REORGANIZATION STUDY

1. REORGANIZATION STUDY Abingdon CUSD #217 Avon CUSD #176 Bushnell Prairie City CUSD #170

2. Midwest School Consultants Dr. William H. Phillips Dr. Scott L. Day Dr. Leonard R. Bogle

3. Purpose of a Feasibility Study Provide participating districts with information which can help them determine the best options for students, parents, and communities. Provide a neutral viewpoint based on the analysis of curriculum, finances, staff needs, transportation issues and facilities.

4. FINANCIAL COMPARISONS School District Financial Profile General State Aid, ADA, Personal Property Replacement Tax, Operating Tax Expense Property Tax Rates/Pupil, and General State Aid/Pupil. Education Fund, Operations Fund, Transportation Fund, IMRF, Bond & Interest Fund, Working Cash, Site & Construction, Safety Prevention, EAV, and Projected Tax Rate of a new District. Incentive Payments.

5. FACILITIES Number of buildings Grades housed in each building Building enrollments & capacities Age of facilities Life Safety/asbestos Accessibility for the physically challenged General upkeep & building conditions

6. TRANSPORTATION Number of Buses Number of Bus Routes Costs Number of students transported Geographic boundaries Route Mileage & Costs Special Education Buses Other Transportation Services & Costs

7. CURRICULUM COMPARISONS Program highlights Grade Level enrollments vs. numbers of teachers in each community Test scores-ISAT & PSAE Junior High and High School courses & electives High School schedule & graduation requirements Final recommendations for participating districts

8. CURRICULAR DECISIONS Develop leadership teams to help make curricular decisions. Teachers will need time for training on the �new� curriculum. Develop plans on how the elementary, middle, and high school�s curricula will mesh in this process. Teacher in-service time should be devoted to combining the new high school curriculum, mapping curriculum changes.

9. PROGRAMMATIC DECISIONS High School: Determine key programs from each high school that will be incorporated into one high school setting, i.e. foreign languages, television/radio production, industrial technology, �Many other the current high school departments have similar courses and facilities (labs, shop space, art programs) etc. If a school district merger occurs, planning time for the high school curriculum will be needed. Graduation requirements, textbook adoption schedules, facilities, equipment, will have to be re-distributed to the appropriate sites. �

10. PROGRAMMATIC DECISIONS Junior High/Middle School: If the Abingdon building is utilized for a middle school, there will be adequate space and facilities to expand elective courses. Explore the addition of an introductory foreign language survey course, industrial technology, family and consumer sciences, visual arts, music, and video production.

11. PROGRAMMATIC DECISIONS Elementary Level: Due to space constraints at some elementary sites, develop a team to reallocate programs and space in order to free up additional classroom space. Supplemental materials review- Enhance and help address subject content, skills, and assessments

12. TEXTBOOK DECISIONS A new PK-12 textbook adoption schedule would have to be established over time if districts reorganized since each district is following a different schedule. If and when this occurs, curriculum design should precede textbook purchases. This proposed procedure will help teachers and administrators develop more meaningful curricula that are not dictated by textbook companies. Supplemental materials which enhance and help address subject content, skills, and assessments.

13. TECHNOLOGY DECISIONS Technology curriculum, services, and support staff should be evaluated to offer a newly organized district the best possible program. Much organization would be needed to catalog hardware, software, and equipment. A reorganized technology curriculum will need to be developed. Current Technology Coordinators can help the administration and teaching staff with this process.

14. SERVICES DECISIONS Special Education Services: Two special education cooperatives (West Central Illinois Cooperative in Macomb and Knox-Warren Special Education Cooperative in Galesburg) are currently utilized across the 3 school districts. Decisions on which cooperative to work with would need to be made and proper notification paperwork for a change in services. This issue could affect the staffing of special education employees. GACC Services: All three high schools currently utilize programs at GACC. Additional buses may be needed for transportation to and from the program.

15. CURRICULUM AND INSTRUCTION Combine core subject departments from each high school and determine a variety of courses to be offered at the introductory, required, and upper levels. Add French 1-4 and Spanish 4 to the current PBC high school curriculum which currently offers Spanish 1-3.� Combine courses in Business, Agriculture, Family & Consumer Sciences, Industrial Technology, Visual Arts, Music (organizations, choral and instrumental) and how teachers will be utilized. Consider adding similar electives to the middle school curriculum at the Abingdon site. Facilities and space would be available.

21. BUILDINGS Health Life Safety items have been addressed in each district No asbestos issue exist for any of the districts The maintenance in each district is exemplary No major plumbing or electrical items need to be addressed in any of the districts. Avon: Roofing need for elementary = $560,000

22. BUILDINGS AVON Elementary has no space issues and could make adjustments and create 5 more classrooms Middle/High School could make adjustments and create 1 full and 2 part-time rooms. High School and middle school science labs need major upgrades Elementary is completely accessible H.S. is partially accessible No AC in any classrooms HS could not accommodate all students from MS or HS in this study

23. BUILDINGS Abingdon No buildings at capacity but elementary getting close Middle and high schools have room for students A second gym for middle school needed Larger library at HS/MS needed 2 classrooms at elementary needed (special ed) Cost = 1.7 million HS/MS could accommodate all MS students HS/MS could not accommodate all HS students

24. BUILDINGS Bushnell-Prairie City Elementary near capacity (452/500) MS and HS have no space issues Only 5 classrooms remain for rewiring No reported or obvious needs at this point HS/MS could accommodate HS population from all schools in this study.

26. Unit District: All of the districts become one district Each district retains their elementary population (Pre-K � 5). This proposal would create the greatest flexibility for use of the existing buildings and would enable buildings to become grade centers. As mentioned in the section on buildings, none of the buildings can house the total population and adjustments would be necessary in where these students attend school. The need to repair the Avon Elementary roof ($560,000) would continue to exist.

27. Unit District: All of the districts become one district Middle school students would be housed in the Abingdon Middle/High School structure. Current population = 359 Building capacity = 530 High school students would attend BPC Middle/High School Current population = 546 Building capacity = 680 Consider moving 5th grade to the middle school freeing space at each elementary. Doing this would enable some special education students now being transported to stay in their home buildings saving money. New middle school format (5th � 8th) would be: Current 5th � 8th population = 513 Building capacity = 530 2014-15 population = 499 Building capacity = 530

31. REORGANIZATION STUDY:Background Information Current property tax rates between the districts are similar in rates and amounts All of the districts have a positive balance in their main operating funds The equalized assessed valuation of the districts which determine local tax revenue is increasing at a moderate pace for the districts

33. REORGANIZATION STUDY:Background Information A total tax rate of $5.44 would generate the same amount of revenue for the new district. Current rates Abingdon = $5.95 Avon = $5.12 Bushnell = $4.87 Study does in no way suggest that this rate should be utilized for planning for a reorganization referendum. Teacher tenure is guaranteed for certified staff that are maintained by the new district. Staff could be reduced to a moderate degree for a newly reorganized district. This factor would be determined by the existing school districts prior to a reorganization referendum.

34. STUDENT ENROLLMENT AND ADA All of the districts have lost enrollment. All of the districts are projected to have reduced ADA in the next five years Hold harmless provision is being phased out by ISBE. With reduction in enrollment state dollars will be decreased.

37. REORGANIZATION STUDY:Background Information Substantial Incentives Will incentives actually exist?

38. INCENTIVES GSA: Four year period newly reorganized district would receive $311,692. $77,923 annually in GSA during the four year incentive period. After that time, GSA will decline. Teacher Salary Equalization Four year period = $2,127,732 Actual number calculated on a teacher by teacher basis after a successful reorganization Existing collective bargaining contracts will be abolished and a new contract would most likely be negotiated by the certified staff. Other multi-year agreements must be honored.

39. INCENTIVES DEBT DIFFERENCE PAYMENT A single payment is made for districts experiencing operational deficits at the time of a merger. Since none of the districts qualifies as having an operational debt, this incentive is not offered for this newly reorganized district.

40. INCENTIVES $4,000 PAYMENT FOR CERTIFIED EMPLOYEES Successful merger of districts = $1,956,000 over a three year period. $652,000 for years 2,3,4 of a newly merged school district.

41. TOTAL REORGANIZATION INCENTIVES $4,395,424.

42. REORGANIZATION RECOMMENDATION There are eleven current allowable procedures for the merger of school districts in the State of Illinois, Committee recommends a merging of districts utilizing the Article 11-A-3 method. This method would entail the required referendum to pass with a simple majority of votes in all districts. If a successful referendum is achieved, all boards of education would be abolished and a new Board of Education would be elected. This Board may be elected at the same reorganization referendum or at a subsequent election.

43. ARTICLE 11 � A � 3 SUMMARY Would require a petition to the Regional Superintendent of Education by both districts or a citizen petition with at least fifty voters signing the petition from each district. After a petition is received, the Regional Superintendent would gather information and publish the time and place of a public hearing. At this hearing, constituents of both districts may speak to this issue. After the hearing the Regional Superintendent and subsequently the State Superintendent must approve the reorganization petition. If both officers approve the petition, the referendum is scheduled for the next regularly scheduled election. If the election is approved by a majority of voters in �each district� then the newly reorganized district would begin operation on the next July 1, after the successful reorganization.

44. Publications Phillips, W. & Day, S. (2004). �Exploring Realities of Reorganization: Navigating your Options�. The Illinois School Board Journal, 72, (4), 10-15. July/August. Phillips, W. (2006). �Consolidation Proposal Expert Analysis�. State School News Service, January 2006. Retrieved online from www.stateschoolnews.com

45. Publications Phillips, W. (2006). �Proposed Legislation Realigns Reorganization�. The Illinois School Board Journal, 74, (2), 7-10. March/April.

46. Questions from the Audience Dr. William Phillips 217 206-7155 phillips.william@uis.edu