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Wisconsin Rapids Pubic Schools
Compilation of Questions, Suggestions and Comments
Restructuring Task Force
Updated December 13, 2004
The following listing represents questions, comments and suggestions offered as written or verbal comments at Listening Sessions of the WRPS Restructuring Task Force in September and October of 2004.
1. Given current budget parameters, what can be implemented in terms of the Restructuring Task Force recommendations? What are collective bargaining issues that need to be addressed? What financial issues must be considered?
An administrative team is working to respond to these questions. It is anticipated that a response will be provided to the Board at its January 10, 2005, Board meeting.
Contract language relates to the number of classes a teacher can be expected to teach in a day, and the number of minutes a teacher can be expected to teach in a day.
Financial issues include but are not limited to transportation, staff development, building modifications, staffing, and co-curricular programs.
2. What will be the savings if a school building is closed? Can River Cities High School be relocated into a closed facility?
River Cities High School could be moved to a vacated elementary school building. The administration hopes to have a cost analysis of building closures for discussion at the January 10, 2005, Board meeting. The analysis will include implications relative to staffing, transportation, and whether or not the facility could be used for other school purposes or sold or leased.
3. Can grade 7 be moved to elementary schools?
From a strict student capacity per sq. ft standpoint, yes. However, the numbers would have to work out equitably throughout the various attendance areas.
From a programmatic standpoint, such a change is not recommended.
a. Programming would change significantly in areas such as science and labs, FACE, technology education, physical education, art, keyboarding, music, special education, co-curricular (FBLA, debate, drama, athletics), and foreign language.
b. Social and developmental “fit:” with K-6 is a question.
c. Such a proposal is contrary to recommendations of task force members noting the need to increase opportunities for this grade level, not to reduce them.
d. Result is closing of junior high… West…why close one of our best facilities from a physical and efficiency standpoint?
4. Should attendance boundaries change at this point? Should attendance boundaries be changed to add students to schools with low enrollments?
An administrative team is studying these questions. The team will review how boundaries should be changed with a restructuring, without a restructuring, and with building closures without restructuring. A report to the Board on this study will be given at the February 14, 2005, Board meeting.
5. Why not reduce course offerings at the secondary level and return to teaching the basics? Can’t elementary teachers be given support to teach areas of art, music and physical education to eliminate the need for teachers in the specialty areas? Can music and/or band be reduced or eliminated? Can the district share or offer courses with other districts?
- Secondary impacts include youth options, providing programs that students need for college admission, and state standards for various courses. Students not taking elective area courses will take other courses in core areas reducing the amount that can be saved.
- Elementary impacts include abiding by state standards, ability to deliver contracted teacher prep time, and meeting the standards of highly qualified teachers under NCLB.
- Budget restrictions may require some cutbacks, but decisions need to be made in terms of what’s best for all according to our mission statement. It’s a question of closing a school or narrowing programs and opportunities.
6. Have co-curricular activities be self-supporting. Increase fees for participation in co-curricular activities.
This is a policy decision the Board will need to address in building the 2005-2006 district budget during the spring of 2005.
7. Why not move grades 9 to LHS?
On the positive side, this could prevent closing an elementary school. Also, from a program standpoint grade 9 belongs at LHS. However, the current program capacity of LHS would not allow grade 9 to move to that location for some time. The building program capacity at LHS is 1431. The 2010 projected enrollment at LHS = 1292. Grade 9 is projected to be just over 400. Thus, the placement of grade 9 at LHS would require space for about 1700 students in 2010 at the LHS facility. The move is not feasible in the near future.
8. Why not combine the two junior high schools into one location?
Any consideration would most likely be to utilize East due to its capacity, and close West. However, program capacity would not make this option feasible. To close West would raise questions about shutting down one of the District’s most efficient facilities.
9. Isn’t student achievement better in smaller schools?
The Board will hear a report on this topic at its December 13, 2004 meeting.
10. Reduce administrators and have principals share buildings. Reduce administrative salaries. Reduce days of work at the district’s central office.
Continuing to explore administrative efficiencies resulting in fewer administrative positions will be explored and discussed with the Board as a part of 2005-2006 budget deliberations. In order to attract and retain administrators, salaries must be competitive.
The District employees over 700 full-time professional and hourly staff. Payroll continues throughout the entire year. Administrative services are provided throughout the year. Positions have been reduced. It is not possible to significantly reduce the days of operation of the Central Office.
A recent report by the Wisconsin Taxpayer Alliance notes that the district’s administrative costs are significantly below the average per pupil administrative costs in Wisconsin.
11. Eliminate substitute aides, library aides, noon duty aides, health aides. Reduce the need for substitute teachers.
Reductions in these positions are being considered as a part of the development of the 2005-2006 budget.
12. Change kindergarten from full day to half-day and use the other half of the day for 4-K.
Reducing the current full day program to a half day program for kindergarten students would actually cost the district in additional bussing, and in reduced state aid and revenue generating authority under the current funding formula. Such a change in order to move the 4-K program into school classrooms would also eliminate the District’s collaborative approach to providing four-year-old kindergarten.
13. Put special education, 4-K, and early childhood into one building.
Special education laws require students to be placed with other students their same age as appropriate to the particular disability. While generations ago, placing all special education students at one location was a legal option, such is not the case under today’s special education requirements.
14. Explore if savings can be generated through early retirement incentives or offering alternative benefit approaches to employees.
These options will need to be explored through the collective bargaining process. Generally savings do not go to the District but rather to the salary schedules of those units bargaining the changes. Thus, dollar savings would not ease the District’s budget challenges significantly.
15. Can the District hold a referendum to support its needs?
Yes. This is a decision the Board will need to explore once it has heard from the Report of the Facilities Task Force in January, the Technology Task Force in February, and after the Board is satisfied with the responses to this list of questions.
16. What do enrollment projections look like?
Enrollment projections would indicate an additional drop of 600 students by 2010. According to projections, elementary facilities will be 581 students under capacity, the junior highs 297 under capacity, and the high school 139 under capacity.
17. Why not sell excess district land?
The District’s Facility Task Force is studying this question.
A point to remember is that revenue from selling property is a one-time source of income that should not be used to offset on-going operating expenses.
18. Charge staff members to attend athletic events.
The Board had determined that the value of encouraging staff presence at events offsets the minimal expense of this item.
19. Look at savings in field trips.
Students, parents and parent/teacher organizations are paying more of the expense of field trips since the district has held the line on expenditures in this area. Each classroom receives $60 per year at the elementary level. This does not go far in terms of the cost of field trip transportation.
20. Reduce summer school classes.
This would reduce the district’s revenues. The way summer school is funded and the manner in which it is delivered results in summer school being a break-even program for our District. It would be to the District’s advantage financially to expand summer school programs.
21. Enhance donations by making known a “wish list”.
The District considers donations and gifts. A district Endowment Fund has been developed to provide funds for programs and activities not covered under the operating budget. Persons interested in providing gifts to the district should contact the District Office at 422-6005.
22. Put Head Start at Vesper School.
Discussions are being held with Head Start officials to explore this possibility.
23. Put the village library at Vesper into the school.
A benefactor is making possible the construction of a new library at Vesper.
24. Increase facility rentals.
The district receives about $57,000 for rental of facilities on an annual basis. This amount includes custodial overtime, utility costs, and upkeep. Some groups feel the charges currently approved by the Board are high and prevent organizations from renting facilities. Costs for groups using facilities under Board policy that do not require rental fees, are offset through the District’s Community Services Fund. This Fund enables the District to subsidize for such services outside of revenue caps.
25. Cut back on computer spending. Reduce the number of computers in each classroom.
Cut backs are occurring. The District’s Technology Task Force will be studying this issue.
26. Close school stores.
School stores do not lose money. Student councils operate these programs in most locations.
27. Stop spending money for treats for students.
Expenses in this area are minimal. Most such items are paid for by parents or from parent and teacher organizations.
28. Charge for robes, gowns, uniforms and instruments.
Charges currently are being applied for such use.
29. Bulk order supplies.
Most supplies are currently ordered in bulk in order to save dollars.
30. Donation box on tax forms.
This idea would require an act of the State Legislature for a change in the state income tax program.
31. Use students to clean buildings.
Students assist at this time. A comment was made that students in the Saturday School at Lincoln could be used for this purpose. Issues such as labor contracts, supervision, and liability would need to be part of any such discussions to use students for these purposes.
32. Auction excess assets.
The District currently sells excess assets.
33. Supply library and other book needs through donations or fundraisers.
Most library expenditures are covered through a state-funding program that can only be used for such purposes as the purchase of library materials. A book use/rental fee is now a reality as of the 2004-2005 school year.
34. Have local paper companies donate paper.
We value our relationship with our local paper companies. However, those companies are not in the practice of providing semi-loads of paper at free or reduced costs to our school district. The district does receive considerable donated paper. Most colored paper at the elementary level comes through employees who work at a paper company and who can purchase the paper at employee discounts.
The district’s paper costs are approximately $35,000 annually.
35. Hold the line on employee salaries and benefits.
In most instances salaries and benefits are negotiated.
It is in the best interests of our students for the District to be able to recruit and retain qualified employees.
36. Use volunteers more.
We need to explore ways in which we can invite more volunteerism in our schools. We are grateful for and to the number of parents and others who currently volunteer their services.
Sometimes contract language prevents using other people to do bargaining unit work. In addition, liability issues related to the safety of students and the volunteer must be considered.
37. Can local contractors be contacted to provide “in-kind” maintenance services along with discounts on materials and equipment?
Contractors and others in related businesses are experiencing budget challenges similar to those of the School District. However, we continue to explore ways to welcome such opportunities.
38. Can Charter Schools be started as a revenue generator?
Charter schools do not provide additional revenue that would offset operating expenditures. Charter school funding provides assistance for planning a new charter school, and for the one-time purchase of equipment and staff development needed to open the school.
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