members have given, probably 8 weeks of their life in service to the district and others are at about 1.5 weeks. The workload for committee participation, school visits, attendance at meetings etc... varies widely depending on which BOE member you are talking about.
There were no Public Comments.
BOE members voted unanimously to accept something about non-renewal of contracts for a group of employees (sorry to be unsure but I don't do shorthand well!) with Comm. Faanes abstaining. It is my understanding that his wife is a teacher and therefore he, rightly, does not vote.
Then there was a proposal about the SAGE contract by Kris Dimock and Dr. Butler backing her up. I have reprinted below the information that was sent to me by Kris Dimock from the presentation. My thoughts on the report are that this is another example of missed deadlines, administrative scrambling, solutions crafted behind closed doors, and a proposal that lacks any common sense either financially or in regards to the the mission of the ECASD or the intent of the SAGE program. Background is that ECASD currently has 8 schools that receive SAGE funding (see below the purpose of SAGE) and that over the years the SAGE schools and classrooms have been "not in compliance" as regards the number of students per classroom. Apparently the DPI sent a letter in November of 2007 to all districts informing them that if schools were not in compliance they would have to apply for a "waiver" by February 1, 2008 to explain their plan for complying. NOTE DATES. Also, there is a requirement for a Public Hearing if waivers are sought. So, apparently, without informing the BOE (or the Supt.??) Dr. Butler moved forward to create a plan that would ELIMINATE SAGE funding from 4 of the 8 schools. Principals of the 4 schools were not even notified of this massive change until Thursday, March 6th and BOE members did not find out about it until they got their packets for Monday's meeting. There was no involvement with teachers, principals, parents or the community about a proposal that basically gives up nearly a million dollars and keeps class sizes to 15 in grades K-3 in schools that have a high percentage of at risk children. For this huge "giveaway" the ECASD saves half a million bucks but then has big class sizes for approx. 900 students who otherwise would be in classes of 15.
Here is the information provided to me by ECASD Administration:
SAGE Waiver
BOE Report
March 10, 2008
Purpose of Student Achievement Guarantee in Education (SAGE):
• Reducing class sizes to no more than 15:1 in grades K-3.
• Extending learning opportunities and increasing collaboration between schools and their communities by extending school hours.
• Implementing a rigorous curriculum focused on academic achievement, and
• Improving staff development
“The intent of the law is for a regular classroom teacher to have not more than 15 pupils to which to provide instruction in core subjects (reading, language arts, mathematics, science or other subjects that are considered the responsibility of the classroom teacher), no more than 15 papers to grade or projects to evaluate, no more than 15 grades or progress reports to prepare, and no more than 15 families with which to communicate. A school that does not get enough SAGE aid to pay for all the new teachers that might be needed is expected to reallocate existing resources or provide local matching funds to ensure that the class size requirement can be met. Federal ESEA funds under Title IIA and Title VA can be used for class size reduction to supplement SAGE aid where necessary. Districts with schools that do not meet the class size requirement must apply for and be granted a waiver under the authority in s. 118.38 of the state statutes.”
SAGE Guidelines (attached)
DPI Website
History of SAGE in Eau Claire Area School District:
1996-97 SAGE offered to school districts with poverty level of >50%.
1998-99 Longfellow entered into SAGE contract.
2000-01 SAGE offered to any school with poverty level >0%.
All other ECASD elementary, with the exception of Little Red, entered into SAGE contract.
2006-07 Manz, Robbins, Meadowview, and Putnam ended SAGE contracts due to low percentage of students receiving free and reduced lunches.
Currently, the following schools are SAGE schools:
SAGE funding:
• Generated by students receiving free and reduced lunches in grades K-3
1996-97 $2000 per student
2007-08 Increased to $2250 per student
• Funding allocated for additional staff to reduce class size to 15:1 ratio
• Programming beyond school hours, curriculum, and staff development are supplemented using Title I, Title II, and district dollars due insufficient SAGE funding.
SAGE Waiver Process:
Staffing costs have increased tremendously since 1996. SAGE aid has increased by 12% only in the past year. Schools struggle to maintain the 15:1 class size ratio. Eight schools house 100 K-3 SAGE classrooms. Current class sizes indicate:
27% of classrooms are compliant with class sizes of 13-16.
73% of classrooms are non-compliant with class sizes of 17-25.
Some classrooms provide additional staff to reduce class size for reading and mathematics only.
No SAGE school meets compliance as originally intended by the law. The DPI has enforced the SAGE waiver process and ECASD is required to submit a waiver for schools that are non-compliant.
Attached: SAGE Waiver Guidelines and FAQ
6:30 pm, March 24th__ Public hearing
7:00 pm, March 24th—BOE agenda item for approval
Meeting SAGE Compliance:
Data gathered shows increasing challenges to support schools in meeting SAGE compliance. The lower the poverty level, the more Title II and district dollars it takes to meet SAGE compliance. The higher the poverty level, the fewer district dollars required to meet compliance.
When compared to school districts of similar size and poverty level, Eau Claire has the highest percentage of elementary schools that are SAGE.
Action plan:
The Eau Claire Area School district will use available resources to target SAGE schools of highest need by:
1. Submitting a waiver and working towards class size compliance of 14-16 for:
Longfellow Elementary
Lakeshore Elementary
Flynn Elementary
Locust Lane Elementary
2. Discontinuing SAGE contracts for the following schools resulting in class sizes of 17-25 for grades K-3:
Sherman Elementary
Sam Davey Elementary
Roosevelt Elementary
Northwoods Elementary
Waiver Document:
The actual waiver document will be submitted for approval at the March 24th BOE meeting after the public hearing.
SAGE Funding
$2250 per student receiving free and reduced lunches
Grade Level Scenario
Assume:
• 50% free and reduced in school
• 45 students at Grade 1
o NonSAGE class size (22, 23)
o SAGE class size (15, 15, 15)
• 23 students receive free and reduced
• $51,750 in SAGE funding
• $64,700 is cost of new teacher
• $12,950 to be paid from Title II or district funding.
SAGE Compliance Scenario
2007-08
Back to my comments... and my stab at a "breakeven analysis" that considers varying %'s of SAGE students in classrooms and the net cost per pupil after the SAGE funding at different levels of SAGE students.
SAGE Breakeven Analysis
Classroon Assumptions:
SAGE funding is $2,250 per student receiving Free and Reduced Lunches
45 students in the class
if no Sage: 2 classrooms of 22 and 23 students
with SAGE: 3 classrooms of 15 students each
$64,700 is the cost of a new teacher
Non Sage classes
2 classrooms with 2 teachers at cost of $129,400
ECASD net cost per pupil is $2,875 for classrooms that are 50%
larger than SAGE classes
If we recognize that there is "value" in small class sizes then should we consider paying up to 50% more (as much as $4,312) per student to properly "value" the extra services each student is receiving?
According to other articles posted on the blog, SAGE funding to create smaller class sizes to improve student achievement WORKS. If the ECASD priorities do not have STUDENT ACHIEVEMENT at the top of the list, then what else are we about?
If we try to save a couple hundred bucks per year on students in the first 4 years of their school life, how many more resources are required in the remaining 9 years of their time in the district to supplement or do remedial teaching to catch them up to grade level?
But back to the BOE meeting.....
Mary Kneer was absent. Pres. O'Brien opened the meeting with communications about :
a conference at the Montessori Charter School on April 21 and 22 that was attended by Comm. Wogahn last year. Spring elections on April 1st. Spring break next week. on March 24th before the regular BOE meeting there will be Public Hearing starting at 6:00 p.m. about the SAGE program. MUCH, MUCH more about SAGE is in this posting and I hope that MANY, MANY people attend the Public Hearing. The Memorial HS Jazz Ensemble 1 has been invited to compete at the Essentially Ellington competition in NYC in May. The Memorial HS hockey team won the state competition.
Superintendent Report was the the ECASD employees were the 3rd highest contributors to the United Way campaign in spite of no matching from the employer. Dr. Leary looked at how much time the BOE members dedicate to their board service and came up with 5 weeks of time. This is remarkable and indicates the level of "acuity" our district has for issues that were left in shambles after former leaders left. Unsaid, but definitely true is that some BOE members have given, probably 8 weeks of their life in service to the district and others are at about 1.5 weeks. The workload for committee participation, school visits, attendance at meetings etc... varies widely depending on which BOE member you are talking about.
There were no Public Comments.
BOE members voted unanimously to accept something about non-renewal of contracts for a group of employees (sorry to be unsure but I don't do shorthand well!) with Comm. Faanes abstaining. It is my understanding that his wife is a teacher and therefore he, rightly, does not vote.
Then there was a proposal about the SAGE contract by Kris Dimock and Dr. Butler backing her up. I have reprinted below the information that was sent to me by Kris Dimock from the presentation. My thoughts on the report are that this is another example of missed deadlines, administrative scrambling, solutions crafted behind closed doors, and a proposal that lacks any common sense either financially or in regards to the the mission of the ECASD or the intent of the SAGE program. Background is that ECASD currently has 8 schools that receive SAGE funding (see below the purpose of SAGE) and that over the years the SAGE schools and classrooms have been "not in compliance" as regards the number of students per classroom. Apparently the DPI sent a letter in November of 2007 to all districts informing them that if schools were not in compliance they would have to apply for a "waiver" by February 1, 2008 to explain their plan for complying. NOTE DATES. Also, there is a requirement for a Public Hearing if waivers are sought. So, apparently, without informing the BOE (or the Supt.??) Dr. Butler moved forward to create a plan that would ELIMINATE SAGE funding from 4 of the 8 schools. Principals of the 4 schools were not even notified of this massive change until Thursday, March 6th and BOE members did not find out about it until they got their packets for Monday's meeting. There was no involvement with teachers, principals, parents or the community about a proposal that basically gives up nearly a million dollars and keeps class sizes to 15 in grades K-3 in schools that have a high percentage of at risk children. For this huge "giveaway" the ECASD saves half a million bucks but then has big class sizes for approx. 900 students who otherwise would be in classes of 15.
Here is the information provided to me by ECASD Administration:
SAGE Waiver
BOE Report
March 10, 2008
Purpose of Student Achievement Guarantee in Education (SAGE):
• Reducing class sizes to no more than 15:1 in grades K-3.
• Extending learning opportunities and increasing collaboration between schools and their communities by extending school hours.
• Implementing a rigorous curriculum focused on academic achievement, and
• Improving staff development
“The intent of the law is for a regular classroom teacher to have not more than 15 pupils to which to provide instruction in core subjects (reading, language arts, mathematics, science or other subjects that are considered the responsibility of the classroom teacher), no more than 15 papers to grade or projects to evaluate, no more than 15 grades or progress reports to prepare, and no more than 15 families with which to communicate. A school that does not get enough SAGE aid to pay for all the new teachers that might be needed is expected to reallocate existing resources or provide local matching funds to ensure that the class size requirement can be met. Federal ESEA funds under Title IIA and Title VA can be used for class size reduction to supplement SAGE aid where necessary. Districts with schools that do not meet the class size requirement must apply for and be granted a waiver under the authority in s. 118.38 of the state statutes.”
SAGE Guidelines (attached)
DPI Website
History of SAGE in Eau Claire Area School District:
1996-97 SAGE offered to school districts with poverty level of >50%.
1998-99 Longfellow entered into SAGE contract.
2000-01 SAGE offered to any school with poverty level >0%.
All other ECASD elementary, with the exception of Little Red, entered into SAGE contract.
2006-07 Manz, Robbins, Meadowview, and Putnam ended SAGE contracts due to low percentage of students receiving free and reduced lunches.
Currently, the following schools are SAGE schools:
| School | Free and Reduced |
| Longfellow | 73% |
| Lakeshore | 52% |
| Flynn | 49% |
| Locust Lane | 49% |
| Roosevelt | 41% |
| Sherman | 39% |
| Davey | 33% |
| Northwoods | 33% |
SAGE funding:
• Generated by students receiving free and reduced lunches in grades K-3
1996-97 $2000 per student
2007-08 Increased to $2250 per student
• Funding allocated for additional staff to reduce class size to 15:1 ratio
• Programming beyond school hours, curriculum, and staff development are supplemented using Title I, Title II, and district dollars due insufficient SAGE funding.
SAGE Waiver Process:
Staffing costs have increased tremendously since 1996. SAGE aid has increased by 12% only in the past year. Schools struggle to maintain the 15:1 class size ratio. Eight schools house 100 K-3 SAGE classrooms. Current class sizes indicate:
27% of classrooms are compliant with class sizes of 13-16.
73% of classrooms are non-compliant with class sizes of 17-25.
Some classrooms provide additional staff to reduce class size for reading and mathematics only.
No SAGE school meets compliance as originally intended by the law. The DPI has enforced the SAGE waiver process and ECASD is required to submit a waiver for schools that are non-compliant.
Attached: SAGE Waiver Guidelines and FAQ
6:30 pm, March 24th__ Public hearing
7:00 pm, March 24th—BOE agenda item for approval
Meeting SAGE Compliance:
Data gathered shows increasing challenges to support schools in meeting SAGE compliance. The lower the poverty level, the more Title II and district dollars it takes to meet SAGE compliance. The higher the poverty level, the fewer district dollars required to meet compliance.
When compared to school districts of similar size and poverty level, Eau Claire has the highest percentage of elementary schools that are SAGE.
| School District | % of Elementary Schools that are SAGE |
| Waukesha | 12% |
| Janesville | 16% |
| Sheboygan | 25% |
| Oshkosh | 31% |
| Appleton | 44% |
| Eau Claire | 66% |
Action plan:
The Eau Claire Area School district will use available resources to target SAGE schools of highest need by:
1. Submitting a waiver and working towards class size compliance of 14-16 for:
Longfellow Elementary
Lakeshore Elementary
Flynn Elementary
Locust Lane Elementary
2. Discontinuing SAGE contracts for the following schools resulting in class sizes of 17-25 for grades K-3:
Sherman Elementary
Sam Davey Elementary
Roosevelt Elementary
Northwoods Elementary
Waiver Document:
The actual waiver document will be submitted for approval at the March 24th BOE meeting after the public hearing.
SAGE Funding
$2250 per student receiving free and reduced lunches
Grade Level Scenario
Assume:
• 50% free and reduced in school
• 45 students at Grade 1
o NonSAGE class size (22, 23)
o SAGE class size (15, 15, 15)
• 23 students receive free and reduced
• $51,750 in SAGE funding
• $64,700 is cost of new teacher
• $12,950 to be paid from Title II or district funding.
SAGE Compliance Scenario
2007-08
| School | Free and Reduced | Allocation | Additional FTE to Meet Compliance | Proj. cost |
| Longfellow | 73% | $ 324,000 | 0.50 | $ 32,350 |
| Lakeshore | 52% | $ 310,500 | 1.50 | $ 97,050 |
| Locust Lane | 49% | $ 193,500 | 0.50 | $ 32,350 |
| Flynn | 49% | $ 184,500 | 0.00 | $ - |
| Total | $ 1,012,500 | 2.50 | $ 161,750 | |
| Roosevelt | 41% | $ 157,500 | 1.50 | $ 97,050 |
| Sherman | 39% | $ 279,000 | 1.50 | $ 97,050 |
| Northwoods | 33% | $ 193,500 | 2.50 | $ 161,750 |
| Davey | 33% | $ 204,750 | 3.00 | $ 200,100 |
| Total | $ 834,750 | 8.50 | $ 555,950 | |
| Grand Totals | $ 1,847,250 | 11.00 | $ 717,700 |
Back to my comments... and my stab at a "breakeven analysis" that considers varying %'s of SAGE students in classrooms and the net cost per pupil after the SAGE funding at different levels of SAGE students.
SAGE Breakeven Analysis
Classroon Assumptions:
SAGE funding is $2,250 per student receiving Free and Reduced Lunches
45 students in the class
if no Sage: 2 classrooms of 22 and 23 students
with SAGE: 3 classrooms of 15 students each
$64,700 is the cost of a new teacher
Non Sage classes
2 classrooms with 2 teachers at cost of $129,400
ECASD net cost per pupil is $2,875 for classrooms that are 50%
larger than SAGE classes
| Sage Class | 80% | 70% | 60% | 50% | 40% | 30% | 20% |
| # SAGE Students | 36 | 32 | 27 | 23 | 18 | 14 | 9 |
| Teacher Cost | $194,100 | $194,100 | $194,100 | $194,100 | $194,100 | $194,100 | $194,100 |
| Sage $ | $81,000 | $72,000 | $60,750 | $51,750 | $40,500 | $31,500 | $20,250 |
| Net ECASD $ | $113,100 | $122,100 | $133,350 | $142,350 | $153,600 | $162,600 | $173,850 |
| Cost Per Pupil | $2,513 | $2,713 | $2,963 | $3,163 | $3,413 | $3,613 | $3,863 |
If we recognize that there is "value" in small class sizes then should we consider paying up to 50% more (as much as $4,312) per student to properly "value" the extra services each student is receiving?
According to other articles posted on the blog, SAGE funding to create smaller class sizes to improve student achievement WORKS. If the ECASD priorities do not have STUDENT ACHIEVEMENT at the top of the list, then what else are we about?
If we try to save a couple hundred bucks per year on students in the first 4 years of their school life, how many more resources are required in the remaining 9 years of their time in the district to supplement or do remedial teaching to catch them up to grade level?
Sunday, March 16, 2008
WI State Journal article on SAGE
Folks,
This is a very lengthy but informative article that was in the Madison WI State Journal last year about the SAGE program. I hope that you will take the time to read it and understand the complexities of the program and its costs to local districts. The upcoming ECASD decision about SAGE funding is irrevocable and will change the classroom sizes for nearly 900 kindergarten through 3rd grade students in some of the schools that have high numbers of economically "at risk" students.
Maria
RI., FEB 9, 2007 - 5:31 PM
Squeezing Schools Part 1: Financial crunch takes its toll; lauded
program loses ground
ANDY HALL
Citing a lack of money, increasing numbers of Wisconsin schools are
pulling out of a state program credited with boosting the scores of
vulnerable poor and minority students.
The number of schools in the Student Achievement Guarantee in
Education (SAGE) program has fallen 17 percent in six years, and many
of the 480 remaining SAGE schools are struggling to retain the program
because state payments have failed to keep pace with rising costs, a
Wisconsin State Journal review shows.
The SAGE pullouts across the state come even as poverty rates are
rising among the elementary students whom experts say can benefit most
from the program's small classes. The cuts are also among the first
indications that class size is being sacrificed to balance budgets,
the State Journal found in an analysis of the effects of the state's
school funding system.
Educators across the state are engaging in their annual ritual of
paring programs to conform to state financial limits - part of a
chaotic system that this year stands its greatest chance of reform in
more than a decade.
Compared to past reductions in music programs and other elective
classes and activities, the reductions in SAGE pose a more direct
threat to thousands of students who need their teachers' attention -
the kind of help that can only come in a small class.
SAGE classrooms allot 15 students per teacher in kindergarten through
third grade. When the program is dropped, class sizes often rise about
50 percent, to 22 or 23 students.
Research on SAGE's impact is far from definitive, but a 2004 study of
students' performance in reading, language arts and mathematics test
scores in the first 50 SAGE schools found the program "had a
significant cumulative effect from the beginning of first grade
through third grade in all three content areas."
The study found evidence that gains were higher among low-income
students and African-American students. Yet researchers were puzzled
by indications that gains in the earliest years of school weren't
sustained in fourth grade and called for more study.
A growing amount of research also suggests that class- size reductions
alone may not be effective unless combined with improved curriculum
and training of teachers.
"I believe very deeply in small classes," said Democratic Gov. Jim
Doyle, who complained that the Republican- controlled Legislature
defeated his attempt two years ago to significantly expand SAGE
funding. Partisan control is now split after November's elections.
"There's no doubt what the positive effects of SAGE have been."
Madison's options
Beginning this month, the Madison School Board is reluctantly
considering reductions in SAGE and other programs that keep classes
sizes small.
Madison educators, whose district has received national attention for
raising the achievement levels of many low-income and minority
students, say they must cut an estimated $10.5 million from current
services to balance next year's budget.
They're studying options that could trim as much as $2.4 million by
scaling back class- size reductions, which currently benefit 95
percent of the district's low-income students but might reach less
than 70 percent in some plans.
"This is the year when things really get tough," Madison School Board
President Johnny Winston Jr. said.
The problem spans the state.
"We may drop SAGE in the future," administrators at the tiny Niagara
School District, 225 miles northeast of Madison, wrote in a recent
report to officials in Wisconsin's education agency, the Department of
Public Instruction.
"In order to keep this school open, we will look to larger classes
with less teachers than we have now."
Janesville school officials already have scaled back their commitment
to SAGE, keeping just two of five schools in the program.
"We do not receive enough dollars from the state to hire extra
teaching staff required," Janesville's Jefferson Elementary School
officials warned state officials before dropping out of the program
this year.
The Baraboo School District, 40 miles northwest of Madison, pulled a
school out of SAGE three years ago.
"Our community couldn't afford SAGE," said District Administrator
Lance Alwin, who since has been driven by rising local poverty rates
to seek readmittance to the program - something not possible under
current state practices.
The Phillips School District, about 225 miles northwest of Madison,
withdrew its Catawba Elementary from SAGE, although nearly 6 in 10
students live in low-income households.
"It's one of the last things they cut," said Tony Evers, deputy state
superintendent of public instruction.
Fragile population
During the dropoff in schools' SAGE participation, the concentration
of students considered low-income has risen statewide from about 1 in
4 to 1 in 3. That fragile population is defined by eligibility for
free and reduced-cost lunches.
In the current school year, 1 in 6 low-income Wisconsin students
attends a SAGE school. The number of low-income students attending
SAGE schools is a record 48,527, owing to the growing poverty rates in
schools. But overall enrollment at SAGE schools is 92,365, down 8
percent from its peak.
"Unfortunately, we'll see the results of that in student achievement,"
predicted Julie Underwood, dean of the UW- Madison School of
Education, who praised SAGE for helping raise performance in
Wisconsin. "The years the kids didn't receive that type of treatment,
their achievement scores are going to go down."
The reductions in SAGE dramatize the painful mismatches that
characterize Wisconsin's system of paying for schools:
A measure known as revenue caps, or revenue limits, determines how
much money school districts can raise from a combination of state aids
and local property taxes. Revenue caps have grown at an average rate
of about 2.4 percent per year. The starting point was based on what
each district happened to spend per pupil in the 1993-94 school year,
and the measure was originally intended as a short-term attempt to
hold down runaway property taxes - not as a pillar of the state's
school-finance system.
A separate measure, known as the QEO or qualified economic offer,
requires districts to award teachers an annual increase of 3.8 percent
in combined salaries and benefits to avoid arbitration. That increase,
in turn, sets the pace for district employees' overall increases in
salaries and benefits. That compensation accounts for about 82 percent
of education spending, up from 71 percent in 1993.
Districts have little control over increases in other expenses such as
gasoline and utilities, yet the state's funding methods fail to fully
compensate for the added costs.
Districts' revenue limits are based upon a three-year average of their
enrollment levels, and more than 60 percent of Wisconsin's 425
districts are experiencing enrollment declines.
Revenues tend to fall faster than districts can cut expenses. For
example, when an enrollment decline of 25 students is spread across
all grade levels, it's difficult for district officials to eliminate a
single teacher to make up for the lost revenue, and such expenses as
bus routes and utilities aren't reduced.
The gap between districts' revenue and their expenses has widened each
year since 1994. The gap between the growth in the revenue cap and QEO
now stands at 18.8 percentage points, a State Journal analysis shows.
Never-ending cycle
The revenue caps and QEO are transforming the operations of public
schools, pushing school officials and the public into a never-ending
cycle of cuts, compromises and referendums.
Most districts reduced the number of academic courses, laid off school
support staff and reduced programs for students at the highest risk of
failure, according to a survey of 278 superintendents during the
2004-05 school year by groups representing administrators and
teachers.
Public schools, the most expensive single program in Wisconsin,
account for about 40 cents of every dollar spent out of the state's
general fund.
In the old days, school boards wanting more money for school
operations could simply raise taxes, and risk retribution from voters
if they went too far.
Revenue caps stripped school boards of that power, requiring them
instead to seek the permission of voters in ballot questions.
"We're literally governing by referendum," complained Nancy
Hendrickson, superintendent of the Pecatonica Area School District in
Blanchardville, 35 miles southwest of Madison.
Pecatonica voters approved referendums in 2000 and 2004 and likely
will be asked in 2008 to support a third ballot measure.
Statewide, voters approved 428 referendums and rejected 471 since
2000, state Department of Public Instruction records show.
The budget shortfalls are intensified by two additional mismatches:
Government-mandated programs, such as special education and help for
students with limited English proficiency, require school districts to
provide certain services, but the funding matches just a fraction of
the cost - about 30 percent in the case of special education students.
Funding for many state education programs, such as SAGE, has failed to
keep up with inflation and growth in demand. SAGE schools receive
$2,000 per year in state support for every child eligible for a free
or reduced lunch. But the amount hasn't been increased since SAGE was
established a decade ago and would need to be about $2,500 to account
for inflation over that period.
Educators say that except in areas with very high levels of poverty,
the $2,000 payments - which come on top of regular state aid - often
don't cover the additional costs involved in creating small class
sizes for all students in kindergarten through third grade. Teachers'
pay is the largest expense, but sometimes schools have had to spend
money to create additional classrooms, too.
The funding is scheduled to increase to $2,250 per student in the
fall, and Doyle said his upcoming budget proposal will include that
additional money.
"I would much rather have it at $2,500, and I hope we're going to find
some further growth for SAGE," Doyle said.
DPI officials say they lack authority and money to add additional
schools to SAGE. The agency has requested funding to allow about five
schools to join the program in 2008. Doyle will include that funding
in his budget plan.
A money-saving option favored by some educators and legislators would
be to allow districts more flexibility to offer SAGE to fewer grade
levels, or for just portions of the day. But others, including Doyle,
oppose this, saying that watering down SAGE would reduce its
effectiveness.
'The death spiral'
On the western edge of Dane County, Wisconsin Heights School District
officials and residents worry about what's coming next.
The district, which serves Mazomanie and Black Earth, has lost a fifth
of its students since 2001 - by far the biggest loss experienced by
any Dane County district - and more declines are expected.
With six in 10 districts facing dwindling enrollments, many such as
Wisconsin Heights also fear that it could hasten an exodus of families
who use the state's open-enrollment law to obtain greater
opportunities in nearby districts.
In turn, most of the state aid follows those students out of their
home districts, leading to more cutbacks.
"We call it the death spiral," said Stan Johnson, president of the
Wisconsin Education Association Council, the 96,000- member union of
teachers and staff.
Public attention focused in 2005 on the rural northern Wisconsin
Florence School District, which was on the verge of dissolution until
voters approved a referendum to provide $4.75 million over five years.
"They saved themselves in Florence, but the Florence story can be seen
all over the state," Johnson said.
"There is no demonstrable plan to address this thing as the money is
being extracted from the taxpayers at an exorbitant rate," said
referendum opponent Norman Frakes, who served as the district's
administrator from 1993 to 1997.
If approved, the referendum would minimize the need for substantial
cuts for four years, but it would cost taxpayers an additional $177 to
$224 per $100,000 of assessed property value on school property taxes
for each of the next four years.
This is a very lengthy but informative article that was in the Madison WI State Journal last year about the SAGE program. I hope that you will take the time to read it and understand the complexities of the program and its costs to local districts. The upcoming ECASD decision about SAGE funding is irrevocable and will change the classroom sizes for nearly 900 kindergarten through 3rd grade students in some of the schools that have high numbers of economically "at risk" students.
Maria
RI., FEB 9, 2007 - 5:31 PM
Squeezing Schools Part 1: Financial crunch takes its toll; lauded
program loses ground
ANDY HALL
Citing a lack of money, increasing numbers of Wisconsin schools are
pulling out of a state program credited with boosting the scores of
vulnerable poor and minority students.
The number of schools in the Student Achievement Guarantee in
Education (SAGE) program has fallen 17 percent in six years, and many
of the 480 remaining SAGE schools are struggling to retain the program
because state payments have failed to keep pace with rising costs, a
Wisconsin State Journal review shows.
The SAGE pullouts across the state come even as poverty rates are
rising among the elementary students whom experts say can benefit most
from the program's small classes. The cuts are also among the first
indications that class size is being sacrificed to balance budgets,
the State Journal found in an analysis of the effects of the state's
school funding system.
Educators across the state are engaging in their annual ritual of
paring programs to conform to state financial limits - part of a
chaotic system that this year stands its greatest chance of reform in
more than a decade.
Compared to past reductions in music programs and other elective
classes and activities, the reductions in SAGE pose a more direct
threat to thousands of students who need their teachers' attention -
the kind of help that can only come in a small class.
SAGE classrooms allot 15 students per teacher in kindergarten through
third grade. When the program is dropped, class sizes often rise about
50 percent, to 22 or 23 students.
Research on SAGE's impact is far from definitive, but a 2004 study of
students' performance in reading, language arts and mathematics test
scores in the first 50 SAGE schools found the program "had a
significant cumulative effect from the beginning of first grade
through third grade in all three content areas."
The study found evidence that gains were higher among low-income
students and African-American students. Yet researchers were puzzled
by indications that gains in the earliest years of school weren't
sustained in fourth grade and called for more study.
A growing amount of research also suggests that class- size reductions
alone may not be effective unless combined with improved curriculum
and training of teachers.
"I believe very deeply in small classes," said Democratic Gov. Jim
Doyle, who complained that the Republican- controlled Legislature
defeated his attempt two years ago to significantly expand SAGE
funding. Partisan control is now split after November's elections.
"There's no doubt what the positive effects of SAGE have been."
Madison's options
Beginning this month, the Madison School Board is reluctantly
considering reductions in SAGE and other programs that keep classes
sizes small.
Madison educators, whose district has received national attention for
raising the achievement levels of many low-income and minority
students, say they must cut an estimated $10.5 million from current
services to balance next year's budget.
They're studying options that could trim as much as $2.4 million by
scaling back class- size reductions, which currently benefit 95
percent of the district's low-income students but might reach less
than 70 percent in some plans.
"This is the year when things really get tough," Madison School Board
President Johnny Winston Jr. said.
The problem spans the state.
"We may drop SAGE in the future," administrators at the tiny Niagara
School District, 225 miles northeast of Madison, wrote in a recent
report to officials in Wisconsin's education agency, the Department of
Public Instruction.
"In order to keep this school open, we will look to larger classes
with less teachers than we have now."
Janesville school officials already have scaled back their commitment
to SAGE, keeping just two of five schools in the program.
"We do not receive enough dollars from the state to hire extra
teaching staff required," Janesville's Jefferson Elementary School
officials warned state officials before dropping out of the program
this year.
The Baraboo School District, 40 miles northwest of Madison, pulled a
school out of SAGE three years ago.
"Our community couldn't afford SAGE," said District Administrator
Lance Alwin, who since has been driven by rising local poverty rates
to seek readmittance to the program - something not possible under
current state practices.
The Phillips School District, about 225 miles northwest of Madison,
withdrew its Catawba Elementary from SAGE, although nearly 6 in 10
students live in low-income households.
"It's one of the last things they cut," said Tony Evers, deputy state
superintendent of public instruction.
Fragile population
During the dropoff in schools' SAGE participation, the concentration
of students considered low-income has risen statewide from about 1 in
4 to 1 in 3. That fragile population is defined by eligibility for
free and reduced-cost lunches.
In the current school year, 1 in 6 low-income Wisconsin students
attends a SAGE school. The number of low-income students attending
SAGE schools is a record 48,527, owing to the growing poverty rates in
schools. But overall enrollment at SAGE schools is 92,365, down 8
percent from its peak.
"Unfortunately, we'll see the results of that in student achievement,"
predicted Julie Underwood, dean of the UW- Madison School of
Education, who praised SAGE for helping raise performance in
Wisconsin. "The years the kids didn't receive that type of treatment,
their achievement scores are going to go down."
The reductions in SAGE dramatize the painful mismatches that
characterize Wisconsin's system of paying for schools:
A measure known as revenue caps, or revenue limits, determines how
much money school districts can raise from a combination of state aids
and local property taxes. Revenue caps have grown at an average rate
of about 2.4 percent per year. The starting point was based on what
each district happened to spend per pupil in the 1993-94 school year,
and the measure was originally intended as a short-term attempt to
hold down runaway property taxes - not as a pillar of the state's
school-finance system.
A separate measure, known as the QEO or qualified economic offer,
requires districts to award teachers an annual increase of 3.8 percent
in combined salaries and benefits to avoid arbitration. That increase,
in turn, sets the pace for district employees' overall increases in
salaries and benefits. That compensation accounts for about 82 percent
of education spending, up from 71 percent in 1993.
Districts have little control over increases in other expenses such as
gasoline and utilities, yet the state's funding methods fail to fully
compensate for the added costs.
Districts' revenue limits are based upon a three-year average of their
enrollment levels, and more than 60 percent of Wisconsin's 425
districts are experiencing enrollment declines.
Revenues tend to fall faster than districts can cut expenses. For
example, when an enrollment decline of 25 students is spread across
all grade levels, it's difficult for district officials to eliminate a
single teacher to make up for the lost revenue, and such expenses as
bus routes and utilities aren't reduced.
The gap between districts' revenue and their expenses has widened each
year since 1994. The gap between the growth in the revenue cap and QEO
now stands at 18.8 percentage points, a State Journal analysis shows.
Never-ending cycle
The revenue caps and QEO are transforming the operations of public
schools, pushing school officials and the public into a never-ending
cycle of cuts, compromises and referendums.
Most districts reduced the number of academic courses, laid off school
support staff and reduced programs for students at the highest risk of
failure, according to a survey of 278 superintendents during the
2004-05 school year by groups representing administrators and
teachers.
Public schools, the most expensive single program in Wisconsin,
account for about 40 cents of every dollar spent out of the state's
general fund.
In the old days, school boards wanting more money for school
operations could simply raise taxes, and risk retribution from voters
if they went too far.
Revenue caps stripped school boards of that power, requiring them
instead to seek the permission of voters in ballot questions.
"We're literally governing by referendum," complained Nancy
Hendrickson, superintendent of the Pecatonica Area School District in
Blanchardville, 35 miles southwest of Madison.
Pecatonica voters approved referendums in 2000 and 2004 and likely
will be asked in 2008 to support a third ballot measure.
Statewide, voters approved 428 referendums and rejected 471 since
2000, state Department of Public Instruction records show.
The budget shortfalls are intensified by two additional mismatches:
Government-mandated programs, such as special education and help for
students with limited English proficiency, require school districts to
provide certain services, but the funding matches just a fraction of
the cost - about 30 percent in the case of special education students.
Funding for many state education programs, such as SAGE, has failed to
keep up with inflation and growth in demand. SAGE schools receive
$2,000 per year in state support for every child eligible for a free
or reduced lunch. But the amount hasn't been increased since SAGE was
established a decade ago and would need to be about $2,500 to account
for inflation over that period.
Educators say that except in areas with very high levels of poverty,
the $2,000 payments - which come on top of regular state aid - often
don't cover the additional costs involved in creating small class
sizes for all students in kindergarten through third grade. Teachers'
pay is the largest expense, but sometimes schools have had to spend
money to create additional classrooms, too.
The funding is scheduled to increase to $2,250 per student in the
fall, and Doyle said his upcoming budget proposal will include that
additional money.
"I would much rather have it at $2,500, and I hope we're going to find
some further growth for SAGE," Doyle said.
DPI officials say they lack authority and money to add additional
schools to SAGE. The agency has requested funding to allow about five
schools to join the program in 2008. Doyle will include that funding
in his budget plan.
A money-saving option favored by some educators and legislators would
be to allow districts more flexibility to offer SAGE to fewer grade
levels, or for just portions of the day. But others, including Doyle,
oppose this, saying that watering down SAGE would reduce its
effectiveness.
'The death spiral'
On the western edge of Dane County, Wisconsin Heights School District
officials and residents worry about what's coming next.
The district, which serves Mazomanie and Black Earth, has lost a fifth
of its students since 2001 - by far the biggest loss experienced by
any Dane County district - and more declines are expected.
With six in 10 districts facing dwindling enrollments, many such as
Wisconsin Heights also fear that it could hasten an exodus of families
who use the state's open-enrollment law to obtain greater
opportunities in nearby districts.
In turn, most of the state aid follows those students out of their
home districts, leading to more cutbacks.
"We call it the death spiral," said Stan Johnson, president of the
Wisconsin Education Association Council, the 96,000- member union of
teachers and staff.
Public attention focused in 2005 on the rural northern Wisconsin
Florence School District, which was on the verge of dissolution until
voters approved a referendum to provide $4.75 million over five years.
"They saved themselves in Florence, but the Florence story can be seen
all over the state," Johnson said.
"There is no demonstrable plan to address this thing as the money is
being extracted from the taxpayers at an exorbitant rate," said
referendum opponent Norman Frakes, who served as the district's
administrator from 1993 to 1997.
If approved, the referendum would minimize the need for substantial
cuts for four years, but it would cost taxpayers an additional $177 to
$224 per $100,000 of assessed property value on school property taxes
for each of the next four years.
From the LT: SAGE Program Proposed Cuts
One thing that is curiously missing from this article is the fact that ECASD was notified in NOVEMBER 2007 that the deadline for applying for waivers was FEBRUARY 1, 2008. The first time principals and teachers were even notified of the proposed change was on March 6th and it was first presented to the BOE on March 10th with a Public Hearing scheduled for March 24th. This information was discussed at the meeting but not reported by the LT.
How do you spell ACCOUNTABILITY ???
Maria
For LOTS of information about the SAGE program you can go to the WI Stae Dept. of Public Instruction (DPI) page and be informed: http://dpi.wi.gov/sage/
Updated: 3/16/2008
SAGE Hearing
The Eau Claire school board will hold a hearing on the Student Achievement Guarantee in Education, or SAGE, program waiver process at 6 p.m. Monday, March 24, in Room 137 in the Administration Building, 500 Main St.
When a SAGE school is unable to meet the class size of 15 students in grades K-3, the Department of Public Instruction requires a school district to apply for a waiver to provide the district and SAGE schools time to comply with the SAGE law.
The waiver process requires a public hearing.
Program to reduce class size may be cut
Four elementary schools would see more kids in classrooms
By Christena T. O'Brien
Leader-Telegram staff O'Brien can be reached at 830-5838, 800-236-7077 or christena.obrien@ecpc.com.
Class sizes at four Eau Claire elementary schools are expected to increase this fall if elected officials approve a recommendation to discontinue a state program.
District officials are recommending discontinuing the Student Achievement Guarantee in Education, or SAGE, program at Sherman, Sam Davey, Roosevelt and Northwoods schools for the 2008-09 school year.
The final decision will be up to the school board, which is holding a public hearing on SAGE at 6 p.m. Monday, March 24.
The purpose of SAGE is to improve staff development, implement a rigorous curriculum focused on academic achievement, extend learning opportunities and increase collaboration between schools and their communities by extending school hours and reducing class sizes.
The program, established in the 1996-97 school year, is funded by the state to supplement district funding, so school districts with higher poverty levels can provide class sizes of 15 students in kindergarten through third grade.
Funding is determined by the number of students receiving free and reduced lunches in those grades.
While SAGE helps reduce class sizes, additional district dollars are required to support the program in all schools, said Kris Dimock, director of pre-kindergarten and elementary education.
"SAGE funding is intended to supplement not supplant," she told the school board March 10.
During that meeting, Fred Weissenburger, executive director of student services, projected the cost to bring all eight elementaries offering the SAGE program into compliance with the law at $717,700 for the current school year - $555,950 for Sherman, Sam Davey, Roosevelt and Northwoods and $161,750 for Longfellow, Locust Lane, Lakeshore and Flynn.
School officials are recommending submitting a waiver to the state Department of Public Instruction - a requirement when a SAGE school is unable to meet the class size of 15 students in grades K-3 - to give the district time to comply at Longfellow, Locust Lane, Lakeshore and Flynn.
Of the eight schools that offer SAGE, those four have the highest number of students receiving free and reduced lunches, according to figures presented to the board at its last meeting.
"More district dollars are required in schools with a lower number of students receiving free and reduced lunches," a letter sent to parents March 11 stated. "Fewer district dollars are required in schools with a greater number of students receiving free and reduced lunches."
Of the eight schools offering SAGE, Longfellow has the highest percentage of students receiving free and reduced lunches, 73 percent, followed by Lakeshore, 52 percent; Flynn and Locust Lane, 49 percent each; Roosevelt, 41 percent; Sherman, 39 percent; and Northwoods and Sam Davey, 33 percent each.
If SAGE is discontinued at Sherman, Sam Davey, Roosevelt and Northwoods, school officials expect class sizes of 17 to 25 students for grades K-3.
During the March 10 board meeting, interim Superintendent James Leary reminded the board the district was facing a budget deficit of more than $2 million for the 2008-09 school year.
Board member Trish Cummins agreed the budget was an issue. However, the board hasn't had a chance to talk about SAGE and the bigger issue of poverty, she said.
How do you spell ACCOUNTABILITY ???
Maria
For LOTS of information about the SAGE program you can go to the WI Stae Dept. of Public Instruction (DPI) page and be informed: http://dpi.wi.gov/sage/
Updated: 3/16/2008
SAGE Hearing
The Eau Claire school board will hold a hearing on the Student Achievement Guarantee in Education, or SAGE, program waiver process at 6 p.m. Monday, March 24, in Room 137 in the Administration Building, 500 Main St.
When a SAGE school is unable to meet the class size of 15 students in grades K-3, the Department of Public Instruction requires a school district to apply for a waiver to provide the district and SAGE schools time to comply with the SAGE law.
The waiver process requires a public hearing.
Program to reduce class size may be cut
Four elementary schools would see more kids in classrooms
By Christena T. O'Brien
Leader-Telegram staff O'Brien can be reached at 830-5838, 800-236-7077 or christena.obrien@ecpc.com.
Class sizes at four Eau Claire elementary schools are expected to increase this fall if elected officials approve a recommendation to discontinue a state program.
District officials are recommending discontinuing the Student Achievement Guarantee in Education, or SAGE, program at Sherman, Sam Davey, Roosevelt and Northwoods schools for the 2008-09 school year.
The final decision will be up to the school board, which is holding a public hearing on SAGE at 6 p.m. Monday, March 24.
The purpose of SAGE is to improve staff development, implement a rigorous curriculum focused on academic achievement, extend learning opportunities and increase collaboration between schools and their communities by extending school hours and reducing class sizes.
The program, established in the 1996-97 school year, is funded by the state to supplement district funding, so school districts with higher poverty levels can provide class sizes of 15 students in kindergarten through third grade.
Funding is determined by the number of students receiving free and reduced lunches in those grades.
While SAGE helps reduce class sizes, additional district dollars are required to support the program in all schools, said Kris Dimock, director of pre-kindergarten and elementary education.
"SAGE funding is intended to supplement not supplant," she told the school board March 10.
During that meeting, Fred Weissenburger, executive director of student services, projected the cost to bring all eight elementaries offering the SAGE program into compliance with the law at $717,700 for the current school year - $555,950 for Sherman, Sam Davey, Roosevelt and Northwoods and $161,750 for Longfellow, Locust Lane, Lakeshore and Flynn.
School officials are recommending submitting a waiver to the state Department of Public Instruction - a requirement when a SAGE school is unable to meet the class size of 15 students in grades K-3 - to give the district time to comply at Longfellow, Locust Lane, Lakeshore and Flynn.
Of the eight schools that offer SAGE, those four have the highest number of students receiving free and reduced lunches, according to figures presented to the board at its last meeting.
"More district dollars are required in schools with a lower number of students receiving free and reduced lunches," a letter sent to parents March 11 stated. "Fewer district dollars are required in schools with a greater number of students receiving free and reduced lunches."
Of the eight schools offering SAGE, Longfellow has the highest percentage of students receiving free and reduced lunches, 73 percent, followed by Lakeshore, 52 percent; Flynn and Locust Lane, 49 percent each; Roosevelt, 41 percent; Sherman, 39 percent; and Northwoods and Sam Davey, 33 percent each.
If SAGE is discontinued at Sherman, Sam Davey, Roosevelt and Northwoods, school officials expect class sizes of 17 to 25 students for grades K-3.
During the March 10 board meeting, interim Superintendent James Leary reminded the board the district was facing a budget deficit of more than $2 million for the 2008-09 school year.
Board member Trish Cummins agreed the budget was an issue. However, the board hasn't had a chance to talk about SAGE and the bigger issue of poverty, she said.
Middle School Sports Change is a Tax Increase
A LT editorial that explains why the change to include non-public school students in middle school sports teams will result in a tax increase for EC taxpayers.
The ECASD does this kind of juggling a lot for many different reasons. For example, from what I can tell the huge amounts of money that the ECASD receives for students at the McKinley Charter School could not possibly all be used to pay for the minimal educational services that are provided in the building. In this case, the ECASD is money ahead. Along the same lines, I imagine that the 4 year old kindergarten program that was initiated a few years ago costs the district far less to provide services to children located in daycares than the amount of money that the district receives from the state.
I am not saying that it is right or wrong, only that it is a reality that districts must juggle funds to provide some programming that costs far more than funds available.
Maria
Updated: 3/15/2008 3:07:01 AM
Middle school sports proposal really a tax hike
The issue: A proposal to allow non-public school students to play on sports teams at Eau Claire's public middle schools.
Our view: The purpose is to skirt state-imposed levy limits, which doesn't get at the heart of the problems that cause ongoing government deficits.
At first blush, an Eau Claire school district proposal to invite non-public school middle-schoolers to participate in seventh- and eighth-grade athletics seems like a nice gesture to offer team sports opportunities to young people who otherwise might not have them.
But no doubt the key reason for the proposal, which the board hasn't approved, is that it allows the school district to move $705,000 from the general fund, which is subject to levy limits, to something called the "community service fund," which operates outside of those state-imposed constraints.
School board member Mike Bollinger leveled with the taxpayers at last week's board meeting. "I want to be very, very clear to our public - this is a ($705,000) tax increase ... in a non-referendum format. If there is input to be had out there, we want to hear it."
It's hard to fault the board for looking at every possibility to balance its budget, including creative use of the budget rules. The board faces a $2.8 million shortfall heading into next school year, and more deficits await down the road unless voters approve a referendum to exceed the levy limits.
Meanwhile, Gov. Jim Doyle last week unveiled a plan to repair a $527 million hole in the state budget caused by lower-than-expected revenues brought on by a downturn in the economy.
Not much of that $527 million will come through budget cuts. Nearly half of it will be raised by shifting money from the state's road-building fund to pay for other expenses, and then selling bonds to cover more of the road improvements - bonds we have to repay with interest.
According to Tuesday's Milwaukee Journal Sentinel, another part of Doyle's budget plan is to impose a 0.7 percent tax on hospital revenues to go into a state-federal Medicaid health care program. That reportedly will result in the federal government giving the state an additional $420 million toward the program through mid-2009, freeing up $125 million in state money to help balance the state budget.
And at the federal level, we fight wars that cost billions of dollars a month and push the entire cost off on future generations under the guise of "emergency appropriations." Counting the war, the federal government this fiscal year will spend some $2 billion a day more than it takes in.
Unfortunately, most regular people have no such options at their disposal. Borrowing your way out of a hole is not a wise idea; neither is shifting money from your retirement or mortgage accounts to pay your utility bill. Sooner or later it catches up with you.
What everyone is putting off is dealing with the increasing percentage of public budgets needed to pay fringe benefits that were negotiated during a much different time and will continue to grow increasingly unaffordable, especially during economic troughs such as the one we now are experiencing.
What else can it be? Public employee salaries certainly haven't been going up at unrealistic percentages. The only other culprit is energy, which is hitting everyone and everything hard right now.
Nobody likes talking about the effects of early retirement and other fringe benefits on public budgets, but as the baby boomers in government start retiring, their impact will only become more evident. It's a problem we can't borrow or cost-shift our way out of.
- Don Huebscher, editor
The ECASD does this kind of juggling a lot for many different reasons. For example, from what I can tell the huge amounts of money that the ECASD receives for students at the McKinley Charter School could not possibly all be used to pay for the minimal educational services that are provided in the building. In this case, the ECASD is money ahead. Along the same lines, I imagine that the 4 year old kindergarten program that was initiated a few years ago costs the district far less to provide services to children located in daycares than the amount of money that the district receives from the state.
I am not saying that it is right or wrong, only that it is a reality that districts must juggle funds to provide some programming that costs far more than funds available.
Maria
Updated: 3/15/2008 3:07:01 AM
Middle school sports proposal really a tax hike
The issue: A proposal to allow non-public school students to play on sports teams at Eau Claire's public middle schools.
Our view: The purpose is to skirt state-imposed levy limits, which doesn't get at the heart of the problems that cause ongoing government deficits.
At first blush, an Eau Claire school district proposal to invite non-public school middle-schoolers to participate in seventh- and eighth-grade athletics seems like a nice gesture to offer team sports opportunities to young people who otherwise might not have them.
But no doubt the key reason for the proposal, which the board hasn't approved, is that it allows the school district to move $705,000 from the general fund, which is subject to levy limits, to something called the "community service fund," which operates outside of those state-imposed constraints.
School board member Mike Bollinger leveled with the taxpayers at last week's board meeting. "I want to be very, very clear to our public - this is a ($705,000) tax increase ... in a non-referendum format. If there is input to be had out there, we want to hear it."
It's hard to fault the board for looking at every possibility to balance its budget, including creative use of the budget rules. The board faces a $2.8 million shortfall heading into next school year, and more deficits await down the road unless voters approve a referendum to exceed the levy limits.
Meanwhile, Gov. Jim Doyle last week unveiled a plan to repair a $527 million hole in the state budget caused by lower-than-expected revenues brought on by a downturn in the economy.
Not much of that $527 million will come through budget cuts. Nearly half of it will be raised by shifting money from the state's road-building fund to pay for other expenses, and then selling bonds to cover more of the road improvements - bonds we have to repay with interest.
According to Tuesday's Milwaukee Journal Sentinel, another part of Doyle's budget plan is to impose a 0.7 percent tax on hospital revenues to go into a state-federal Medicaid health care program. That reportedly will result in the federal government giving the state an additional $420 million toward the program through mid-2009, freeing up $125 million in state money to help balance the state budget.
And at the federal level, we fight wars that cost billions of dollars a month and push the entire cost off on future generations under the guise of "emergency appropriations." Counting the war, the federal government this fiscal year will spend some $2 billion a day more than it takes in.
Unfortunately, most regular people have no such options at their disposal. Borrowing your way out of a hole is not a wise idea; neither is shifting money from your retirement or mortgage accounts to pay your utility bill. Sooner or later it catches up with you.
What everyone is putting off is dealing with the increasing percentage of public budgets needed to pay fringe benefits that were negotiated during a much different time and will continue to grow increasingly unaffordable, especially during economic troughs such as the one we now are experiencing.
What else can it be? Public employee salaries certainly haven't been going up at unrealistic percentages. The only other culprit is energy, which is hitting everyone and everything hard right now.
Nobody likes talking about the effects of early retirement and other fringe benefits on public budgets, but as the baby boomers in government start retiring, their impact will only become more evident. It's a problem we can't borrow or cost-shift our way out of.
- Don Huebscher, editor
Fewer Students, Higher Taxes?
Here is a great essay that sheds light on why districts with declining enrollments (like the ECASD!) are put into an even tighter bind by the state's funding formulas for education.
Maria
Updated: 3/13/2008 7:47:01 PM
Fewer students, higher taxes?
By Douglas Kane
Why does losing students get a school district into severe financial trouble and force local property taxes to be raised? A lot of school districts in western Wisconsin are in that situation today.
The answer: there is a fundamental disconnect between the way we fund schools and the basic economics of education. We fund education on a "per pupil" basis, assuming that education is an "average cost" industry. Each student is backed by the same number of dollars.
On the spending side of the budget, however, it becomes clear very quickly that education is not an average cost industry. The fixed costs are high: a classroom, a teacher, teaching materials, a library, a gymnasium, a music room, heat, a school bus, a school bus driver. All have to be in place before the first student walks in the door.
The additional cost of putting three more students onto a bus and into a classroom of 18 are pretty low: a few more textbooks, an additional computer, another mile for the bus to travel. Likewise, three fewer students doesn't lower costs very much.
The math is simple. In a typical school district when three more students walk into a classroom, the school district gets an increase in revenue of $27,000 even though costs have barely increased. When three students leave a classroom, district revenues are cut $27,000 even though costs have barely decreased. It is not long before the district that is regularly losing students faces a crisis.
There is an additional problem for districts with declining enrollment. Not only do total district revenues drop, our school funding formula automatically shifts an increasing share of costs onto the property tax. State aid is reduced by the total $27,000 that supported the three departed students even though a large part of that $27,000 may have been local property tax dollars.
The local property-tax payers see no reduction in property taxes even though the school district lost $27,000 in revenue. Because they are still paying the same, or more, in property taxes, it is not surprising that they wonder why the school district is in financial crisis.
The local school board has only two options: raise property taxes even further just to continue paying for existing programs, or cut programs. Property taxes go up even as total revenues go down.
Our average cost funding structure makes "winners" out of school districts with increasing enrollments (usually suburban), and "losers" out of school districts with declining enrollments (usually rural and central city).
The Alma school district, on whose board I serve, illustrates the problem. Since 2000 our enrollment has declined from 406 to 301. State aid dollars have dropped 27 percent. Property taxes have gone up 55 percent. State aid has been replaced by local property taxes. Property taxes have gone up even though one-fourth of the students have disappeared and programs have been cut.
Homeowners are particularly hard hit as recent changes in property tax laws have resulted in 70 percent of all property taxes being levied on residential property (up from 50 percent not so long ago) while the share paid by business and agricultural property has gone down. Homeowners, as a group, do not have the economic capability to keep on paying an increasing share of school costs.
In the baby boomer era and succeeding years, when enrollments increased in most school districts, we could live with the disconnect between how we fund education and the underlying economics of education. Today, however, the demographics are different. Approximately 70 percent of Wisconsin school districts are losing students. The financial havoc caused by our system of funding schools is spreading. We cannot continue doing what we are doing much longer.
Any long-term fix has to match revenues with costs. The disconnect between revenues and the underlying economics of education has to be eliminated.
We need to adjust our pupil-based funding for1mula to reflect the fact that fixed costs make up a large part of school budgets, particularly in the short run. No school district can control the number of students it has to serve, just as no district can control how many of its students will come from poor families, or need education in English as a second language, or have disabilities that require additional resources.
We need to change the formula so school districts are not unfairly punished, and their property owners are not hit with large property tax increases, as student enrollment ebbs and flows, but the district's fixed costs remain largely the same.
Two interim measures could be taken that would reduce, but not solve, the problem. When enrollment drops, state aid should decrease only by the amount that the state actually contributed to support each student who left, not by the student's full cost as is now the case. For schools with declining enrollments, the revenue cap should apply to the total current revenues of the district, not revenue attached to each student.
Kane, of Alma, is a member of the Alma school board.
Maria
Updated: 3/13/2008 7:47:01 PM
Fewer students, higher taxes?
By Douglas Kane
Why does losing students get a school district into severe financial trouble and force local property taxes to be raised? A lot of school districts in western Wisconsin are in that situation today.
The answer: there is a fundamental disconnect between the way we fund schools and the basic economics of education. We fund education on a "per pupil" basis, assuming that education is an "average cost" industry. Each student is backed by the same number of dollars.
On the spending side of the budget, however, it becomes clear very quickly that education is not an average cost industry. The fixed costs are high: a classroom, a teacher, teaching materials, a library, a gymnasium, a music room, heat, a school bus, a school bus driver. All have to be in place before the first student walks in the door.
The additional cost of putting three more students onto a bus and into a classroom of 18 are pretty low: a few more textbooks, an additional computer, another mile for the bus to travel. Likewise, three fewer students doesn't lower costs very much.
The math is simple. In a typical school district when three more students walk into a classroom, the school district gets an increase in revenue of $27,000 even though costs have barely increased. When three students leave a classroom, district revenues are cut $27,000 even though costs have barely decreased. It is not long before the district that is regularly losing students faces a crisis.
There is an additional problem for districts with declining enrollment. Not only do total district revenues drop, our school funding formula automatically shifts an increasing share of costs onto the property tax. State aid is reduced by the total $27,000 that supported the three departed students even though a large part of that $27,000 may have been local property tax dollars.
The local property-tax payers see no reduction in property taxes even though the school district lost $27,000 in revenue. Because they are still paying the same, or more, in property taxes, it is not surprising that they wonder why the school district is in financial crisis.
The local school board has only two options: raise property taxes even further just to continue paying for existing programs, or cut programs. Property taxes go up even as total revenues go down.
Our average cost funding structure makes "winners" out of school districts with increasing enrollments (usually suburban), and "losers" out of school districts with declining enrollments (usually rural and central city).
The Alma school district, on whose board I serve, illustrates the problem. Since 2000 our enrollment has declined from 406 to 301. State aid dollars have dropped 27 percent. Property taxes have gone up 55 percent. State aid has been replaced by local property taxes. Property taxes have gone up even though one-fourth of the students have disappeared and programs have been cut.
Homeowners are particularly hard hit as recent changes in property tax laws have resulted in 70 percent of all property taxes being levied on residential property (up from 50 percent not so long ago) while the share paid by business and agricultural property has gone down. Homeowners, as a group, do not have the economic capability to keep on paying an increasing share of school costs.
In the baby boomer era and succeeding years, when enrollments increased in most school districts, we could live with the disconnect between how we fund education and the underlying economics of education. Today, however, the demographics are different. Approximately 70 percent of Wisconsin school districts are losing students. The financial havoc caused by our system of funding schools is spreading. We cannot continue doing what we are doing much longer.
Any long-term fix has to match revenues with costs. The disconnect between revenues and the underlying economics of education has to be eliminated.
We need to adjust our pupil-based funding for1mula to reflect the fact that fixed costs make up a large part of school budgets, particularly in the short run. No school district can control the number of students it has to serve, just as no district can control how many of its students will come from poor families, or need education in English as a second language, or have disabilities that require additional resources.
We need to change the formula so school districts are not unfairly punished, and their property owners are not hit with large property tax increases, as student enrollment ebbs and flows, but the district's fixed costs remain largely the same.
Two interim measures could be taken that would reduce, but not solve, the problem. When enrollment drops, state aid should decrease only by the amount that the state actually contributed to support each student who left, not by the student's full cost as is now the case. For schools with declining enrollments, the revenue cap should apply to the total current revenues of the district, not revenue attached to each student.
Kane, of Alma, is a member of the Alma school board.
Democracy Requires Paying Attention!
Here is a very thoughtful essay written by John DeRosier, an EC County Board Member about the need for citizens to be aware of the ongoing process of government and change in our communities. It cites the recent concerns about the County jail locations but certainly applies to the activities of the ECASD. There have been many, many issues that have been part of the discussion in the last year (the Budget, Conflict of Interest, a New Superintendent, Needs Assessment, etc....). Have you followed the discussion? Attended a meeting? Written an e-mail in support or opposed to an issue?
It is not too late to start! Please jump right in and read up about a topic on the Agenda and then attend a meeting and give your input. We are all "The Deciders" in a Democracy!
Maria
Updated: 3/13/2008 7:47:01 PM
Democracy requires paying attention
By John DeRosier
Kudos and congratulations to Tom Giffey and Gregg Moore for their thoughtful, informative pieces in the Leader-Telegram regarding the courthouse/jail expansion.
Giffey, the editorial page editor, wrote a March 2 editorial pointing out a few facts that needed to be explained. For example, a study completed in 2005 recommended that a new jail be built right across the street from the current courthouse. That study was requested by the County Board in 2003 to determine space needs.
Moore, an Eau Claire County Board member, wrote March 5 about how the proposed courthouse expansion is designed to blend in well with the downtown architecture and would also be aesthetically pleasing.
The courthouse expansion has been in the news since 1991. Obviously, a number of well-meaning citizens object to the expansion. It is a credit to our society that people can disagree. It would be a shame if all of us agreed on everything. Having said that, and recognizing the need for freedom of speech and freedom of the press, a few things need to be said.
Over the years much information has been offered to the reading public, yet some have failed to keep up with it. The question posed by Giffey's editorial, "Where have you been?" is not only appropriate but necessary.
Government and democracy are not just classroom exercises in which a student shows up late for class while exclaiming, "Sorry I'm late, but I think I have all the facts so everybody must listen to me now." One needs to take responsibility, and that means being fully informed on the issues. In other words, keep up with the news. Some people will tolerate those who are too often a day late and a dollar short, but others will exclaim, "Wake up and smell the coffee."
Some have stated that the courthouse expansion would ruin the riverfront and the neighborhood. Because of local concerns, it will be set back 30 feet from First Avenue, which is some distance from the river. Also, one can compare the drawings of the courthouse expansion with the current buildings on First Avenue.
Attention should also be given to businesses nearby on Grand Avenue. According to unconfirmed rumors, those businesses would be torn down if the courthouse expansion went through. That's not exactly the truth. But if the expansion was built south of Eau Claire, one has to wonder where those businesses would go. And how would the residents in that area feel?
I have had the privilege of serving on the Eau Claire County Board for the past two years. I can honestly state that while some of us have disagreed and in all likelihood will disagree with each other in the future, we treat each other with great respect. That's the way it should be.
DeRosier, of Eau Claire, represents the 28th District on the Eau Claire County Board. He is running unopposed in the April 1 election.
It is not too late to start! Please jump right in and read up about a topic on the Agenda and then attend a meeting and give your input. We are all "The Deciders" in a Democracy!
Maria
Updated: 3/13/2008 7:47:01 PM
Democracy requires paying attention
By John DeRosier
Kudos and congratulations to Tom Giffey and Gregg Moore for their thoughtful, informative pieces in the Leader-Telegram regarding the courthouse/jail expansion.
Giffey, the editorial page editor, wrote a March 2 editorial pointing out a few facts that needed to be explained. For example, a study completed in 2005 recommended that a new jail be built right across the street from the current courthouse. That study was requested by the County Board in 2003 to determine space needs.
Moore, an Eau Claire County Board member, wrote March 5 about how the proposed courthouse expansion is designed to blend in well with the downtown architecture and would also be aesthetically pleasing.
The courthouse expansion has been in the news since 1991. Obviously, a number of well-meaning citizens object to the expansion. It is a credit to our society that people can disagree. It would be a shame if all of us agreed on everything. Having said that, and recognizing the need for freedom of speech and freedom of the press, a few things need to be said.
Over the years much information has been offered to the reading public, yet some have failed to keep up with it. The question posed by Giffey's editorial, "Where have you been?" is not only appropriate but necessary.
Government and democracy are not just classroom exercises in which a student shows up late for class while exclaiming, "Sorry I'm late, but I think I have all the facts so everybody must listen to me now." One needs to take responsibility, and that means being fully informed on the issues. In other words, keep up with the news. Some people will tolerate those who are too often a day late and a dollar short, but others will exclaim, "Wake up and smell the coffee."
Some have stated that the courthouse expansion would ruin the riverfront and the neighborhood. Because of local concerns, it will be set back 30 feet from First Avenue, which is some distance from the river. Also, one can compare the drawings of the courthouse expansion with the current buildings on First Avenue.
Attention should also be given to businesses nearby on Grand Avenue. According to unconfirmed rumors, those businesses would be torn down if the courthouse expansion went through. That's not exactly the truth. But if the expansion was built south of Eau Claire, one has to wonder where those businesses would go. And how would the residents in that area feel?
I have had the privilege of serving on the Eau Claire County Board for the past two years. I can honestly state that while some of us have disagreed and in all likelihood will disagree with each other in the future, we treat each other with great respect. That's the way it should be.
DeRosier, of Eau Claire, represents the 28th District on the Eau Claire County Board. He is running unopposed in the April 1 election.
Monday, March 10, 2008
LT article Supt. Candidate: Dr. Ron Heilmann
Updated: 3/8/2008
Ron Heilmann, superintendent of the Oshkosh Area School District, is
one of two finalists for the job in Eau Claire.
Staff photo by Steve Kinderman
Candidate's priority? Establishing dialogue
By Christena T. O'Brien
Leader-Telegram staff O'Brien can be reached at 830-5838, 800-236-7077
or christena.obrien@ecpc.com.
While he talked to a number of people during his interview Friday, Eau
Claire school superintendent finalist Ron Heilmann plans to keep
talking if selected for the job.
"My first priority, if hired, would be to meet in a more meaningful
way with the administrative team, teachers, parents and community
members and have a deeper discussion," said Heilmann, superintendent
of the Oshkosh Area School District.
Heilmann, one of two finalists for the superintendent's post, spent
Friday in Eau Claire, meeting with the school board, staff and
administrators, touring elementary, middle and high schools and taking
part in a community focus group. The other finalist, Randall Clegg,
superintendent of the Clinton (Iowa) Community School District, went
through the same process Thursday.
During a short break in his daylong interview, Heilmann answered a few
questions.
What strategies would you implement to help local students get a good
education within budget constraints?
I think the first thing you need to develop is a long-term plan ...
that encompasses everything.
The situation with budget constraints and the way that the revenue
caps work, I believe, isn't going away in the near future. If you look
at state and national trends with the downturn in the economy, it's
probably a good bet that we're not going to see a lot more money in
public education, ... so I think we need to develop a long-term
strategy.
That means not only talking to the administrators; you have to have
deep, meaningful conversations with parents, with students to find out
which of the programs and services that we currently offer are valued
and what sort of things are we doing ... that maybe aren't being
delivered with the same power.
(In dealing with budget difficulties,) you have to be cautious that
you don't do two things: Make blanket across-the-board cuts and not
first ask what are the programs and services we need, based on how
student needs have changed.
What is your philosophy on increased reliance on student fees for
families that can afford to pay them?
I believe that's a dangerous and slippery slope.
First of all, you have to ask yourself what is the criterion that is
used for determining whether a family can afford them. School
districts, because it's an easy measure we have at our disposal, often
use the free and reduced lunch rate. Unfortunately, I know a lot of
families that don't qualify for the reduced lunch rate that really
struggle when they have to deal with any sort of fees.
In addition, if you're charging fees in certain areas and not in
others, ... you have to seriously ask whether or not you're going to
affect and impact participation rate.
When I first came to Oshkosh (in 1998), we had no fees in anything.
Then we put in what we called a textbook fee, (a per-student fee with
family caps), which was very minimal. Then the board decided to take
that fee out. We did put in an athletic fee and have since expanded
that into a co-curricular fee for when there are costs that go way
over and above. We control (and monitor) that very closely.
Some people like to say that the K-12 system should focus more on core
subjects and back off on electives and extracurricular activities to
help balance its budget. What is your response to that suggestion?
Wrong step to take.
In educating students, there are times that we need to emphasize
certain things. (For example), students, I believe, in kindergarten
through third grade need to come out at the end of third grade with a
strong basis in literacy and mathematics. If they don't have a solid
foundation in those areas, they're going to struggle later on.
(That said), schools are about a lot more things than the core subjects.
Throughout my career, I have found ... there are these things called
hooks - ways of hooking kids into education to kind of keep them there
a little longer, and many times those are the co-curricular
activities. If you take those away, you now have taken away a hook
that might have been important.
Many people who no longer have children in the school system - many
retired - complain about high property taxes to help support local
schools. What if anything will you do to reach out to that group?
We need to bring those groups into the schools more and more.
In Oshkosh, we have a grandparent adopt-a-student program, which has
worked out really well. We also reach out into the community by having
a lot of our school groups go out into the community, whether it's at
a retirement home or any sort of different venue. We find that to be
very, very valuable.
I think the other thing to do is to pass on information. A lot of
times retired taxpayers are folks who own their homes, and they need
to understand that their home is likely the most significant
investment in their life. If they want to protect that investment, the
best way to do that is to ensure a high quality public school system.
What experience do you have in reaching out to the business community
to help support school programs?
Probably, the single most important one that we've had in Oshkosh, and
it's in other communities, is called Partners in Education. It's a
time we meet about every six weeks, where we sit down with our
business partners and talk about what is it that they expect from our
schools, what is it they want to see in young adults?
Having those deep and meaningful discussions becomes absolutely critical.
Another thing we've done in the Oshkosh school district ... is a
post-graduation employer survey. We ask do you hire OASD graduates? If
that's the case, are these students coming directly to you from high
school, are they students who maybe come directly from high school and
you put into a technical college program ... and then ask them very
specific questions in a number of areas, (such as) skill levels.
Ron Heilmann, superintendent of the Oshkosh Area School District, is
one of two finalists for the job in Eau Claire.
Staff photo by Steve Kinderman
Candidate's priority? Establishing dialogue
By Christena T. O'Brien
Leader-Telegram staff O'Brien can be reached at 830-5838, 800-236-7077
or christena.obrien@ecpc.com.
While he talked to a number of people during his interview Friday, Eau
Claire school superintendent finalist Ron Heilmann plans to keep
talking if selected for the job.
"My first priority, if hired, would be to meet in a more meaningful
way with the administrative team, teachers, parents and community
members and have a deeper discussion," said Heilmann, superintendent
of the Oshkosh Area School District.
Heilmann, one of two finalists for the superintendent's post, spent
Friday in Eau Claire, meeting with the school board, staff and
administrators, touring elementary, middle and high schools and taking
part in a community focus group. The other finalist, Randall Clegg,
superintendent of the Clinton (Iowa) Community School District, went
through the same process Thursday.
During a short break in his daylong interview, Heilmann answered a few
questions.
What strategies would you implement to help local students get a good
education within budget constraints?
I think the first thing you need to develop is a long-term plan ...
that encompasses everything.
The situation with budget constraints and the way that the revenue
caps work, I believe, isn't going away in the near future. If you look
at state and national trends with the downturn in the economy, it's
probably a good bet that we're not going to see a lot more money in
public education, ... so I think we need to develop a long-term
strategy.
That means not only talking to the administrators; you have to have
deep, meaningful conversations with parents, with students to find out
which of the programs and services that we currently offer are valued
and what sort of things are we doing ... that maybe aren't being
delivered with the same power.
(In dealing with budget difficulties,) you have to be cautious that
you don't do two things: Make blanket across-the-board cuts and not
first ask what are the programs and services we need, based on how
student needs have changed.
What is your philosophy on increased reliance on student fees for
families that can afford to pay them?
I believe that's a dangerous and slippery slope.
First of all, you have to ask yourself what is the criterion that is
used for determining whether a family can afford them. School
districts, because it's an easy measure we have at our disposal, often
use the free and reduced lunch rate. Unfortunately, I know a lot of
families that don't qualify for the reduced lunch rate that really
struggle when they have to deal with any sort of fees.
In addition, if you're charging fees in certain areas and not in
others, ... you have to seriously ask whether or not you're going to
affect and impact participation rate.
When I first came to Oshkosh (in 1998), we had no fees in anything.
Then we put in what we called a textbook fee, (a per-student fee with
family caps), which was very minimal. Then the board decided to take
that fee out. We did put in an athletic fee and have since expanded
that into a co-curricular fee for when there are costs that go way
over and above. We control (and monitor) that very closely.
Some people like to say that the K-12 system should focus more on core
subjects and back off on electives and extracurricular activities to
help balance its budget. What is your response to that suggestion?
Wrong step to take.
In educating students, there are times that we need to emphasize
certain things. (For example), students, I believe, in kindergarten
through third grade need to come out at the end of third grade with a
strong basis in literacy and mathematics. If they don't have a solid
foundation in those areas, they're going to struggle later on.
(That said), schools are about a lot more things than the core subjects.
Throughout my career, I have found ... there are these things called
hooks - ways of hooking kids into education to kind of keep them there
a little longer, and many times those are the co-curricular
activities. If you take those away, you now have taken away a hook
that might have been important.
Many people who no longer have children in the school system - many
retired - complain about high property taxes to help support local
schools. What if anything will you do to reach out to that group?
We need to bring those groups into the schools more and more.
In Oshkosh, we have a grandparent adopt-a-student program, which has
worked out really well. We also reach out into the community by having
a lot of our school groups go out into the community, whether it's at
a retirement home or any sort of different venue. We find that to be
very, very valuable.
I think the other thing to do is to pass on information. A lot of
times retired taxpayers are folks who own their homes, and they need
to understand that their home is likely the most significant
investment in their life. If they want to protect that investment, the
best way to do that is to ensure a high quality public school system.
What experience do you have in reaching out to the business community
to help support school programs?
Probably, the single most important one that we've had in Oshkosh, and
it's in other communities, is called Partners in Education. It's a
time we meet about every six weeks, where we sit down with our
business partners and talk about what is it that they expect from our
schools, what is it they want to see in young adults?
Having those deep and meaningful discussions becomes absolutely critical.
Another thing we've done in the Oshkosh school district ... is a
post-graduation employer survey. We ask do you hire OASD graduates? If
that's the case, are these students coming directly to you from high
school, are they students who maybe come directly from high school and
you put into a technical college program ... and then ask them very
specific questions in a number of areas, (such as) skill levels.
Friday, March 7, 2008
CTV Rebroadcast Schedule of Candidates
Folks,
I hope that you take the time in the comfort of your own homes to record and watch the following rebroadcasts. Rebroadcast time for school district superintendent and BOE candidates should be about 1 1/2 hours in total.
Here is the re-broadcast schedule of the Community Forums held for the New Superintendent Candidates and the ECASD School Board candidates. City Council Candidates are the last part of the broadcast (I think).
Playback should be on Channel 12, CTV government channel.
Monday, March 10 at 9:00 a.m.
Wednesday, March 12 at 8:00 p.m.
Friday, March 14 at 8:00 a.m.
Monday, March 17 at 9:00 a.m.
Tuesday, March 18 at 12:00 noon
Sunday, March 23 at 10:00 a.m.
Maria
I hope that you take the time in the comfort of your own homes to record and watch the following rebroadcasts. Rebroadcast time for school district superintendent and BOE candidates should be about 1 1/2 hours in total.
Here is the re-broadcast schedule of the Community Forums held for the New Superintendent Candidates and the ECASD School Board candidates. City Council Candidates are the last part of the broadcast (I think).
Playback should be on Channel 12, CTV government channel.
Monday, March 10 at 9:00 a.m.
Wednesday, March 12 at 8:00 p.m.
Friday, March 14 at 8:00 a.m.
Monday, March 17 at 9:00 a.m.
Tuesday, March 18 at 12:00 noon
Sunday, March 23 at 10:00 a.m.
Maria
School Board Candidate Forum
Here are my comments followed by the LT article about the Candidate Forum.
I attended this candidate forum and my observations are the following:
Carol Craig was masterful in her command of the issues and her assessment of her strengths as a candidate: she will provide "effective and stable leadership" during all of the upcoming transitions. Her strengths are her objectivity, ability to invest time in the school district issues, and be respectful but ask tough questions. In my opinion, her task of leading the Little Red Study Committee was a perfect example of walking straight into a really tough problem and examining everything and then proposing sensible and achievable steps to move forward in a way that is constructive and comprehensive for the entire district. What more can we ask for in our elected officials?
Bob Jahnke's responses were a re-run of all the same answers that have not worked in the past. He has already served 9 years on the ECASD BOE and, as far as I am concerned, is one of the Board members who we can classify as "asleep at the wheel" as the district train derailed over the last 10 years. He thinks more money would solve all the problems and would not consider closing more schools to save programming. He is in favor of another referendum for both operating expenses and facilities ASAP and favors a November election over an April one. Has Bob already forgotten that the last one less than a year ago went down in flames? His answers typify the old adage that it is foolish to do the same things over and over again and expect the result to be different.
Adam Shiel is a newcomer to the public sphere. Adam is willing to bring his analytical skills as an electrical engineer, his concern for the children of our community as a parent, his ideas for wise spending as a taxpayer, and his desire for 21st Century workforce standards as an employee to the ECASD and use them to renew our commitment to make our schools a vital part of our community. Solid, respectful and with some new energy and perspective that is needed on the Board.
Maria
Updated: 3/7/2008
Boundary shifts possible, school board candidates say
But further information called for
By Christena T. O'Brien
Leader-Telegram staff
Boundary changes may need to be considered to address lower target enrollments at some north side schools, according to candidates seeking seats on the Eau Claire school board.
But before any action is taken, three of the four candidates - Robert G. Janke, Doug Mell and Adam Shiel - said more information is needed.
"I think it's a good idea to look at demographics of the area before we make any changes," Shiel said Thursday at a candidates forum at DeLong Middle School, which also included Janke and incumbent Carol Craig.
The four are vying for two seats on the school board in the April 1 general election. Incumbent Mike O'Brien, the board's president, isn't seeking re-election.
Mell, unable to attend the forum because of a work commitment in Madison, said he supports a districtwide boundary study with the goal of reaching target capacities in all school facilities - one of the recommendations of the committee that studied how to best use Little Red School.
Through the course of the Little Red committee's work, enrollment figures for the current school year showed target enrollments at some north side schools were much lower than schools on the south side. The figures also showed low enrollment is an issue at the elementary, middle and high school levels.
"Before I would want to make any recommendations about changing a school (or its boundaries), I would want to understand what the educational trade-offs are," Shiel said. "If target enrollments are below what the district thinks (they should be), a consequence of getting those schools closer to target enrollments could most likely be larger class sizes. Is that ... what we want to do?"
"We do have some severe problems," Mell said in a telephone interview after the forum. "We need good information on current population and projected growth and then put together a long-range plan for handling enrollment issues, building issues, technology issues for 10 and 20 years down the road."
Craig, one of three school board members to serve on the Little Red committee, also favors implementing a long-range plan.
In terms of the enrollment, "I would suggest we might want to take a look at the concept of floating boundaries, where instead of just having one neighborhood boundary we have maybe two or three shared schools, where we have floating boundaries, so all our facilities might be able to be used in the most efficient way," she said.
"Another thing we might want to consider is reconfiguring our grades. We may want to take a look at (schools that are) kindergarten through second grade, third grade through fifth grade, (possibly a sixth grade through eighth grade) to better utilize the facilities that we have."
Like Mell and Shiel, Janke, a former school board member, said he believes the board needs to have a detailed analysis of demographics.
"I think some (school board) members were ready to close Little Red and Cleghorn because they wanted to save some money and so forth," said Janke, referring to the two schools.
(The school board followed the Little Red committee's recommendation last month and voted to close the school at the end of the 2007-08 academic year. Cleghorn was closed in 2003.)
"I think these same people ought to stand up and point to one school in the north half of the town to close," said Janke, who opposed closing both schools.
"I might suggest Northstar should be looked at because that is under-enrolled. The county is spending $60 million ... to build a new jail. Well, we could probably sell (Northstar) to them. It already looks like a jail.
"The real problem is (school districts) aren't permitted to build like we should be. The whole thing is money. That's the real problem."
I attended this candidate forum and my observations are the following:
Carol Craig was masterful in her command of the issues and her assessment of her strengths as a candidate: she will provide "effective and stable leadership" during all of the upcoming transitions. Her strengths are her objectivity, ability to invest time in the school district issues, and be respectful but ask tough questions. In my opinion, her task of leading the Little Red Study Committee was a perfect example of walking straight into a really tough problem and examining everything and then proposing sensible and achievable steps to move forward in a way that is constructive and comprehensive for the entire district. What more can we ask for in our elected officials?
Bob Jahnke's responses were a re-run of all the same answers that have not worked in the past. He has already served 9 years on the ECASD BOE and, as far as I am concerned, is one of the Board members who we can classify as "asleep at the wheel" as the district train derailed over the last 10 years. He thinks more money would solve all the problems and would not consider closing more schools to save programming. He is in favor of another referendum for both operating expenses and facilities ASAP and favors a November election over an April one. Has Bob already forgotten that the last one less than a year ago went down in flames? His answers typify the old adage that it is foolish to do the same things over and over again and expect the result to be different.
Adam Shiel is a newcomer to the public sphere. Adam is willing to bring his analytical skills as an electrical engineer, his concern for the children of our community as a parent, his ideas for wise spending as a taxpayer, and his desire for 21st Century workforce standards as an employee to the ECASD and use them to renew our commitment to make our schools a vital part of our community. Solid, respectful and with some new energy and perspective that is needed on the Board.
Maria
Updated: 3/7/2008
Boundary shifts possible, school board candidates say
But further information called for
By Christena T. O'Brien
Leader-Telegram staff
Boundary changes may need to be considered to address lower target enrollments at some north side schools, according to candidates seeking seats on the Eau Claire school board.
But before any action is taken, three of the four candidates - Robert G. Janke, Doug Mell and Adam Shiel - said more information is needed.
"I think it's a good idea to look at demographics of the area before we make any changes," Shiel said Thursday at a candidates forum at DeLong Middle School, which also included Janke and incumbent Carol Craig.
The four are vying for two seats on the school board in the April 1 general election. Incumbent Mike O'Brien, the board's president, isn't seeking re-election.
Mell, unable to attend the forum because of a work commitment in Madison, said he supports a districtwide boundary study with the goal of reaching target capacities in all school facilities - one of the recommendations of the committee that studied how to best use Little Red School.
Through the course of the Little Red committee's work, enrollment figures for the current school year showed target enrollments at some north side schools were much lower than schools on the south side. The figures also showed low enrollment is an issue at the elementary, middle and high school levels.
"Before I would want to make any recommendations about changing a school (or its boundaries), I would want to understand what the educational trade-offs are," Shiel said. "If target enrollments are below what the district thinks (they should be), a consequence of getting those schools closer to target enrollments could most likely be larger class sizes. Is that ... what we want to do?"
"We do have some severe problems," Mell said in a telephone interview after the forum. "We need good information on current population and projected growth and then put together a long-range plan for handling enrollment issues, building issues, technology issues for 10 and 20 years down the road."
Craig, one of three school board members to serve on the Little Red committee, also favors implementing a long-range plan.
In terms of the enrollment, "I would suggest we might want to take a look at the concept of floating boundaries, where instead of just having one neighborhood boundary we have maybe two or three shared schools, where we have floating boundaries, so all our facilities might be able to be used in the most efficient way," she said.
"Another thing we might want to consider is reconfiguring our grades. We may want to take a look at (schools that are) kindergarten through second grade, third grade through fifth grade, (possibly a sixth grade through eighth grade) to better utilize the facilities that we have."
Like Mell and Shiel, Janke, a former school board member, said he believes the board needs to have a detailed analysis of demographics.
"I think some (school board) members were ready to close Little Red and Cleghorn because they wanted to save some money and so forth," said Janke, referring to the two schools.
(The school board followed the Little Red committee's recommendation last month and voted to close the school at the end of the 2007-08 academic year. Cleghorn was closed in 2003.)
"I think these same people ought to stand up and point to one school in the north half of the town to close," said Janke, who opposed closing both schools.
"I might suggest Northstar should be looked at because that is under-enrolled. The county is spending $60 million ... to build a new jail. Well, we could probably sell (Northstar) to them. It already looks like a jail.
"The real problem is (school districts) aren't permitted to build like we should be. The whole thing is money. That's the real problem."
High School classes dropped for the 2008-09 year
I received these lists of classes from Principals Valk and Leibham. They were unable to say definitively which classes would have been dropped for low enrollment vs. budget cutbacks. But, clearly, as staff reductions force the size of all classes to be larger, more classes will be squeezed out of the remaining choices. I would like to follow up with Valk and Leibham to find out what classes are remaining of the AP programs and the Technology Charter School within the high schools as we have lost several over the last couple of years.
Read it and weep. Maria
CLASSES CUT AT NORTH HIGH SCHOOL
Floral Horticulture 102
Wellness 21st Century 1004
Natural Resources 104
AP Biology 1126
Vet. Science 114
Botany 1130
Wildlife Management II 118
AP Chemistry 1134
Account. 2 302
AP Physics Mech. 1142
Accounting III 303
AP Physics Elect. & Magn. 1144
Bus. Tech App II 306
Hist. Of Philosophy I 1232
Desktop Publ. 312
Hist. Of Philosophy II 1234
Princ. Of Mngmnt 314
Intol. & Diversity 1242
nt'l Business 316
Aviation 1308
Keyboarding Applications 320
Electricity 1310
Web Des. App. II 334
Voc. Elect. & Lab 1316
Financial Fit. 420
Princ. Engineer. 1324
Families First 422
Comp. Integ. Mfg. 1326
Food and Family 430
Voc. Graphics 1336
Food Sci/Nutri 432
Intro. Computer Tech. 1400
American Sign Language II 540
CISCO 1408
Stagecraft 632
CISCO II 1410
Alg. II and Trig B 714
CICSO III 1412
Int. Conc. Band 802
CICSO IV 1414
Chamber Choir 822
Crit. Read. Skills 1920
PEPI 908
WSI 910
Health Club 10
PE 914
CLASSES CUT AT MEMORIAL HIGH SCHOOL
Course # Course Name # of Requests
0102 Floral Design/Horticulture 13
0114 Veterinary Science II 12
0104 Natural Resources 03
0106 Leadership in Agriscience 01
0306 Business Technology Applications II 03
0314 Principles of Management 07
0316 International Business & Marketing 04
0320 Keyboarding Applications 15
0334 Web Design Applications II 03
0406 FCCLA-Classroom 02
0420 Financial Fitness 07
0422 Families First 01
0424 Parents and Children 17
0426 Assistant Child Care Teacher 05
0430 Food and Family 05
0432 Food Science and Nutrition 09
0626 Writing w/Style 07
0632 Stagecraft 03
1004 Wellness 21 Century 02
1126 AP Biology 03
1132 Chemistry II: Inorganic 06
1133 Chemistry II: Organic 10
1144 AP Physics C: Electricity & Magnetism 05
1242 Minority Experience 02
1314 Electronics Applications -0-
1316 Vocational Electronics & Lab -0-
1350 Construction II 04
1358 Vocational Automotive Technology 08
1360 Research and Development -0-
1400 Computer Technologies Overview 07
1401 Computer Construction & Network Design 16
1403 Web Program 13
1410 CISCO II 07
1412 CISCO III -0-
1414 CISCO IV -0-
1417 Cartoon Animation II & Web Game 04
Read it and weep. Maria
CLASSES CUT AT NORTH HIGH SCHOOL
Floral Horticulture 102
Wellness 21st Century 1004
Natural Resources 104
AP Biology 1126
Vet. Science 114
Botany 1130
Wildlife Management II 118
AP Chemistry 1134
Account. 2 302
AP Physics Mech. 1142
Accounting III 303
AP Physics Elect. & Magn. 1144
Bus. Tech App II 306
Hist. Of Philosophy I 1232
Desktop Publ. 312
Hist. Of Philosophy II 1234
Princ. Of Mngmnt 314
Intol. & Diversity 1242
nt'l Business 316
Aviation 1308
Keyboarding Applications 320
Electricity 1310
Web Des. App. II 334
Voc. Elect. & Lab 1316
Financial Fit. 420
Princ. Engineer. 1324
Families First 422
Comp. Integ. Mfg. 1326
Food and Family 430
Voc. Graphics 1336
Food Sci/Nutri 432
Intro. Computer Tech. 1400
American Sign Language II 540
CISCO 1408
Stagecraft 632
CISCO II 1410
Alg. II and Trig B 714
CICSO III 1412
Int. Conc. Band 802
CICSO IV 1414
Chamber Choir 822
Crit. Read. Skills 1920
PEPI 908
WSI 910
Health Club 10
PE 914
CLASSES CUT AT MEMORIAL HIGH SCHOOL
Course # Course Name # of Requests
0102 Floral Design/Horticulture 13
0114 Veterinary Science II 12
0104 Natural Resources 03
0106 Leadership in Agriscience 01
0306 Business Technology Applications II 03
0314 Principles of Management 07
0316 International Business & Marketing 04
0320 Keyboarding Applications 15
0334 Web Design Applications II 03
0406 FCCLA-Classroom 02
0420 Financial Fitness 07
0422 Families First 01
0424 Parents and Children 17
0426 Assistant Child Care Teacher 05
0430 Food and Family 05
0432 Food Science and Nutrition 09
0626 Writing w/Style 07
0632 Stagecraft 03
1004 Wellness 21 Century 02
1126 AP Biology 03
1132 Chemistry II: Inorganic 06
1133 Chemistry II: Organic 10
1144 AP Physics C: Electricity & Magnetism 05
1242 Minority Experience 02
1314 Electronics Applications -0-
1316 Vocational Electronics & Lab -0-
1350 Construction II 04
1358 Vocational Automotive Technology 08
1360 Research and Development -0-
1400 Computer Technologies Overview 07
1401 Computer Construction & Network Design 16
1403 Web Program 13
1410 CISCO II 07
1412 CISCO III -0-
1414 CISCO IV -0-
1417 Cartoon Animation II & Web Game 04
Supt. Candidate: Dr. Randy Clegg (LT article)
I attended this public forum session and found Dr. Clegg to be extremely articulate and experienced in one of my top concerns for the ECASD: fostering meaningful community participation. My concern about his skills in leading a district twice the size of his current one in Clinton, IA remain. However, new energy, motivation and ideas can always overcome this possible shortcoming. Repeatedly Dr. Clegg referred to involving the community in planning for facilities, prioritizing spending and building consensus for ideas through communication and education about the issues and problems. Comprehensive Community Planning cannot come soon enough for us in the ECASD!
Maria
Updated: 3/7/2008
School candidate questioned
Budget worrisome
By Brad Bryan
Leader-Telegram staff
Eau Claire school district superintendent finalist Randall Clegg was given a public interview of sorts at a forum Thursday at DeLong Middle School.
Oshkosh school district superintendant Ron Heilmann, the other finalist for the position, will take part in a similar forum from 5:30 to 6:30 p.m. today at DeLong.
Those submitting questions seemed most concerned about how Eau Claire's next superintendent would react to continually shrinking budgets.
Clegg - who is superintendent of the Clinton, Iowa, school district - provided answers to a series of written questions before a crowd of about 30.
The first question dealt with curriculum and the budget process in his current district.
Clegg said that when he came to the district he had a directive from the school board to "bring order" to the district's curriculum.
After consulting parents, and through a series of meetings, he identified six big issues around which the curriculum was formed, he said.
Clegg said he then involved 50 of the district's teachers in the process of creating the material. He sequestered them in a hotel for three days and told them, "You can't come out until you get this designed."
Addressing the second part of the question, Clegg said he's spent the last 20 year developing a budgetary process that addresses declining revenues. He said his process identifies functions within the budget and their costs, then determines the benefit of funding or not funding each function. It also allows for public input in the process.
"The reality is, in school systems, the needs will always outstrip the money, and how do you make those decision about what you do you fund?" he said.
Clegg said having a clear plan in place should drive those decisions.
The next question involved deciding which programs to reduce or eliminate in upcoming budgets: athletics, higher education, gifted and talented programs or extracurricular programs such as band and choir.
"It's all about creating balance," Clegg said. "It's not easy to cut or eliminate any one of those."
A cost-benefit analysis and identifying community goals should also play a part in those decisions, he said.
"There shouldn't be sacred cows in deciding what the budgetary priorities are," he said.
To answer a question about his feelings on exceeding revenue caps, Clegg gingerly stated that those types of decision should be made on a community level.
Clegg has been superintendant of the Clinton school district for the past 12 years. Before that he was superintendent of the Saydel Consolidated, Sac City and Dumont school districts, all in Iowa.
The school board is scheduled to meet with Dennis Richards, its search consultant, Monday night in closed session to discuss the selection of a new superintendent.
Bryan can be reached at 800-236-7077, 830-5840 or brad.bryan@ecpc.com.
Maria
Updated: 3/7/2008
School candidate questioned
Budget worrisome
By Brad Bryan
Leader-Telegram staff
Eau Claire school district superintendent finalist Randall Clegg was given a public interview of sorts at a forum Thursday at DeLong Middle School.
Oshkosh school district superintendant Ron Heilmann, the other finalist for the position, will take part in a similar forum from 5:30 to 6:30 p.m. today at DeLong.
Those submitting questions seemed most concerned about how Eau Claire's next superintendent would react to continually shrinking budgets.
Clegg - who is superintendent of the Clinton, Iowa, school district - provided answers to a series of written questions before a crowd of about 30.
The first question dealt with curriculum and the budget process in his current district.
Clegg said that when he came to the district he had a directive from the school board to "bring order" to the district's curriculum.
After consulting parents, and through a series of meetings, he identified six big issues around which the curriculum was formed, he said.
Clegg said he then involved 50 of the district's teachers in the process of creating the material. He sequestered them in a hotel for three days and told them, "You can't come out until you get this designed."
Addressing the second part of the question, Clegg said he's spent the last 20 year developing a budgetary process that addresses declining revenues. He said his process identifies functions within the budget and their costs, then determines the benefit of funding or not funding each function. It also allows for public input in the process.
"The reality is, in school systems, the needs will always outstrip the money, and how do you make those decision about what you do you fund?" he said.
Clegg said having a clear plan in place should drive those decisions.
The next question involved deciding which programs to reduce or eliminate in upcoming budgets: athletics, higher education, gifted and talented programs or extracurricular programs such as band and choir.
"It's all about creating balance," Clegg said. "It's not easy to cut or eliminate any one of those."
A cost-benefit analysis and identifying community goals should also play a part in those decisions, he said.
"There shouldn't be sacred cows in deciding what the budgetary priorities are," he said.
To answer a question about his feelings on exceeding revenue caps, Clegg gingerly stated that those types of decision should be made on a community level.
Clegg has been superintendant of the Clinton school district for the past 12 years. Before that he was superintendent of the Saydel Consolidated, Sac City and Dumont school districts, all in Iowa.
The school board is scheduled to meet with Dennis Richards, its search consultant, Monday night in closed session to discuss the selection of a new superintendent.
Bryan can be reached at 800-236-7077, 830-5840 or brad.bryan@ecpc.com.
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