The referendum referred to is to be held on Nov. 6, 2007. It is for
the District's future land needs, a complete long-range facilities
plan estimated to cost $119.3 million. It includes new school
buildings; two land purchases; and the expansions, renovations,
repairs, and additions that are required at all District schools.
__________
From Greater Milwaukee news
West Bend School District targets young voters with YouTube
By MITCH MAERSCH - GM Today Staff
September 20, 2007
WEST BEND - If there ever was a sign of the times, how the West Bend
School District is informing people about its referendum could be the
blinking neon version.
Superintendent Patricia Herdrich has become the latest star of
YouTube. The district's referendum information session is on the video
clip Web site that presidential candidates have even embraced.
The presentation is split into several segments. It details the status
of the district's facilities, present and projected growth in the
area, the plan to upgrade the facilities and how to finance the
project, including the tax impact.
"We wanted to post the video, but could not work the size of the
presentation's file onto the Web site," Herdrich said.
So it was divided into parts.
The clips give district residents who aren't able to attend
information sessions the opportunity to be informed.
"We know a number of families work second shift. We wanted to ensure
everyone had access to the presentation, if we could. This is also a
tool the 20-, 30-somethings will look to rather than mainstream media.
Generational information sources will hopefully reach everyone in our
community," Herdrich said.
Board members support the move.
Friday, October 5, 2007
Waukesha Non-Union Compensation Contract
Changes help schools cut costs
Non-union employees to pay more for health care, but teachers say
troubles go beyond quick fix
By AMY HETZNER
ahetzner@journalsentinel.com
Posted: Sept. 19, 2007
Waukesha - As it continues to negotiate contracts with eight employee
groups, the School Board has approved health insurance changes and
modest salary increases that are expected to reduce overall
compensation costs for non-unionized employees this school year.
Other employees will hopefully take note, School Board President
William Baumgart said.
"This was a small group of people in comparison to the total
district," Baumgart said of the approximately 70 administrators,
secretaries and technical staff covered by the settlement. "We feel if
we're going to put emphasis on saving money in employee costs, we're
going to have to do it at all levels. And this will be the first one."
Under the one-year settlement the School Board approved last week,
non-unionized employees will pay higher deductibles, office
co-payments and drug costs for their health care. They also will
continue to pay 5% of their health insurance premiums.
Salaries will increase by 2% this school year for the pool, except for
assistant principals who will receive a 1% pay boost. Overall, the
changes are expected to reduce costs for covered employees by 0.63%,
or $31,647, less than what the district spent last school year, said
Erik Kass, executive director of business services for the district.
Compared with the traditional 3.8% annual package increase that
employees have received in the past, the district will save about
$220,000 on the deal, he said.
"These are extraordinary times in Wisconsin public education, and we
need to find ways to close that expenditure-revenue gap,"
Superintendent David Schmidt said. "Although this isn't going to close
that gap in an extraordinary way, every little bit helps."
But Ken Sajdak, one of the negotiators for Waukesha's teachers union,
gave little indication that its teachers - by far, the largest
employee group in the district - would follow suit.
The problem facing the district is that state-imposed revenue caps
aren't rising enough to keep up with annual cost increases, said
Sajdak, a teacher for the district's virtual high school, iQ Academies
at Wisconsin. Health care changes might help bridge that gap for one
year, but "that's not going to help the district in the long run," he
said.
"That's going to give them a couple pennies they can spend this year
and then next year, they're going to be in the same ballpark," Sajdak
said.
The board approved the compensation package for its non-union
employees on a 7-2 vote. Board member Frank Finman said he voted
against the settlement because he felt the district's financial
situation, and cost comparisons to administrative salaries in nearby
districts, necessitated keeping salaries flat.
Board members eliminated the equivalent of 62 full-time staff
positions for the current school year to avoid a $3.4 million
shortfall, and the district faces a possible $3.5 million's worth of
program reductions for 2008-'09. District officials have blamed the
financial situation on the gap between revenue caps, which rise about
2% a year, and employee costs that increase 3.8% annually.
"We're in a financial crisis and I, quite frankly, am sick and tired
of gutting programs," Finman said. "So I'm going to look everywhere I
can for every nickel I can to run the district more efficiently."
Board member Ellen Langill, who also voted against the settlement with
non-union employees, could not be reached for comment.
The board approved lower salary increases last week than had been
discussed with administrators and other non-union staff employed by
the district, Baumgart said. Because the employees are not part of a
union, the board does not have to reach agreement with the group for a
final settlement.
The health insurance changes are scheduled to go into effect Oct. 1.
Salary increases will be retroactive to July 1.
Non-union employees to pay more for health care, but teachers say
troubles go beyond quick fix
By AMY HETZNER
ahetzner@journalsentinel.com
Posted: Sept. 19, 2007
Waukesha - As it continues to negotiate contracts with eight employee
groups, the School Board has approved health insurance changes and
modest salary increases that are expected to reduce overall
compensation costs for non-unionized employees this school year.
Other employees will hopefully take note, School Board President
William Baumgart said.
"This was a small group of people in comparison to the total
district," Baumgart said of the approximately 70 administrators,
secretaries and technical staff covered by the settlement. "We feel if
we're going to put emphasis on saving money in employee costs, we're
going to have to do it at all levels. And this will be the first one."
Under the one-year settlement the School Board approved last week,
non-unionized employees will pay higher deductibles, office
co-payments and drug costs for their health care. They also will
continue to pay 5% of their health insurance premiums.
Salaries will increase by 2% this school year for the pool, except for
assistant principals who will receive a 1% pay boost. Overall, the
changes are expected to reduce costs for covered employees by 0.63%,
or $31,647, less than what the district spent last school year, said
Erik Kass, executive director of business services for the district.
Compared with the traditional 3.8% annual package increase that
employees have received in the past, the district will save about
$220,000 on the deal, he said.
"These are extraordinary times in Wisconsin public education, and we
need to find ways to close that expenditure-revenue gap,"
Superintendent David Schmidt said. "Although this isn't going to close
that gap in an extraordinary way, every little bit helps."
But Ken Sajdak, one of the negotiators for Waukesha's teachers union,
gave little indication that its teachers - by far, the largest
employee group in the district - would follow suit.
The problem facing the district is that state-imposed revenue caps
aren't rising enough to keep up with annual cost increases, said
Sajdak, a teacher for the district's virtual high school, iQ Academies
at Wisconsin. Health care changes might help bridge that gap for one
year, but "that's not going to help the district in the long run," he
said.
"That's going to give them a couple pennies they can spend this year
and then next year, they're going to be in the same ballpark," Sajdak
said.
The board approved the compensation package for its non-union
employees on a 7-2 vote. Board member Frank Finman said he voted
against the settlement because he felt the district's financial
situation, and cost comparisons to administrative salaries in nearby
districts, necessitated keeping salaries flat.
Board members eliminated the equivalent of 62 full-time staff
positions for the current school year to avoid a $3.4 million
shortfall, and the district faces a possible $3.5 million's worth of
program reductions for 2008-'09. District officials have blamed the
financial situation on the gap between revenue caps, which rise about
2% a year, and employee costs that increase 3.8% annually.
"We're in a financial crisis and I, quite frankly, am sick and tired
of gutting programs," Finman said. "So I'm going to look everywhere I
can for every nickel I can to run the district more efficiently."
Board member Ellen Langill, who also voted against the settlement with
non-union employees, could not be reached for comment.
The board approved lower salary increases last week than had been
discussed with administrators and other non-union staff employed by
the district, Baumgart said. Because the employees are not part of a
union, the board does not have to reach agreement with the group for a
final settlement.
The health insurance changes are scheduled to go into effect Oct. 1.
Salary increases will be retroactive to July 1.
Ashland settles teacher contract
Ashland Board OKs teachers' contract
Karen Hollish
Last updated: Tuesday, September 18th, 2007 09:07:40 AM
The Ashland School Board ratified a two-year contract with the
teachers' union Monday, giving teachers a 3.8 percent salary and
benefit increase, allowing them more time to submit a grievance and
penalizing those who quit without sufficient notice.
A resolution to enter the contract was passed 7 to 1, with board
member Bill Pearce voting against it. After the meeting, Pearce said
he is concerned about teachers being paid to work at co-curricular
events when volunteers could do it for free. Board member Tami
Heglund, whose husband is a teacher, abstained from the vote.
The contract falls in line with the Qualified Economic Offer, a state
law that limits the annual increase of teachers' total salary and
benefits packages to 3.8 percent. During the 2007-08 school year,
Ashland teachers' salaries will increase by 1.4 percent, Business
Manager Bonnie Stegmann said after the meeting.
Because of the 3.8 percent cap, the following year's salary increase
will depend on how much health insurance costs go up, said Rick
Whiting, president of Ashland Federation of Teachers Local 1275.
Because the QEO and state-imposed revenue caps have limited the types
of settlements districts and unions can come to, contracts no longer
present "any big surprises," Whiting said.
Rather, they reflect relatively small changes, such as the new
contract's revision to the grievance procedure. Under the former
contract's language, teachers had to submit a grievance within five
school days of the act or event that formed the grievance's basis. Now
they have ten days, allowing them more time to informally resolve the
matter.
Under the new contract, teachers who break their contracts without
sufficient notice will be required to pay damages ranging from $100 to
$500, depending how early in the year it happens. This provision was
included to dissuade teachers from leaving their posts without giving
sufficient notice, Whiting said.
The contract allows the board to deduct the amounts from teachers'
paychecks, if it deems fit, or to waive the penalties.
The contract's language that describes mental health benefits was also
changed to be more inclusive, so that teachers' coverage could
potentially be more comprehensive, Whiting said. Other changes include
updating the contract's "working conditions" section to reflect
long-standing teacher practice at the middle and high schools, and an
added provision to form an advisory committee for studying retirement
benefits.
Whiting said the union members had "overwhelmingly" approved the contract.
The board also voted to change the teachers' life insurance policy
from a private carrier to a state policy, saving the district $20,000,
Stegmann said.
Karen Hollish
Last updated: Tuesday, September 18th, 2007 09:07:40 AM
The Ashland School Board ratified a two-year contract with the
teachers' union Monday, giving teachers a 3.8 percent salary and
benefit increase, allowing them more time to submit a grievance and
penalizing those who quit without sufficient notice.
A resolution to enter the contract was passed 7 to 1, with board
member Bill Pearce voting against it. After the meeting, Pearce said
he is concerned about teachers being paid to work at co-curricular
events when volunteers could do it for free. Board member Tami
Heglund, whose husband is a teacher, abstained from the vote.
The contract falls in line with the Qualified Economic Offer, a state
law that limits the annual increase of teachers' total salary and
benefits packages to 3.8 percent. During the 2007-08 school year,
Ashland teachers' salaries will increase by 1.4 percent, Business
Manager Bonnie Stegmann said after the meeting.
Because of the 3.8 percent cap, the following year's salary increase
will depend on how much health insurance costs go up, said Rick
Whiting, president of Ashland Federation of Teachers Local 1275.
Because the QEO and state-imposed revenue caps have limited the types
of settlements districts and unions can come to, contracts no longer
present "any big surprises," Whiting said.
Rather, they reflect relatively small changes, such as the new
contract's revision to the grievance procedure. Under the former
contract's language, teachers had to submit a grievance within five
school days of the act or event that formed the grievance's basis. Now
they have ten days, allowing them more time to informally resolve the
matter.
Under the new contract, teachers who break their contracts without
sufficient notice will be required to pay damages ranging from $100 to
$500, depending how early in the year it happens. This provision was
included to dissuade teachers from leaving their posts without giving
sufficient notice, Whiting said.
The contract allows the board to deduct the amounts from teachers'
paychecks, if it deems fit, or to waive the penalties.
The contract's language that describes mental health benefits was also
changed to be more inclusive, so that teachers' coverage could
potentially be more comprehensive, Whiting said. Other changes include
updating the contract's "working conditions" section to reflect
long-standing teacher practice at the middle and high schools, and an
added provision to form an advisory committee for studying retirement
benefits.
Whiting said the union members had "overwhelmingly" approved the contract.
The board also voted to change the teachers' life insurance policy
from a private carrier to a state policy, saving the district $20,000,
Stegmann said.
Waukesha: Elem. schools by Grade level, not neighborhood
Seems to be a trend in schools facing closedowns or boundary changes.
Schools by age, not address
Waukesha board calls merging elementary facilities, grouping by grade
level an experiment in education
By AMY HETZNER
ahetzner@journalsentinel.com
Posted: Sept. 16, 2007
"Theory" and "experiment" were two ways Waukesha School Board members
last week described the district's move to create two schools focused
solely on the lower or upper elementary grade levels.
But staff in schools already organized around such grade levels
describe the model another way: child-focused.
"Really, the whole building kind of revolves around those early
learners," said Deb Ristow, principal of Pewaukee Lake Elementary
School, which has housed students in kindergarten through third grade
since 2002.
Although not as common in southeastern Wisconsin, "grade centers" that
serve students for a fraction of their elementary years make up one of
every five elementary schools nationwide, according to an analysis by
the Educational Research Service. The facilities can be
kindergarten-only centers, pre-kindergarten through second- or
third-grade buildings or third- through fifth- or sixth-grade schools.
And if the centers are successful in Waukesha, they could become even
more prevalent in that district and Wisconsin, where the concept is
used in schools and districts scattered throughout the state. Waukesha
School Board members have said they could turn to grade centers to
help address thorny elementary enrollment issues without resorting to
a massive attendance zone overhaul.
"This is an opportunity for us to try a new theory, a new way to do
things in our district," Waukesha board member Patricia Madden said.
"This is a rare opportunity for us, and we should take full advantage
of it."
Driven by resources, needs
As in Waukesha, resource and facility needs have provided the biggest
push toward grade centers in Wisconsin.
By pooling students into schools by grades rather than geography,
school administrators can better control class sizes and target
instruction, they say.
Reading specialists at the early elementary levels, in which students
are learning to string letters and words together, for example, have a
different task from those working with upper-elementary students
focused on making sense of books full of words they know.
"I think most of the time, when districts look at these things, it's
resource-driven," said Carol Topinka, superintendent of the St.
Francis School District, where declining enrollment prompted the
replacement of two K-8 buildings with kindergarten through grade three
and grades four through eight schools four years ago.
That's not necessarily a bad thing, however.
"We had two libraries serving K-8 kids," Topinka said. "Now we have
one for K-3 kids with twice as much in it."
In Milwaukee, where K-8s have been replacing traditional elementary
and middle schools, Westside Academy's decision to divide students
between kindergarten through grade three and grades four through eight
campuses preserves the continuity of a K-8, Principal James Sonnenberg
said. At the same time, it avoids some issues related to having
elementary and middle school-age students in close proximity.
"It's nice to have the younger children together and looking forward
to Westside II, where their brothers and sisters go," Sonnenberg said.
"Sometimes when you put the eighth-graders with K4s or Head Start
kids, it doesn't work, even in the morning in the playground."
Research doesn't show a clear tie between academic achievement and the
way grades are configured in schools. But there are concerns about how
the number of transitions between different buildings could affect
student achievement and school participation.
Addressing transition
In Pewaukee, school principals say they do what they can to ease the
passage between Pewaukee Lake and the school fourth- through
sixth-graders attend, Horizon Elementary School. That transition is
made easier by the district's campus setting, which hosts all four of
its schools within walking and parking distance.
But the schools also take advantage of the ability they have to focus
staffing and services toward the specific age levels in their
buildings.
Pewaukee Lake has three reading specialists compared with Horizon's
one, while Pewaukee Lake's Spanish teacher spends part of her day at
Horizon, where students take Spanish more frequently than their
younger counterparts.
Assemblies and even character education programs at each of the
schools differ based on student needs, said Horizon Principal Sandie
Carter. Horizon might focus its lessons on bullying, while Pewaukee
Lake would stress friendship, she said.
Although parents in Pewaukee and St. Francis might have become used to
how their schools are structured, some Waukesha parents have concerns
about their district's decision to create schools of kindergarten
through grade three and grades four through eight next year.
What happens when a third-grader is reading at a fifth-grade reading
level but has access to a library with books written for mainly lower
levels, asked Waukesha parent Stacy Blank, who has a second-grader at
Hillcrest Elementary School, which has been designated to become a
kindergarten through grade three building next year.
And if the model is such a good one, fellow Waukesha parent Michael
Kahler questioned why the entire Waukesha School District isn't moving
to it instead of just two of its 17 elementary schools.
Added parent Amy Prothero, who also has a second-grader at Hillcrest:
"I feel like, 'Why are we being picked on?' "
From the Sept. 17, 2007 editions of the Milwaukee Journal Sentinel
Schools by age, not address
Waukesha board calls merging elementary facilities, grouping by grade
level an experiment in education
By AMY HETZNER
ahetzner@journalsentinel.com
Posted: Sept. 16, 2007
"Theory" and "experiment" were two ways Waukesha School Board members
last week described the district's move to create two schools focused
solely on the lower or upper elementary grade levels.
But staff in schools already organized around such grade levels
describe the model another way: child-focused.
"Really, the whole building kind of revolves around those early
learners," said Deb Ristow, principal of Pewaukee Lake Elementary
School, which has housed students in kindergarten through third grade
since 2002.
Although not as common in southeastern Wisconsin, "grade centers" that
serve students for a fraction of their elementary years make up one of
every five elementary schools nationwide, according to an analysis by
the Educational Research Service. The facilities can be
kindergarten-only centers, pre-kindergarten through second- or
third-grade buildings or third- through fifth- or sixth-grade schools.
And if the centers are successful in Waukesha, they could become even
more prevalent in that district and Wisconsin, where the concept is
used in schools and districts scattered throughout the state. Waukesha
School Board members have said they could turn to grade centers to
help address thorny elementary enrollment issues without resorting to
a massive attendance zone overhaul.
"This is an opportunity for us to try a new theory, a new way to do
things in our district," Waukesha board member Patricia Madden said.
"This is a rare opportunity for us, and we should take full advantage
of it."
Driven by resources, needs
As in Waukesha, resource and facility needs have provided the biggest
push toward grade centers in Wisconsin.
By pooling students into schools by grades rather than geography,
school administrators can better control class sizes and target
instruction, they say.
Reading specialists at the early elementary levels, in which students
are learning to string letters and words together, for example, have a
different task from those working with upper-elementary students
focused on making sense of books full of words they know.
"I think most of the time, when districts look at these things, it's
resource-driven," said Carol Topinka, superintendent of the St.
Francis School District, where declining enrollment prompted the
replacement of two K-8 buildings with kindergarten through grade three
and grades four through eight schools four years ago.
That's not necessarily a bad thing, however.
"We had two libraries serving K-8 kids," Topinka said. "Now we have
one for K-3 kids with twice as much in it."
In Milwaukee, where K-8s have been replacing traditional elementary
and middle schools, Westside Academy's decision to divide students
between kindergarten through grade three and grades four through eight
campuses preserves the continuity of a K-8, Principal James Sonnenberg
said. At the same time, it avoids some issues related to having
elementary and middle school-age students in close proximity.
"It's nice to have the younger children together and looking forward
to Westside II, where their brothers and sisters go," Sonnenberg said.
"Sometimes when you put the eighth-graders with K4s or Head Start
kids, it doesn't work, even in the morning in the playground."
Research doesn't show a clear tie between academic achievement and the
way grades are configured in schools. But there are concerns about how
the number of transitions between different buildings could affect
student achievement and school participation.
Addressing transition
In Pewaukee, school principals say they do what they can to ease the
passage between Pewaukee Lake and the school fourth- through
sixth-graders attend, Horizon Elementary School. That transition is
made easier by the district's campus setting, which hosts all four of
its schools within walking and parking distance.
But the schools also take advantage of the ability they have to focus
staffing and services toward the specific age levels in their
buildings.
Pewaukee Lake has three reading specialists compared with Horizon's
one, while Pewaukee Lake's Spanish teacher spends part of her day at
Horizon, where students take Spanish more frequently than their
younger counterparts.
Assemblies and even character education programs at each of the
schools differ based on student needs, said Horizon Principal Sandie
Carter. Horizon might focus its lessons on bullying, while Pewaukee
Lake would stress friendship, she said.
Although parents in Pewaukee and St. Francis might have become used to
how their schools are structured, some Waukesha parents have concerns
about their district's decision to create schools of kindergarten
through grade three and grades four through eight next year.
What happens when a third-grader is reading at a fifth-grade reading
level but has access to a library with books written for mainly lower
levels, asked Waukesha parent Stacy Blank, who has a second-grader at
Hillcrest Elementary School, which has been designated to become a
kindergarten through grade three building next year.
And if the model is such a good one, fellow Waukesha parent Michael
Kahler questioned why the entire Waukesha School District isn't moving
to it instead of just two of its 17 elementary schools.
Added parent Amy Prothero, who also has a second-grader at Hillcrest:
"I feel like, 'Why are we being picked on?' "
From the Sept. 17, 2007 editions of the Milwaukee Journal Sentinel
Superintendent Search: WASB vs. a Consultant?
Probably more about search than you wanted to know- still it might be
interesting to compare a WASB search with a consultant search.
The current or planned searches at Menomonie, Black River Falls, and Racine
will probably not attract many of the same applicants as this one or ECASD's
Possibly more Minnesota based applicants in RF and for ECASD.
______
Consultant hired for superintendent search
Phil Pfuehler River Falls Journal
Published Thursday, September 13, 2007
In less than a year, school district Superintendent Boyd McLarty will
be retired. Last Thursday night the school board picked an education
consultant to help find his replacement.
In a special meeting the board voted 6-1 to hire Kenneth J. La Croix
of Hastings, Minn., to guide the superintendent search.
The board will pay La Croix an $8,000 fee plus expenses, which are not
expected to exceed $600. The aim is to have a new superintendent named
by spring.
Board member Bob Gustafson called La Croix's presentation to the board
last week "very professional and enthusiastic."
Gustafson said La Croix has carried out more superintendent searches
than two other consulting firms, though none were done in Wisconsin.
"He'll also be close by (in Hastings) to work with," Gustafson said.
La Croix has done search and consulting activities for many Minnesota
school districts, including Red Wing, Farmington, Brooklyn Center,
Mahtomedi and Northfield.
School board members hope to set up a workshop soon with La Croix. At
that time, the level of public involvement in the superintendent
search will be decided.
This could take the form of forums, listening sessions and membership
on a search committee that makes a hiring recommendation to the board.
Two others competed for the superintendent search job: Fox River
Consultants, $5,800, plus expenses; and Wisconsin Association of
School Boards, estimated fee, $4,000-$7,000.
School board member Ned Fagan cast the lone no vote for hiring La Croix.
Fagan said La Croix seems "very competent, a straight-talking guy,"
but thought La Croix's very strong opinions might overwhelm board
members.
interesting to compare a WASB search with a consultant search.
The current or planned searches at Menomonie, Black River Falls, and Racine
will probably not attract many of the same applicants as this one or ECASD's
Possibly more Minnesota based applicants in RF and for ECASD.
______
Consultant hired for superintendent search
Phil Pfuehler River Falls Journal
Published Thursday, September 13, 2007
In less than a year, school district Superintendent Boyd McLarty will
be retired. Last Thursday night the school board picked an education
consultant to help find his replacement.
In a special meeting the board voted 6-1 to hire Kenneth J. La Croix
of Hastings, Minn., to guide the superintendent search.
The board will pay La Croix an $8,000 fee plus expenses, which are not
expected to exceed $600. The aim is to have a new superintendent named
by spring.
Board member Bob Gustafson called La Croix's presentation to the board
last week "very professional and enthusiastic."
Gustafson said La Croix has carried out more superintendent searches
than two other consulting firms, though none were done in Wisconsin.
"He'll also be close by (in Hastings) to work with," Gustafson said.
La Croix has done search and consulting activities for many Minnesota
school districts, including Red Wing, Farmington, Brooklyn Center,
Mahtomedi and Northfield.
School board members hope to set up a workshop soon with La Croix. At
that time, the level of public involvement in the superintendent
search will be decided.
This could take the form of forums, listening sessions and membership
on a search committee that makes a hiring recommendation to the board.
Two others competed for the superintendent search job: Fox River
Consultants, $5,800, plus expenses; and Wisconsin Association of
School Boards, estimated fee, $4,000-$7,000.
School board member Ned Fagan cast the lone no vote for hiring La Croix.
Fagan said La Croix seems "very competent, a straight-talking guy,"
but thought La Croix's very strong opinions might overwhelm board
members.
Minnesota School Referenda Op-Ed
In Wisconsin this situation has become heavily politicized and polarized
with WEAC and WMC representing the two opposing political poles.
Solutions? Anybody?
Editorial: Investing in Minnesota schools
Rash of referendums shows a need for more state support.
Published: September 16, 2007
In the Anoka-Hennepin district, six schools could close and 500
teachers could be out of work. Stillwater school officials say class
sizes could rise, busing could be cut and activities fees could go up.
And Bloomington educators say they could lose counselors, close a
school and eliminate reading readiness and music programs.
Similar cuts could occur in many metro area districts over the next
two years, say school officials, if voters reject local property-tax
increases this fall. According to a Minnesota School Boards
Association survey, at least 24 districts in the metro area and 91
statewide will ask voters this fall to raise their property taxes.
But wait. Didn't the 2007 Minnesota Legislature add $800 million to
the $12 billion the state already spends on schools? If so many more
dollars will be flowing into district coffers, then why the
predictions of severe cuts? Hasn't this pattern repeated itself
several times in recent years -- schools get more state money, but it
is still not enough?
Catching up
Many Minnesota schools seem to be in a constant state of financial
catch-up. That's because new state dollars are rapidly consumed by
current and ever-changing needs. While it was a good start on getting
more funding to schools, much of that $800 million went to pay the
state's share of special education costs, a debt that had been in
arrears since 2003.
Modest teacher pay increases, double-digit health care increases, new
testing and standards, technology, fuel and other expenses have driven
costs so high that state increases have barely met the cost of
inflation. That is why districts have turned to voters more often for
basic operating funds -- not just the building and other extras that
referendums primarily used to support.
Fixing the problem
To break that cycle, Minnesotans and their lawmakers must decide and
follow through on several matters: First, they must agree on a
definition of the "adequate education" that the Constitution says the
state must provide. The state is closer to meeting that goal now that
some educational standards have been established. But even that has
been complicated by federal No Child Left Behind rules and increased
emphasis on rigor and more math and science.
Next, state leaders must figure out how much it truly costs to meet
those standards.
Finally, they must reach an understanding about how to pay for
education, and then fund it in a stable, consistent manner. That is
the toughest part of the equation -- stepping up with the right
combination of (mostly) state support and some locally generated
funds.
Polls show that Minnesotans want increased investment in schools. They
are unhappy with school cuts, and supported (in 2004 and 2006)
legislative candidates who campaigned on greater support for K-12 and
transportation funding. Still, last year, Minnesota voters rejected
about 60 percent of the 74 excess-levy referendums that were on
ballots across the state -- the lowest percentage of approved school
levies since 1980.
Many voters, understandably nervous about their jobs and economic
futures, don't want property-tax hikes. Rather, they look for improved
school support from the state, where the cost can be spread among more
taxpayers.
And they are right.
Looking ahead
P.S. Minnesota, a coalition of state education groups, has developed a
preliminary framework to change how the state funds schools. And this
year, lawmakers created a task force to review the work of P.S.
Minnesota, conduct its own review and make recommendations about
possible changes. These are not the first attempts to revise the
state's complicated school-funding formula. But with citizen input and
a serious commitment to invest more in education, this effort could
work.
(c) 2007 Star Tribune. All rights reserved.
with WEAC and WMC representing the two opposing political poles.
Solutions? Anybody?
Editorial: Investing in Minnesota schools
Rash of referendums shows a need for more state support.
Published: September 16, 2007
In the Anoka-Hennepin district, six schools could close and 500
teachers could be out of work. Stillwater school officials say class
sizes could rise, busing could be cut and activities fees could go up.
And Bloomington educators say they could lose counselors, close a
school and eliminate reading readiness and music programs.
Similar cuts could occur in many metro area districts over the next
two years, say school officials, if voters reject local property-tax
increases this fall. According to a Minnesota School Boards
Association survey, at least 24 districts in the metro area and 91
statewide will ask voters this fall to raise their property taxes.
But wait. Didn't the 2007 Minnesota Legislature add $800 million to
the $12 billion the state already spends on schools? If so many more
dollars will be flowing into district coffers, then why the
predictions of severe cuts? Hasn't this pattern repeated itself
several times in recent years -- schools get more state money, but it
is still not enough?
Catching up
Many Minnesota schools seem to be in a constant state of financial
catch-up. That's because new state dollars are rapidly consumed by
current and ever-changing needs. While it was a good start on getting
more funding to schools, much of that $800 million went to pay the
state's share of special education costs, a debt that had been in
arrears since 2003.
Modest teacher pay increases, double-digit health care increases, new
testing and standards, technology, fuel and other expenses have driven
costs so high that state increases have barely met the cost of
inflation. That is why districts have turned to voters more often for
basic operating funds -- not just the building and other extras that
referendums primarily used to support.
Fixing the problem
To break that cycle, Minnesotans and their lawmakers must decide and
follow through on several matters: First, they must agree on a
definition of the "adequate education" that the Constitution says the
state must provide. The state is closer to meeting that goal now that
some educational standards have been established. But even that has
been complicated by federal No Child Left Behind rules and increased
emphasis on rigor and more math and science.
Next, state leaders must figure out how much it truly costs to meet
those standards.
Finally, they must reach an understanding about how to pay for
education, and then fund it in a stable, consistent manner. That is
the toughest part of the equation -- stepping up with the right
combination of (mostly) state support and some locally generated
funds.
Polls show that Minnesotans want increased investment in schools. They
are unhappy with school cuts, and supported (in 2004 and 2006)
legislative candidates who campaigned on greater support for K-12 and
transportation funding. Still, last year, Minnesota voters rejected
about 60 percent of the 74 excess-levy referendums that were on
ballots across the state -- the lowest percentage of approved school
levies since 1980.
Many voters, understandably nervous about their jobs and economic
futures, don't want property-tax hikes. Rather, they look for improved
school support from the state, where the cost can be spread among more
taxpayers.
And they are right.
Looking ahead
P.S. Minnesota, a coalition of state education groups, has developed a
preliminary framework to change how the state funds schools. And this
year, lawmakers created a task force to review the work of P.S.
Minnesota, conduct its own review and make recommendations about
possible changes. These are not the first attempts to revise the
state's complicated school-funding formula. But with citizen input and
a serious commitment to invest more in education, this effort could
work.
(c) 2007 Star Tribune. All rights reserved.
Janesville Teacher Negotiation Process
Some insights into the arbitrtation/mediation QEO process:
Could teacher contract be close?
Published Friday, September 14, 2007
By Frank Schultz
fschultz@gazetteextra.com
Wednesday could be the day for Janesville teachers and the school board.
Their negotiators are scheduled to meet all day, starting at 8 a.m.
Superintendent Tom Evert said this morning he is hopeful the two sides
could even reach a tentative contract settlement.
This comes after three months of no negotiations but lots of tough
talk from both sides about how the other side is being unreasonable in
negotiating a 2007-09 contract.
Evert said this morning the school board side was encouraged by the
teachers' new willingness to discuss economic issues.
Teachers have been pushing for changes in working conditions,
frustrating the school board's negotiators' efforts to talk about
salary and benefits.
But Wednesday night, the union membership met and instructed
negotiators to start bargaining about money.
Evert described the school board as being "very optimistic" about
making progress Wednesday, because of the teachers' new approach and
because of Wednesday's schedule.
"We're going to start early and hopefully finish late with a tentative
contract in hand on Sept. 19," Evert said.
And as The Janesville Gazette reported Thursday, the teachers' co-lead
negotiator Dave Parr also said it would be possible to reach a
settlement next week.
"We could do it in five minutes if they would be reasonable," Parr said.
But another process already is under way in case the two sides can't
reach agreement.
The board Aug. 30 asked the teachers to apply jointly to the Wisconsin
Employment Relations Commission for mediation. The board said at the
time that if the teachers wouldn't go to mediation voluntarily, the
board would force the issue by filing for arbitration.
The teachers said "no" Sept. 5.
So on Wednesday, the school board did what it promised and filed a
petition for arbitration.
That process isn't likely to start for four to six weeks, while an
"investigator" is appointed, said the school board's hired negotiator,
Mike Julka.
The investigator would hold a meeting or meetings that both sides are
required to attend in an attempt to solve the dispute, Julka said. The
mediator would work with "preliminary final offers" from each side,
investigating the potential for a settlement.
If mediation doesn't work, the investigator could declare a deadlock.
After a deadlock is declared, the state would select an arbitrator. At
that point, the school board has two options:
-- The board could impose a settlement that includes a 3.8 percent
increase in the cost of salary and benefits combined. This is called a
qualified economic offer, or QEO.
-- The board could submit its final offer to the arbitrator, the
teachers would do the same, and the arbitrator would choose one or the
other.
The original investigator could continue to work even after the school
board imposed a QEO, if there was potential for a voluntary
settlement, Julka said.
But if the two sides come to agreement before the investigator begins
mediating, the mediation/arbitration process would not be needed.
It appears the two sides have several weeks to work on a voluntary
settlement, even if they don't come to terms Wednesday.
Could teacher contract be close?
Published Friday, September 14, 2007
By Frank Schultz
fschultz@gazetteextra.com
Wednesday could be the day for Janesville teachers and the school board.
Their negotiators are scheduled to meet all day, starting at 8 a.m.
Superintendent Tom Evert said this morning he is hopeful the two sides
could even reach a tentative contract settlement.
This comes after three months of no negotiations but lots of tough
talk from both sides about how the other side is being unreasonable in
negotiating a 2007-09 contract.
Evert said this morning the school board side was encouraged by the
teachers' new willingness to discuss economic issues.
Teachers have been pushing for changes in working conditions,
frustrating the school board's negotiators' efforts to talk about
salary and benefits.
But Wednesday night, the union membership met and instructed
negotiators to start bargaining about money.
Evert described the school board as being "very optimistic" about
making progress Wednesday, because of the teachers' new approach and
because of Wednesday's schedule.
"We're going to start early and hopefully finish late with a tentative
contract in hand on Sept. 19," Evert said.
And as The Janesville Gazette reported Thursday, the teachers' co-lead
negotiator Dave Parr also said it would be possible to reach a
settlement next week.
"We could do it in five minutes if they would be reasonable," Parr said.
But another process already is under way in case the two sides can't
reach agreement.
The board Aug. 30 asked the teachers to apply jointly to the Wisconsin
Employment Relations Commission for mediation. The board said at the
time that if the teachers wouldn't go to mediation voluntarily, the
board would force the issue by filing for arbitration.
The teachers said "no" Sept. 5.
So on Wednesday, the school board did what it promised and filed a
petition for arbitration.
That process isn't likely to start for four to six weeks, while an
"investigator" is appointed, said the school board's hired negotiator,
Mike Julka.
The investigator would hold a meeting or meetings that both sides are
required to attend in an attempt to solve the dispute, Julka said. The
mediator would work with "preliminary final offers" from each side,
investigating the potential for a settlement.
If mediation doesn't work, the investigator could declare a deadlock.
After a deadlock is declared, the state would select an arbitrator. At
that point, the school board has two options:
-- The board could impose a settlement that includes a 3.8 percent
increase in the cost of salary and benefits combined. This is called a
qualified economic offer, or QEO.
-- The board could submit its final offer to the arbitrator, the
teachers would do the same, and the arbitrator would choose one or the
other.
The original investigator could continue to work even after the school
board imposed a QEO, if there was potential for a voluntary
settlement, Julka said.
But if the two sides come to agreement before the investigator begins
mediating, the mediation/arbitration process would not be needed.
It appears the two sides have several weeks to work on a voluntary
settlement, even if they don't come to terms Wednesday.
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