state of the school district january 2012

8/3/2019 State of the School District January 2012

http://slidepdf.com/reader/full/state-of-the-school-district-january-2012 1/29

Minidoka County School District #331 “We will increase INSTRUCTIONAL INTENSITY to significantly improve

academic achievement for all students.”

Board Members Administration

Brian Duncan, Chairman Dr. Scott A. Rogers, Superintenden

Doyle Price, Vice Chairman John Fennell, Assistant Superintenden

Tammy Stevenson, Trustee Patricia Knoblauch, Board Clerk

Mark Sanderson, Trustee Michelle DeLuna, Business Manage

Jason Gibbons, Trustee

310 10th St.~Rupert~Idaho~83350~Telephone (208) 436-4727~Fax (208) 436-6593~Web www.minidokaschools.org

State of the School District- January 2012Prepared By: Dr. Scott A. Rogers, Superintendent of Schools

Dear Chairman, members of the Board of Trustees, staff, parents, students, and community patrons of theDistrict,

I stand before you today to present the State of the School District Report for January 2012. I am extremelyproud of the accomplishments of this District over the past few years in light of the tough and uncertain

economic times in which we find ourselves. I need to start by expressing my thanks and appreciation to themany wonderful and dedicated employees and volunteers of this District. I also recognize the hard-working andtalented students and their parents for all of their efforts. Lastly, I express gratitude to the local communitiesand, businesses, and patrons for their continued support.

The last year and past several years could be characterized by a two simple words…change & improvement.Thanks to your leadership as a Board of Trustees, the Minidoka County Joint School District has continued toundergo a comprehensive plan of improvement and reform…in every classroom, at every building, and as aDistrict. Please consider the following evidences of our change and improvement efforts.

District Report Card

KEEPING YOU INFORMED

Educational opportunities abound in the Minidoka County School District. We pay a great deal of attention toeducation and as a result provide many cutting edge opportunities and “best practices” to our students such asReading First, Middle and High Schools That Work, dual credit and advance placement classes, and a widevariety of professional-technical programs. While we celebrate our many accomplishments, we recognize thatcontinuous improvement is an integral part of all great programs. This report is a summary of some of theindicators used to determine the performance of our educational programs so that we can monitor and adjustthem. No single report can tell the whole story of our district’s educational programs or the people who work and learn here. We encourage you to find out firsthand by visiting our schools. If you are a parent of one of our

students, we invite you to take an active role in your child’s learning because studies show that when parents areinvolved, students do better in school.

OUR MISSION

Our mission of the Minidoka County Joint School District is to increase “INSTRUCTIONAL INTENSITY” tosignificantly improve the academic achievement of all students.



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OUR COMMUNITY

Many factors, such as how often a child attends school, moving frequently, and English language experience,influence school achievement. Measuring these characteristics helps us understand our student’s needs.

ABOUT OUR DISTRICT

Each year the progress of our district towards state and federal academic goals is monitored. During 2010-

2011, our district made good progress.

ABOUT OUR SCHOOLS

This year, several of our schools met AYP goals: Acequia Elementary, Paul Elementary, and RupertElementary as well as Minico High School. Paul Elementary also received New School Status. Below is abreakdown of schools along with their AYP status:

Acequia ElementaryHeyburn Elementary — Year 3 SI — Reading & MathPaul Elementary

Rupert ElementaryEast Minico Middle School — Alert Status — Reading & LanguageWest Minico Middle School — Alert Status — Reading & MathMt. Harrison Jr./Sr. High School — Year 1 SI — Reading & MathMinico High School

ABOUT OUR STUDENTS

District Enrollment:10.4% Participate in programs to learn English68.0% Qualify for free and reduced-price lunch

2.0% Participated in gifted and talented programs

ABOUT OUR TEACHERS

We are committed to ensuring that our students are taught by a highly trained and qualified staff of instructorsand parents are welcome to request information about the qualifications of their child’s teachers. In addition, if the need arises for your child to be taught by a teacher without complete qualifications for more than fourweeks, we will notify you.

99.9% of teachers are highly qualified.003% of teachers are teaching with a letter of authorization

0% of core classes are not taught by highly qualified teachers

ABOUT OUR AVERAGE CLASS SIZES

Grade DistrictKindergarten 201

stgrade 21

2nd grade 203

rdgrade 22



3

4th grade 255

thgrade 24

6th grade 267th grade 278th grade 28

ABOUT OUR SCHOOL ENVIRONMENT

Our goal is to provide a place for students to learn without distractions and concerns for safety. We closelymonitor activities on our campuses and offer programs to prevent alcohol, tobacco, and substance abuse. Asrequired by state and federal laws and rules, we collect, monitor, and report on crimes and substance abuseincidents on our campuses and at school activities.

ABOUT OUR GRADUATION RATE

Our state goal is for at least 90 percent of students to graduate from high school. The most current graduationrate information is for the class of 2010 and shows:

Minico High School 91.5% graduated

Mt. Harrison Jr./Sr. High School 49.5% graduatedDistrict 70.75% graduatedState 92.4% graduated

ABOUT OUR DISTRICT’S PROGRESS & TEST RESULTS

Individual report cards on each of our schools are available at www.minidokaschools.org. Detailedachievement data for the district, schools, and state can be accessed through our district website as well. Allschool report cards are listed there and provide detailed information about AYP, teacher quality, graduation, andacademic performance of our students and specific groups of students on state reading, math, and languageusage tests.

If you need assistance accessing any of the information or websites listed on this page, or would like a printedcopy of the complete report card, please contact Sandra Miller, Student Achievement & School ImprovementDirector, at 436-4727.

http://www.minidokaschools.org/






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Educational Programs & Academic Achievement Highlights

The following PowerPoint slides are a summary of the student achievement data for the most recent testingsession (2010-2011 school year).

Minidoka School District

0.7% 0.1% 0.8% 0.1%

55.7%

42.1%

10.4%

2.3% 2.9%

68.5%

10.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%



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The overall percent of students in the District proficient oradvanced on the ISAT increased from last year and exceeded theState average and 2011 goal

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Reading Math Language

2007-2008 79.2% 72.3% 79.2%

2008-2009 84.6% 75.0% 79.1%

2009-2010 88.7% 83.6% 76.9%

2010-2011 89.3% 84.8% 78.2%

2010-2012 Goal 85.6% 83.0% 75.1%

Overall % Proficient or Advanced

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Reading Math LanguageUsage

2007-2008 71.0% 62.1% 50.3%

2008-2009 78.0% 67.2% 60.2%

2009-2010 84.4% 78.2%

2010-2011 85.1% 79.9%2010-2012 Goal 85.6% 83.0% 75.1%

Hispanic % Proficient or Advanced

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Reading Math LanguageUsage

2007-2008 58.1% 49.1% 33.6%

2008-2009 63.0% 53.1% 41.8%

2009-2010 64.0% 59.2%

2010-2011 72.8% 67.1%

2010-2012 Goal 85.6% 83.0% 75.1%

LEP % Proficient or Advanced

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Reading Math Language Usage

2007-2008 74.5% 66.7% 57.4%

2008-2009 81.0% 70.4%

2009-2010 86.3% 80.0%

2010-2011 88.0% 82.8%

2010-2012 Goal 85.6% 83.0% 75.1%

ED % Proficient or Advanced



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In 3rd grade math, the District averaged the same score as theState while Acequia exceeded it

AcequiaHeybur

nPaul Rupert

School Average 207 204 206 206

District Average 206 206 206 206

State Average 206 206 206 206

207 204 206 206

206

206

202

204

206

208

AcequiaHeybur

nPaul Rupert

School Average 222 221 226 223

District Average 223 223 223 223

State Average 221 221 221 221

222 221 226 223

223

221

218

220

222

224

226

228

In 5th grade math, theDistrict average scoreexceeded the State’s score

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

District % Acequia Heyburn Paul Rupert East West Minico MHHS

Decreased in Proficiency Maintained Proficiency Increased Proficiency

For the District, 51% of LEP students increased and 41.2%

maintained their level of proficiency on the IELA



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0.00%

50.00%

100.00%

StateDistrict

AcequiaHeyburn

PaulRupert

56.49%

35.89% 41.30%

30.43%

44.44%

31.78%

79.85% 84.85%

73.33%

92.68% 93.24%

77.08%

Kindergarten

Fall 2010Spring 2011

0.00%

50.00%

100.00%

StateDistrict

AcequiaHeyburn

PaulRupert

62.84%

51.68%65.91%

43.01%

67.09%

42.34%

73.19%66.90%

77.17%

65.82% 69.30%62.11%

1st Grade

Fall 2010Spring 2011

0.00%

50.00%

100.00%

StateDistrict

AcequiaHeyburn

PaulRupert

55.42%46.69% 50.98%

37.63%53.23%

48.96%

72.80% 72.30%64.58% 72.09%

85.45%

68.54%

2nd Grade

Fall 2010

Spring 2011

Kindergarten- Every

school exceeded the

spring target of 60%

1st and 2nd Grade- All

schools showed growth

and improvement

SP 2007 SP 2008 SP 2009 SP 2010 SP 2011

8th Grade 87.4% 87.1% 97.3% 90.5% 94.0%

District 60.9% 63.6% 65.3% 67.7% 91.2%

State 67.4% 71.4% 73.7% 75.1% 92.6%

SP 2011 Goal 85.6% 85.6% 85.6% 85.6% 85.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

WEST 8th Grade Reading

SP 2007 SP 2008 SP 2009 SP 2010 SP 2011

10th Grade 63.4% 76.7% 81.4% 75.9% 82.1%

District 60.1% 72.6% 80.9% 75.1% 78.8%

State 78.8% 85.7% 58.5% 86.4% 87.2%

SP 2011 Goal 85.6% 85.6% 85.6% 85.6% 85.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

MINICO 10th Grade Reading



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SP 2007 SP 2008 SP 2009 SP 2010 SP 2011

4th Grade 68.1% 53.6% 74.0% 78.4% 82.4%

District 73.6% 73.4% 78.8% 85.3% 81.3%

State 82.0% 84.2% 85.6% 84.9% 83.4%

SP 2011 Goal 83.0% 83.0% 83.0% 83.0% 83.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

HEYBURN 4th Grade Math

SP 2007 SP 2008 SP 2009 SP 2010 SP 2011

5th Grade 67.7% 66.7% 58.1% 78.5% 85.9%

District 66.6% 69.6% 70.1% 76.6% 82.5%

State 73.0% 78.0% 77.9% 79.8% 80.9%

SP 2011 Goal 83.0% 83.0% 83.0% 83.0% 83.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

PAUL 5th Grade Math

SP 2007 SP 2008 SP 2009 SP 2010 SP 2011

7th Grade 54.9% 56.9% 67.7% 62.1% 75.1%

District 51.6% 59.8% 64.4% 61.9% 69.1%

State 64.9% 69.0% 71.3% 73.5% 73.5%

SP 2011 Goal 75.1% 75.1% 75.1% 75.1% 75.1%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%EAST 7th Grade Language

SP 2007 SP 2008 SP 2009 SP 2010 SP 2011

4th Grade 76.6% 57.9% 68.9% 70.9% 81.3%

District 79.6% 68.8% 68.1% 77.3% 73.7%

State 80.0% 77.5% 80.4% 87.9% 81.1%

SP 2011 Goal 75.1% 75.1% 75.1% 75.1% 75.1%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

RUPERT 4th Grade Language



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New For This Year

Students Come First Legislation (SCF)o Pay For Performance (P4P)

Building-Based Certified & Administrative, Not Classifiedo Negotiationso Policy Changeso Teacher Evaluations

Parental Input 50% Based on Academic Achievement

o Administrative Evaluations Parental Input District Level- 5% of Contracts Tied to Student Achievement Measures

o Financial Transparencyo Personnel Recordso Professional Liability Insurance Listo 21st Century Classroomso 5 Star Rating System vs. AYP (ESEA Waiver)o Idaho System of Educational Excellence (ISEE)

GEAR UP Idaho 2 Grant was awarded to East Minico, West Minico, and Mt. Harrison in theamount of $118,000. This stands for Gaining Early Awareness & Recognition of Undergraduate Programs. We will be able to fund activities for a current and next year’s 7

th graders all the way through the 12th grade aimed at post-secondary preparedness and



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encouragement. We were able to hire a full-time Site Coordinator to direct the grant. Over120 7th graders are going to BSU for Rise Up on Saturday, February 18th.

A Limited English Proficiency (LEP) Enhancement Grant was awarded at $75,000

We have applied for a SchoolNet Grant of $150,000. The award decisions are expected atbefore March 1st.

We added a Migrant Preschool classroom with carryover funds from Migrant education. Sofar, everyone is going well and the response from parents and staff has been very positive.

Teaching with Technology Committee was formed. $121,000 in competitive mini-grantsbased on creative, student-focused technology in the classrooms.

Our new Minidoka Virtual Academy has had an average enrollment of 23 students grades K-8. We are off to a good start and learning a lot about online education.

We expanded the Day Treatment Program by adding one middle level classroom (grades 6-8) paid for out of allocation from east and West. This is a combined effort to address theissues coming from the new middle school credit requirements.

A District WISE (Ways to Improve School effectiveness) Tool Committee was establishedto assist the District and all schools with ongoing accreditation and school improvementissues.

The District was selected to participate in the Idaho Leads Project. There were 50 districtsselected for this professional development project led by Boise State University and theIdaho State Department of Education.

A Distinguished School Award was awarded to Minico High School for growth in studentachievement. Minico was one of four high schools and one of twelve schools receiving thisprestigious award.

Minico High School was also selected as a finalist in the “GO On” Challenge.

Ongoing Efforts

The District continued the primary focus on instructional intensity as a part of the Board of Trustees’ ongoingparticipation in the Lighthouse project. The primary mission of the Minidoka County Joint School District is toincrease “INSTRUCTIONAL INTENSITY” to significantly improve the academic achievement for all students

Four of eight schools met AYP (Acequia, Paul, Rupert, & Minico High School). Three schools haveachieved “New School Status” (Minico, East & West).



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Federal Programs was renamed to “Student Achievement and School Improvement” or SASI in order toclarify its focus and priority.

The District Office was renamed “District Service Center” or DSC as a part of central office reform. This isto better emphasize its mission and focus on improved customer service. Each school and department hasbeen assigned a liaison form the DSC to help with removing barriers to effectiveness and efficiency.

Secondary principal reassignments were made at three of four secondary schools.

Student-Led Conferences (SLC) were introduced last year as a best practice to help improve parentparticipation and communication. The student portfolio will be a valuable tool and crucial part of the SLC.This will enhance the current practice of parent-teacher conferences.

A new “Exemplary Attendance Incentive Program” pilot was implemented to encourage improved studentattendance at all grade levels. This program was not funded for the 2011-2012 school year due to lack of funding.

Our School Board Trustees continue to volunteer many hours doing service and training on behalf of theDistrict, our students, and all of the kids of Idaho. Our Board of Trustees is one of the only boards statewideto implement a truly digital system. Board Members were all issued ipads this year and have been learninghow to use apps to improve business and educational programming. They are frequently involved intrainings as individual members and as a whole a Board focused on improved school district governance andstudent achievement. This is the fourth year of participation in the Lighthouse Project (one of seven Idahoschool districts).

Mt. Harrison introduced a new pilot program for uniforms/standard dress in the 2010-2011 school year.Current reports have been favorable regarding the standard dress and learning climate.

A Minico High School proposal to increase the student attendance requirement form 90% to 95% wasapproved by the Board. Last year, the Board approved a 100% student attendance requirement at Mt.Harrison. There has been interest expressed about the change to 95% for all schools.

A new policy regarding middle school credits was introduced and approved by the board following lengthydiscussion and comment. This new policy sets a high “bar” of expectations for our students. It essentiallyabolishes the D grade as no D’s or F’s will be accepted for credit. Further changes to middle schoolsincluded a modification to the schedule and period day.

The PPAT (Parent Patron Advisory Team) was expanded to emphasize the importance of parentinvolvement and community input. This group meets on a monthly basis. A school improvement surveywas also distributed last year. Parent involvement will continue to play a crucial role in our improvementefforts.

Parent training workshops were again started after a staff member was trained and certified in the “Love &Logic” program.

Election Reform- New legislation on county-led elections and consolidation of election dates has includedmany changes. School Board and Minidoka County officials have been working closely behind the scenesto prepare for the changes in 2011. March 13, 2012 is the date of the first county-led election with aplant/facilities supplemental renewal on the ballot.



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We are involved as a District in the “Mileposts” data program and have implemented the RTI (Response ToIntervention) program in all of our schools. Action plans are being developed and written to help allstudents succeed. We have applied for a grant to introduce SchoolNet to our District as a datatracking/monitoring/reporting software system.

The District has mandated a process of “Instructional Reviews” in every building. We have developed our own Instructional Review Form which is based on research and best practices. This is a vital part of ourfocus on improving instruction and is tied to our SIOP/Coaching model. Acequia Elementary was chose to

host the first “Instructional Rounds” for the Idaho Superintendent’s Network.

The District has continued its focus on bullying prevention. In fact, a new comprehensive policy will bepresented tonight for first reading. In January, we conducted training for all staff with a nationally-renownpresenter on bullying prevention. More focus will be maintained on school climate. Anti-Foul LanguagePlans are in place at all secondary schools (on main page of website).

The District switched to Regence Blue Shield for health insurance coverage. The Insurance/WellnessCommittee worked hard with current employees and retirees to send out an RFP (Request for Proposals) onhealth insurance coverage. Many staff meetings were held and further efforts made to inform all employeesand gather input on the selection process. A new insurance provider was selected…Regence Blue Shield.

The change was effective at the beginning of the current school year. The District also changed fromManley to American Fidelity for Section 125 administration based on an RFP process.

Mt. Harrison High School had its largest class of students graduate in 2010. There were 41 diplomasgranted. This is a great step towards our District’s drop-our prevention efforts. This year there are 70students on track to graduate.

The District enjoys a continued partnership with the Idaho Youth Ranch (IYR) and provides the educationalstaffing and programs at the IYP. We have supported the Christmas on the Ranch event and the basketballtournaments at IYR.

SRO (School Resource Officer) agreements were continued with the Minidoka County Sheriff’s Departmento provide two SRO’s in the District. This is paid for from General Funds as a partnership with MinidokaCounty.

Minico High School and Mt. Harrison High School continue to offer many dual credit and tech prep creditopportunities for our students. Minico High School is a leader in the State for the number of credits offered,attempted and completed.

The District continues as the sponsoring agent for the ARTEC Charter School. This unique school operatesin seven districts in the Magic Valley and operates fourteen programs. We received enhanced funding fromARTEC for these professional-technical programs.

A new policy regarding employee use of social networking has been implemented by the Board. This isdesigned to give guidelines about appropriate use of electronic media and networking sites, as well as,promote general safety for all.

Previous Board work sessions were scheduled for high school, middle school, and elementary grade levels.These meeting are held in the open and focus on school improvement efforts and Board collaboration with



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school principals. In 2012, the Board work session will target concerns about 95% Attendance, SLC, Seniorprojects, and Student Activity Funds.

The George MacDonald Scholarship Fund was established thanks to generous donations from the public.

Our District was granted approval for our teacher evaluation tool. It is based on the Charlotte DanielsonModel and involves a peer review component. Administrators continue to be evaluated based on the 360degree evaluation. A further revision is being addressed in 2012 based on SCF legislation. We have a

District Teacher Evaluation Committee in place to address the new requirements.

We pay a great deal of attention to best practices in education and as a result provide many cutting edgeopportunities to our students such as Reading First, Middle and High Schools That Work, dual credit andadvance placement classes, as well as a wide variety of professional-technical programs. While we celebrateour many accomplishments, we recognize that continuous improvement is an integral part of all greatprograms. We have been able to sustain the Reading Coach/Instructional Coach model at all fourelementary schools after grant funding was discontinued.

PLC’s (Professional Learning Communities) were established in all schools to promote ongoing staff learning and professional development. A professional development calendar has been created to inform

staff of the professional development plan and has been more focused on improving instruction and studentlearning and achievement. We have focused on the SIOP training district-wide, as well as, instructionalintensity and reviews.

Our goal is to provide a place for students to learn without distractions and concerns for safety. We closelymonitor activities on our campuses and offer programs to prevent alcohol, tobacco, and substance abuse. Asrequired by state and federal laws and rules, we collect, monitor, and report on crimes and substance abuseincidents on our campuses and at school activities.

We are committed to ensuring that our students are taught by a highly trained and qualified staff of instructors. Parents are welcome to request information about the qualifications of their child’s teachers. In

addition, if the need arises for your child to be taught by a teacher without complete qualifications for morethan four weeks, we will notify you.

Continued focus on employee and student wellness. The Wellness/Insurance Committee meets regularly toplan wellness events and produce monthly wellness newsletter.

Gifted & Talented- In addition to the 83 identified students, GT also provide enrichment materials andservices to additional students and classrooms throughout the District. The current enrollment numbers forGT are as follows:

2nd

- 7

3rd- 164th- 185th- 126

th-8

th30

o 59 new students were tested/screened for placement and there were 11 new students identified this year.Testing and eligibility determination has been conducted on many students in the referral process.Parent, teacher, and administrators are involved in the testing and decision making.



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o The high school students are currently offered a revised curriculum based on research and programs byRenzulli. GT would like to see them clustered for Advisory (particularly 9th and 10th grades) to givethem help with their Senior Projects.

o GT meets with the students at East once a week, the eighth grade on Tuesday mornings, and the 6th and7th during Advisory Fridays. GT meets with the students at West on Thursdays during Advisory.

Report cards on each of our schools are available at www.minidokaschools.org. Detailed achievement data

for the District, schools, and State can be accessed by clicking on the link at the bottom of the report cardscreen.

The District again offered summer school and extended school year for students with at-risk or specialneeds. Next year, plans include adding a migrant summer school session.

Food Services- Continued to focus on nutrition and wellness. New state and federal nutritional standardswere introduced in all kitchens throughout the District. Fruit & Veggie Grants were awarded to RupertElementary and West Minico 6th grade

o Lunch in the Park Program

2009 Total Students- 6,481Total Adults- 451Grand Total- 6,932

2010 Total Students- 13,369Total Adults- 594Grand Total- 13,963

2011 Total Students- 11,682Total Adults- 689

Grand Total- 12,371

The District continues to offer College Night which focuses on scholarship opportunities for students andparticipated in FAFSA Night which focuses on application for federal financial aid. We launched anexpanded Parent Patron Advisory Team to help us focus on all areas of school improvement and parentalinvolvement at each building, as well as, district-wide.

The District continues to authorize the ARTEC Charter School (a regional professional-technical charterschool) to enhance the funding of high end programs and assure best practices in vocational education.

Renewed emphasis on sportsmanship and school climate. The Anti-Foul language Campaigns are in full

force at all secondary schools.

The District continues to develop and submit various grants to bring value-added programs to the Districtand increase other sources of revenue. Last year we submitted a “Safe Schools” grant and a grant for theSolar Panels in Schools” program. GEAR UP Idaho 2 was awarded, as well as, an LEP EnhancementGrant. Both totaled $193,000 in new revenues.







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As a District, we were able to keep all our extracurricular activities in tact despite the budget reductions.We also placed a greater emphasis on quality of programs, personnel, and sportsmanship in all of ouractivities.

Continued use of the single “Events Calendar” has made publication and scheduling of all activities easier.

The past few years have seen many improvements in our activities programs. Students at Minico and Mt.Harrison, as well as, at East, West, and from all four elementary schools have been very competitive and

have won many titles and awards.

A new committee was created to address “school climate” in our secondary schools. We have focusedefforts on improving dress code, sportsmanship, student discipline, language, PDA’s, etc. For example, newdance standards were recently added by the Climate Committee at Minico High School to address concernsabout improper dance behaviors.

The “6 A’s” were continued as a way to improve academic achievement. o Attitude- We need the benefit of positive attitudes in our classrooms, school buildings, homes,

businesses, and entire community. Minidoka County is a great place to live. I have been soimpressed with the quality of your children and the dedicated staff of this district. We need toremember and reconnect with our Minidoka Pride…our Spartan Pride! We encourage attitudesthat foster cooperation, respect, trust, sportsmanship, and unity. These positive attitudes willinstill our community with enthusiasm and hope for the future. Positive attitudes motivate us towork together on behalf of our children. We need to eliminate gossip, rumor spreading,backbiting, or anything which is potentially negative. When we dwell on the negative, itinevitably affects our students in adverse ways. Let’s work together to improve our attitude…attitude determines our altitude!

o Attendance- Student achievement is directly tied to attendance. When children are inclassrooms receiving daily instruction, encouragement, and assessment from the teacher, successis within the reach of every child. An absence is a missed opportunity for learning. Idahoschools receive state money based on the reported average daily attendance of our students.

Every absence translates into lost revenue for our District. Lost revenue means fewer resourcesto educate our children. We need to improve our attendance and try to limit classroominterruptions and unnecessary appointments during the instructional day. If we could raise ourstudent attendance just 3 percentage points (i.e. from 93 % to 95 %), our state aid payments overthe school year would increase significantly. Staff is also focusing on improving attendance.We need our teachers in class with our students as much as possible.

o Achievement- Our main job is to improve student achievement. Everyone in the communityhas an interest in seeing that Minidoka County students are well educated. High studentachievement is the hallmark of a quality education and requires the full commitment of students,teachers, and parents. Our staff is responsible for setting learning targets, teaching to the targets,and monitoring each student’s growth. Students must be actively engaged in the process of

learning and should be encouraged to grow and succeed. Our District believes in “Excellence inEducation.” This means every one, every thing, every time, and every where! We need to focuson continuous school improvement and helping every child to learn and grow.

o Activities- Educational research says that participation in extra-curricular activities is stronglycorrelated with student academic success. We need to develop, maintain, and promote good andwholesome extra-curricular activities and programs. We have an excellent Booster Club andParent-Teacher organizations that help us promote positive social experiences and activities at alllevels. We need to attract and retain top quality coaches and advisors for these programs. We



16

continue to work on to providing adequate and appropriate funding levels for our programs thatbenefit students. We also want to model and encourage excellent sportsmanship.

o Accountability- As a District, we must remember that parents are sending us their greatest possessions…their children…to nurture and educate. We should never try to take the “Public”out of public schools. We have a responsibility to our patrons to provide the best possibleeducation system and must communicate openly about our accomplishments and challenges.We have school improvement teams in every building and encourage parents to become directlyinvolved in helping us to continuously improve. We pledge to provide excellent learning

opportunities to all students regardless of achievement level, ethnicity, language, or economicstatus. We will continue to provide accurate and timely reporting via newsletters, web site,board meetings, and Adequate Yearly Progress (AYP) school report cards as required by the NoChild Left Behind Act (NCLB). We are committed to assuring that our staff is “HighlyQualified” and teaching the approved Idaho Achievement Standards. We need to help allstudents grow and succeed on all District testing/assessment measures.

o Atmosphere- Student safety and well-being is one of our chief goals. We need to promote andmonitor safety and security in order to provide drug free schools, positive discipline, and adesirable environment free from all forms of harassment, violence, and bullying. Charactereducation programs will be continued in all buildings to encourage the development of studentsinto healthy, happy, and productive citizens of our community and the world. We need to

respect and celebrate diversity and differences. Additionally, we are concerned about wellnessand nutrition for all of our students and staff. As a district we also need to operate attractive,well-maintained, and clean physical facilities, buildings, and playgrounds. The physical andsocial climate we set will directly impact our students, so it is critical that the atmosphere bepositive.

Financial Highlights

MANAGEMENT’S DISCUSSION & ANALYSIS

FOR THE FISCAL YEAR ENDED JUNE 30, 2011

The District’s annual report for the fiscal year ending June 30, 2011, includes a series of basic financialstatements that show information for the District as a whole, its funds, and its fiduciary responsibilities. Thefund financial statements provide information about all of the District’s funds. Information about these funds,such as the District’s General Fund, is important in its own right, but will also give insight into the District’soverall financial soundness as reported in the Statement of Net Assets and the Statement of Activities.

The District saw a decrease in funding and reimbursements from the State from $22,596,666 infiscal year 2010 to $21,491,608 in fiscal year 2011, or a decrease of 4.9 % in all funds. Thedifference stemmed from the current economic situation and the ability to provide funding from statesources.

Local revenue in all funds increased from $3,592,992 in fiscal year 2010 to $4,051,317 in fiscal year2011, an increase of 12.8 %. This was due to certification of new bond levy revenue and aninsurance dividend that was received.

Total General Fund revenues accounted for $22,598,459 in revenue or 75 % of all revenues. NonGeneral Fund revenues in the form of charges for services, operating grants and contributions, andcapital grants and contributions accounted for $7,458,923 or 25 % of total revenues of $30,057,382.



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The District General Fund fund-balance increased by $596,370 from $1,730,219 in fiscal year 2010to $2,326,589 in fiscal year 2011. The school district has only been able to maintain a contingencyGeneral Fund Operating Reserve equivalent to 4.7 % of its General Fund revenue. These funds willnot be apportioned. In July 2009, the District initially reserved $550,000 of its General Fund fund-balance to the contingency, and at year end the balance in the contingency reached $1,150,000. Thiswas an effort to be able to balance the upcoming 2011-2012 budget shortfall.

The school district transferred $1,000,000 from the General Fund to the Permanent Improvement

Capital Projects Fund. The school district also transferred $41,675 to the Food Service fund to matchbenefits. $111,120 was transferred to the debt fund to pay for the interest payment on the energyaudit loan.

Beginning in 2006-2007, Minidoka County School District in collaboration with several otherRegion IV school districts developed a charter district to bring better funding to high end TechnicalPrograms. Minidoka County Schools received over $184,000 in reimbursements for ARTEC charterdistrict in 2010-2011 to cover 3.25 FTE teacher salaries and benefits, equipment, building rental andsupport services. Minidoka also received $75,000 to cover the Administrative staff that are paid fromMinidoka County Schools to administer the ARTEC Charter School and $7000 for fiscal agent fees.The District also received $35,750 in additional supplies/equipment paid directly by ARTEC.

Overview of the Financial Statements

The basic financial statements consist of two kinds of statements that present different views of the District’sfinancial activities.

The statement of net assets and statement of activities provide information on a district-wide basis.The statements present an aggregate view of the District’s finances. District-wide statements containuseful long-term information, as well as information for the just completed fiscal year.

The remaining statements are fund financial statements that focus on individual parts of the District.

Fund statements generally report operations in more detail than the district-wide statements.

District-wide Statements

The district-wide statements report information about the District as a whole using accounting methods similarto those used by private-sector companies. The two district-wide statements report the District’s net assets andhow they have changed. Comparative data to the prior year is available. Net assets, the difference between theDistrict’s assets and liabilities, are one way to measure the District’s overall financial position.

Increases or decreases in the District’s net assets are one indicator of whether its financial position isimproving or deteriorating, respectively.

To assess the overall financial condition of the District, additional non-financial factors, such aschanges in the District’s property tax base and the condition of school buildings and other facilitiesshould be considered.

In the district-wide financial statements, the District’s activities are all classified as governmental activities.Governmental activities include all regular and special education, all educational support activities,



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administration, transportation and food services. Most of the activities are supported by property taxes and stateformula driven support.

Fund Financial Statements

The fund financial statements provide more detailed information about the District’s funds, focusing on its mostsignificant or “major” funds and not on the district as a whole. Funds are accounting devises the district uses tokeep track of sources of funding and spending on particular programs and to demonstrate compliance with

various regulatory requirements.

Some funds are required by state law and by bond covenants.

The District establishes other funds to control and manage money for particular purposes or to showthat it is properly using certain revenues, like grants.

Most of the school districts activities are represented in governmental funds, which generally focuson (1) how cash and other financial assets, which are readily converted to cash, flow in and out, and(2) the balances left at year-end that are available for funding future basic services. Consequently,the governmental funds statements provide a detailed short-term view that helps determine whether

there are more or fewer financial resources that can be spent in the near future to finance theDistrict’s programs. Governmental fund information does not report on long-term commitments asis reported in the district-wide statements. Therefore an explanation of the differences between thegovernmental funds and the district-wide statements is included as a separate statement.

The School District as a Whole

Net assets, which is the difference between total assets and total liabilities, is one indicator of the financialcondition of the District. When revenues exceed expenses, the result is an increase in net assets. Whenexpenses exceed revenues, the result is a decrease in net assets. The District’s net assets, as measured in theStatement of Net Assets, can be one way to measure the District’s financial position. Over time increases or

decreases in the District’s net assets are one indicator of whether its financial position is improving or deteriorating. However, the District’s goal and mission is to provide success for each child’s education not togenerate “profits” as companies and corporations do. For this reason, many other non-financial factors shouldbe considered in assessing the overall position of the District.

Recall that the Statement of Net Assets provides the perspective of the school district as a whole. Exhibit 1 provides a summary of the school district’s net assets for 2009-10 compared to 2010-11. The District’s netassets increased in year 2010-11. Its net assets are now $15,311,638 compared to $15,416,136 last year. TheDistrict’s combined net assets decreased by $104,498 in the current fiscal year.



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EXHIBIT 1

NET ASSETS

ASSETS 2009-2010 2010-2011

Current and Other Assets 7,582,291 $7,812,606

Capital Assets 37,499,287 $35,887,656

Total Assets 45,081,578 $43,700,262

LIABILITIES

Long-Term Liabilities 25,739,566 $24,683,035

Other Liabilities 3,925,876 $3,705,589

Total Liabilities 29,665,442 $28,388,624

NET ASSETS

Invested in Capital Assets, Net of Debt 11,954,287 $11,417,656

Restricted 3,461,849 $3,893,982

Total Net Assets 15,416,136 $15,311,638

Governmental Activities

The Idaho school finance system makes it necessary for school districts to seek voter approval of supplementaland/or school plant facility levies. The State’s foundation program does not provide an adequate level of funding to provide basic educational services and to adequately maintain facilities.

Minidoka County School District has an existing 20 year bond levy of $9,895,000. The levy rate for the levy in2010-2011 was .0006928. On March 29, 2005, Minidoka County School District voters approved a 15 yearenergy audit bond. The money generated from energy savings and bond equalization revenues are used to paythe loan expenses. In January 2006, the Minidoka Patron Advisory Committee recommended to pass a $14million bond for construction of two new elementary schools to replace Heyburn Elementary built in 1937 andAcequia Elementary built in 1936 and add a gymnasium to the current Paul Elementary. The bond passed with

a 74 % voter approval rate. On August 26, 2008 the district passed an additional $4.4 M bond to complete theconstruction of the buildings. The levy rates on the two levies are .0003262 for the $4.4 bond and .0007883 forthe $14 M bond. The district is also in the second year of its 2 year supplemental levy for its $1.2M facilitiesand maintenance budget. The total levy for Minidoka Schools for 2010-2011 was .0029567.



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Debt Administration

At June 30, 2011, the School District had $24,470,000 in outstanding debt, $1,115,000 due within one yearExhibit 2 shows the changes in net assets for fiscal year 2009-10 and 2010-11.

EXHIBIT 2

CHANGES IN NET ASSETS

Instruction comprises 52 % of district expenses. Support Services expenses make up 38% of the expenses.Grants and Entitlements make up 79% of the revenue and Property taxes make up 11%.

Exhibit 3 shows the excess of revenues and other financing sources over expenditures and other financing (uses)

for the governmental funds for the fiscal years ending June 30, 2011 and 2010.

REVENUES 2009-2010 2010-2011

Program Revenues

Charges for Services 295,161 $267,451

Operating Grants and Contributions 3,132,813 $2,939,390

General Revenues:

Property Taxes 2,601,409 $3,164,565

Grants and Entitlements 24,384,651 $22,999,935

Other 707,495 -$325,433

Total Revenues 31,121,529 $29,045,908

PROGRAM EXPENSES

Instructional 16,346,301 $15,165,497

Support Services 11,438,808 $11,038,195

Non-Instructional 1,821,160 $1,872,849

Interest and Fees 1,126,999 $1,073,865

Total Expense 30,733,268 $29,150,406

Increase in Net Assets 388,261 ($104,498)



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EXHIBIT 3

STATEMENT OF REVENUES AND EXPENDITURE

GOVERNMENTAL FUNDS

2009-2010 2010-2011 Variance

REVENUES

Property taxes 2,653,719 3,192,244 538,525 Child nutrition lunches 251,012 223,832 (27,180)

Interest 48,199 35,157 (13,042)

Other local revenue 640,062 600,084 (39,978)

State support 22,596,666 21,491,608 (1,105,058)

Federal Revenues 4,991,878 4,514,457 (477,421)

Total revenues 31,181,536 30,057,382 (1,124,154)

EXPENDITURES

Instructional programs 16,315,143 15,155,189 (1,159,954)

Support service programs 9,116,167 8,871,476 (244,691)

Non-Instruction programs (INC COMMODITIES) 1,821,160 1,872,849 51,689

Capital asset program 2,814,010 1,530,725 (1,283,285)

Debt service 2,202,834 2,164,975 (37,859)

Total expenditures 32,269,314 29,595,214 (2,674,100)

OTHER FINANCING SOURCES

Transfers In 1,553,266 1,210,832 (342,434) Transfers out (1,553,266) (1,210,832) 342,434

Sale of fixed assets/Bond proceeds - - -

Total other financing sources - - -

NET CHANGE IN FUND BALANCES (1,087,778) 462,168 1,549,946



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EXHIBIT 4

General Fund Budgeting Highlights

The school district’s budget is prepared according to Idaho law and is based on accounting for certaintransactions on the basis of cash receipts, disbursements, and encumbrances and is adopted in June for thesubsequent year. The most significant budgeted fund is the General Fund. The budget is then often amendedlater in the fiscal year, typically in May, following determination of the first attendance period, placement of certified staff, and certification of all levies on property taxes. The amended budget resulted in appropriationsincreasing $905,000 a 4.5 % increase from the adopted budget. This increase was due primarily because of increased enrollment/attendance and Medicaid reimbursements and an unbudgeted insurance dividend, ERATE

reimbursements and a few State grants.

For the General Fund, the revised budget hearing and other financing sources estimate was $21,926,000. Theoriginal budget estimate from the adopted budget was $21,021,000.

During fiscal year 2010-11, the school districts original budget was $1,214,000 for property taxes and othertaxes and $19,887,000 for other intergovernmental revenues. The school district received $1,252,878 inproperty and other taxes revenue and $21,345,581 other inter-governmental revenue.

8%

87%

0% 5%

Budgeted General Fund

Revenues

Local

State

Transfers In

Carryover

58%19%

6%

6%

1%

0%1%

5%4%

Budgeted General Fund

Expenditures

Salaries

Benefits

PurchasedServices

Supplies &Textbooks

Capital Objects



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Capital Assets

At the end of the fiscal year 2010-2011, the School District had $35,761,573 invested in land, building,furniture and equipment, and vehicles qualifying as fixed assets.

Exhibit 5 shows fiscal 2010-2011 balances from 2010-2011compared to 2009-2010.

EXHIBIT 5

CAPITAL ASSETS (Net of Depreciation) AS OF JUNE 30 th

2009-2010 2010-2011

Land 749,487 749,487

Buildings and Improvements 30,244,354 29,431,136

Furniture and Equipment 5,281,368 4,962,841

Vehicles 741,728 618,108

Art Collection - -

Totals 37,016,937 35,761,572

Overall capital assets decreased $1,255,364 from fiscal year 2009-2010 to fiscal year 2010-2011. Increases incapital assets (primarily buildings and improvement) were offset by depreciation expense and transfers of property.

General Fund Balance

At fiscal year end, the fund balance for the General fund was $2,326,589. Attached is an exhibit showing what

designations, contingencies and reserves are budgeted for payment in the fiscal year 2011-2012. Thesedesignations are necessary because of the June 30 year-end that imposes a budget deadline for all projects.These are budgeted projects that (1) could not be finished and paid by June 30, 2011, (2) could not be initiatedbefore June 30, 2011, (3) are designated to a reserved fund or grant, or (4) are used to help balance the 2011-2012 year budget.



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EXHIBIT 6

FUND BALANCE DESIGNATIONS Projected Carryover 2,326,589

Purchase Order Encumbrances -

Designations

Grants (LEP, IRI, Medicaid, GT, Classroom Supplies) 445,200

Contigency 1,181,389

Balance 11-12 General Budget Expenditures 700,000

Undesignated -

Total Encumbrances & Designations 2,326,589

The General Fund balances documented in Exhibit 7 above include designations as well as contingencies. Thetotal amount of budgeted contingency for the 2011-2012 school year is $500,000 or 2.4 % of the total GeneralFund. The district has continued to target maintaining the General Fund contingency at the 5 % level

recommended. For the 2010-2011 school year ending on June 30, 2011 the General Fund contingency was$1,150,000 or 4.7 % of the total budget in the General Fund.

EXHIBIT 7

HITORICAL YEAR END GENERAL FUND BALANCE TOTALS

Fund BalanceFiscal Year as of June 30th 2010-11 $2,326,589

2009-10 $1,730,2192008-09 $1,204,8852007-08 $1,349,3932006-07 $1,643,4532005-06 $1,731,6792004-05 $1,536,1472003-04 $1,924,2082002-03 $2,651,8322001-02 $2,776,6622000-01 $4,131,948



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EXHIBIT 8

HISTORICAL ENROLLMENT DATA (PK-12 including charter school)

Student FTEFiscal Year Population Certified Teachers2010-11 3984 2262009-10 3934 229

2008-09 3934 2292007-08 3971 2342006-07 4032 2352005-06 4114 2352004-05 4129 2412003-04 4253 2382002-03 4338 2422001-02 4388 251

Financial Issues and Concerns

The Minidoka County School District is financially stable in spite of the recent economic downturn andeducation funding issues in the State of Idaho. The Board of Trustees continues to be conservative in planningahead to protect the public trust and taxpayer best interest with regard to use of public fund. The currenteconomic outlook for the District and State of Idaho continues to be one of caution and uncertainty. The currentrecession may bring further budgetary holdbacks and financial cuts to the District.

The Minidoka County School District must educate a minority student population that requires costly specialprogram funding. Limited English Proficiency students comprise 10.4 % of the Minidoka student populationand a Special Education population of 9.1%. The Minidoka District community includes many households thatfunction at a poverty level as indicated by a 2010 Federal Free and Reduced Lunch rate of 67.4 %.

The community supports its public schools and the school district renewed its two year supplemental levy onMarch 9, 2010 for $1,200,000. The Minidoka School District has experienced gradual declining studentenrollment, however, current projections indicate more favorable estimates for future stabilization. Thefinancial performance of the district has been affected by a corresponding decrease in State of Idaho publicschools appropriation representing decreased revenues for staffing and educational programs. Exhibit 9provides enrollment ten year data for the years 2001-2011. The district has reduced staff and ancillaryexpenditures as instructionally sound to offset the fiscal impact of declining enrollment and revenue reductions.The certified FTE represented are certified elementary and secondary teachers only.

In planning for fiscal year 2010-11, the Minidoka County Joint School District #331 Board of Trustees and

teachers from the Minidoka County Education Association (MCEA) each ratified the negotiated contract. Themain points of the agreement reached included a reduction for the 2010-2011 school year of one day, from 186contract days to 185 contract days, for all certificated employees and a loss of one day for all other employeeson their work schedules. For the District, this loss of one contract day is equivalent to an overall reduction of .67 % in funding for salaries when compared to the previous year. In addition, steps and lanes for experienceand education were not funded for the 2010-2011 school year. The estimated costs in new money for steps andlanes would have been an average of 3.74 % for certificated employees and 1.5 % for classified employees. Amemorandum of understanding was also discussed and developed to address the issues related to a possiblemid-year holdback of public school funding for the 2010-2011 school year.



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Contacting the School District’s Financial Management

This financial report is designed to provide our citizens, taxpayers, investors and creditors with a generaloverview of the school district’s finances and to show the school district’s accountability for the money itreceives. If you have questions about this report or need additional financial information, contact MichelleDeLuna, Business Manager, at the District Service Center which is now located at 310 10th St., Rupert, Idaho83350 or by email at [email protected].

The budget consists of all of the District’s Governmental Funds, which includes the General Fund, SpecialRevenue Funds, the Debt Service Fund, and the Capital Projects Funds. Budgets are presented on the modifiedaccrual basis of accounting for all governmental fund types. Once the budget is adopted, the Board of Trusteescan amend the budget as necessary. The organizational section and financial section of the “MeritoriousBudget” document (available online at www.minidokaschools.org) provide greater detail pertaining to eachfund and the budgeting process.

Plant/Facilities Highlights

The District will be seeking voter approval of renewal of the Supplemental levy for Plant/Facilities onMarch 13, 2012. This is a renewal of the current term (2 years) and amount ($1.2 million each year) and

represents no increase in taxes. The Parent/Patron Advisory Committee unanimously approved theproposed project funding list for the 2012-2014 Levy.

The District Service Center (DSC) Remodel was completed (phases 1-4) and is now in operation. It hasbeen a great improvement in use of space and collaboration/team work for support programs. It has been agoal of the District to consolidate and work more efficiently in support of our schools.

A great deal has been accomplished with regard to the District’s buildings. Two new schools were openedin August of 2009. Acequia Elementary School and Heyburn Elementary School were put into service forthe 2009-2010 school year. In addition, the new Multi-Purpose Center at Paul Elementary was opened foruse in May of 2009. These are beautiful new buildings that were constructed to last many years in the

future.

The Klebe Memorial Building (old armory building) was remodeled for the Food Service Department. It isin a far safer location for deliveries and includes dry and cold storage facilities for the entire District.

Mt Harrison Jr./Sr. Alternative High School moved to a newly remodeled South Heyburn Building for the2010-11 school year.

The sale of Acequia Elementary is being used to begin work on the remodel of the old Memorial building tohouse the future District Service Center, and the pre existing Acequia modular was moved to RupertElementary to serve as a computer lab.

Completed Plant/Facility Projects in 2010: o Minico Gymnasium Roofingo West Minico Roofingo Mt. Harrison Remodelo Minico HVAC Upgradeso Rupert Modular Movemento Minico Wrestling Mats

mailto:[email protected]










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o East & West Outdoor Furnitureo Transportation Floor jack/Engine Lifto Rupert Elementary Computer lab

Completed Plant/Facility Projects in 2011:o East Minico Roofingo Transportation Bus Compound Drainageo Computer & Server Upgradeso Driver’s Education Car o Remodel District Service Centero Lawn Mowero Repair East & West Trackso Gravel on Parking Lots (20 Acres)

Proposed Projects:o Minico Auditorium Roofingo Carpet & Paint District-Wideo Security Camera Replacemento Playground Big Toys- Paul & Ruperto Concrete Block Walls- Acequia & Heyburno Metal Above Heyburn Gymo Minico 9th Grade Roofingo Minico Auditorium Lightingo Pavemento Charging Room for Laptop Batteries- Computer Electricalo HVAC & Window Replacement- Mt. Harrisono Technologyo Cable One Enhancemento Floor Care Equipmento Additional Computer Lab- Easto Student Computer Chairso Improve Playground Impact Areas

Emphasis was placed on preventive maintenance alongside the newly updated 10-Year Plant/Facilities Planas required by the State.

Efforts will continue to be focused on improving the condition and functionality of the grounds andimproving facility standards and safety for students and staff.

We appreciate our patrons who continue to support our supplemental levy for plant/facilities every twoyears.

Currently, the old District Office property on 633 Fremont Ave., Rupert is listed for sale. The PershingSchool campus was donated to the City of Rupert in 2009. The old Heyburn North building was donated tothe City of Heyburn. The art collection was donated back to the Heyburn Alumni Association. The oldAcequia building was sold to Land View Fertilizer. The District also sold two properties to help with the“right sizing” due to declining enrollment; the old Heyburn bus compound and the Acequia welding shop.The District has gone from 16 facility sites to 12 in the past several years. This consolidation of buildingsmeans that the District can operate more efficiently and reduce expenditures.



Future Goals & Challenges

One new R was added… now we have the 4R’s- which include Responsibility, Relationships, Relevance,and Rigor (instructional intensity). Responsibility refers to all stakeholders ensuring educational excellencethrough equitable and effective school practices. It means everyone takes ownership for their part in theprocess. This will establish a paradigm for all academic achievement and school improvement efforts.Rigor + Relationships + Relevance + Responsibility = Results.

Continuous and laser-focused efforts in improving student achievement and on systemic schoolimprovement. We will use professional development and policy development to support and guideinstruction to improve teaching and learning in the classroom.

The District recognizes the importance of 21st

Century Skills and the need to improve the way we interactwith and teach digital learners. This represents a movement for change of the status quo in education. Weare in process of awarding mini-grants for creative and innovative uses of technology by students in ourclassrooms. We have some challenges ahead with infrastructure, bandwidth, filtering, and providing on-linelearning opportunities for all students.

Graduation & Drop-Out Rates- District administrators will continue to address drop-out prevention andimprovement of graduation and success rates for all students.

Education Foundation- Look for more information to follow as we consider the benefits of establishing aneducation foundation to further support our schools, staff, students, and communities. This has proven verybeneficial in other districts across the State.

Final Comments

Indeed, it has been said that “it takes a whole village to raise a child.” Much appreciation is expressed to the“village” of highly skilled and dedicated teachers and staff of this District. As a District, we are grateful for the

many wonderful and supportive parents, patrons, and businesses in our various communities. We are definitelymoving in the right direction toward continuous improvement and excellence in this District. We must continueto do what is “best for kids” and the families we serve.

Chairman Duncan and members of the School Board, I thank you for the opportunity to present this report toyou. I am happy to stand for questions at this time.

state of the school district january 2012

Documents