Report (pdf) - School Management Services

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Accommodate modern-day teaching methodologies and delivery systems, including team teaching, project-based learning, applied learning, cooperative learning, community-based learning, interdisciplinary curriculum delivery, performance-based assessment, colocated programming, inclusion model, resource-based model, multiage level grouping, technology-based learning, peer tutoring, and the like. Provide adequate conferencing space. Furnish variable teaching/learning spaces, including independent study, small group, and large group spaces. Offer specialty spaces for teacher planning, teaming, and curriculum design. Offer a centrally-located, spacious, multi-purpose media center as the “hub” of the school. Provide teacher office areas. Incorporate contemporary equipment, furniture, and fixtures. Encourage before and after school usage by the community, while maintaining the integrity (security) of the school district’s properties. Facilitate usage of technology in the teaching/learning process. © Roger Worner Associates, Inc. 131
Other factors. As the Project Consultants tour, review, and assess the educational adequacy of a school district’s schools, the comparative benchmark employed (by the Project Consultants) is/would be a typical, recentlyconstructed, mid-range costed, modern-day elementary school, middle school, or high school (as the comparison may dictate) in the same state or general region (in this case the Midwest) of the United States. The Project Consultants examine each of the school district’s teaching/learning facilities in the light of the aforementioned educational adequacy components as those components would be found in the recently-constructed, modern-day school of like organizational level. Each school facility school component is ranked, employing the following coding system: Excellent (state-of-the-art); Good (definitely a higher quality than that which is typically found in most schools); Adequate (acceptable; workable; average, not necessarily deficient; not necessarily remarkable); Marginal (below standard; deficient); Poor (inadequate; unacceptable as a teaching/learning environment). To provide a broad spectrum perspective for the reader in assessing a school district’s teaching/learning facilities, the Project Consultants would describe, for example, the educational adequacy of an “excellent” teaching/learning environment as follows: spacious; well-lighted; modernday flooring and ceilings; ample modern-day cabinetry; technology-laden (SMART Board); modern-day furniture; flexible seating; adequate storage; and the like. By comparison, the Project Consultants would characterize the educational adequacy of a “poor” teaching/learning environment as follows: under-sized; antiquated flooring; antiquated, soiled, and, potentially, missing ceiling components; insufficient electricity; aged and/or © Roger Worner Associates, Inc. 132
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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
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increasing) their modest fund balan
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The 2006-07 equalized aid for the S
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The 2006-07 mill rate of Weyerhaeus
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compensatory adjustments in its adm
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Weyerhaeuser Area School District
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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 and 120: 4.16 Interview Perceptions: Distric
Page 121 and 122: Quality of the School Board: 7.1 Q
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: subsequent further training in an i
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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