o m m u n it y i d s t s budget h o ... - westside high...

Westside Community Scho

ols

Wes

tside Community Schools

March 2017

Budget Report

1.

Westside Community Schools Introduction to Fiscal Year 2018 Budget Recommendations

Dear Westside Community Members, Each fall, the District’s administrative team begins assembling a budget for the coming school year. As part of this process, the administration submits budget recommendations in early spring for the Board of Education to consider prior to approving a budget in July of each year. For the past several years, the Westside Community Schools has faced a budget shortfall and is expected to face another shortfall of approximately $2.6 million, with a possible additional loss of $800,00 due to declining state revenues. While the Westside Community Schools has always strived to operate under a balanced budget, the past several years the District has had to spend cash reserves to meet our financial commitments. To that end, the Westside Board of Education directed me to submit a balanced budget for fiscal year 2018 and not dip into our cash reserves to balance the budget. In this document, each budget reduction recommendation is accompanied by a statement outlining its anticipated educational and fiscal impact on District services. These recommendations, along with several related documents that provide an understanding of our focus, are included in this packet:

■ Our District’s Shared Vision ■ The District’s financial information ■ An explanation of the 2016-17 budget process

In an effort to balance the budget while preserving the programs that make Westside unique and an outstanding district, I convened a budget priority committee. The committee was made up of principals, parents, community members and other staff who reviewed and prioritized suggestions that were identified by staff, parents, and community members. The budget recommendations are derived from these priorities, as well as our strategic plan and our community values. I have tried to protect the classroom from reductions to the best of my abilities. The District has two main sources of revenue – property taxes and state aid. Property taxes in our mature, landlocked District have been flat for roughly the past eight years. In addition, state aid was reduced by nearly $3.0 million when the state legislature eliminated state aid allowances for teacher quality and instructional minutes. Further, district expenses continue to increase, including items such as salary and benefits, transportation, healthcare and utility costs. The District has made expense reductions of $7.4 million the past two years to keep spending flat. The Westside community invested in the district by passing a levy override several years ago to exceed the levy limit by 10 cents. That investment allows the District to spend approximately $600.00 more per student than comparable districts in the metropolitan area. This added investment pays for many of the programs that Westside residents value – neighborhood schools, smaller class sizes, a K-12 one-to-one technology learning initiative and modular scheduling at the high school, all of which lead to well-educated graduates.

2.

the high school, all of which lead to well-educated graduates. During last year’s legislative session, the Unicameral eliminated the common levy (LB 1067) for the 2017-2018 school year. It is still unclear exactly how the return to being an unequalized school district, along with the elimination of the common levy, will impact the district. We are continuing to monitor the implementation of LB 1067. While revenue has remained relatively unchanged, expenses continue to rise. To retain high- quality, experienced teaching staff, the District must offer competitive compensation packages. Salaries and Benefits have been growing at approximately $1.1-$1.3 million/year. The District has addressed funding gaps the past four years and has targeted mostly non-salary items, with the express goal of protecting our classrooms. These expense reductions include items such as renegotiating service contracts, consolidating learning community transportation routes, reducing substitute teacher costs and reducing consultant expenses. In terms of staffing, the District eliminated five central office administrative positions, reduced bubble classes, eliminated the elementary spanish program, and maximized vacancy turnover savings through the District’s elimination of its voluntary separation program in 2013. In FY 2016, the District changed healthcare providers, putting some savings back into teacher salaries, set a minimum size for high school classes, eliminated elementary bubble classes and opted not to replace its drug dog. These and other expense reductions added up to more than $3.76 million, including $1.6 million in personnel costs. Faculty and staff are implementing the District’s core strategies, vision and mission. To continue with this critical work, we must maintain sound financial footing. We must practice fiscal discipline in the face of uncertain public school funding. And when making budget decisions, we must carefully consider long-term sustainability and be certain that any expense additions support the work we do for our students. At the same time, the District continues to be recognized as a Lighthouse District for schools throughout the state and the nation. We are proud of our staff and students and their many accomplishments. The ongoing support we receive from the Westside community is unmatched, as evidenced by residents’ support of our levy override, our successful $79.9 million bond issue and ongoing fundraising by the Westside Foundation. The confidence the community places in our schools is clear, and it is greatly appreciated by all staff. Yours in education, Blane McCann, Ph.D. Superintendent

3.

Out

com

es fo

r C

ore

Stra

tegi

es

Vis

ion

Stat

emen

t:

WC

S Th

e D

istr

ict

Wil

l En

sure

Max

imu

m S

tud

ent

En

gage

men

t an

d A

chie

vem

ent

StrategyDistrict Action StepsBuilding Action Steps

Inte

grat

e lit

erac

y sk

ills,

cre

ativ

e an

d cr

itic

al th

inki

ng,

and

auth

enti

c pr

oble

m so

lvin

g

Wes

tsid

e C

omm

unit

y Sc

hool

s w

ill r

elen

tless

ly p

ursu

e in

nova

tive

ed

ucat

iona

l id

eals

an

d pr

omis

e to

pe

rson

aliz

e le

arni

ng f

or e

very

stu

dent

. W

e in

vite

the

ch

alle

nge

of d

evel

opin

g a

com

mun

ity

of l

earn

ers

who

em

brac

e a

broa

der,

rich

er d

efini

tion

of s

ucce

ss.

Westside Community Schools K-12 Educational Competencies

• In

crea

se th

e nu

mbe

r of s

tude

nts w

ho th

ink

criti

cally

and

solv

e pr

oble

ms

• In

crea

se fr

eque

ncy

of in

tegr

ated

lite

racy

pra

ctic

es in

clas

sroo

ms

• En

sure

con

tinue

d ex

celle

nce

in d

istric

t, sta

te, a

nd

natio

nal a

sses

smen

ts

•Inc

reas

e th

e am

ount

of t

ime

stude

nts a

re a

llow

ed

p

erso

nal c

hoic

e fo

r the

ir ow

n le

arni

ng•

Incr

ease

the

num

ber o

f sch

ool c

omm

unity

par

tner

s who

ar

e ac

tivel

y en

gage

d w

ith sc

hool

s, te

ache

rs a

nd st

uden

ts•

Incr

ease

the

num

ber o

f stu

dent

s who

exp

erie

nce

auth

entic

lear

ning

• In

crea

se th

e nu

mbe

r of s

tude

nts w

ho le

ave

thei

r gra

de

le

vel w

ith e

nhan

ced

care

er a

nd p

erso

nal a

war

enes

s,

dual

enr

ollm

ent c

redi

ts, a

dvan

ced

plac

emen

t, ce

rtifi

cate

s,

in

tern

ship

s and

car

eer e

xper

ienc

e

• In

crea

se h

ope,

eng

agem

ent,

and

wel

l-bei

ng o

f stu

dent

s

and

teac

hers

• In

crea

se th

e qu

ality

of t

echn

olog

y in

tegr

atio

n

• St

uden

ts an

d te

ache

rs p

erce

ive

tech

nolo

gy a

s a w

ay to

en

hanc

e th

e le

arni

ng c

apac

ity fo

r all

stude

nts

• In

crea

se e

xpos

ure

to n

ew a

nd e

xisti

ng te

chno

logy

Supp

ort p

erso

naliz

ed le

arni

ng p

athw

ays f

or st

uden

ts a

nd st

aff

Inte

grat

e ne

w a

nd e

xist

ing

tech

nolo

gies

Stra

tegi

c Pl

an 2

016-

17

. . . .

Prov

idin

g qu

alit

y in

stru

ctio

n by

in

tegr

atin

g lit

erac

y sk

ills,

cr

eati

ve a

nd c

riti

cal

thin

king

, and

aut

hent

ic

prob

lem

solv

ing.

Supp

orti

ng p

erso

naliz

ed

lear

ning

wit

h op

port

unit

ies f

or st

uden

ts

and

staff

to d

isco

ver

stre

ngth

s thr

ough

cho

ice

whi

le fo

ster

ing

com

mun

ity

and

glob

al p

artn

ersh

ips.

Enha

ncin

g al

l ed

ucat

iona

l exp

erie

nces

by

inte

grat

ing

new

and

ex

isti

ng te

chno

logi

es in

a

mea

ning

ful w

ay.

201

6-17

: Li

tera

cy

fram

ewor

k su

ppor

ted

thro

ugh

deve

lope

d cu

rric

ulum

tool

box

wor

k.

Team

s lea

rn a

bout

how

st

rate

gies

, suc

h as

SEM

an

d P

L, p

rom

ote

crea

tive

an

d cr

itic

al th

inki

ng a

nd

prob

lem

solv

ing.

201

6-17

: Ye

ar 1

and

Ye

ar 2

of e

arly

ado

pter

gr

oups

con

tinu

e to

lead

an

d pr

omot

e pe

rson

aliz

ed

lear

ning

stra

tegi

es. Y

ear

3 is

bro

ught

on

boar

d. S

EM

enri

chm

ent c

lust

ers a

re

supp

orte

d K

-12.

201

6-17

: C

onti

nued

K-1

2 1:

1 im

plem

enta

tion

and

pr

ofes

sion

al le

arni

ng o

n be

st p

ract

ice.

Cor

e St

rate

gy 2

:C

ore

Stra

tegy

1:

Cor

e St

rate

gy 3

:

Indi

vidu

al S

choo

l Des

ign

We

will

rem

ain

focu

sed

and

grou

nded

in a

stro

ng te

achi

ng a

nd le

arni

ng fo

unda

tion

.

• G

uara

ntee

d an

d

viab

le c

urri

culu

m•

Bes

t-pr

acti

ce

inst

ruct

ion

• B

alan

ced,

aut

hent

ic

lit

erac

y fr

amew

ork

• H

igh-

func

tion

ing

Prof

essi

onal

Lea

rnin

g

C

omm

unit

ies

• O

ngoi

ng, i

nten

tion

al

pr

ofes

sion

al d

evel

opm

ent

Effective Communicator Engaged Citizen Critical and Creative Thinker Healthy IndividualLifelong Learner

4.

A General Overview of Levy Funds and State Aid Looking forward to fiscal year 2018, districts formerly subject to the Learning Community (LC) funding mechanism will experience significant changes in the way their state aid and levy proceeds are calculated. These districts, including Westside, will move to the system employed by the rest of the state. For levy receipts, the change from the LC method greatly simplifies things. No longer will funds be pooled and redistributed through a common levy, rather all funds collected from Westside will stay in Westside. Initially, a 2.5% increase in property value was modeled for the FY18 budget. However, preliminary valuations form the county assessor reflected a much higher increase, which we would anticipate decreasing as the assessor’s office reviews and adjusts in response to property owner protestation of values. Currently, our models for FY18 reflect a more conservative growth rate of 4%. State aid similarly moves from a pooled process to one in which each district is calculated independently. Another change that is especially important to Westside is the return to option enrollment. Currently throughout the state in non-‐LC districts, students may attend a district they do not live in through the option enrollment program. In the LC, students may attend a different LC district through the open enrollment program. In the state aid formula, open-‐enrolled students were treated exactly the same in terms of funding as resident students. Option students are treated a little differently. Instead of being funded at the receiving district’s peer group rate, each district receives the state average expense per student, which in Westside’s case is much higher. As a result, Westside receives more than $1,100 extra for option students than it receives for a resident or open enrollment students. For next year’s state aid, all open students will in essence become option students and be treated as such in state aid calculations. In Nebraska, state aid generally consists of three parts: net option funding, allocated income tax, and equalization aid:

• Net option funding is a simple calculation of how many option students attending your district less the number of your resident students are option enrolling into a different district, multiplied by the state average basic funding rate. Because of the legislative changes described above, this number greatly increases for Westside in FY18. If more students option out of your district than option in, then you simply do not receive any net option funding, but you don’t pay a penalty in the formula.

• Allocated income tax is state income tax redistributed to schools based on the

income tax liability of residents in your district. Every district in Nebraska is set to receive some allocated income tax even if they receive no net option or equalization aid.

from

5.

• Equalization aid is the amount of aid given to districts when their calculated formula needs are greater than their formula resources. The calculated need of a district consists of a variety of variables but by far the largest single factor is called basic funding. Basic funding is a calculated value based on a district’s enrollment multiplied by the average expense per student in that district’s peer group. A district’s peer group is defined as the ten districts immediately larger in enrollment and the ten districts lower in enrollment. Because each district has a unique peer group, no two districts have the exact same multiplier. Unfortunately for Westside, the district has one of the lowest multipliers of all 245 districts in the state, which results in lowering the district’s overall calculated needs. Formula resources include an estimate of how much a district could receive in property taxes, net option funding, allocated income tax, and other receipts. If a district receives equalization aid, then it is referred to as an equalized district, if it does not receive equalization aid it is a non-‐equalized district. Because Westside’s calculated needs are depressed by the basic funding multiplier and its calculated resources are greatly increased by the amount of net option funding received, Westside will not receive any equalization aid.

As is the case with predicting property values, there are factors which still could have an effect on the amount of state aid. There is current legislation which would lower aid by 4-‐6%. For our current model, we have assumed a loss in state aid of $800,000.

6.

1,000,000,000

1,500,000,000

2,000,000,000

2,500,000,000

3,000,000,000

3,500,000,000

Historical Property Valuations Westside

7.

35,000,000

40,000,000

45,000,000

50,000,000

55,000,000

60,000,000

65,000,000

70,000,000

75,000,000

FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17Budg

Historical Revenue v. Expense

Revenues Disbursements

8.

Where Does the Money Go?

9.

Westside Community Schools Budget Process

All public school districts in Nebraska have a year-end date of August 31. Final budgets, by fund, are due to the Auditor of Public Accounts and the Nebraska Department of Education in early September, and property tax rates are due to the county assessor’s office in early October. Typically, we receive information on state aid in February. At that time, we also have preliminary estimates of property valuation changes that we use to model our estimated local property revenues for the upcoming year. To accommodate these timelines, budget discussions start in October of each year. There are really two levels of budgeting: a macro or top-down approach, and the development of detailed departmental budgets, which will be covered later. An overall estimate of revenue and expense is developed to help predict the extent of a shortfall or surplus. Meetings are held to evaluate the potential reductions and additions for the upcoming budget year. Decisions are then made as to which reductions and additions will be implemented in the next year.. Estimating Revenues and Expenses For detailed budget development, non-salary/benefit expenses are calculated first. Departmental actual expenditures from the prior April year-to-date and the prior year’s total are used to develop a ratio which is then applied to current year-to-date April expenditures to estimate the current year’s spending. Those estimates are compared to the last two years of actual expenses and a preliminary budget for the coming year is developed, taking into account any budget reductions identified earlier. These budget expense estimates are then reviewed with the principals and directors for the middle school, high school, and ABC departments. Since the elementary principals have very little controllable non-salary/benefit expenses, those budgets are typically developed using an overall percentage change applied to the prior year’s budget. After the discussions are complete, any additional changes affecting the overall budget are noted. For salaries and benefits, overall budgets come from analyses that occur during contract negotiations with teachers, building services employees and nutrition services personnel. These overall numbers are combined with the earlier non-salary/benefit numbers to arrive at the total budget for reporting to the Board of Education and through our annual audit.

Budget Building Process To assist the decision-making process, the superintendent convened a budget priority committee made up of parents, staff, community members, and Board of Education members. I appreciate the time and effort made by our committee members to assist the district in this process. This year, we used the “Onion” process to prioritize program and policies suggested for review. The group identified the “layers” of the onion as:

● Layer One: Academic Core / Special Education ● Layer Two: Administrative Leadership ● Layer Three: Academic Support ● Layer Four: Non-Core Academic Electives/Co-curricular Activities ● Layer Five: Maintenance and Facilities ● Layer Six: Extra Curricular Activities ● Layer Seven: Community Partnerships

After identifying each layer, the group then placed each item it reviewed into one of the layers. This was a long process and involved some difficult discussions to make these determinations. After this step was completed, committee members ranked each item, in the following manner, as:

● #1 = Critical to the operation of the district ● #2 = Very Important to the operation of the district ● #3 = Important to the operation of the district

We then created a ranking of all items from high priority to low priority. Once this step was completed, I asked the group to look at each item individually and consider the following for each item:

● Number of Students Served ● Achievement of District Goals ● Aligned with Community Values

The group reviewed our strategic plan and community focus group information, as well as our own experiences working and living in the community when considering the above. As the final step, I asked members of the committee to list the items from the lowest priority to the highest priority. This information was instrumental in guiding me as I

10.

developed budget recommendations for the Board of Education to consider at our March 20, 2017 meeting. In closing, I appreciate the support of the entire Westside Community as we seek to protect the stellar education of our students and future students.

11.

12.

2017-18 Budget IdeasDescription Site FTE Impact Total

FY18 Rev Est 68,500,000$ TEEOSA reduction 5% 800,000$ FY18 Exp Est 70,984,204$ Possible Levy override -$

Anticipated Budget Gap 3,284,204$

Revenue Increases:ELL/Poverty through Community Achievement Plan District 25,000$ Increase in District Property Value over 2.5% capped at 4% District 500,000$ Allocate funds from Fund 2 50,000$ Additional LIF Fund Services ESU #3 175,000$ Special Ed Revenue MIPS/Contracted Services (5 additional seats) 75,000$ Flex funding (preventing special education verification) 190,000$

1,015,000$ Staffing Reductions:Elementary Bubble Classes Elementary 2.0 130,000$ Director of Elementary Education ABC 1.0 120,000$ Communications position ABC 1.0 70,000$ 4 FT Custodians District 4.0 160,000$ I3 Grant 10% Salary Share ABC 0.1 15,000$ High School Administrative Assistants High School 1.3 50,000$ Secondary EA (High School) High School 5.0 100,000$ Elementary EA (Grades 4-6) Elementary 8.0 160,000$ Secondary EA (Middle School) WMS 2.0 40,000$

845,000$ Restructuring Reductions:Vacancy Turnover District 225,000$ EY Restructure District 1.5 95,000$ Restructure West Campus High School 200,000$ Eliminate Subs Grades 11 and 12 (100 sub days) High School 15,000$ Reduce PD, programing, travel and subs District 150,000$ AdvancED District 11,000$ Summer Curriculum Writing Tool Box ABC 25,000$

721,000$ Department Reductions:External Transportation Cost Reduction District 135,000$ Special Education Transportation Cost Reduction District 100,000$ Consultant Budget/Purchased Services District 75,000$ Athletic Transportation WHS 5,000$

315,000$ Other Reductions:Delay Material Selection (textbooks) District 224,000$ 1:1 Learning Initiative/Technology Refinance District 287,000$

511,000$

Total Reductions 3,407,000$

Budget Additions:Athletic Trainer 15,000$ Depreciation Fund -$ Cash Reserves -$ Swanson Transportation 100,000$

Total Additions 115,000$

Revised Budget Gap (7,796)$

13.

Westside Community SchoolsBudget Impact Recommendation

Number 1

ELL/Poverty Grant through Community Achievement Plan

RecommendationDuring last year’s legislative session, LB 1067 was passed, which reduced the common

levy. In addition, this allowed for an increase in poverty aid.

Impact

The District would save in expenditures from the general budget.

Fiscal Impact$25,000

14.


Number 2

Increase in District Property Valuation

Valuation Increases

The District was planning for a 2.5% increase, but based on the latest valuations, 4% is likely and would generate additional property tax revenue.

Impact

The property valuation increase would go toward the District’s general fund budget.


15.


Number 3

Allocate Funds from Fund 2

Recommendation

Nebraska Department of Education (NDE) allows Fund 02 (School Lunch Program) to “pay back” overhead costs based on the indirect cost percentage provided by NDE. We will

increase this transfer by an additional $50,000, which is well within the amount allowed.

Educational Impact

There should be no educational impact.


16.


Number 4

Use Additional LIF Funding (Local Initiative Funds) for District Services

Recommendation

WCS has been given the opportunity to use its Local Initiative Funds (LIF) with ESU #3 differently. We have determined the vendors that we have in common with many of the other districts in our area, provided those names to ESU #3, and collaborated with ESU #3 to pay the contracts. The recommendation is to utilize LIF funds to pay for various

vendors with whom we currently have contracts.

Impact

Continue to receive services from various vendors, but not have the expenses come from our general budget.


17.


Number 5

Special Education Revenue – Contracted Services (5 seats)

Recommendation

In efforts to provide unique educational opportunities to non-resident students and to generate revenue through contracted services, Westside Community Schools has elected to open vacant seats in the 18-21 year old Transition and Project SEARCH programs to

students from across the Omaha-metro area.

Impact

The sale of additional seats will allow District special education programs to retain existing staff, increase student diversity, and continue providing high quality individualized

services. While each program may increase by a few students, the educational, vocational, and community-based experiences will be maintained for all learners.

Fiscal ImpactAdditional revenue of $75,000 ($15,000 per seat)

18.


Number 6

Special Education Flex Funding

Recommendation

The Nebraska Department of Education allows districts to utilize up to 5% of special education funds to serve at-risk populations, for the prevention of future special education eligibility. This year the District has submitted an application to access funds for the new Instructional Routines Coaching initiative, supporting those elementary learners who are

at-risk of needing academic intervention.

Impact

By using flexible funds, the District is able to maximize instructional services to our at-risk learners at the elementary level. In addition, the number of students needing remediation

and/or special education services will decrease and save us money over time.

Fiscal ImpactAdditional revenue of $190,000

19.


Number 7

Elimination of Two Elementary Bubble Classes

Recommendation

The recommendation is to eliminate two elementary bubble classes at the elementary level.

Impact

Out of 148 K-6 classrooms, the District is projected to have only two classrooms with more than 25 students. The District averages 19.1 students in its K-6 classrooms. The District

will provide additional support in those classrooms where it is determined to be necessary.


20.


Number 8

Eliminate Director of Elementary Teaching & Learning Position

Recommendation

Reduce one director from the Teaching and Learning Department.

Impact

As the responsibilities of this position are critical to the success of the District, a restructuring of District ABC Teaching and Learning staff will occur to ensure support

for PK-6 learners. This reshuffle will mean additional responsibility for existing administrative staff, most of which are in the area of Teaching and Learning.


21.


Number 9

Eliminate a Position in the Communications Department

Recommendation

A vacant position in the Communications Department would remain unfilled.

Impact

A review of current tasks completed by the Communications Department will need to be prioritized.


22.


Number 10

Eliminate Four Custodians

Recommendation

Four FT custodians would be eliminated across the District.

Impact

Cleanliness of the buildings will be impacted, but duties will be scheduled such that critical cleaning tasks will be performed daily.


23.


Number 11

Payment for Grant Administration

Recommendation

Save $15,000 in in-kind dollars from the state i3 grant, per the grant proposal.

Impact

As one staff member will serve as the primary District lead for the grant, the grant application calls for $15,000 to be used as in-kind for this position. This will allow the

District to be allotted $15,000 for an existing position to off-set costs.


24.


Number 12

Reduce High School Administrative Assistants

Recommendation

A review of the number of hours reserved for support staff at the high school indicates that the same work could be achieved through efficiency.

Impact

Current administrative assistants will be asked to do more to fill in for the loss of the position.


25.


Number 13

Reduce Secondary EA’s (High School)

Recommendation

A review of the number of hours reserved for support staff at the high school indicates that the same work could be achieved through efficiency.

Educational Impact

Duties such as supervision in the IMC’s will be re-distributed. Teachers and administrators will also perform additional tasks as a result.


26.


Number 14

Reduce Elementary EA’s (Grades 4-6)

Recommendation

A review of the number of hours reserved for support staff at the elementary schools indicates that the same work could be achieved through efficiency.

Impact

Duties will be distributed to other staff, teachers, and administrators. Support in reading interventions, in particular, will be re-examined. There will be a greater focus on staffing

for primary use classrooms.


27.


Number 15

Reduce Secondary EA’s (Middle School)

Recommendation

A review of the number of hours reserved for support staff at the middle school indicates that the same work could be achieved through efficiency. Even with the change, the middle

school would have ample support from educational assistants and administrative assistants.

Impact

Duties will be redistributed to other staff.


28.


Number 16

Vacancy Turnover

Recommendation

Monitor vacancy turnover.

Impact

Every year, as veteran teachers retire, they typically are replaced with new teachers at lesser salaries. While the District loses valuable, experienced teachers, we have a strong

pool of candidates for replacements.

Fiscal ImpactEstimated at $225,000

29.


Number 17

EY Restructure

Recommendation

The Excellence in Youth Program supports students throughout the District. Some of their work focuses on instruction for all students, not just those who have specifically tested to

qualify for gifted education.

Impact

The current service model will change due to this reduction in staff. Students who need acceleration will still have access to a quality program. We feel that with the new

personalized learning grant, the overall net impact on student learning will be minimized.


30.


Number 18

Restructure West Campus

Recommendation

To reduce the staffing and capacity enrollment at the West Campus. In addition, continue to look at long-term programming.

Impact

The parameters for enrollment at West Campus and current course offerings will be reviewed.


31.


Number 19

Eliminate Substitutes in Grades 11 and 12 (100 sub days)

RecommendationTo reduce substitutes by asking teachers not to call for a substitute in certain classes at

least once per year.

Impact

The program is modeled after Minnesota’s Chanhassen High School. Going without substitutes will work because students have access to technology that allows them to

work independently and a common space where other staff can support them. This year a new IMC was created staffed by ACP personnel where students are able access help and

support from high school staff.


32.


Number 20

Reduce PD, Travel and Substitutes

Recommendation

There is a yearly substitute teacher budget for Teaching and Learning and Professional Learning. August contracted work days and professional learning days throughout the year will be used differently to reduce the number of substitute teachers needed during the school year. Travel outside of the District to state and national events will be greatly

reduced and limited to special events and opportunities to present.

Impact

Staff learn, grow, and become better at their craft when they are given formal opportunities to learn. Contract days will be restructured to be able to continue to provide

professional learning opportunities.


33.


Number 21

Discontinue Use of AdvancEd

Recommendation

By moving to the “Nebraska Framework” for accreditation instead of this outside service, the District would be able to continue its work towards the District’s strategic goals and be

part of a cycle that concludes in an external visit after five years.

Impact

The District would be a part of a state accreditation instead of regional. No student opportunities would be reduced as a result.


34.


Number 22

Reduce Summer Curriculum Writing Tool Box

Recommendation

Curriculum toolbox work would be greatly reduced and reserved for only high priority teams.

Impact

A strong curriculum toolbox is the mechanism to have a viable curriculum. A one-year reduction would have minimal impact, with more significant impact seen if delays are extended.


35.


Number 23

External Transportation Reduction

Recommendation

The recommendation is to reduce the number of stops on Learning Community routes by establishing pickup and drop-off locations at or near the school building the student would

attend if enrolled in his or her home district. By making fewer stops, buses can more efficiently transport students within the allowable ride time, resulting in a reduction of

three routes.

Impact

There would be no educational impact with this recommendation.


36.


Number 24

Special Education Transportation Cost Reduction

Recommendation

After evaluating multiple options by which to meet the transportation requirement for eligible students with disabilities, the District elected to utilize a vendor who is more cost-

effective and specialized in transporting students who are medically fragile and/or who have significant health needs. It was not until this current school year that the vendor, through a company expansion, had the capacity to meet the transportation needs of

students within Westside Community Schools.

Impact

Students who require specialized transportation due to their significant health/medical needs will receive high-quality services in a climate-controlled environment, which

maximizes their health and safety.


37.


Number 25

Reduce Consultants/Purchased Services

Recommendation

Reduce the use of consultants throughout the District. Reduce the amount of purchased services throughout the District.

Impact

Consultants provide expertise and have positively impacted many programs over the last few years that impact the strategic plan. Various purchased services will be prioritized

and grant sources will be considered when possible.


38.


Number 26

Reduce Athletic Transportation

Recommendation

A variety of actions will be taken to reduce athletic transportation, including the resumption of one-way busing for games, particularly at lower grade levels.

Impact

Many students ride home with parents after games, which leaves returning buses to be virtually empty. This will have minimal impact.

Fiscal Impact$5,000

39.


Number 27

Delay Material Selection (textbooks)

Recommendation

Delay the selection and implementation of a new science curriculum.

Impact

The District has set a standard for purchasing new materials every seven to nine years. The last Science materials adoption, depending on the grade level, was 12 to 14 years ago. Another delay puts the cycle out further and pushes our further subsequent cycles, such as math. The scheduled science toolbox work would continue with its planned pilots for the

fall of 2017.


40.


Number 28

1:1 Learning Initiative/Technology Refinance

Recommendation

We are currently in Year #3 of a planned 4-year technology refresh cycle. A review of the situation indicates to us that refreshing a year early would reduce technology expenses

approximately $300,000 per year. We estimate that current inventory of laptop and iPad devices retain enough value that, when sold, would generate enough proceeds to pay the

remaining 4th Apple lease payment.

The new 4-year lease that is currently being negotiated would provide new devices that allow continuity for staff and students. The cost of this new lease and other supporting costs will be about $1,000,000 rather than the previous lease payments of $1,300,000.

Impact

There should be no educational impact as similar devices that were in place the last three years will continue to be used.


o m m u n it y i d s t s budget h o ... - westside high...

Documents