Last 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!

Just 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.

Yesterday 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

Our 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.  

At 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.

This weekend I had the opportunity to watch our boys’ cross country team at the state meet in Wisconsin Rapids.  It was great to see the pageantry of the many colored tents of school districts and hundreds of young men and women from all over the state as they excitedly and nervously readied themselves for the race they had been hoping and preparing for all season.  Our young men are to be congratulated on placing 6th in the competition.  They are Charles Corbett, Dustin Bay, Jordan Koski, Cade Strehlow, Cameron Pearson, Sam Belanger and Isaac Weik.  Also to be congratulated are our coaches, Mary Patterson and Sammi Bay who have taught our young people some much greater lessons than how to run a race.

Charles Corbett was the first Chequamegon runner to finish.  He came in 7th and although I am sure he would like to have done better than that, I was told he had improved in that run on his former personal best at a state meet. This is the fourth state meet at which he has competed.  Finding something deep inside of you and doing more than you thought was possible is one of the  strongest arguments for why high school athletics and other extracurricular activities are so important in the development of these young people.  Their success this season will be something they will remember for the rest of their lives as will their parents and family members judging from the look of pride on their faces.

Another group of students to be congratulated are the three students who auditioned and qualified to perform with the Wisconsin School Music Association Honors Project from Thursday through Saturday in Madison.  Kalene Weber performed with the Honors Choir, Rachel Pollock performed with the Honors Band on her clarinet and Michelle Lobermeier performed on her alto saxophone in the Middle Level Honors Band . Each of these students auditioned and were selected from many other students around the state for this honor.  Like earning the honor of performing at a state meet, earning the honor of performing with a top level music group such as these is an honor the students and their families will remember for years to come. 

Projects such as these and many others Chequamegon students participate in on a regular basis teach students about the importance of working together for a common goal and always working  hard to realize your personal best. These students have experienced that sense of accomplishment and pride and they will be better citizens in the future for having that experience.

Congratulations to the students, their teachers/coaches and their families! 

Budget Reductions and Community Listening Sessions

by Dave Anderson, District Administrator

Recently in a Park Falls Herald news article it was pointed out that the school district budget for the 2011-2012 school year will have a very favorable impact on district taxpayers resulting in a substantial reduction in the school portion of the property tax.  That is very true as far as it goes but the reason for this very substantial reduction is not because the district has reduced its expenses by approximately 20%.   It is because the school aid formula, when applied after the new state budget cut aid to schools by over $800 million, resulted in a reduction of the amount the district could levy outside the revenue cap.  The amount of aid that the district receives outside of the revenue cap dropped from $2,103,296 to an estimated $583,275!  The restructured aid reduces the amount of revenue that comes from local property taxes.   At this time it is estimated that the school portion of property taxes will drop by nearly 20%.   Unfortunately, it creates an additional loss to the district of $740,000 that was not anticipated for the 2011-2012 year.

The shortfall for the 2011-2012 school year will be covered through the district fund balance, however, based on current assumptions we expect to have a budget shortfall exceeding $600,000 for each of the next two school years and dramatically larger budget shortfalls in 2014-2015, the year in which the 5-year consolidation incentive aid ends.  Because these dramatic budget shortfalls leave the school board with some very challenging decisions to make in the near future, the District has begun a process of reaching out to the community to share the challenges facing us, as well as sharing the many opportunities the consolidation has afforded our students.

Since learning of this dramatic reduction in revenue in July, Board members and I have been conducting listening sessions.  The purpose of these listening sessions is to have an open dialogue with members of the community regarding the many positive opportunities and programs we have for our students, as well as the financial challenges we are facing.  It is the Board’s hope to hear from community members about what their expectations are for what they would like the district to look like and how best to address the financial challenges we face.

Most recently the Board held a listening session on October 25 at the Park Falls City Hall.  Additional listening sessions have been scheduled for November 1 at the Fifield  Town Hall, November 3 at the Eisenstein Town Hall, November 7 at the Shanagolden Town Hall, November 17 at the Gordon Town Hall, December 1 at the Pike Lake Fire Hall, December 5 at Peeksville Town Hall and the Town of Lake on December 8.  Additional listening sessions will be scheduled as we are able to.

In addressing this challenge, the district has limited options available to it to address the anticipated budget shortfall. The choices available to the Board are:

1. Reduce the budget by over $600,000 the next two years and by $1.6 million in 2014-15 and beyond.
2. Cover the deficits through the use of the fund balance.
3. Seek support from the community through an operating referendum.
4. Some combination of 1-3 above.

I believe that in order for the board to consider option #1 above it needs to see what kind of impact a budget reduction of this magnitude would have on the school district. Over a period of a month I met regularly with the administrative team to discuss areas in each of their schools that we believe could be reduced. As difficult as this has been at times, it has been a useful exercise in helping us to identify areas that we think probably should be considered for reduction whether or not the district moves forward with an operational referendum.

As a result, below you will see a list of proposed areas to be considered for reduction. The first section of budget cuts will be areas that I have  recommended for reduction whether or not an operational referendum is passed. The second group of recommended budget reductions is areas that I would recommend to restore in the event an operational referendum is passed. None of these reductions are pleasant and all of them make the mission of improving student achievement more difficult. However, it is my belief that the taxpayers of the district want us to look long and hard at any possible efficiencies we may be able to achieve.  I believe they would want us to limit that which we seek to obtain through an operating referendum to only that which is really required to provide an effective education to our students. We believe the items proposed for cuts in the second category will be more damaging to our ability to provide a quality education for our students than will be the cuts proposed in the first category.

The proposed reductions that follow do not represent reductions that will actually take place but rather a scenario showing the type and magnitude of cuts that would need to be made to cover a $600,000+ budget shortfall.  How and to what extent budget reductions will take place next year will be decided by the school board in the next month or two following additional community listening sessions as well as  planned  focus groups of staff and community members. Determining cuts of this magnitude is not an easy task and it certainly is difficult because it involves decisions that affect the livelihood of many good and valuable employees. It is also difficult because all of these budget reductions, even the ones in the first category, have an adverse impact, to a greater or lesser degree, for our students. However the board decides to handle this anticipated shortfall, I felt it was my job as superintendent to at least present a scenario by which the full anticipated budget shortfall could be addressed. Along with each proposed reduction I have tried to include a short impact statement outlining the effect such a reduction could have on the district.


Recommended Budget Reductions Regardless of Referendum Approx Net Savings

1. Eliminate Class Act Charter School-1.0 FTE Teacher Reduction $54,250

The charter school was a very positive and innovative program that promotes project based learning. The elimination of the charter school will mean that that program  will no longer be available to our students. However, the number of students enrolled in the charter school has drastically dropped so that, based upon the Rural Community School Alliance (RCSA) definition, we have one student enrolled at this time. There are several other students who take one or two classes through the charter school. Given the numbers involved in the program and the need to make very drastic budget reductions I cannot support continuing the charter school in its present format and staffing. Recently the charter school received the honor of being awarded a dissemination grant, along with the other schools in the RCSA. Details regarding the use of that dissemination grant are still being worked out.  One of the workshops that would be offered through the funding of that grant is a workshop on the use of project based learning in the classroom. It would be my hope that the legacy of the charter school to the district would be their trailblazing in the area of Project based learning and their dissemination of that as an effective method of instruction for teachers in our school district and others. We will need to devote some teacher time to students at risk of not graduating with their peers as the charter school has served that function this year. In any event the amount of time allocated for that purpose would be small in comparison to the FTE currently devoted to the charter school.

1. Reduce .5 FTE Science Teacher at Middle School $26,000

Reduction in teacher FTE at the middle school will be absorbed by sixth grade teachers.

1. Reduce 1.0 FTE Special Education Aide at High School. $14,600

The reduction in staff at the High School is due to reduced special education caseloads.

1. Eliminate Elementary Librarian-1.0 FTE $29,500

Similarly to the Glidden campus we are recommending as a cost-saving measure the elimination of the librarian at the elementary school and replacing that position with an aide. Services to students in the library may be reduced. Classroom teachers may need to more closely supervise student activity in the library.

1. Reduce 1.0 FTE Elementary Music $51,769

Elementary music instruction minutes would be reduced from 105 to 60 per week. Although this is below the recommended minutes of instruction per DPI, it is in alignment with what a number of other school districts offer during the week. All Glidden campus music would be taught by the one music teacher at that campus.  The high school choir director would also teach elementary general music at the Park Falls campus. This results in a reduction of time available for lessons. There would be a corresponding 45 minute per week reduction in elementary teacher prep time. This reduces opportunities for collaboration among staff and administration as well as time available for class preparation and planning.

Reduce 1.0 FTE Cleaner Position and School Year Student Workers. $39,700

The cleaner position for a number of years had the washing of laundry as one of its primary job duties. Nowadays, students seldom shower after physical education classes. At the time when students showered after each gym class handling the laundry was almost a full-time position. In recent years the amount of laundry has reduced somewhat, but despite that, the person in that position has taken on a number of the other cleaning positions in the building during the day. The absence of that position will mean that other custodial employees will take over the laundry duties as well as the cleaning duties that had been performed by that individual. In addition, each year we have hired two student employees to work two hours per day after school at the minimum wage cleaning classrooms. The duties performed by these students will need to be picked up by the custodians as well.

1. Reduction in Food Service Department $35,000

Currently the food service budget runs a deficit each year of approximately $70,000. Within the next month we will have a representative from the Wisconsin Association of School Boards review and analyze our food service program to help us find efficiencies that will help reduce our costs. At this time I am proposing that we reduce an amount from that budget approximately equal to half of the budget deficit in Fund 50. For purposes of reference the amount listed is approximately the cost of one full-time food service worker’s pay and benefits.

1. Reduce the Extracurricular Budget by 10%. $16,000

Reductions in the extracurricular area will take place both in the athletics and in the other extracurricular activities. Areas that will likely face reduction include noncapital supplies, travel and hotels and the scheduling of some nonconference games. At this time we are planning on approving only in-state extracurricular competitions for funding from district budget. Out-of-state competitions or honor groups will need to be funded either by the activity itself or by the parents of the participants.

Subtotal $266,819

Proposed Reductions Recommended to be Restored Upon Passage of Referendum

1. Reduce Tech Ed .5 FTE at MS $27,000

This would eliminate Tech Ed in the middle school in order to protect core subject areas. However, loss of this program at the middle school level may ultimately result in loss of the high school program. With the reduction of exploratory classes at the middle school, high school elective areas will eventually be impacted as students will not establish an interest in the subject area. Reduction of this program at the middle school level also is not supportive of engaging in partnerships with community businesses and developing Tech Ed courses that are responsive to the needs of local businesses.

1. Reduce 1.0 FTE Family and Consumer Ed at MS and HS. $80,020

This would act to eliminate family and consumer education at the middle school and at the high school levels. It will reduce elective choices at both schools and will eliminate an option for students with an interest in a number of career choices that are explored in this program. Students will also miss out on some important life skills taught in this area.

1. Reduce Administrative Contracts. $6,500

I am proposing that the high school principal and the elementary school principal have their 260 day contracts reduced to 250 day contracts thereby having 10 days off without pay during the summer months. This will result in less time available for the planning of professional development for the coming year, for the analysis of test data that takes place in the summer and the hiring of new employees that often goes on in the summer. If either of these positions comes open in the future it would be my intention at that point to propose reducing them to 220 day positions similar to the principal at the middle school.

1. Reduce .4 FTE HS Math $32,025

This reduction would act to increase math class sizes to 24-28 students. It may also negatively impact elective availability to students.

1. Reduce .2 FTE HS Social Studies $12,185

This reduction would act to increase social studies class sizes to 28-32 students. It may also negatively impact elective availability to students.

1. Reduce 1.0 FTE High School English Teacher $40,550

Pupil teacher ratios in English class sections will increase to approximately 24-28. There may be fewer elective choices for students.

1. Reduce .5 FTE Science Teacher at High School $26,000

This will result in high school science classes of 24-28.

1. Reduce 1.0 FTE Elementary Physical Education $61,017

Elementary physical education minutes would be reduced from 105 to 60 per week. Although this is below the recommended minutes of instruction per DPI, it is in alignment with what a number of other school districts offer during the week. A third class of physical education would be offered each week by the classroom teacher under supervision of the physical education teacher as state statute requires 3 sessions per week. There would be a corresponding 45 minute per week reduction in elementary teacher prep time. This reduces opportunities for collaboration among staff and administration as well as time available for class preparation and planning.

1. Reduce Transportation Budget
1. Eliminate the late shuttle bus for sports from Park Falls to Glidden and from Glidden to Park Falls. $2,212
2. Eliminate an afternoon  route of fourth and fifth graders from Glidden. $3,076
3. Eliminate a morning route of fourth and fifth graders  from Glidden. $2,212
4. Estimated fuel savings at four dollars per gallon. $9,360

Our transportation coordinator has made the above recommendations for cost savings related to busing. The elimination of the late shuttle bus for sports from Park falls to Glidden would mean that students and their parents would be responsible for picking up their children at the location of the practice each day. The elimination of the afternoon and morning route referenced were smaller routes intended to relieve crowding in other buses. Students will be able to ride in the other buses making the identical run, however, it will just be a little more crowded in those buses.

1. Reduce Classroom Supply Budget by 10%. $6,500

1. Reduce .5 FTE MS Secretary Position $23,686

This reduction would act to reduce the Glidden campus secretarial staff to 1.5 FTE. This would result in less clerical support to teachers and the redistribution of some duties currently performed by that individual.

1. Reduce Union Clerical Staff from Eight Hours to Seven Hours per Day. $15,000

I am suggesting that we consider where possible reducing office staffed by one hour each day in order to effect the cost savings while still providing coverage for the most part in the offices. There will need to be some staggering of hours and "covering" for others. The office secretary in each of the schools is an important part of that school and the customer service that we give to parents and other guests to our building, as well as the service and nurturing they regularly give to the students in our schools. Based on current contract language, if we continue to follow that, reducing their hours to seven would not result in a proration of their received benefits. It would also have the added advantage of allowing extra hours at times when the work flow requires that without triggering time and a half overtime. This proposed reduction is of course listed in an area that we hope to see restored as this reduction, and all the others in this section, do not serve our students well.

1. Reduce District Maintenance Budget by 10% $20,000

A traditional area that school districts often look to in times of financial crisis is the maintenance budget. While it is available and could be reduced on a one-time basis, doing so on a one-time basis means that we are right back where we started the next year and looking for additional budget cuts. In addition, if we go down the path of deferring maintenance over a period of years, we will put the district and its physical plant in the position of facing, in all likelihood, a separate referendum down the road for the purpose of taking care of deferred maintenance. Once again this is an area that I do not recommend reducing, or, if we do, that we do so in a very minimal amount if necessary to finish covering needed budget reductions.

Subtotal $367,343

Grand Total $634,162

This is a challenging time for our district.  The consolidation has brought some great opportunities for our students.  The financial challenges the state has given us make it more difficult to continue to expand or even maintain those opportunities for our students.  In going over these proposed cuts repeatedly I have not enjoyed the task. Our meetings have been quite somber on occasion.  However, I think we have made the best of a bad financial situation; and while I hope all these proposed cuts are not necessary, I think we have concentrated as best we could, given the charge before us, to continue to focus on student achievement and growth in core subject areas. As you review this list, the financial material from Lexi Witt, and the many positive opportunities available to our students contained in this newsletter, please feel free to contact me to discuss this situation and ask any questions you may have.