What is the main purpose for requesting an opt out?
Five-year Budget Forecasts show a significant shortfall in revenue if we rely only on the state aid formula for increases. A $6 Mill dollar opt out would allow the district to cash flow and eliminate the need to make reductions each year. The projections show a revenue shortfall on an annual basis and the opt out would help to ensure the following reductions would not have to continue to take place: basic academic and instructional programs at all levels, staffing at all levels, reduce student transportation, outsourcing of support and business services, Extra and Co-curricular programming and class size increases. If we have the ability to cash flow we could utilize new revenue each year to enhance compensation for staff.
How much is needed to increase the starting salary level of RCAS teachers?
Area Starting Salaries for 2015-2016:
Rapid City-$31,676
Lead/Deadwood-$36,407 with
Spearfish-$34,900
Hill City-$33,742
Meade-$31,675
Douglas-$30,875
These are all estimates and subject to change:
Move Rapid City to $34,000 increase $2324 = $2,416,960
Move Rapid City to $35,000 increase $3324 = $3,456,960
With a salary schedule the base is connected to all salaries. When you raise the base it works its way through the entire schedule and all teachers receive the increase. We have approximately 1040 teachers.
Rapid City-$31,676
Lead/Deadwood-$36,407 with
Spearfish-$34,900
Hill City-$33,742
Meade-$31,675
Douglas-$30,875
These are all estimates and subject to change:
Move Rapid City to $34,000 increase $2324 = $2,416,960
Move Rapid City to $35,000 increase $3324 = $3,456,960
With a salary schedule the base is connected to all salaries. When you raise the base it works its way through the entire schedule and all teachers receive the increase. We have approximately 1040 teachers.
What about lane and step corrections?
Schedule Correction Lanes: $1,844,583
Schedule Correction steps: $2,685,139
This was last calculated in 2013-2014 it would most likely cost more today.
Schedule Correction steps: $2,685,139
This was last calculated in 2013-2014 it would most likely cost more today.
How will this budget increase help build the capacity of teachers?
As we move forward I have prioritized and given specific guidance as to how we will utilize federal resources in the future. We can utilize federal resources to build capacity of teachers and purchase technology. We are also looking at curricular (online versions) purchases to become more efficient and spend less dollars and then spend more on technological tools for teachers and students.
Title II Part A [funds could be used]-in the past we paid 54% of those dollars towards personnel-we are trying to get to a system where that money is available for building capacity of teachers.
Title II Part A [funds could be used]-in the past we paid 54% of those dollars towards personnel-we are trying to get to a system where that money is available for building capacity of teachers.
Where does the ability to have enough support staff, if there us a need, come into the opt out plan?
We have set the foundational support that will be funded by the General Fund-schools could use additional federal resources to provide more instructional support. As more resources come into the system we could always look at expanding the foundational support but we will need a sustainable resources stream.
Besides a State Funding Formula Change, what are other sources of new revenue and what is the vision for the future if we have this additional revenue?
Increased student numbers, increased assessed evaluation-(TIF projects expiring), generating more local revenue (charging for things that we can legally charge for-Ex use of facilities, increase fees and tickets to activities), promote special revenue sources from state (Large School Factor like the current Small School Factor, we have discussed consolidation-less school districts more dollars distributed to those left-these are some we have discussed.
The school is only as good as its teachers-new revenue would target teacher compensation, building the capacity of our current teachers, more robust and targeted enrichment and intervention programs (blended learning, differentiated or individual instruction) and programming that address student success in college and/or career--programs that would make students effective in the 21st century after leaving RCAS
The school is only as good as its teachers-new revenue would target teacher compensation, building the capacity of our current teachers, more robust and targeted enrichment and intervention programs (blended learning, differentiated or individual instruction) and programming that address student success in college and/or career--programs that would make students effective in the 21st century after leaving RCAS