REORGANIZATION STUDY

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REORGANIZATION STUDY

• Abingdon CUSD 217
• Avon CUSD 176
• Bushnell Prairie City CUSD 170

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Midwest School Consultants

• Dr. William H. Phillips
• Dr. Scott L. Day
• Dr. Leonard R. Bogle

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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.

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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

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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 schools curricula will mesh in this
  process.
• Teacher in-service time should be devoted to
  combining the new high school curriculum, mapping
  curriculum changes.

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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.
•  

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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.

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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

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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.

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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.

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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.

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POPULATION PROJECTIONS
COUNTY Population Estimates Population Estimates Population Estimates Population Estimates Population Estimates Population Estimates Population Estimates  
COUNTY July 1, 2006 July 1, 2005 July 1, 2004 July 1, 2003 July 1, 2002 July 1, 2001 July 1, 2000 Gain/Loss
Fulton 37,378 37,472 37,642 37,660 37,583 37,934 38,239 -861
Knox 52,906 53,321 53,760 54,345 54,895 55,306 55,762 -2,856
McDonough 31,823 32,011 32,298 32,613 32,856 32,863 32,871 -1,048
Warren 17,480 17,592 17,697 18,210 18,380 18,497 18,689 -1,209
TOTAL 139,587 140,396 141,397 142,828 143,714 144,600 145,561 -5,974
VILLAGE Population Estimates Population Estimates Population Estimates Population Estimates Population Estimates Population Estimates Population Estimates  
VILLAGE July 1, 2006 July 1, 2005 July 1, 2004 July 1, 2003 July 1, 2002 July 1, 2001 July 1, 2000 Gain/Loss
Abingdon 3,352 3,379 3,418 3,466 3,509 3,557 3,603 -251
Avon 870 875 883 887 889 902 914 -44
Bushnell 2,998 3,027 3,061 3,130 3,159 3,191 3,230 -232
Prairie City 425 429 433 442 446 450 456 -31
TOTAL 7,645 7,710 7,795 7,925 8,003 8,100 8,203 -558
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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

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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

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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

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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.

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Building Maximum Capacity Current population 2015 Population Space available now Space available 2014-15
ALL SCHOOLS TOGETHER  
MS/HS (Avon) 250 359 (MS) 377 -109 -127
   
MS/HS (Abingdon) 530 359 (MS) 377 (MS) 171 153
   
MS/HS (BPC) 680 546 (HS) 491 (HS) 134 189
           
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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.

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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

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Avon CUSD 176 Abingdon CUSD 217 Bushnell-Prairie City CUSD 170 Bushnell-Prairie City CUSD 170 Average all Districts
 
Buses 6 10 (3 spares) 8 (2 spares) 8 (2 spares)  
Vans 4 0 4 4  
Type of Program Own Lease/Purchase Own Own  
 
Regular Route Information Regular Route Information Regular Route Information Regular Route Information Regular Route Information Regular Route Information
Cost 58,685 142,146 142,146 154,432 118,421
Students Transported 113 376 376 248 245.67
Cost/student 519 378 378 623 507
Regular Route Miles 26,600 45,163 45,163 59,577 43,780.00
Cost/mile 2.21 3.15 3.15 2.59 3

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Special Education Information Special Education Information Special Education Information Special Education Information Special Education Information
Students Transported 7 16 27 17
Special Education Total Cost 84,883 107,906 83,826 92,205
Total miles 53,245 33,774 43,839 43,619
Cost/student 12,126 6,744 3,105 7,325
Cost/mile 1.59 3.19 1.91 2.23

Vocational Transportation Information Vocational Transportation Information Vocational Transportation Information Vocational Transportation Information Vocational Transportation Information
Vocational transportation costs 11,527 3,333 13,691 9,517.00
Vocational transportation miles 6,068 2,904 6,519 5,163.67
Cost/mile 1.90 1.15 2.10 1.72

Non-reimbursable Transportation Information Non-reimbursable Transportation Information Non-reimbursable Transportation Information Non-reimbursable Transportation Information Non-reimbursable Transportation Information
Transportation costs 39,232 50,478 42,128 43,946
Transportation miles 24,384 17,700 31,157 24,414
Cost/mile 1.61 2.85 1.35 1.94
TOTAL COST - ALL AREAS 182,800 300,530 280,386 254,572
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  School M.S. students to transport H.S. students to transport To Avon To Abing-don To BPC busses to Avon busses to Abing- don busses to BPC MS Extracurricular HS Extracurricular Per mile cost based on average Total miles (round trip x 176) Total
All consolidate Avon 38 35 0 38 35 0 1 1 1   3.00 10560 31,680
All consolidate Abingdon 0 122 0 0 122   0 3   1 3.00 14080 42,240
All consolidate BPC 142 0 0 142 0   3 0 1   3.00 14080 42,240
                          TOTAL COST 116,160
When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car. When determining high school numbers, the total number of students was divided by 2 since at least half of these students will drive a car.
Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses. Because Avon and Bushnell-Prairie City already share all extracurricular there is no additional cost to add to the transportation expenses.
The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and The total number of busses may be reduced by changing route assignments. These estimates are designed to show cost at current rates and
distances and can likely be reduced.
The totals are dependent upon which school houses the middle school students. The totals are dependent upon which school houses the middle school students. The totals are dependent upon which school houses the middle school students. The totals are dependent upon which school houses the middle school students. The totals are dependent upon which school houses the middle school students.
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REORGANIZATION STUDYBackground 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

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Fund Abingdon CUSD 217 Rate Avon CUSD 176 Rate Bushnell CUSD 170 Rate
Ed. 1,363,253 3.25 815,762 2.85 1,153,880 2.80
OBM 209,732 .50 197,500 .75 206,050 .50
Trans. 83,892 .20 114,429 .45 82,420 .20
Sp. Ed. 16,778 .04 10,171 .04 16,484 .04
Working Cash 20,973 .05 12,714 .05 20,606 .05
Bonds 411,492 1.14 94,072 .37 135,923 .45
IMRF 80,033 .19 10,502 .04 90,116 .21
Social Security 65,016 .15 42,008 .16 90,116 .21
TORT 181,501 .43 91,543 .36 126,939 .29
Lease 20,973 .05 -0- .0 20,606 .05
Life Safety 20,973 .05 12,714 .05 20,606 .05
Total 2,593,227 5.95 1,303,581 5.12 1,963,746 4.87
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REORGANIZATION STUDYBackground 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.

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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.

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Abingdon CUSD 217 Avon CUSD 176 Bushnell-Prairie City CUSD 170
Average Daily Attendance 698 235 733
General State Aid Revenue 3,252,375 821,108 3,358,883
GSA Revenue/Per Student 4,659 3,494 5,306
Total District Expenditures 7,754,714 2,964,819 6,575,573
Operating Expense Per Pupil 7,256 11,148 8,104
Assessed Valuation Per Pupil 60,009 107,701 52,560
Total Certified Staff (2007-2008) 52 27 73
Average Teachers Salary (2007-2008) 39,602 36,707 33,388
EAV 2007-2008 41,946,268 25,417,643 40,629,510
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Abingdon CUSD 217 Avon CUSD 176 Bushnell CUSD 170
General State Aid 2007-2008 3,252,375 821,108 3,358,883
Average Daily Attendance 2007-2008 698 235 733
ADA 2006-2007 713 243 768
ADA 2005-2006 733 269 745
Personal Property Replacement Tax 2007-2008 98,392 61,687 143,031
Operating Tax Expense Per Pupil 7,256 11,148 8,104
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REORGANIZATION STUDYBackground Information

• Substantial Incentives
• Will incentives actually exist?

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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.

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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.

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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.

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TOTAL REORGANIZATION INCENTIVES

• 4,395,424.

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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.

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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.

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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

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Publications

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

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Questions from the Audience

• Dr. William Phillips
• 217 206-7155
• phillips.william_at_uis.edu