Report (pdf) - School Management Services

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Quality of the teaching staff: 7.6 Quality of the school district’s communication with its publics: 8.3 Quality of the school district’s planning for the future: 7.9 Oppressiveness of school property taxes: 5.1 Community support of a reasonably developed and explained school district consolidation plan: 7.0 The most frequently identified strengths of Ladysmith-Hawkins School District among individuals interviewed were as follows: teachers; small community; curricular course offerings; supportive community; facilities; innovative programming/Health Care Academy. The most frequently identified needs/concerns of Ladysmith-Hawkins School District among individuals interviewed were as follows: declining enrollment; finances; excess buildings; past budget reductions; animosities with Village of Hawkins. Individuals interviewed by the Project Consultants were asked to rate select quality factors/characteristics of Ladysmith-Hawkins School District on a rating scale of 0 to 10 (lowest to highest). Respondents’ assessments— when averaged—yielded the following quality ratings of organizational characteristics: Quality of the school district: 7.2 © Roger Worner Associates, Inc. 119
Quality of the School Board: 7.1 Quality of the administrative staff: 7.9 Quality of the teaching staff: 7.5 Quality of the school district’s communication with its publics: 5.9 Quality of the school district’s planning for the future: 6.9 Oppressiveness of school property taxes: 6.3 Community support of a reasonably developed and explained school district consolidation plan: 6.5 The most frequently identified strengths of Weyerhaeuser Area School District among individuals interviewed were as follows: teachers/staff; administration; athletics/music; small town environment; small school environment. The most frequently identified needs/concerns of Weyerhaeuser Area School District among individuals interviewed were as follows: money/finances; cutting teaching staff; declining enrollment; taxes; loss of students (open enrollment). Individuals interviewed by the Project Consultants were asked to rate select quality factors/characteristics of Weyerhaeuser Area School District on a rating scale of 0 to 10 (lowest to highest). Respondents’ assessments— © Roger Worner Associates, Inc. 120
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12-15-08 SCHOOL DISTRICT OF BRUCE L
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of P-K-12 school districts (involvi
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The school districts have a need to
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Analyze financial trend data. Prep
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additional municipalities. The Scho
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Agriculture, agri-business, recreat
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What conclusions may be drawn about
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The School District of Bruce, Ladys
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CHAPTER II DISTRICT SIZE AND ENROLL
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School District of Bruce, Ladysmith
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TABLE 1-B SCHOOL DISTRICT OF BRUCE
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TABLE 1-LH LADYSMITH-HAWKINS SCHOOL
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levels. Over time, however, and wit
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TABLE 1-W WEYERHAEUSER AREA SCHOOL
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school district for the same eleven
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student enrollment growth on four o
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The Project Consultants concluded t
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In Table 4-W, the average daily mem
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(non-resident agreements; open enro
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to other school districts through o
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2007-08 was +6 students. The school
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During the 2007-08 school year, Lad
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the poverty line in Rusk County was
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the time of preparation of this rep
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The Project Consultants observed th
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TABLE 5-W WEYERHAEUSER SCHOOL DISTR
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TABLE 5a-B SCHOOL DISTRICT OF BRUCE
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Wisconsin General Fund revenue decr
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The Project Consultants concluded t
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TABLE 6-LH LADYSMITH-HAWKINS SCHOOL
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TABLE 6-W WEYERHAEUSER AREA SCHOOL
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TABLE 7-B SCHOOL DISTRICT OF BRUCE
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District spent +$358/student or +8.
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exceeded the fund balance of the Sc
Page 69 and 70: increasing) their modest fund balan
Page 71 and 72: The 2006-07 equalized aid for the S
Page 73 and 74: The 2006-07 mill rate of Weyerhaeus
Page 75 and 76: compensatory adjustments in its adm
Page 77 and 78: Weyerhaeuser Area School District
Page 79 and 80: The School District of Bruce’s ac
Page 81 and 82: In the event of consolidation of th
Page 83 and 84: services, the numbers and types of
Page 85 and 86: The Project Consultants concluded t
Page 87 and 88: average of 7.3 students/grade level
Page 89 and 90: TABLE 11-B SCHOOL DISTRICT OF BRUCE
Page 91 and 92: The Project Consultants concluded t
Page 93 and 94: and science (6.0). The smallest arr
Page 95 and 96: the 2008-09 school year: Health Car
Page 97 and 98: Table 12-W details that Weyerhaeuse
Page 99 and 100: The Project Consultants review of t
Page 101 and 102: 4.5 Total Professional Staffing Tre
Page 103 and 104: As delineated in Table 13-W, 42.2 f
Page 105 and 106: the nine year span of time from 199
Page 107 and 108: compared to the average of all Stat
Page 109 and 110: characteristic of Wisconsin school
Page 111 and 112: to accommodate the students served
Page 113 and 114: 4.11 Staff Development The Project
Page 115 and 116: programming; CESA-based services; C
Page 117 and 118: classroom and resource/center-based
Page 119: 4.16 Interview Perceptions: Distric
Page 123 and 124: CHAPTER V SCHOOL FACILITIES 5.0 Int
Page 125 and 126: environments in which “students e
Page 127 and 128: 5.3 Overview of the School District
Page 129 and 130: and support space during the 2008-0
Page 131 and 132: subsequent further training in an i
Page 133 and 134: Other factors. As the Project Consu
Page 135 and 136: Computer laboratories (including Bu
Page 137 and 138: Art classroom is adequate; basic co
Page 139 and 140: Health Care Academy classrooms and
Page 141 and 142: The school is comprised of a gymnas
Page 143 and 144: 5.5 Long-Term Facility Debt The Pro
Page 145 and 146: TABLE 19-W WEYERHAEUSER AREA SCHOOL
Page 147 and 148: consumption was $1.18/square foot.
Page 149 and 150: Is there probable cause for either/
Page 151 and 152: While the School District of Bruce
Page 153 and 154: would significantly benefit through
Page 155 and 156: school districts for total instruct
Page 157 and 158: or more viable school districts wit
Page 159 and 160: Ladysmith-Hawkins School District f
Page 161 and 162: feet/student and 404.5 square feet/
Page 163 and 164: through the merger of the three sch
Page 165 and 166: over the span of 19 years and has p
Page 167 and 168: Recommendation 2 That the School Di
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