<![CDATA[Chequamegon School District  <br />Home of the Screaming Eagles - Superintendent's Corner]]>Fri, 18 May 2012 08:31:41 -0800Weebly<![CDATA[TEACHER APPRECIATION WEEK! ]]>Sun, 06 May 2012 20:22:31 -0800http://www.csdk12.net/4/post/2012/05/teacher-appreciation-week.html
This week is set aside each year to recognize the many positive contributions teachers make to the welfare of our society and country. Take a minute to think about their importance to our society, but probably more important to each of you is the importance teachers have played in your life and in the lives of your children. Let them know you appreciate their efforts.  As in so many areas we often take for granted the dedication teachers show to their profession on a regular basis.  The letter below will appear in the Park Falls and Glidden newspapers this week. 

"One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child."     - Carl Jung

To The Editor:

This week, May 7-11, is teacher appreciation week. Each year the first full week of May is set aside to recognize and show appreciation for the dedication and hard work of the teachers who serve the children and families in this community. As Carl Jung states above, we appreciate the good teachers we, and our children, had, but we are especially grateful to those teachers who are able to convey the curriculum with a warmth and caring that makes that teacher memorable.

I challenge each of you to think, during this week, about one or more teachers that stand out in your memory.  Each of us can think of a teacher that made a real difference and a significant impression on our lives.  In my mind there were two that stand out particularly; a high school history teacher who gave me the first encouragement that education might be in my future and, the real champion, my 5th grade teacher Miss Hume.  Miss Hume had been my mother’s 5th grade teacher as well as mine.  She conveyed the lessons along with what I now recognize were many life lessons. She was able to harness what was a surplus of energy, on my part, into a positive direction with the warmth Dr. Jung refers to so well, so that I really believed my desk was placed next to hers because I was her favorite and she needed my help!  My mother later explained the real reason.

But the point is that almost all of you can point to a teacher that made that kind of difference in your life; that set your path for the future in some way,  and this week is the time to remember them.  But it is also, more importantly, the time to recognize and thank the teachers that each and every day are making the same kind of impact on your children’s lives that teachers made in your life.  The last year as been a challenging year for teachers as the profession and the contribution these dedicated professionals make to the development of future productive citizens has been called into question. In this state, and others, they have been made a part of a political “football” game and been kicked around undeservedly.

Educational research clearly shows that the most important factor in the success of a student in school is the quality of the teachers.  In our district we are fortunate that the vast majority of our teachers fall into the category of highly qualified teachers who do, and will, make a difference in the lives of your children.  This is no mean feat given the challenges teachers face each day. Donald Quinn put it into perspective when he said, “If a doctor, lawyer, or dentist had 30 people in his office at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher’s job.” 

As we thank the teachers for the difference they make, I also want to thank the support staff. Through their efforts as cooks, custodians, paraprofessionals, secretaries, or bus drivers, all contribute toward the common goal of educating our children.  The teamwork displayed by all of us, working with you parents in this effort, supports the notion that it takes a village to raise a child.  Dr. Haim Ginott said, “Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.”

Let a teacher know you appreciate their efforts.

Dave Anderson

District Administrator

]]><![CDATA[Band and Choir Do Well At Large Group Festival]]>Wed, 02 May 2012 07:10:20 -0800http://www.csdk12.net/4/post/2012/05/band-and-choir-do-well-at-large-group-festival.htmlOn April 12 the Chequamegon High School Band and the Choirs performed in the Wisconsin School Music Association large group festival that was held at the Prentice School District.  The band, both the high school choirs and the middle school choir received first place from a panel of three judges.  Our middle school band attended a different festival, doing very well too.  Once again, this is an example of the kind of high quality experiences we have been able to provide for our students.  I want to thank Mr. Pollock, Mr Donner, Ms. Kirch for their fine efforts to bring out the best in our students. I also want to recognize and thank Diane Johnson for her good work as the elementary music teacher.  The strong foundation she has given these students in elementary school is a primary reason for the strength of the program at the high school level. I would like to go on record thanking her for those efforts since her position is one of the reductions that will take place as a result of the failed referendum. 

So you can see and hear for yourself a sample of the good work our students are doing I have attached videos of one of the band's pieces performed at the contest, a march titled Little English Girl. I do not have a video of the choir's performance that day but I have attached a video of the Madrigal performing the National Anthem at the Bradley Center in Milwaukee prior to a Milwaukee Bucks game in February.  These are the types of experiences that these students will look back on for many years to come. It is my sincere hope that we will be able to continue to provide these kind of life enriching experiences to students in the future.


]]><![CDATA[See our New Video: Chequamegon: Where Eagles Soar]]>Fri, 16 Mar 2012 13:24:34 -0800http://www.csdk12.net/4/post/2012/03/see-our-new-video-chequamegon-where-eagles-soar.htmlRecently we posted a new video that describes the many opportunities and choices for students in our Chequamegon District. To see and hear of these opportunities in the students' own words click here. ]]><![CDATA[CHEQUAMEGON SCHOOL DISTRICT REFERENDUM FACT SHEET]]>Wed, 07 Mar 2012 08:38:56 -0800http://www.csdk12.net/4/post/2012/03/chequamegon-school-district-referendum-fact-sheet.htmlOn Tuesday, April 3, 2012, district residents will be asked to vote on a referendum to allow the Chequamegon School District to budget for an additional $380,000 in 2012-2013 and $450,000 in 2013-2014 beyond what is currently allowed under Wisconsin school revenue limits. A successful referendum will result in tax rates 15% below the 2010 rate and approximately 4% higher than the 2011 rate. The ballot will ask voters to approve or reject the following referendum question:

Shall the School Board of the Chequamegon School District be authorized to exceed the revenue limit under §121.91 of the Wisconsin Statutes in the 2012-2013 school year by an amount up to $380,000 and in the 2013-2014 school year by an amount up to $450,000 for the purpose of sustaining operating expenses?

                                                    ⎕  YES                               ⎕   NO

It is our hope that this referendum fact sheet will help you to understand the referendum ballot and the reasons behind the decision to hold a referendum at this time.  If you have any questions about the referendum you are urged to contact Dave Anderson, District Administrator (ext. 2427) or Lexi Witt, District Financial Manager (ext.  2425)  at 715-762-2474.  Additional information is available at the District’s website at www.csdk12.net.

Q.           Why do we need to have a school district referendum?

A.            The biennial state budget that was passed last summer resulted in cuts of $800+million from school aid.  When the reduced total was run through the aid formula Chequamegon saw its consolidation incentive aid cut from $2,103,296 in 10-11 to 1,005,121.42 in 11-12.  This, along with changes in the revenue limit formula has resulted in an approximate $1.4 million reduction in what the District could levy.  Budget projections predict a budget shortfall of approximately $630,000 and $670,000 respectively in each of the next two years. The Board hopes to avoid having to make cuts of this significant amount through the passage of an operating referendum.

Q.           What has the District done to address its budget shortfall?

A.            The Board has imposed additional costs on employees consistent with changes in the law last year that result in employees seeing a reduction of 11-18% in take home pay. This year 3.2 full time equivalency (FTE) teaching positions were cut bringing the total staff reductions since consolidation to almost 15 FTE.  In addition to the previously mentioned cuts, in December the Board approved the reduction of two teachers, a principal, the police liaison officer, and reductions in special education and cleaning support staff for next year. Also facing reductions for next year are extracurricular programs, classroom supply budgets, shuttles between the Glidden and Park Falls buildings and the food service program.  These areas will face reduction whether or not a referendum is passed.

 
Q.           What if a referendum doesn’t pass?

A.            In addition to the budget reductions described above, the Board has made a number of additional budget reductions that will go into effect for the 2012-2013 year, but will be restored if a referendum is passed by the voters. The reductions, if the referendum does not pass, will result in less time available for music at the elementary level, less time available for physical education at the elementary level, no Family and Consumer Education at the middle school, higher social studies class sizes at high school (up to 32), no full time librarian at the elementary level, loss of some clerical support time, the start of deferred maintenance and the closing of the swimming pool.

Q.           If the referendum is approved, how will it affect my property taxes?

A.            The mil rate for 2011 was approximately $7.38 per thousand dollars of property value, a drop in tax rate of approximately 19% from 2010.  Predicting mil rates can be uncertain due to factors beyond the control of the school board, such as assessed valuation of property.  However, the operating referendum the Board has approved and asks the community to support would increase mil rate from the current $7.38 to approximately $7.70, an increase of 4.4% from the 2011 rate.  The impact of moving the mil rate from $7.38 to $7.70 would be approximately an increase of $32.00 on a house valued at $100,000. 

Q.           Why not freeze pay or cut benefits to make up the shortfall?

A.            Although a pay freeze is a possibility, the District still has to bargain base wage with employees under the new law. However a pay freeze would not cover the shortfall. Keep in mind we have already reduced take home pay by 11-18%. We are also looking at restructuring the health insurance in some way with a goal of $80,000 in savings while still being fair to employees.  It is entirely possible such a restructuring could result in some additional cost to employees. 

Q.           Why not just raise taxes back to where they were last year?

A.            First we don’t need to raise taxes to where they were last year. This referendum will raise tax rates by about 4% over this year’s rate but taxes will still be about 15% below where they were last year.  Revenue Caps that are part of the state funding formula govern how much we may raise the tax rate. The state will only allow districts to exceed this revenue limit through a referendum.  So the bottom line is that we cannot raise the additional revenue without taxpayer approval.

Q.           Why is student enrollment declining?

A.            Declining student enrollment is a trend that the vast majority of districts in the state have been experiencing for a number of years.  It appears there are just fewer children being born in recent years.  This is felt by school districts because state aid is based on the number of students.

Q.           If enrollment is declining, shouldn’t expenses also decline?

A.            School costs do not fall proportionately with enrollment for a number of reasons.  First, there are expenses that the District has little control over that increase each year regardless of the number of students such fuel and utilities. Second, reducing the number of teachers cannot mirror exactly the decline in enrollment, because the decline is usually spread throughout the grades, For instance if the enrollment in a grade drops by three students there is little or no savings to the district.  . However, over the last 9 years the student enrollment has declined by 25%, while District teaching staff have been reduced by 22%, so we have pretty consistently reduced staff as student numbers have gone down. 

Q.           Why doesn’t the District cut extra-curricular activities to save money?

A.            If we cut all extracurricular offerings for students, sports and others, the total savings would be approximately $160,000.  This is far below the deficit faced by the district and, as we all know, students who have a strong interest in sports may very well open enroll to another school district under the mechanism available to them under the law.  If a few students move out of the district, the negative impact their loss would have on the state aid received would negate the savings.  Students remain in school for a variety of reasons; and as you will recall when you remember your favorite areas of interest in high school, very often that did not involve a core academic area.  Students who have an interest in technology education or family and consumer education or music or art or sports may be remaining in this district because of those very areas of interest.  As we reduce those choices for students we may be encouraging their open enrollment out of the district to our financial detriment. We are, however, including extra-curricular offerings in the budget reductions by cutting them by 10% or $16,000.

Q.           Why doesn’t the District just use the fund balance to cover expenses?

A.            The fund balance has a couple important purposes.  A healthy fund balance affects the bond rating of the district in a positive way but more importantly it reduces or eliminates the need for short-term borrowing for the payroll and other expenses during the year.  The Chequamegon Board has made it a priority to build the fund balance to 30 % of the annual budget thereby eliminating the need to short-term borrow.  This saves the district approximately $50,000 per year in  interest costs.  The budget shortfall for 2011-2012 will be covered by the fund balance due to that late timing of the notice on the cut in revenue.  If we continue to cover budget shortfalls through the fund balance, within a few years we will have wiped out the fund balance.  Using it is a short-term solution but not a long-term answer.

Q.           Where can the public get more information?

A.            The District is having a Public Information Meeting at the Glidden Campus on Tuesday, March 13 at 7:00pm. and one at the Park Falls Campus on Monday, March 26 at 7:00pm.

We are also doing short presentations for community groups.  If there are any groups that would like to schedule representatives from the District to come to a meeting, please contact Pam Steger, 715-762-2474 ext. 2229.  We will be happy to come review the referendum issues and answer any questions.

]]><![CDATA[Meeting with Legislators Regarding Chequamegon District Finances]]>Wed, 07 Mar 2012 07:02:12 -0800http://www.csdk12.net/4/post/2012/03/meeting-with-legislators-regarding-chequamegon-district-finances.htmlA meeting took place on February 23 that could be very beneficial to the District.   Park Falls Mayor Tom Ratzlaff and Park Falls Area Community Development Corporation Executive Director Frank Kempf led a delegation of individuals from the Chequamegon School District to a meeting they had arranged with our area legislators.  Present at the meeting were Assembly Members Mary Williams and Janet Bewley.  Senator Bob Jauch and Senator Pam Galloway were represented by staffers.  Also present were Chair of the Assembly Education Committee, Representative Steve Kestell and two staff members from the Legislative Fiscal Bureau, Dave Luppnow and Russ Kava.  Present from the District were Board members Dave Schmidt and Dick Ross as well as Lexi Witt and me. The Mayor had contacted Mary Williams’s office the week before with a strong request to have a meeting such as the one we had for the purpose of addressing the unique problems Chequamegon faced this year. These problems came about because of the dramatic reduction in school aids and the impact that reduction had on Chequamegon and the consolidation incentive aid it had received.

We met for over an hour with both Lexi and I addressing the way the reduction in levy authority had impacted our district, Board Members Ross and Schmidt addressed their concerns relative to their roles as school board members and the attempts the Board had made through consolidation to provide continuing opportunities to our students.  Mayor Ratzlaff expressed his concern of the importance of having a strong viable school district in the community and feared that ultimately without help from the state the newly consolidated district could eventually face dissolution. The legislators, and especially Representative Kestell, expressed the opinion that the failure of consolidation was something they did not want.  They want to encourage consolidation and the financial failure of one district that did consolidate would be unacceptable in his view. 

At the conclusion of the meeting the legislators agreed that they would work on both short term (next two years) and longer term solutions to maintain the viability of the consolidation process.  There was some discussion that, if possible politically, an attempt would be made to draft and pass legislation that would address Chequamegon’s issues sometime in the remaining two and a half weeks of the remaining legislative session.  I have to say that I, and I think others, came away from that meeting very encouraged that there was a bipartisan interest (at least in that room) to address fixing the problem we face on a short term basis (next two years) and long term (post consolidation). Representative Williams indicated she would keep me informed as to the progress being made on either or both problems.  I want to thank both Mayor Ratzlaff and Frank Kempf for their efforts with the contacts they have at the capitol and their support of the school district as we face these financial challenges. 
]]><![CDATA[Kudos to the AP English Class]]>Tue, 24 Jan 2012 20:33:58 -0800http://www.csdk12.net/4/post/2012/01/kudos-to-the-ap-english-class.htmlLast night I had the opportunity to attend “An Evening with Shakespeare” put on by Paula Zwicke’s AP English class in the high school library. The students had displays and explained and answered questions regarding various aspects of life in medieval times.  Following that, the students acted several scenes from Shakespeare’s plays Hamlet and The Merchant of Venice. It was a much more interesting way to be introduced to the works of Shakespeare than I remember from my high school days and the introduction to life in medieval times with each student becoming knowledgeable about specific areas was an excellent way to give the students, and we, who were fortunate enough to hear it, insight into life at and before the time of Shakespeare. Kudos to Mrs. Zwicke and the students for an entertaining and educational evening!

]]><![CDATA[Thank You to the National Honor Society]]>Mon, 09 Jan 2012 20:40:57 -0800http://www.csdk12.net/4/post/2012/01/thank-you-to-the-national-honor-society.htmlJust a quick thank you to the National Honor Society students for the excellent community spaghetti dinner they put on tonight at the Glidden campus for community members. It was a great way to end the work day talking and relaxing with friends and coworkers before watching the high school girls' basketball game. ]]><![CDATA[CONGRATULATIONS TO CHEQUAMEGON HS BAND!]]>Sun, 01 Jan 2012 08:48:52 -0800http://www.csdk12.net/4/post/2012/01/congratulations-to-chequamegon-hs-band.htmlYesterday I had the opportunity to see the culmination of many months of work by Chequamegon High School Band members. The work not only consisted of the hours and hours of practice under the seasoned hand of Pat Pollock but the many hours of labor put in raising the money necessary for this very special performance that all band members will remember for the rest of their lives. The band performed at a little after 3:00pm yesterday, December 31, marching down Main Street USA at the Magic Kingdom of Walt Disney World in Orlando, Florida.  This is, of course, an honor to be selected to perform at Disney World but it is an even greater accomplishment in that the band members earned the money necessary for this trip themselves.  I have included several pictures and a link to a video of them marching by with Cinderella's castle in the back ground. You will notice how well they were received by the thousands of people lining both sides of the street.The band marched immediately before and as a lead into Mickey's Once Upon a Christmastime Parade.  Congratulations to the band members and directors Pat Pollock and Kristen Kirch for a job well done! The communities of Park Falls and Glidden should be very proud.  I know those family members and friends from Chequamegon present certainly were!  I hope the video and pictures below will give you a feel for the pride we all felt yesterday.
http://www.youtube.com/watch?v=Zni-ke64Tg8

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]]><![CDATA[A Focus on School Climate]]>Tue, 22 Nov 2011 20:07:20 -0800http://www.csdk12.net/4/post/2011/11/a-focus-on-school-climate.htmlOur district guidance staff recently prepared an article that clearly outlines the efforts the Chequamegon School District is making to foster a positive school climate.  It was prepared for our district newsletter but due to space constraints it could not be included in the most recent issue.  It is, however, very worthwhile so I have included it here.

A Focus on School Climate

by the Chequamegon School District Guidance Department


The Chequamegon School District recognizes the importance of a school climate that fosters learning, healthy relationships, and a feeling of safety for all students.  The CSD staff has been working very hard on these efforts and have implemented several programs that promote a climate in which all students feel comfortable, valued, accepted, and secure.  Of course, this is an ongoing process and one that is always evolving and changing.  Feedback from students helps to steer and direct these efforts so that we are focusing our energy on the immediate needs of the student body.

One major initiative that our district started three years ago is a program called Positive Behavioral Interventions and Supports (PBIS).  This program is carried out district wide and follows these key ideas, which can be found at www.pbis.org: developing scientifically based behavior and academic interventions and supports, creating an environment that prevents problem behaviors, teaching and encouraging prosocial skills and behaviors.  In a nutshell, this program rewards and encourages positive behaviors, while consistently and proactively works with students whose behavior needs improvement.  Under the PBIS initiative, our district has put in place clear expectations for all students.  These expectations are: Be here, Be ready, Be caring, Be respectful, Be safe.  Students understand what is expected of them and are rewarded when they meet or exceed these expectations.  

Building a positive school climate begins early in the elementary years and both elementary campuses of the Chequamegon School District focus a lot of time in this area.  As educators we recognize the importance of promoting a positive school experience for all students so that they gain self-confidence and pride in their school, as well as a feeling of being connected with the community.  We are in many ways setting them up for success in the later years of their schooling and hopefully as well adjusted adults.  

Both Park Falls & Glidden Elementary schools teach a violence & bullying prevention curriculum called Second Step.  These lessons are taught by the counselors during their guidance lessons.   Second Step was implemented during the 2008-2009 school year. This curriculum focuses on empathy and communication training, bullying prevention, emotion management and coping, problem solving, decision making, and goal setting.  The middle school curriculum also focuses on substance abuse prevention.   With this understanding as educators, we are optimistic the program can and will positively impact our kids now and across their life spans.

In addition, classroom guidance lessons are provided that address students’ growth in the areas of academics, careers, and personal/social development.  In the education field we know a lot of emphasis has been placed on academics and as educators we are accountable for making sure students leave our school with the best possible education they can attain.  It is our responsibility to ensure this does indeed occur.  We sometimes forget our students are also people and more importantly children.  They need to learn strategies they can use to help  with their studies and improve their academic capabilities.  They also need to gain an awareness that someday they will need to get a job to support themselves and others.  Lastly, it is important that students learn how to appropriately deal with problems when they arise in their lives.  The guidance lessons address all these areas.

Other notable things occurring in the elementary are monthly pep assemblies being run as a way for students to get pumped up about their schooling experience and inform them of what areas we are doing well in and need to improve on.  A movie was created about what our Eagle Expectations are and how we can follow them.  This has been shown to the students, each teacher has a copy of it, and it is available for viewing on the school’s website.

As students get older and begin their middle school years, they spend more time learning to work together and to problem solve.  Students in grades 6-8 participate in noon advisories.  During this time, students are arranged in small groups with a teacher to have discussions and participate in activities that promote positive social interactions between peers and also enhance relationships between students and teachers.

There are two unique programs taking place in the middle school that promote positive interactions between peers.  One is the Courage Retreat, which is a training that all sixth graders go through annually.  With the help of Youth Frontiers and several Chequamegon High School students, these middle schoolers learn to have courage and stand up for what is right.  The training uses games, music, discussion groups, and stories to help students see each other differently.  Students are taught how to overcome their own fears and find the courage to stand up for those who are being picked on.  

Natural Helpers is another great program that has been ongoing in the middle school for many years.  Trained seventh and eighth grade students become resources for other students and help them deal with problems in a positive and appropriate way, as well as understand how to seek help from adults when necessary.  The current eighth grade natural helpers group has recently developed a project titled SAVE, which stands for Students Against Violent Expressions.  These students will be creating public service announcements and presentations/skits about being respectful to oneself and others.  

Having positive mental health becomes more and more important as students head into their teenage years.  At the middle school and high school level, counselors work with students  individually and in small groups to work on social skills, conflict resolution and stress management.  At both levels a suicide awareness program is implemented called Signs of Suicide (SOS).  This is a nationally recognized program that gives teens a “depression check-up” as well as the knowledge to recognize depression if it occurs and tools to help them  respond effectively.  The program highlights the relationship between depression and suicide, teaching that suicide is, most often, a fatal response to a treatable disorder - depression.  SOS teaches the action steps individuals should take if they recognize the signs of depression within themselves or in a friend:  ACT: Acknowledge your friend has a problem, tell the person you Care, and Tell a trusted adult.   A goal of the program is to develop healthier, better educated students and more prepared parents and staff when they are faced with symptoms of depression, suicide, and self-injury.  In addition, this is a community-based tier III intervention under the PBIS model.

At the high school level, as students continue to grow and change, the counselor continues to provide individual and small group counseling as needed, as well as provide activities that emphasize positive interactions between students.  The Student Advisory Team (SAT) goes through a program with the high school student body called Raising Student Voice and Participation (RSVP).  Under this program the students participate in a series of class meetings where they identify issues in the school that need improvement.  The SAT uses that information to plan activities throughout the year that will improve the areas that are identified.  

Annually, a group of high school students take part in a training through Cornerstone Productions where they learn how to use drama to teach other students.  Last year they created  two skits that were presented to the staff, elementary and middle school students.  One skit demonstrates the harmful effects of bullying, and the other showed the importance of interacting nicely with other kids on the playground.  In December, another group of high school and middle school students will be participating in this drama training.

As high school students begin thinking more about their post-secondary plans, it is important that they are aware of their opportunities to plan a bright future.  Beginning with a 4-year plan that originates in 9th grade and culminating with an individual meeting in  September of their senior year, students and parents are given the tools to make appropriate choices regarding their post-secondary plans.  These consistent contacts between the high school counselor, students and parents build relationships to ensure kids know where to access help when needed.

Our heath curriculum also plays a role in improving our school climate.  Lessons that help to prevent student harassment and bullying teach students to respect themselves as well as others.  Along with the curriculum, guest speakers from Time-Out shelter present valuable information on healthy relationships.  

Another key player in promoting a safe school environment is our school liaison officer.  Annually, our officer speaks to all of our students about making healthy choices regarding their interactions with others, as well as the effects of bullying.  Having an officer on school grounds offers students another resource person for students, as well as an opportunity to report any bullying or harassment issues that arise.

As a district, we all want students to feel safe, happy and enjoy learning.  Through all of these programs, as well as day-to-day interactions between students and staff, we hope that our school climate will continue to grow even stronger.  Every report of harassment or bullying is addressed and taken very seriously with the hope that as students are guided through these situations, they are learning the appropriate ways to communicate and work out their conflicts in a peaceful manner.  

]]><![CDATA[FREQUENTLY ASKED QUESTIONS RE: DISTRICT FINANCES]]>Mon, 07 Nov 2011 14:26:17 -0800http://www.csdk12.net/4/post/2011/11/frequently-asked-questions-re-district-finances.htmlAt this time the district has had several listening sessions in several municipalities that make up our Chequamegon School District.  We plan on continuing these opportunities for open and honest dialogue with the community.  However, since there are recurring themes in each of these sessions, I thought it might be helpful to address some of those recurring themes in a FAQ format so that the entire community may benefit from an answer to what may very well be a question that many other individuals have.

Q: Why can’t we use the District’s fund balance to cover budget shortfalls?
A: The fund balance has a couple important purposes.  A healthy fund balance affects the bond rating of the district in a positive way but more importantly it reduces or eliminates the need for short-term borrowing for the payroll and other expenses during the year.  The Chequamegon Board has made it a priority to build the fund balance to 30 % of the annual budget thereby eliminating the need to short-term borrow and thus saving the district those interest costs.  The budget shortfall for 2011-2012 will be covered by the fund balance due to that late timing of the notice on the cut in revenue.  If we continue to cover budget shortfalls through the fund balance, within a few years we will have wiped out the fund balance.  Using it is a short-term solution but not a long-term answer.

Q: Why don’t we just cut sports to cover the shortfall?
A: If we cut all extracurricular offerings for students, sports and others, the total savings would be approximately $160,000.  This is far below the deficit faced by the district and, as we all know, students who have a strong interest in sports may very well open enroll to another school district under the mechanism available to them under the law.  If a few students move out of the district, the negative impact their loss would have on the state aid received would negate the savings.  Students remain in school for a variety of reasons; and as you will recall when you remember your favorite areas of interest in high school, very often that did not involve a core academic area.  Students who have an interest in technology education or family and consumer education or music or art or sports may be remaining in this district because of those very areas of interest.  As we reduce those choices for students we may be encouraging their open enrollment out of the district to our financial detriment.

Q: I had 40 or more kids in classes when I was in school.  Why can’t kids nowadays make the sacrifices and put up with large class sizes like I did?
A: Budget cuts will result in higher class sizes and reduced class choices for students at the secondary level.  However many of us who can remember large class sizes tend to forget that the instruction was very often compromised because of the large numbers brought about due to the baby boomers passing through the grades.  The instruction was given and those who did not “catch on“ were retained in grade for another year.  Schools at that time did not have the legal obligation to educate children with special needs as is the case today and the expectation today is that the teacher utilize different instructional strategies to meet the students’ needs where they are.  In most respects comparing class sizes then and now is an apples to oranges comparison.  Our school district and board have made addressing student achievement a priority.  If large class sizes became necessary, we would do the best we could in continuing to address student achievement.  However, very high class sizes would make student achievement a challenge.  With the recommended reductions addressed elsewhere in this newsletter, class sizes would increase in secondary level classes.

Q: Do we need a separate middle school?  Couldn’t we save money closing a school?
A: Research is fairly clear that middle school age children learn better and achieve more when they are in an autonomous setting not part of the high school age population.  Some of our lower test scores last year on the WKCE state exam came from our 10th graders, who were the last class to go through the 7-12 configuration when it was in place for a few years in the former Park Falls District.  It makes sense from both an emotional and behavioral point of view to have these students set off in their own school.  We are currently researching the cost implications of closing the middle school so that the information is made available to the public.  Based on the consolidation agreement no closing of the Glidden campus could be considered until 2014-2015.  However, even with gradual declining student enrollment, I do not think such a closing would be possible without some sort of addition being made to the Park Falls campus to accommodate the influx of students.  As things stand now, it would not make educational sense, nor would it make practical sense to close the Glidden campus.  It is a wonderful facility that is serving our middle school students very well.  I also have a sense that talk of closing this school is seated in the Park Falls – Glidden resistance to consolidation that is still somewhat present in the two communities.  It is not present among the students.  They have embraced the new district.  Because any such talk among the adults is counterproductive to the need we have to work together for what’s best for our students, I urge both communities to honor the past, as Bears or Cardinals, as just that, the past and to accept the fact that for the good of our students we all are Eagles now.

Q: Can we reduce the number of administrators?
A: Could we cut one of the principal positions?   Yes, we could but there is considerable research that supports the idea of having effective principals in each school as being second only to the quality of teachers in the classroom as the factor having the greatest impact on improving student achievement. Unfortunately we have seen a negative trend district WKCE test scores at all levels over the last 3 years.  I think addressing the student achievement challenges we face needs to be a top priority.  Improved student achievement has been a focus for me with the principals even before I became aware of the test score trends.  We have implemented a new assessment tool to help focus on areas that students need help in.  We have implemented initiatives at each level to address student achievement and we have plans for additional initiatives to address this issue. To be successful in these initiatives I believe it will be crucial to have effective leadership by principals at each level.  Educational research supports this is  more crucial to student success than even class size.  So if a principal were cut from the Park Falls campus we would continueto do the best we could to move forward with student achievement.  However, the one remaining principal would be supervising a building of 581 students of very diverse grade levels.  That number is a fairly high number for one principal to supervise in any school without the assistance of an assistant principal, but in this instance the age range and differing needs of the students and teachers would make it more of a challenge.  I would envision that the remaining principal’s time would be spent for the most part in dealing with student discipline issues, especially at the high school level.  The focus on student achievement would clearly become, not a less important issue, but a less demanding one and the principal’s time would be taken with more demanding issues such as discipline. So, could it be done?   Yes, but because of the very negative impact I believe it will have on improvement of student achievement I am not recommending it at this time.

Q: Can we save money by switching health insurance carriers?
A: I realize many of you are reading that with changes in law school districts have been able to save large sums of money by switching health insurance carriers.  The fact is this was done several years ago, even prior to the consolidation of the two districts, by switching to the Northern School District Trust, a self-funded consortium of CESA 12 schools.  By doing so the district saved $450,000 in the first year on their health insurance coverage.  The reason that so many school districts are switching health insurance carriers now is that changes in the law last spring gave school districts the ability to make such changes without union agreement.  Our employees, when faced with the need of the district to find a way to save significant sums in the area of employee benefits agreed with administration, to their credit, to switch health insurance carriers because of the significant savings the district would experience.  We continue to look at ways to further save district dollars on employee benefits while treating our employees in a fair way.

Q: Recently the District approved a plan for development and improvement of the Athletic Field Complex in Park Falls.  Will this result in additional costs to taxpayers?
A: The Board approved the plan for the athletic field as a concept for future development only. The Board has not approved and has no plans to approve the expenditure of District funds for the completion of the approved plan. Both the city of Park Falls and the Chequamegon School District have approved the plan without an intention of committing any tax monies toward the completion of the project.  The committee looking at ways to improve the athletic field felt that an approved plan for development would aid in acquiring donated funds or grant monies for the completion of the project over time. Approval of the plan meant only that the Board approved the ultimate plan for improvements.  It did not mean that any taxpayer funds would be dedicated to the project.

Q: If the district comes to the public asking for more support through an operating referendum, will that increase our property taxes?
A: The district is considering going to the public with an operating referendum because of the way the state revenue cap has worked against the district’s ability to tax at the same rate it taxed last year.  School district taxpayers paid approximately $9.00 per thousand of property value in the 2010-2011 school year, or $900.00 on a $100,000 home.  This year (2011-2012) the district planned for a reduction in the tax rate to approximately $8.50 per thousand of property value or $850.00 on a $100,000 home.  However, with state reducing state aid available to school districts by approximately $810 million, the largest reduction ever in aid to schools, the resulting loss in ability to raise revenue to the school district amounts to approximately a 15% loss of revenue from last year.  The mill rate for the school portion of the property tax is expected to be approximately $7.38 per thousand of property value or $738.00 on a $100,000 home.  This is good news for local taxpayers, at least in the short term, but a reduction of that magnitude means the district will have to make some pretty severe reductions in choices and programs available to our students as you can see in reviewing the proposed budget reductions elsewhere in this newsletter.  If the Board decided to go to referendum for operating purposes, it would not be seeking an increase in the tax rate it would be seeking authority to return to something less than the tax rate last year and actually something less than the rate of $8.50 per thousand that we had earlier expected for this year.  Without some restoration of revenue authority, some severe budget cutting will need to take place in 2012-2013 and beyond.  The school board is carefully considering this and weighing the options since it is fully aware that economic conditions in the community and country may not be conducive to supporting a referendum at this time.  This is the “rock and a hard place” you so often hear about.
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