LSSD #381 Community meetings February 23, 24, & March 5, 2015

Four day school week review  Original premise for moving to the four day school week  Financial savings  To retain both staff and programs

Original proposal  Our proposal is to improve cost effectiveness.  By moving to the four-day week, we will reduce our operating costs by reducing transportation costs by approximately 20% for all routes and reducing employee costs by reducing our number of school days from 170 down to 142. (Currently 145 student days)  This will reduce the total number of work hours by certain school staff by 20%.  These reductions include our bus drivers, food service workers, housekeepers and some of our paraprofessional staff.

Original proposal  We will reduce our utility costs of operating the buildings as the lights will be off during the non-school days, and the heat will be lowered during those same non-school days.  We also projected the reduction of substitute teacher costs as a result of the opportunity for teachers to do their personal business on those non-school week days.  The Districts that have been operating on the four- day week schedule have noted a significant reduction in time off for staff, which has resulted in lower substitute teacher pay.

Current Application  The Lake Superior School District’s proposed Flexible Learning Year program is a four day school week. The school district wishes to continue with the four day school week that it has been operating over the past five school years. The majority of community, staff, students and parents support continuing operating under the four day school week model based on survey results.  The primary day off during the week will be Friday.  The schools plan athletic activities on Thursday evenings and Fridays to avoid students missing class time at the secondary level.  Community education offers childcare on Fridays for families in need of service.

Staffing Comparison  Data taken from MDE staff data reports YearLicensed staffNon licensed staff 2010 (5 day)

4- Day School Week Financial Analysis: Costs FY10FY11FY12FY13FY14 Substitutes78,67872,67276,78987,64289,782 Hkprs wages225,087197,166135,334144,480189,110 BDrv wages280,849257,646266,558252,764265,589 FdServ wage141,141120,096126,123127,464130,755 Bus fuel138,035144,497145,507144,022145,105 Food purch.189,555154,773180,143185,902197,888 Milk42,65938,40139,89547,49251,045 Garb. costs32,77026,77619,44920,09720,662

4- Day School Week Financial Analysis: Savings FY11FY12FY13FY14 Substitutes 6,0061,88900 Hkprs wages 23,79616,33314,07218,953 BDrv wages 23,20314,29128,08515,260 FdServ wage 21,04515,01813,67710,386 Bus fuel 33,90550,02727,61940,152 Food purch. 34,78231,05032,05034,125 Milk 4,2582,7647,5775,051 Garb. cost 5, ,67312,108 Utilities 12,57645,41410,54632,960 Totals 165,565190,107146,299168,995

Financial Analysis Notes:  Bus driver savings in year 2 do not include savings from a suspended contract with NSCS or costs related to the dispatcher or mechanic positions  Paraprofessional wages did not see a reduction in costs. The number of paraprofessional staff has increased over the past years as the need in our student population have increased.  Housekeeper wage savings in year 4 do not include the savings from changes in staff classification for 2 custodial positions that are now classified as housekeepers.

Did the district meet projected savings?  Yes, we did achieve the projected savings in many areas, but not all areas.  The average savings per year has been $167,  With any change in school and financial years comes inflation and price of goods changes.  We saved in fuel, but cost for fuel increased. So, we still saved in fuel costs because we consumed less fuel.  We saved in staffing, but staffing salaries and benefits increased, so we paid out more for the group at the same time saved due to a smaller group to pay.  The same scenario occurred in the costs for utilities for 4 days versus 5 days, in garbage, electricity and water use.  All savings from the change to the 4 day school year have gone to the general fund unless directly related to a specific program such as food service.

Financial History  Actual expenses: General fund  5 day: $14,196,896  First year 4 day: $14,116,682  Second year 4 day: $14,054,814  Third year 4 day: $14,762,985  Fourth year 4 day: $14,899,436

Financial information today  Current status of the district funds  Positive fund balance: $2,619,491  Not possible without the savings due to the 4 day week and wage freeze for 2 years.  Current year 2014/2015 budget:  Deficit spending approximately $147,000

DISTRICT BUDGET Trend of deficit grew balance: $472, deficit spent: ($309,730)  Land sale of $50,000 reduced it to $259, deficit spent: ($176,648)  Sale of assets $13,602 reduced it to $163, deficit spent ($548,861)  Sale of assets $17,616 reduced it to $531,245

Financial information today  Both the food service and community education programs have positive cash flow.  The district is still in a situation in which we need to be cognizant of our expenses compared to our revenues.  We have deficit spent the last 3 school years to keep programs and staff in the district.  The costs in all areas have increased and in order to balance our budget cost savings measures will need to be addressed.

Student Performance Student test proficiency and state wide proficiency trends in Math and Reading

MCA Reading % Proficient

MCA Math % Proficient

Percent Proficient Comparison Trends on MCAs YearState Reading District Reading State Math District Math

Local Student Assessment Data Students were assessed in Math and Reading using the Northwest Evaluation Association (NWEA) assessment. They earn a RIT score.

RIT Scores  A student's RIT score indicates that the student was answering questions correctly 50% of the time at that level of difficulty.  NWEA’s normative data charts the average RIT score for Fall and Spring testing for students at each grade level.  There are "typical" RIT scores for each grade level, but every student is different. The RIT scale allows for students to be accurately measured regardless of their grade level.  If a 3rd grade student earns a 210 on the Reading NWEA, and an 8th grader also earns a 210 on the Reading NWEA, these two students are at the same instructional level.

NWEA TREND SCORES MATH NORM K

NWEA TREND SCORES READING N0RM K

District Attendance Rates

Graduation Rates Grad countGrad. RateGrad countGrad. Rate State District , % % , % % , % % , % % , %9784.4%

District Graduation Rates  Our graduation rate dipped below the state average in 2008 and then has been above the state average from with the rate of 88.5% in 2011 (info from MDE web site).  Looking at the data we stayed about the same after the first year of implementation and rose in 2011.

Extracurricular  We schedule jr high football, JV football, and boys and girls soccer games on Thursday evenings as needed to alleviate field shortages, since we don’t have school on Fridays.  Thursday night is one of the heaviest scheduled nights in all sports  Away games that are longer trips try to be scheduled on Thursdays if possible.  With no school on Fridays we can schedule overnight trips on the weekend without missing school  Jr high teams have an opportunity to use the gym for practice on Fridays which usually wasn’t an option for them on a 5 day week.  We have more practice time available on Fridays since teams can practice at any time during the day  Robotics program meeting on Fridays  Student council will meet on Fridays  DECA program meeting on Fridays  FFA program meeting on Fridays  In regards to transportation…  Baseball, basketball, and softball teams will share a bus when possible for away games.

High School Time in School  Students continue to meet the same number of minutes during the 4 day week as they did during the 5 day week (more at elementary)  They are in school from 7:50 – 3:40 at secondary level with a 25 minute lunch. (440 minutes)  440mn X 145 days = 63,800 / 60 min= 1063 hours per year  State requirement is 1020 per year for secondary students.  5 day week: 8:00 – 2:35 with 25 min lunch  370mn X 170 = 62,900 / 60mn = hr per year

Elementary Time in School  5 day time 8:00- 2:30; 5:45 hours 45mn (45 min lunch/recess)  345mn X 170 = 58,650 / 60mn = 977.5hr  4 day time 7:50 – 3:30  6hr 45mn  405mn X 155= 62,775 / 60mn = hr  State requirement for elementary is 935 hours per year  We have been recognized as a Celebration School in 2013 at the Minnehaha and have been Celebration Eligible, 2 times William Kelley Elementary 2012 and 2014 all during the time utilizing the 4-day model

New opportunities for students (These opportunities have all been added since we began the 4 day school week.) Pre-engineering DECA FIRST Robotics Lego League Robotics National Junior Honor Society (THHS) New business classes 7 th grade TEAM class (tools for success) Trap Team New Industrial technology offerings Girls Carpentry 1 Act 9 th grade Spanish ALC Girls timber framing Companion animal care Food chemistry Natural resources Music appreciation School Garden Journalism FFA Solid Works Saw Mill Forestry program Added college offerings Honors Online Jazz band (New for Kelley) Summer STEM Camp And More

Survey data  The district surveyed the past two years  The surveys were with the following groups of stakeholders:  Parents  Students  Staff  Community  The following data is from the 2015 survey

PARENT SURVEY RESULTS SPRING completed survey

PARENT SURVEY HOW WELL HAS YOUR CHILD ADAPTED TO THE 4 DAY SCHOOL WEEK?

PARENT SURVEY HOW DO YOU FEEL YOUR CHILD OR CHILDRENS’S SCHOOL WORK HAS BEEN AFFECTED BY THE FOUR-DAY SCHOOL WEEK?

PARENT SURVEY HOW HAS THE 4 DAY SCHOOL WEEK AFFECTED YOUR CHILD OR CHILDREN’S PARTICIPATION IN EXTRA-CURRICULAR ACTIVITIES?

PARENT SURVEY HOW HAS THE FOUR-DAY WEEK IMPACTED YOUR FAMILY LIFE?

PARENT SURVEY HOW HAS THE FOUR-DAY SCHOOL WEEK IMPACTED THE TRANSPORTATION NEEDS OF YOUR FAMILY?

PARENT SURVEY HOW HAS THE FOUR-DAY SCHOOL WEEK AFFECTED YOUR CHILD OR CHILDREN’S LIKING TOWARDS SCHOOL?

PARENT SURVEY HOW HAS THE 4 DAY WEEK AFFECTED YOUR CHILD/CHILDREN’S HOMEWORK?

PARENT SURVEY SHOULD THE LAKE SUPERIOR SCHOOL DISTRICT STAY WITH THE FOUR-DAY SCHOOL WEEK OR RETURN TO THE FIVE DAY SCHOOL WEEK?

PARENT SURVEY WITH THE 4-DAY WEEK IN PLACE OVER THE PAST 3 YEARS – PLEASE INDICATE THE IMPACT IT HAS HAD ON YOUR FAMILY’S DAYCARE NEEDS

STUDENT SURVEY RESULTS SPRING completed survey

STUDENT SURVEY ARE YOU LESS STRESSED WITH A 4-DAY SCHOOL WEEK OR MORE STRESSED?

STUDENT SURVEY WHEN THINKING ABOUT HOW YOU PHYSICALLY FEEL THIS SCHOOL YEAR WITH THE 4-DAY WEEK IN COMPARISON TO THE FIVE-DAY WEEK, ARE YOU…

STUDENT SURVEY HAS YOUR FAMILY TIME (TIME SPENT WITH FAMILY) INCREASED WITH A 5 DAY SCHOOL WEEK?

STUDENT SURVEY THE FOUR-DAY SCHOOL WEEK HAS CREATED THE NEED TO CHANGE TIME FOR ATHLETICS. HOW DO YOU FEEL ABOUT THESE CHANGES?

STUDENT SURVEY DO YOU HAVE TIME DURING THE SCHOOL DAY TO WORK ON YOUR HOMEWORK?

STUDENT SURVEY DO YOU FINISH YOUR HOMEWORK DURING THE SCHOOL DAY?

STUDENT SURVEY HAVE YOU USED YOUR FRIDAYS OFF TO SCHEDULE EVENTS SUCH AS DENTAL AND MEDICAL APPOINTMENTS, PART-TIME EMPLOYMENT OR OTHER EDUCATIONAL OPPORTUNITIES?

STUDENT SURVEY OVERALL, DO YOU LIKE THE 4 DAY SCHOOL WEEK?

TEACHER SURVEY RESULTS SPRING completed survey

TEACHER SURVEY THE TIME STUDENTS HAVE TO DO SCHOOL WORK AT SCHOOL IS:

TEACHER SURVEY THE QUALITY OF HOMEWORK THE STUDENTS ARE DOING IS:

TEACHER SURVEY STUDENT BEHAVIOR IS:

TEACHER SURVEY PRODUCTIVITY OF MY CLASSROOM TEACHING IS:

TEACHER SURVEY THE AMOUNT OF LESSON PLANNING TIME I HAVE IS:

TEACHER SURVEY DURING ONE SEMESTER, THE AMOUNT OF MATERIAL I COVER WITH MY STUDENTS IS:

TEACHER SURVEY HOW MANY TIMES HAVE YOU USED THE FRIDAYS OFF OF SCHOOL FOR STAFF TRAINING, WORKSHOPS, ETC.

TEACHER SURVEY WOULD YOU PREFER STAYING WITH A FOUR-DAY SCHOOL WEEK OR RETURNING TO A FIVE-DAY SCHOOL WEEK?

TEACHER SURVEY PLEASE INDICATE YOUR PRIMARY REASON FOR PREFERRING ONE SCHOOL WEEK OVER THE OTHER:

COMMUNITY SURVEY RESULTS SPRING completed the survey

COMMUNITY SURVEY DO YOU BELIEVE THE FOUR-DAY SCHOOL WEEK HELPS OR HURTS THE LAKE SUPERIOR SCHOOL DISTRICT’S OVERALL SCHOOL PROGRAM?

COMMUNITY SURVEY DO YOU BELIEVE STUDENTS ARE ACADEMICALLY DOING BETTER OR WORSE IN SCHOOL WITH THE FOUR-DAY SCHOOL WEEK?

COMMUNITY SURVEY DO YOU BELIEVE THE FOUR-DAY SCHOOL WEEK HAS HELPED OR HURT STUDENT PARTICIPATION IN ACTIVITIES?

COMMUNITY SURVEY SHOULD THE LAKE SUPERIOR SCHOOL DISTRICT STAY WITH THE FOUR-DAY SCHOOL WEEK OR RETURN TO THE FIVE-DAY SCHOOL WEEK?

COMMUNITY SURVEY IF YOU ARE SUPPORTIVE OF THE FOUR-DAY SCHOOL WEEK PLEASE INDICATE YOUR MAIN REASON BY CHECKING THE APPROPRIATE BLANKS BELOW:

Teachers  Teachers are using the one Friday each month to meet in Professional Learning Communities (PLC)  Focused on best practices  Focused on student improvement  Teachers attend workshops on Fridays instead of during the week

Addressing other concerns: Child Care For Fridays Kids and Co. has openings Hasn’t been fully utilized. Quick registration process, Contact Community Education Lunches for long weekends Back pack program Increased homework load 77% of students report they complete their homework at school 59.3% teachers report students have more time as school to complete work 49% of teachers reported that the quality of student homework is better. 1% of teachers responded that homework was of worse quality, Kelley HS added an 8 th period study hall However, 26% of parents reported that the 4 day week negatively impacted their students ability to complete homework. We will continue to look at how we address this.

Research  Research from: Anderson, Mark (2012). Does Shortening the School week Impact student Performance? Evidence from the Four-Day School Week. P. 22.  In a time of tough budget situations for most public school systems, a variety of cost-saving measures have been adopted. To relieve financial pressures, a growing number of smaller and more rural school districts are switching from the traditional Monday through Friday school week to a four-day-week schedule. One concern, however, is that student academic performance may be compromised by such a switch. The results presented in this paper illustrate that academic outcomes are not sacrificed under the four-day week; in fact, we provide some evidence that math and reading achievement scores in elementary schools actually improve following the schedule change.

Research  Below research is from the National Conference of State Legislatures with the link to the research:  overview.aspx overview.aspx  Four-Day School Weeks Overview  With strapped state budgets and alluring promises of significant reductions in overhead and transportation costs, the four-day school week has been an increasingly attractive option for legislators seeking to cut education costs. For small, remote school districts, instituting a four-day school week may provide a savings by reducing transportation, heating, and staff costs. Supporters of the shortened week also boast of improved morale and increased attendance (by both students and teachers); open Fridays for sporting events and doctor appointments, and more time to spend with loved ones. Opponents of the four-day school week cite problems with long, exhausting class days and finding day care for children whose parents work outside the home. Additionally, educational experts worry longer weekends could lead to a regression in learned concepts while also making it more difficult to offer elective classes. However, the jury is still out on many of these issues, as there is a lack of comprehensive studies.

Area Learning Center (ALC)  Area Learning Center (ALC)  We provide programming for grades K-8  Summer program  After school PASS program  Credit recovery for High School Students  Friday programming  Credit Recovery  Added ALC staff person as lead teacher  Provide lunch and snack on Fridays

Future  Planning on adjusting the school schedule to address students specific needs  Assigned to specific location for assistance in reading or math  Provide time in the day to allow for prescribed student learning opportunities in reading and math  After school and Friday time for skill development courses

Response to needs of community  Relationship with Mesabi Range Community College  Welding program at THHS  Millwright program at WKS  CNA program in the works for TH area  AEOA used THHS welding shop on Fridays for welding class  The structure has been created for other partnerships.

Questions?  All questions that were not addressed at the community meeting this evening will be answered and posted on the district web site.  If you have further questions please call, , or stop by the district office.  We request that you complete the community survey. The link to the survey is on the district web page.

Thank you for coming this evening.