We know HOW to get there, and we can LEAD the way!
Programs and Practices Supporting Our Vision Technology Curriculum alignment (in progress) Common assessments (in progress) Willingness to collaborate Development of systems of intervention Foreign language at the middle level
Continued…… Block scheduling at the high school Existing graduation requirements that support the reform movement Competitive student performance at all levels Pursuit of IB Authorization K-12 department chair structure
Continued…… Beyond school programming (after school and summer school programs) integrated with the curriculum Systemic work with data-forming habits
We have laid the groundwork…. We are ready to meet State standards We are ready to meet Federal standards We are ready to take on International standards
What is the International Baccalaureate Program? A continuous improvement model based on international best practice A set of rigorous standards for instructional organization and delivery An instructional system that teaches our students to think analytically and to share their thinking in a meaningful way An authorizing agency that holds us accountable to meeting the standards
What does IB mean to the community? It is a world renown educational delivery system Students learn the value of giving back to the community Forces our children to think in the perspective of others Valued by International businesses
What does IB mean to our teachers? IB provides them with the top quality professional development they deserve PD provides them with the tools they need to get our kids to the next level in a competitive market PD is meaningful and can be immediately implemented IB honors the art of teaching
What does IB mean to our students? They develop a strong knowledge base They practice applying that knowledge to situations around the world They compare their world to the rest of the world They investigate, analyze, and present information to authentic audiences They take their knowledge outside the classroom and use it in multiple situations
What is different about instructional practice within an IB program? Instruction is based on inquiry rather than just being handed the information Students must use the information rather than simply hear the information Students must apply the information to a situation or problem rather than hold the information Students must share their thinking with others rather than only their teacher
Most common question: How can you afford to do this?
How are we paying for IB? Title II funds Fenton Area Public Schools Education Foundation Requested grant dollars from Greater Flint Community Foundation Continuing to research other grant opportunities
Proposal A Took funding responsibility away from our district and put it into the hands of the State Took away our community’s right to fiscally support solid academic programming if we so choose Promised equity in school funding (but has not delivered on that promise)
Proposal A…. ….took away our rights, but has not lived up to it’s responsibility!
Fenton Area Public Schools Education Foundation… Is committed in its support of Academics, Athletics, and the Arts Is committed to supporting IB Has pledged $10,000 to the IB program this year Is accepting matching contributions designated to this cause
The Foundation… Provides an avenue for the community to support our academic programming and Frees the district from being held hostage by the state!
Major Difference? 2006-07 we were down 70 students…. approximately $490,000 in revenue
Projected Salary Expense $640,526 increase in salaries Inclusive of an increase in the salary step schedule Inclusive of a.82% retirement increase Inclusive of the administrative contract which expires in 2008
Key Enrollment Factors Birthrate Economics (Jobs, Housing Market, Taxes) Attraction of New Students Retention of Existing Students Competition Curricular and Extra-Curricular Programs Facilities Community
Economics Jobs Weak job market impacts youngest families first Housing Market New Homes (Genesee, Livingston, Oakland) Significant # of foreclosures, abandoned homes Taxes/Rates
Attraction of New Students 2006/07 Non-residents = 4.9% of district enrollment 172 Non-Resident Students Enrolled 53 Resident Students Left Net Gain of 119 Students = $845,852
Historical data with 1/17/07 Likely Enrollment Projection
Historical Data with 1/17/07 Low Enrollment Projection
Projected Revenue Estimates 2007-2008 Student Count Revenue - $25,190,752 $7,085 per student Plus $23 equity payment Multiplied by 3544 students (blended)
Enrollment Considerations If we are down 150 students: Revenue loss: $1,066,200 If we are down 100 students: Revenue loss: $710,800 If we are down 50 students: Revenue loss: $355,400
Scenario #1 Best Case: $612,998 deficit carryover from 06/07 $640,526 salary increases $355,400 revenue loss (50 students) $1,608,924 in cuts
Scenario #2 Middle of the Road: $612,998 deficit carryover from 06/07 $640,526 salary increases $710,800 revenue loss (100 students) $1,964,324 in cuts
Scenario #3 Worst Case: $612,998 deficit carryover from 06/07 $640,526 salary increases $1,066,200 revenue loss (150 students) $2,319,724 in cuts
Proactive Measures Summer tax collection Non-homestead renewal with restoration language Early childhood at one site IB Authorization Partnerships with SLPR Partnerships with GISD Partnerships with Baker College
How do we balance the 07-08 budget? Maximize class size Restructure our support services Realign grade levels Administrative adjustments
This is our most significant challenge in years
How can you help? Non Homestead tax renewal Citizens for Equity Support the Education Foundation
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