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Questions from the CommunityPreguntas de la comunidad

This page is a collection of responses to questions received from the community.


Please fill out the form on the right if you would like to submit a question for CCSD59 to answer.

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SEPTEMBER 11, 2017 Board Meeting

The following questions were received at the September 11, 2017, CCSD59 Board of Education meeting. Additional questions from the meeting will be answered and added below in the near future.

Q: How are PARCC scores used to assess student learning, and what role do they play in school accountability?

A: The Partnership for Assessment of Readiness for College and Careers (PARCC) assessment is one of multiple measures the district uses to assess student learning. The PARCC measures student attainment in math and reading, and it is administered to students in grades three through eight.

As Dr. Tony Smith, State Superintendent of Education, stated in his September 2017 Illinois State Board of Education letter to districts, “With the approval of the Illinois ESSA Plan, assessment results are one of many indicators that will inform a system of balanced accountability for all students moving forward. A single test will never fully capture the impact of a great teacher or the extraordinary benefits and positive impact of a great school on a child’s development. Test scores should never be used as a sole indicator that drives school interventions or personnel decisions. Data from multiple sources drives our efforts to build the capacity of every school to serve each child fully.”

The new model of accountability that takes effect for the 2018-19 school year through the Illinois ESSA Plan states 20% of a district’s accountability will be based on PARCC scores- 10% in math and 10% in reading. The additional 80% will be composed of 50% student growth, 20% attendance rates, 5% English learner proficiency, and 5% climate surveys.


Q: If the district received preliminary PARCC scores in mid-August, why are the scores not shared immediately instead of waiting to be officially released later in the fall?

A: The district received preliminary PARCC scores in mid-August as part of the State’s process of validating the student assessment data. This time period is known as the data correction window and runs from mid-August through September 22. During this time period, the State requests that districts not share the preliminary data.

The State explains the reason in the September Illinois State Board of Education (ISBE) preliminary PARCC results letter to districts. “The Illinois Report Card, available at the end of October, will include finalized state-, district-, and school-level data that enable more detailed analysis. Please be aware that the data verification process is still ongoing even though you have received informative preliminary aggregated data from the vendor. It is possible the preliminary aggregated data received may differ from the finalized data that will be in the Illinois Report Card. The deadline for completing student assessment data verifications is September 22.”

Because of the data correction process, the district follows the guidance of ISBE and does not release the PARCC data until the State has completed the verification and correction process.


Q: What is the current status of the bond issuance and timeline of events for the community petition and petition objection?

A: At the September 11, 2017, board meeting, the board voted unanimously to allow the bond issuance to be placed on the March primary ballot. If more than 50% of the total votes cast are no, the bond referendum will fail. If more than 50% of the total votes cast are yes, the bond referendum will pass, and the board would have the option to vote to approve the issuance of bonds for a total not to exceed $20,000,000. The issuance of $20,000,000 in bonds would result in an approximate annual property tax increase of $19.90 for a house valued at $250,000, and the debt would be paid off in 2025.

The following is a timeline of events for the potential bond issuance:

    • At the May 22, 2017, board of education meeting, the board discussed the option of issuing up to $20,000,000 in bonds to support construction and capital improvement projects.
    • At the July 10, 2017, board of education meeting, the board approved the resolution to proceed with the process to issue bonds not to exceed $20,000,000.
    • On Friday, August 11, 2017, the district received a petition with the required number of signatures to put the sale of bonds on the March 20, 2018, ballot.
    • At the August 14, 2017, board meeting, Vickie Nissen, assistant superintendent of business services, shared the tentative budget and led a discussion and update on the potential issuance of bonds.
      • The board’s attorney described the next steps of the petition process and answered members’ questions.
      • The financial forecast reports discussed at the time of the revised tentative budget reflected the inclusion of a potential bond issuance of $15 million.
    • After further consideration, the board instructed the district’s administration to remove the $15 million bond issue from the final budget projected revenues due to the uncertainty of the future of the bond issuance as it proceeded through the petition process. The final budget was approved by the board at the August 28, 2017, meeting.

  • On Friday, August 18, 2017, the district received a list of objections to the signatures on the bond petition.
  • On Monday, August 28, 2017, the Cook County Electoral Board held an initial public hearing on the objections.
  • On Thursday, September 7, 2017, the Cook County Electoral Board issued the decision finding the objections moot as the objectors filed a motion to withdraw their objections.
  • At the September 11, 2017, board of education meeting, the board voted unanimously to allow the bond issuance to be placed on the March primary ballot.

August 28, 2017 Board Meeting

The following are questions from the August 28, 2017, board of education meeting along with answers and points of clarification.

Q: Why can’t the district use school libraries or gyms for teacher professional development and meetings during the school day instead of building professional development space at the new administration center?

A: During the school day, students are using both the gyms and libraries in school buildings. Schools also don’t have the parking space available to accommodate additional staff who would be in attendance during the meetings.


Q: Why aren’t school board meetings being videotaped?

A: The board is researching options and costs associated with the practice of videoing board meetings. Discussions regarding the practice will continue to take place at the next board meeting.


Q: Why are there 19 new employees added in the new budget at an increased cost of $1 million?

A: On March 20, 2017, the Board approved a resolution to add approximately 19 new staff members to support our students. The additional positions approved fell into the key categories of social emotional learning (SEL), coaching and learning support, and early intervention. These include social workers, school psychologists, instructional and SEL coaches, teachers and teaching assistants for developmental kindergarten and a 4-year old preschool program.


Q: Why were there two electronic devices for students provided all the way down to kindergarten over the past three years?

A: Students in grades kindergarten through second grade were provided with one electronic device, a Nexus 7 tablet, over the past three years. Students in third grade through eighth grade received access to both a Nexus 7 tablet and a Chromebook during that time.

The district convened a group of over 60 staff members through the winter and spring of 2013-14 to examine and recommend an updated learning environment utilizing technology. The two devices per student solution in grades 3-8 was less expensive than providing a laptop or alternative brand tablet, and the usage of two devices allowed students to utilize the full web and Google Apps on the Chromebook and multimedia and executive functioning skills on the tablet. To read more about the process for selecting the devices, along with how the two device solution was accomplished at a lower cost than only providing laptops to grades 6-8, please click here and scroll through the timeline of events.


Q: Why does the district use the 80:20 model for dual language, and is it effective in developing English proficiency for all students?

A: All models of dual language have been found to be effective in terms of achievement in English. The types of dual language programs are 50:50, 80:20, and 90:10. The ratios refer to the percentage of instruction in Spanish at the onset of the program in Kindergarten. All types of dual language programs are effective in helping students develop proficiency in English. The reason that 80:20 was chosen for our Spanish dual language students is that 80:20 models have been found to produce higher levels of proficiency in Spanish, with no negative impact on the development of English. Given our focus on success for life, the 80:20 model helps our students realize both short term and long term benefits.

Q: Is the district projecting a $100 million deficit over the next five years?

A: The district is not projecting a $100 million deficit over the next five years. This figure originated from a portion of a presentation to the board over the summer as a possible forecast if all potential negatively impacting factors were actualized (pension cost shift, property tax freeze, absence of a passed state budget, etc.) and the district were to do nothing to respond in the budgeting process. There was never an anticipated actual deficit of $100 million dollars as the district is responding to all impacting factors and projecting to balance the budget by 2020. Any reports indicating the district is projecting a $100 million deficit over the next five years are inaccurate.


New Administration Center

Q: Where will the new administration center be located?

A: The new administration center will be located at 999 Leicester Road in Elk Grove Village.


Q: Who owns the land at 999 Leicester Road?

A: CCSD59 owns the property at 999 Leicester Road, and this was the previous location of Lively Junior High School.


Q: Did the district consider building the new administration center in the industrial park in Elk Grove Village?

A: Yes, the district investigated the possibility of building the new administration center at an alternative property, including the possibility of building in the Elk Grove Village industrial park, but the investigation found the district would have to purchase property which would incur additional expense for the project and take a taxing entity off the tax rolls.


Q: Will there be green space remaining after the administration center is completed?

A: Yes, there will be green space remaining after the building is complete, and the free space would allow for the park district to use the remaining portion of the field for two soccer fields if they choose. The plan also allows for local residents to continue to use the land for activities such as taking daily walks. To view a conceptual draft overlay of the new administration center, click here.


Q: Will there be additional traffic down residential streets?

A: As part of the planning process, the district conducted a traffic study from an independent agency, which found there would not be a significant impact on local traffic, and the only increase in neighborhood traffic anticipated would be minimal from employees who live in the neighborhood.


Q: Will Pirate’s Cove parking be impacted?

A: Patrons at Pirate’s Cove would continue to be allowed to use available district parking.


Q: How long has the district been considering the building of a new administration center?

A: To view a comprehensive timeline of the new administration center decision process, click here.


Q: Was the community given the chance to provide feedback on the project?

A: Yes, two community listening sessions were held in December of 2015, and a survey was issued to the community and CCSD59 staff to solicit feedback.


Q: What would happen if the district decided to stop the building of the administration center at this point?

A: At this point in the timeline, the option to discontinue the building of the administration center would result in the district incurring costs to negotiate or litigate out of the construction contracts. With design costs already paid for, attempting to discontinue the building of the new administration center may result in costs over $5 million. The district would also need to attempt to terminate the sales contract for the existing properties already sold.


Q: Did you look at co-location with other governmental organizations in order to leverage resources and minimize spending?

A: Over the past few years, there has been some exploration in partnering with other governmental organizations to create efficiencies. As part of the move to Elk Grove, there have already been some initial discussions about partnering with the EG Park District (one of the EGPD maintenance buildings is located just to the north) where possible to potentially share resources such as fuel usage, equipment, and salt.


Q: Have you looked at allowing staff (or more) to telecommute in order to limit the amount of space needed?

A: A key to our work is for us to be connected to each other to ensure coordination and communication and, most importantly, to ensure we are connected to the real needs of our students and staff at the building level. Additionally, we find that we are able to be more agile and flexible by having staff in district versus telecommuting or working remotely. We want and need our staff to be in the district to problem solve, support and provide guidance to a rather complex system. We also need our administrators to have an active presence in the schools in order to develop a deep understanding of student, parent, and staff needs to provide the best support possible.


Q: Are any staff members receiving a private bathroom and shower facility in the new administration center?

A: No staff member will have a private bathroom and shower facility in the new administration building. To view  the building plans please click here. Additionally, please see this presentation of design options the board reviewed.


Q: Have you looked at workstations, pods, open offices, plug-in/work tables, etc. to minimize the level of offices and space needed for staff?

A: One thing to keep in mind is that less than half of the administration center will be set aside for office space. Over 50% of the building space will be for public spaces (i.e. boardroom, learning/meeting spaces, parent/family areas, etc.) and “back of house” space (IT repair, warehouse/archives, maintenance shop, mechanic bay, etc.). The design of the new building actually incorporates an open/shared space concept throughout the building while also maintaining some offices, although the offices are also grouped together in a more shared space concept. The new administrative center will also have small landing spaces for support staff, such as instructional coaches, who are based in buildings but need to come to the administrative center at times for collaborative work and professional development meetings.


Q: Have you looked at placing as many administrative staff as possible inside the schools themselves using existing space and thus getting administrative staff closer to the students, educators and families in the neighbors where the schools are located? In business terms we call it, “close to the customer”.

A: Our district-level staff have responsibilities across all 15 of our school sites and while placing district staff in individual buildings would provide more direct support to those individual buildings, it would also likely limit the level of support to the other buildings in the district. We do expect our district staff to be “close to the customer” via our expectation to be in buildings regularly. As part of our leadership structure, all members of the Superintendent’s Leadership Team are responsible for 2-3 schools in which they fulfill the responsibility of supervising the administrators and serve as the key link between the district and building. With over 6,500 students and 850+ staff assigned to our building sites, we also need the ability to connect the work of the district as a whole and believe that having a centralized location promotes coordination, collaboration and communication by both administrators and support staff with all of our buildings and programs. Keep in mind also that a majority of the staff housed at the administration center are support staff who support and maintain the operations of the district and thus allow building staff to focus on educating students. We also have a number of support staff, such as instructional coaches, social workers, and interventionists, who are based in our school buildings.


Q: Have you looked at renovating any number of existing nearby vacant buildings such as the Sam’s Club on Golf Rd. or the many that exist in office parks?

A: There was no interest in expending additional taxpayer dollars to purchase or lease non-district properties. A major part of the discussion around building a new administration center was looking at it as a 50+ year investment. Additionally, building the administration center on D59 property allowed for the selling of the current properties on AH road for $5,000,000 ($1,000,000 over the appraised value) and brings both of those properties back onto the tax roles, thus benefiting both the community and the district.


Q: Have you attempted to negotiate getting office space in any number of the office structures in the area where there is vacant space?

A: The previous answer above applies to this question as well.


Q: Are you sharing and/or have you looked at sharing backroom and other headcount and equipment resources with other schools districts and/or municipalities to stretch resources and reduce your need for square footage?

A: The district works with government agencies to participate in purchasing cooperatives to receive lower prices on items such as office supplies, custodial supplies, and materials for annual capital improvements.  These purchasing cooperatives include partnerships with other school districts.  To maximize the square footage of all our facilities and allow us to reduce costs, we work with several vendors that provide next-day delivery to our schools and administrative center.


Q: What are you outsourcing to other organizations where the work can be done as well or better at comparable or lower costs order to reduce the need for District employees and office space? And, are you actively looking for these types of opportunities and what is that process?

A: While we do access appropriate outsourcing opportunities, such as transportation, food service, printing, and NSSEO services, we also recognize that having local supports creates a higher level of customer service and ownership on behalf of our students and staff. Additionally, local supports and maintaining some of our services in the district also leads to much greater understanding in needs, process and the ability to be efficient in our work by having a deeper understanding of the specific circumstances and details of the work and support being provided.


Q: We live in a dynamic job and changing employment marketplace. Are you looking at and using the many ways to staff positions and communicate with each other such as job sharing, flex hours, staggered start times and video conferencing which impact the need for physical space?

A: With the administration center being the key leadership and support structure for a district of 15 buildings, 6,500+ students, and 850+ building level staff across four different communities, we do have many structures in place to maximize our work as a district. We have a number of district-level staff who have staggered start times with the staff beginning their work day between 6:30 – 8:00 am, but our goal with all of our staff start times is to ensure we have staff in place during the staff and school day. Our “business” is unique in that we need to dedicate our support, assistance and leadership in an intense manner around the school day. We believe this may be unique to a standard business model as, if you consider our students our “customers”, we have them for approximately seven hours a day, everyday.


Potential Bond Issuance

Q: What is the cost for the new bonds the district is considering?

A: The district is considering issuing bonds of either $10 million, $15 million, or $20 million in bonds.


Q: How much would the bonds raise property taxes?

A: The issuance of $10 million in bonds would result in an approximate annual property tax increase of $10.01 for a house valued at $250,000, and the debt would be paid off in 2023.

The issuance of $15 million in bonds would result in an approximate annual property tax increase of $14.95 for a house valued at $250,000, and the debit would be paid off in 2024.

The issuance of $20 million in bonds would result in an approximate annual property tax increase of $19.90 for a house valued at $250,000, and the debt would be paid off in 2025.


Q: Will the bonds be used to increase staff salaries or increase staff personnel?

A: The bonds can not be used for staff salaries and will not be used to increase district personnel.


Q: How much does the district have in reserves, and if they have a fund balance, why do they need to issue bonds?

A: The district presently holds a fund balance of $110,747,601.

Over the past several months, a number of financial challenges have increased the uncertainty for the district’s financial position. Financial challenges the district must consider include, but are not limited to:

  • Providing the resources needed to best meet the needs of our students who come to us with educational, emotional and language deficits
  • Uncertain state and federal funding
  • Legislation negatively impacting the financial health of the school district
    • Tax cap freeze
    • Pension cost shifts
    • School funding reform
  • Rising costs of health insurance
  • Rising costs of construction

While the district will strategically deficit spend into the reserves this year, the issuance of the bonds will ensure financial stability, the continuation of programs to best support students, and protect against the financial uncertainty at the state and federal levels.

The district is committed to responding to the current financial uncertainty and balancing the budget, and the bonds would help provide financial stability as the budget balancing process is completed.


Q: What will the bonds specifically fund?

A: The bonds would be used to pay for a portion of the administration center, renovations at Devonshire School and Friendship Junior High School, and capital projects across the district such as updating school roofing.


Q: Will the bonds result in a permanent increase in property taxes?

A: Once the bonds are paid back, property tax levels would be reduced by the increase resulting from the bonds. Residents would see the decrease in 2025 for $20 million in bonds, the decrease in 2024 for $15 million in bonds, and 2023 for $10 million in bonds.

Esta página es una colección de preguntas con respuestas que el distrito ha recibido de la comunidad.

Por favor llene el formulario a la derecha si desea enviar una pregunta a la Junta de Educación de CCSD59 para contestar.

Temas:

NUEVO CENTRO DE ADMINISTRACIÓN

P: ¿Miraron la ubicación conjunta con otras organizaciones gubernamentales con el fin de aprovechar los recursos y minimizar el gasto?

R: Durante los últimos años, ha habido alguna exploración en la asociación con otras organizaciones gubernamentales para crear eficiencias. Como parte de la mudanza a Elk Grove, ya ha habido algunas discusiones iniciales sobre la asociación con el EG Park District (uno de los edificios de mantenimiento de EGPD se encuentra justo al norte) donde es posiblemente compartir recursos potenciales como el uso de combustible y sal.


P: ¿Han pensado en permitir que el personal (o más) trabaje a distancia para limitar la cantidad de espacio necesario?

R: Una de las claves de nuestro trabajo es que estemos conectados entre sí para asegurar la coordinación y la comunicación y lo que es más importante, para asegurar que estamos conectados con las necesidades reales de nuestros estudiantes y personal a nivel de edificio. Además, encontramos que somos capaces de ser más ágiles y flexibles al tener personal en el distrito frente al teletrabajo o trabajando remotamente. Queremos y necesitamos que nuestro personal esté en el distrito para solucionar problemas, apoyar y proporcionar orientación a un sistema bastante complejo. También necesitamos que nuestros administradores tengan una presencia activa en las escuelas con el fin de desarrollar una comprensión profunda de los estudiantes, los padres y las necesidades del personal para proporcionar el mejor apoyo posible.


P: ¿Hay algún miembro del personal recibiendo un baño privado y instalaciones de regaderas en el nuevo centro administrativo?

R: Ningún miembro del personal tendrá un cuarto de baño privado y regadera en el nuevo edificio administrativo. Para ver los planos del edificio, haga clic aquí. Además, por favor vea esta presentación de opciones de diseño que la junta revisó.


P: ¿Han mirado estaciones de trabajo, pods, oficinas abiertas, mesas de conexión/trabajo, etc. para minimizar el nivel de oficinas y el espacio necesario para el personal?

R: Una cosa a tener en cuenta es que menos de la mitad del centro de administración será reservada para espacio de oficina. Más del 50% del espacio de construcción será para espacios públicos (por ejemplo, sala de juntas, espacios para aprender/reunirse, áreas para padres/familia, etc.) y espacio “detrás de la casa” (reparación de TI, almacén/archivo, etc). El diseño del nuevo edificio en realidad incorpora un concepto de espacio abierto/compartido en todo el edificio, mientras que también mantiene algunas oficinas, aunque las oficinas también se agrupan en un concepto de espacio más compartido. El nuevo centro administrativo también contará con pequeños espacios de “aterrizaje” para el personal de apoyo, como los entrenadores de instrucción, que se basan en edificios, pero que necesitan acudir al centro administrativo a veces para reuniones de trabajo colaborativo y desarrollo profesional.


P: ¿Han buscado ubicar al mayor número posible de personal administrativo dentro de las propias escuelas usando el espacio existente y así acercar al personal administrativo a los estudiantes, educadores y familias de los vecinos donde se ubican las escuelas? En términos comerciales lo llamamos “cerca del cliente”.

R: Nuestro personal a nivel de distrito tiene responsabilidades en todos los 15 sitios de nuestra escuela y al colocar al personal del distrito en edificios individuales proporcionaría un apoyo más directo a esos edificios individuales, también probablemente limitaría el nivel de apoyo a los otros edificios del distrito . Esperamos que nuestro personal del distrito esté “cerca del cliente” a través de nuestra expectativa de estar en edificios regularmente. Como parte de nuestra estructura de liderazgo, todos los miembros del Equipo de Liderazgo del Superintendente son responsables de 2-3 escuelas en las cuales cumplen con la responsabilidad de supervisar a los administradores y servir como el enlace clave entre el distrito y el edificio. Con más de 6,500 estudiantes y más de 850 empleados asignados a nuestros sitios de construcción, también necesitamos la capacidad de conectar el trabajo del distrito en su conjunto y creemos que tener una ubicación centralizada promueve la coordinación, colaboración y comunicación por parte de los administradores y personal de apoyo con todos de nuestros edificios y programas. Tenga en cuenta también que la mayoría del personal alojado en el centro de administración es el personal de apoyo que apoyan y mantienen las operaciones del distrito y por lo tanto permiten que el personal del edificio se centre en educar a los estudiantes. También contamos con personal de apoyo, como entrenadores de instrucción, trabajadores sociales e intervencionistas, que están basados ​​en nuestros edificios escolares.


P: ¿Han estudiado la posibilidad de renovar cualquier número de edificios vacantes cercanos, como el Sam’s Club en Golf Rd. o los muchos que existen en los parques de oficinas?

R: No había interés en gastar dinero adicional de los contribuyentes para comprar o arrendar propiedades fuera del distrito. Una parte importante de la discusión alrededor de la construcción de un nuevo centro administrativo lo miraba como una inversión de más de 50 años. Además, la construcción del centro de administración en la propiedad D59 permitió la venta de las propiedades actuales en AH Road por $5,000,000 ($1,000,000 sobre el valor tasado) y devuelve ambas propiedades a los roles fiscales, beneficiando tanto a la comunidad como al distrito.


P: ¿Han intentado negociar la obtención de espacio de oficina en cualquier número de estructuras de oficina en el área donde hay espacio libre?

R: La respuesta anterior también se aplica a esta pregunta.


P: ¿Están compartiendo y/o han estudiado compartir cuartos traseros y otros recursos de personal y equipo con otros distritos escolares o municipios para estirar los recursos y reducir su necesidad de metraje cuadrado?

R: El distrito trabaja con agencias gubernamentales para participar en la compra de cooperativas para recibir precios más bajos en artículos tales como suministros de oficina, suministros de custodia y materiales para mejoras anuales de capital. Estas cooperativas de compra incluyen asociaciones con otros distritos escolares. Para maximizar la cantidad de pies cuadrados de todas nuestras instalaciones y permitirnos reducir los costos, trabajamos con varios vendedores que proporcionan entrega al día siguiente a nuestras escuelas y centro administrativo.


P: ¿Qué están subcontratando a otras organizaciones donde el trabajo puede ser hecho o mejor a un costo comparable o menor para reducir la necesidad de empleados del Distrito y espacio de oficinas? y ¿están buscando activamente este tipo de oportunidades y cuál es ese proceso?

R: Aunque tenemos acceso a oportunidades apropiadas de outsourcing, tales como servicios de transporte, servicio de alimentos, impresión y servicios NSSEO, también reconocemos que tener apoyos locales crea un mayor nivel de servicio al cliente y propiedad en nombre de nuestros estudiantes y personal. Además, los apoyos locales y el mantenimiento de algunos de nuestros servicios en el distrito también conduce a una mayor comprensión de las necesidades, el proceso y la capacidad de ser eficiente en nuestro trabajo por tener una comprensión más profunda de las circunstancias específicas y detalles del trabajo y el apoyo que se proporciona.


P: Vivimos en un trabajo dinámico y en un mercado laboral cambiante. ¿Están buscando y usando las muchas maneras de asumir posiciones y comunicarse entre sí como compartir trabajo, horas flexibles, tiempos de inicio escalonados y videoconferencias que afectan la necesidad de espacio físico?

R: Con el centro de administración siendo el liderazgo clave y la estructura de apoyo para un distrito de 15 edificios, 6,500+ estudiantes y 850 + personal de construcción a través de cuatro comunidades diferentes, tenemos muchas estructuras para maximizar nuestro trabajo como distrito. Tenemos un número de personal de nivel distrital que han escalonado las horas de inicio con el personal que comienza su día de trabajo entre las 6:30 – 8:00 am, pero nuestra meta con todos los tiempos de inicio de nuestro personal es asegurarnos de tener personal en su lugar durante el personal y el día escolar. Nuestro “negocio” es único en que necesitamos dedicar nuestro apoyo, asistencia y liderazgo de una manera intensa alrededor de la jornada escolar. Creemos que esto puede ser único para un modelo de negocio estándar ya que, si considera a nuestros estudiantes nuestros “clientes”, los tenemos por aproximadamente siete horas al día, todos los días.


EMISIÓN DE BONOS POTENCIAL

P: ¿Cuál es el costo de los nuevos bonos que el distrito está considerando?

R: El distrito está considerando emitir bonos de $10 millones, $15 millones o $20 millones en bonos.


P: ¿Cuánto aumentarían los bonos los impuestos a la propiedad?

R: La emisión de $10 millones en bonos daría lugar a un aumento aproximado del impuesto sobre la propiedad anual de $10.01 dólares para una casa valorada en $250,000 dólares y la deuda se pagaría en 2023.

La emisión de $15 millones en bonos daría lugar a un aumento aproximado del impuesto sobre la propiedad anual de $14.95 dólares para una casa valorada en $250,000 dólares y el pago se pagaría en 2024.

La emisión de $20 millones en bonos daría lugar a un aumento anual aproximado del impuesto a la propiedad de $19.90 para una casa valorada en $250,000 y la deuda se pagaría en 2025.


P: ¿Se usarán los bonos para aumentar los salarios del personal o aumentar el personal?

R: Los bonos no pueden utilizarse para los sueldos del personal y no se utilizarán para aumentar el personal del distrito.


P: ¿Cuánto tiene el distrito en las reservas y si tienen un saldo de fondos, por qué necesitan emitir bonos?

R: El distrito actualmente tiene un saldo de $110,747,601.

En los últimos meses, una serie de desafíos financieros han aumentado la incertidumbre para la situación financiera del distrito. Los desafíos financieros que el distrito debe considerar incluyen, pero no se limitan a:

  • Proporcionar los recursos necesarios para satisfacer mejor las necesidades de nuestros estudiantes que vienen a nosotros con déficits educativos, emocionales y de lenguaje
  • Financiamiento estatal y federal incierto
  • Legislación que afecta negativamente la salud financiera del distrito escolar
    • Congelación de la tapa del impuesto
    • Cambios en el costo de la pensión
    • Reforma de la financiación escolar
  • Aumento de los costos del seguro de salud
  • Aumento de los costes de construcción

Mientras que el distrito implementará déficit estratégico en las reservas este año, la emisión de los bonos garantizará la estabilidad financiera, la continuación de los programas para apoyar mejor a los estudiantes y protegerlos contra la incertidumbre financiera a nivel estatal y federal.

El distrito está comprometido a responder a la actual incertidumbre financiera ya equilibrar el presupuesto y los bonos ayudarían a proporcionar estabilidad financiera a medida que se complete el proceso de equilibrio presupuestario.


P: ¿Qué financiarán específicamente los bonos?

R: Los bonos se utilizarían para pagar una parte del centro administrativo, las renovaciones en la Escuela Devonshire y la Escuela Presecundaria Friendship y proyectos de capital en todo el distrito, tales como la renovación del techo de la escuela.


P: ¿Resultarán los bonos un aumento permanente de los impuestos sobre la propiedad?

R: Una vez que los bonos sean devueltos, los niveles del impuesto a la propiedad se verían reducidos por el aumento resultante de los bonos. Los residentes verían la disminución en 2025 por $20 millones en bonos, la disminución en 2024 por $15 millones en bonos y 2023 por $10 millones en bonos.

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