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Minidoka County School District #331

“We will increase INSTRUCTIONAL INTENSITY to significantly improve

academic achievement for all students.”

Board Members Administration

Brian Duncan, Chairman Dr. Scott A. Rogers, Superintendent
Doyle Price, Vice Chairman John Fennell, Assistant Superintendent
Tammy Stevenson, Trustee Patricia Knoblauch, Board Clerk
Mark Sanderson, Trustee Michelle DeLuna, Business Manager
Jason Gibbons, Trustee

State of the School District- January 2012

Prepared By: Dr. Scott A. Rogers, Superintendent of Schools

Dear Chairman, members of the Board of Trustees, staff, parents, students, and community patrons of the

I stand before you today to present the State of the School District Report for January 2012. I am extremely
proud of the accomplishments of this District over the past few years in light of the tough and uncertain
economic times in which we find ourselves. I need to start by expressing my thanks and appreciation to the
many wonderful and dedicated employees and volunteers of this District. I also recognize the hard-working and
talented students and their parents for all of their efforts. Lastly, I express gratitude to the local communities
and, businesses, and patrons for their continued support.

The last year and past several years could be characterized by a two simple words…change & improvement.
Thanks to your leadership as a Board of Trustees, the Minidoka County Joint School District has continued to
undergo a comprehensive plan of improvement and reform…in every classroom, at every building, and as a
District. Please consider the following evidences of our change and improvement efforts.

District Report Card


Educational opportunities abound in the Minidoka County School District. We pay a great deal of attention to
education and as a result provide many cutting edge opportunities and “best practices” to our students such as
Reading First, Middle and High Schools That Work, dual credit and advance placement classes, and a wide
variety of professional-technical programs. While we celebrate our many accomplishments, we recognize that
continuous improvement is an integral part of all great programs. This report is a summary of some of the
indicators used to determine the performance of our educational programs so that we can monitor and adjust
them. No single report can tell the whole story of our district’s educational programs or the people who work
and learn here. We encourage you to find out firsthand by visiting our schools. If you are a parent of one of our
students, we invite you to take an active role in your child’s learning because studies show that when parents are
involved, students do better in school.


Our mission of the Minidoka County Joint School District is to increase “INSTRUCTIONAL INTENSITY” to
significantly improve the academic achievement of all students.

310 10th St.~Rupert~Idaho~83350~Telephone (208) 436-4727~Fax (208) 436-6593~Web www.minidokaschools.org


Many factors, such as how often a child attends school, moving frequently, and English language experience,
influence school achievement. Measuring these characteristics helps us understand our student’s needs.


Each year the progress of our district towards state and federal academic goals is monitored. During 2010-
2011, our district made good progress.


This year, several of our schools met AYP goals: Acequia Elementary, Paul Elementary, and Rupert
Elementary as well as Minico High School. Paul Elementary also received New School Status. Below is a
breakdown of schools along with their AYP status:

Acequia Elementary
Heyburn Elementary—Year 3 SI—Reading & Math
Paul Elementary
Rupert Elementary
East Minico Middle School—Alert Status—Reading & Language
West Minico Middle School—Alert Status—Reading & Math
Mt. Harrison Jr./Sr. High School—Year 1 SI—Reading & Math
Minico High School


District Enrollment:
10.4% Participate in programs to learn English
68.0% Qualify for free and reduced-price lunch
2.0% Participated in gifted and talented programs


We are committed to ensuring that our students are taught by a highly trained and qualified staff of instructors
and parents are welcome to request information about the qualifications of their child’s teachers. In addition, if
the need arises for your child to be taught by a teacher without complete qualifications for more than four
weeks, we will notify you.

99.9% of teachers are highly qualified

.003% of teachers are teaching with a letter of authorization
0% of core classes are not taught by highly qualified teachers


Grade District
Kindergarten 20
1st grade 21
2nd grade 20
3rd grade 22
4th grade 25
5th grade 24
6th grade 26
7th grade 27
8th grade 28


Our goal is to provide a place for students to learn without distractions and concerns for safety. We closely
monitor activities on our campuses and offer programs to prevent alcohol, tobacco, and substance abuse. As
required by state and federal laws and rules, we collect, monitor, and report on crimes and substance abuse
incidents on our campuses and at school activities.


Our state goal is for at least 90 percent of students to graduate from high school. The most current graduation
rate information is for the class of 2010 and shows:

Minico High School 91.5% graduated

Mt. Harrison Jr./Sr. High School 49.5% graduated
District 70.75% graduated
State 92.4% graduated


Individual report cards on each of our schools are available at www.minidokaschools.org. Detailed
achievement data for the district, schools, and state can be accessed through our district website as well. All
school report cards are listed there and provide detailed information about AYP, teacher quality, graduation, and
academic performance of our students and specific groups of students on state reading, math, and language
usage tests.

If you need assistance accessing any of the information or websites listed on this page, or would like a printed
copy of the complete report card, please contact Sandra Miller, Student Achievement & School Improvement
Director, at 436-4727.

Educational Programs & Academic Achievement Highlights
The following PowerPoint slides are a summary of the student achievement data for the most recent testing
session (2010-2011 school year).

Minidoka School District

 



60.0% 55.7%




10.4% 10.4%
2.3% 2.9%
0.7% 0.1% 0.8% 0.1%

 The overall percent of students in the District proficient or
advanced on the ISAT increased from last year and exceeded the
State average and 2011 goal

Overall % Proficient or Advanced






Reading Math Language
2007-2008 79.2% 72.3% 79.2%
2008-2009 84.6% 75.0% 79.1%
2009-2010 88.7% 83.6% 76.9%
2010-2011 89.3% 84.8% 78.2%
2010-2012 Goal 85.6% 83.0% 75.1%

Hispanic % Proficient or Advanced LEP % Proficient or Advanced

100.0% 100.0%
80.0% 80.0%
60.0% 60.0%
40.0% 40.0%
20.0% 20.0%
0.0% Reading Math Language
Reading Math Language
2007-2008 58.1% 49.1% 33.6%
2007-2008 71.0% 62.1% 50.3%
2008-2009 63.0% 53.1% 41.8%
2008-2009 78.0% 67.2% 60.2%
2009-2010 64.0% 59.2%
2009-2010 84.4% 78.2%
2010-2011 72.8% 67.1%
2010-2011 85.1% 79.9%
2010-2012 Goal 85.6% 83.0% 75.1%
2010-2012 Goal 85.6% 83.0% 75.1%

ED % Proficient or Advanced
Reading Math Language Usage
2007-2008 74.5% 66.7% 57.4%
2008-2009 81.0% 70.4%
2009-2010 86.3% 80.0%
2010-2011 88.0% 82.8%
2010-2012 Goal 85.6% 83.0% 75.1%

 In 3rd grade math, the District  In 5th grade math, the
averaged the same score as the District average score
State while Acequia exceeded it exceeded the State’s score

206 224

204 221


207 204 206 206 222 221 226 223

202 218
Heybur Heybur
Acequia Paul Rupert Acequia Paul Rupert
n n
School Average 207 204 206 206 School Average 222 221 226 223
District Average 206 206 206 206 District Average 223 223 223 223
State Average 206 206 206 206 State Average 221 221 221 221

 For the District, 51% of LEP students increased and 41.2%

maintained their level of proficiency on the IELA









District % Acequia Heyburn Paul Rupert East West Minico MHHS

Decreased in Proficiency Maintained Proficiency Increased Proficiency

Kindergarten  Kindergarten- Every
100.00% 79.85% 84.85%
92.68% 93.24% school exceeded the
spring target of 60%
50.00% 35.89% 41.30%
0.00%  1st and 2nd Grade- All
schools showed growth
Fall 2010 Heyburn Paul
Spring 2011 Rupert
and improvement
1st Grade 2nd Grade
100.00% 73.19% 100.00%
77.17% 72.80% 72.30% 85.45%
62.84% 65.91%
65.82% 69.30% 64.58% 72.09%
67.09% 62.11% 55.42% 68.54%
50.00% 46.69% 50.98%
43.01% 50.00% 53.23%
42.34% 37.63% 48.96%

0.00% 0.00%
State State
District District
Acequia Acequia
Heyburn Paul Heyburn
Fall 2010 Rupert Paul
Fall 2010 Rupert
Spring 2011
Spring 2011

WEST 8th Grade Reading






SP 2007 SP 2008 SP 2009 SP 2010 SP 2011
8th Grade 87.4% 87.1% 97.3% 90.5% 94.0%
District 60.9% 63.6% 65.3% 67.7% 91.2%
State 67.4% 71.4% 73.7% 75.1% 92.6%
SP 2011 Goal 85.6% 85.6% 85.6% 85.6% 85.6%

MINICO 10th Grade Reading






SP 2007 SP 2008 SP 2009 SP 2010 SP 2011
10th Grade 63.4% 76.7% 81.4% 75.9% 82.1%
District 60.1% 72.6% 80.9% 75.1% 78.8%
State 78.8% 85.7% 58.5% 86.4% 87.2%
SP 2011 Goal 85.6% 85.6% 85.6% 85.6% 85.6%

HEYBURN 4th Grade Math





SP 2007 SP 2008 SP 2009 SP 2010 SP 2011
4th Grade 68.1% 53.6% 74.0% 78.4% 82.4%
District 73.6% 73.4% 78.8% 85.3% 81.3%
State 82.0% 84.2% 85.6% 84.9% 83.4%
SP 2011 Goal 83.0% 83.0% 83.0% 83.0% 83.0%

PAUL 5th Grade Math






SP 2007 SP 2008 SP 2009 SP 2010 SP 2011
5th Grade 67.7% 66.7% 58.1% 78.5% 85.9%
District 66.6% 69.6% 70.1% 76.6% 82.5%
State 73.0% 78.0% 77.9% 79.8% 80.9%
SP 2011 Goal 83.0% 83.0% 83.0% 83.0% 83.0%

RUPERT 4th Grade Language






SP 2007 SP 2008 SP 2009 SP 2010 SP 2011
4th Grade 76.6% 57.9% 68.9% 70.9% 81.3%
District 79.6% 68.8% 68.1% 77.3% 73.7%
State 80.0% 77.5% 80.4% 87.9% 81.1%
SP 2011 Goal 75.1% 75.1% 75.1% 75.1% 75.1%

EAST 7th Grade Language






SP 2007 SP 2008 SP 2009 SP 2010 SP 2011
7th Grade 54.9% 56.9% 67.7% 62.1% 75.1%
District 51.6% 59.8% 64.4% 61.9% 69.1%
State 64.9% 69.0% 71.3% 73.5% 73.5%
SP 2011 Goal 75.1% 75.1% 75.1% 75.1% 75.1%

New For This Year

 Students Come First Legislation (SCF)

o Pay For Performance (P4P)
Building-Based Certified & Administrative, Not Classified
o Negotiations
o Policy Changes
o Teacher Evaluations
 Parental Input
 50% Based on Academic Achievement
o Administrative Evaluations
 Parental Input
 District Level- 5% of Contracts Tied to Student Achievement Measures
o Financial Transparency
o Personnel Records
o Professional Liability Insurance List
o 21st Century Classrooms
o 5 Star Rating System vs. AYP (ESEA Waiver)
o Idaho System of Educational Excellence (ISEE)

 GEAR UP Idaho 2 Grant was awarded to East Minico, West Minico, and Mt. Harrison in the
amount of $118,000. This stands for Gaining Early Awareness & Recognition of
Undergraduate Programs. We will be able to fund activities for a current and next year’s 7th
graders all the way through the 12th grade aimed at post-secondary preparedness and

encouragement. We were able to hire a full-time Site Coordinator to direct the grant. Over
120 7th graders are going to BSU for Rise Up on Saturday, February 18th.

 A Limited English Proficiency (LEP) Enhancement Grant was awarded at $75,000

 We have applied for a SchoolNet Grant of $150,000. The award decisions are expected at
before March 1st.

 We added a Migrant Preschool classroom with carryover funds from Migrant education. So
far, everyone is going well and the response from parents and staff has been very positive.

 Teaching with Technology Committee was formed. $121,000 in competitive mini-grants

based on creative, student-focused technology in the classrooms.

 Our new Minidoka Virtual Academy has had an average enrollment of 23 students grades K-
8. We are off to a good start and learning a lot about online education.

 We expanded the Day Treatment Program by adding one middle level classroom (grades 6-
8) paid for out of allocation from east and West. This is a combined effort to address the
issues coming from the new middle school credit requirements.

 A District WISE (Ways to Improve School effectiveness) Tool Committee was established
to assist the District and all schools with ongoing accreditation and school improvement

 The District was selected to participate in the Idaho Leads Project. There were 50 districts
selected for this professional development project led by Boise State University and the
Idaho State Department of Education.

 A Distinguished School Award was awarded to Minico High School for growth in student
achievement. Minico was one of four high schools and one of twelve schools receiving this
prestigious award.

 Minico High School was also selected as a finalist in the “GO On” Challenge.

Ongoing Efforts
The District continued the primary focus on instructional intensity as a part of the Board of Trustees’ ongoing
participation in the Lighthouse project. The primary mission of the Minidoka County Joint School District is to
increase “INSTRUCTIONAL INTENSITY” to significantly improve the academic achievement for all students.

 Four of eight schools met AYP (Acequia, Paul, Rupert, & Minico High School). Three schools have
achieved “New School Status” (Minico, East & West).
 Federal Programs was renamed to “Student Achievement and School Improvement” or SASI in order to
clarify its focus and priority.

 The District Office was renamed “District Service Center” or DSC as a part of central office reform. This is
to better emphasize its mission and focus on improved customer service. Each school and department has
been assigned a liaison form the DSC to help with removing barriers to effectiveness and efficiency.

 Secondary principal reassignments were made at three of four secondary schools.

 Student-Led Conferences (SLC) were introduced last year as a best practice to help improve parent
participation and communication. The student portfolio will be a valuable tool and crucial part of the SLC.
This will enhance the current practice of parent-teacher conferences.

 A new “Exemplary Attendance Incentive Program” pilot was implemented to encourage improved student
attendance at all grade levels. This program was not funded for the 2011-2012 school year due to lack of

 Our School Board Trustees continue to volunteer many hours doing service and training on behalf of the
District, our students, and all of the kids of Idaho. Our Board of Trustees is one of the only boards statewide
to implement a truly digital system. Board Members were all issued ipads this year and have been learning
how to use apps to improve business and educational programming. They are frequently involved in
trainings as individual members and as a whole a Board focused on improved school district governance and
student achievement. This is the fourth year of participation in the Lighthouse Project (one of seven Idaho
school districts).

 Mt. Harrison introduced a new pilot program for uniforms/standard dress in the 2010-2011 school year.
Current reports have been favorable regarding the standard dress and learning climate.

 A Minico High School proposal to increase the student attendance requirement form 90% to 95% was
approved by the Board. Last year, the Board approved a 100% student attendance requirement at Mt.
Harrison. There has been interest expressed about the change to 95% for all schools.

 A new policy regarding middle school credits was introduced and approved by the board following lengthy
discussion and comment. This new policy sets a high “bar” of expectations for our students. It essentially
abolishes the D grade as no D’s or F’s will be accepted for credit. Further changes to middle schools
included a modification to the schedule and period day.

 The PPAT (Parent Patron Advisory Team) was expanded to emphasize the importance of parent
involvement and community input. This group meets on a monthly basis. A school improvement survey
was also distributed last year. Parent involvement will continue to play a crucial role in our improvement

 Parent training workshops were again started after a staff member was trained and certified in the “Love &
Logic” program.

 Election Reform- New legislation on county-led elections and consolidation of election dates has included
many changes. School Board and Minidoka County officials have been working closely behind the scenes
to prepare for the changes in 2011. March 13, 2012 is the date of the first county-led election with a
plant/facilities supplemental renewal on the ballot.
 We are involved as a District in the “Mileposts” data program and have implemented the RTI (Response To
Intervention) program in all of our schools. Action plans are being developed and written to help all
students succeed. We have applied for a grant to introduce SchoolNet to our District as a data
tracking/monitoring/reporting software system.

 The District has mandated a process of “Instructional Reviews” in every building. We have developed our
own Instructional Review Form which is based on research and best practices. This is a vital part of our
focus on improving instruction and is tied to our SIOP/Coaching model. Acequia Elementary was chose to
host the first “Instructional Rounds” for the Idaho Superintendent’s Network.

 The District has continued its focus on bullying prevention. In fact, a new comprehensive policy will be
presented tonight for first reading. In January, we conducted training for all staff with a nationally-renown
presenter on bullying prevention. More focus will be maintained on school climate. Anti-Foul Language
Plans are in place at all secondary schools (on main page of website).

 The District switched to Regence Blue Shield for health insurance coverage. The Insurance/Wellness
Committee worked hard with current employees and retirees to send out an RFP (Request for Proposals) on
health insurance coverage. Many staff meetings were held and further efforts made to inform all employees
and gather input on the selection process. A new insurance provider was selected…Regence Blue Shield.
The change was effective at the beginning of the current school year. The District also changed from
Manley to American Fidelity for Section 125 administration based on an RFP process.

 Mt. Harrison High School had its largest class of students graduate in 2010. There were 41 diplomas
granted. This is a great step towards our District’s drop-our prevention efforts. This year there are 70
students on track to graduate.

 The District enjoys a continued partnership with the Idaho Youth Ranch (IYR) and provides the educational
staffing and programs at the IYP. We have supported the Christmas on the Ranch event and the basketball
tournaments at IYR.

 SRO (School Resource Officer) agreements were continued with the Minidoka County Sheriff’s Department
to provide two SRO’s in the District. This is paid for from General Funds as a partnership with Minidoka

 Minico High School and Mt. Harrison High School continue to offer many dual credit and tech prep credit
opportunities for our students. Minico High School is a leader in the State for the number of credits offered,
attempted and completed.

 The District continues as the sponsoring agent for the ARTEC Charter School. This unique school operates
in seven districts in the Magic Valley and operates fourteen programs. We received enhanced funding from
ARTEC for these professional-technical programs.

 A new policy regarding employee use of social networking has been implemented by the Board. This is
designed to give guidelines about appropriate use of electronic media and networking sites, as well as,
promote general safety for all.

 Previous Board work sessions were scheduled for high school, middle school, and elementary grade levels.
These meeting are held in the open and focus on school improvement efforts and Board collaboration with

school principals. In 2012, the Board work session will target concerns about 95% Attendance, SLC, Senior
projects, and Student Activity Funds.

 The George MacDonald Scholarship Fund was established thanks to generous donations from the public.

 Our District was granted approval for our teacher evaluation tool. It is based on the Charlotte Danielson
Model and involves a peer review component. Administrators continue to be evaluated based on the 360
degree evaluation. A further revision is being addressed in 2012 based on SCF legislation. We have a
District Teacher Evaluation Committee in place to address the new requirements.

 We pay a great deal of attention to best practices in education and as a result provide many cutting edge
opportunities to our students such as Reading First, Middle and High Schools That Work, dual credit and
advance placement classes, as well as a wide variety of professional-technical programs. While we celebrate
our many accomplishments, we recognize that continuous improvement is an integral part of all great
programs. We have been able to sustain the Reading Coach/Instructional Coach model at all four
elementary schools after grant funding was discontinued.

 PLC’s (Professional Learning Communities) were established in all schools to promote ongoing staff
learning and professional development. A professional development calendar has been created to inform
staff of the professional development plan and has been more focused on improving instruction and student
learning and achievement. We have focused on the SIOP training district-wide, as well as, instructional
intensity and reviews.

 Our goal is to provide a place for students to learn without distractions and concerns for safety. We closely
monitor activities on our campuses and offer programs to prevent alcohol, tobacco, and substance abuse. As
required by state and federal laws and rules, we collect, monitor, and report on crimes and substance abuse
incidents on our campuses and at school activities.

 We are committed to ensuring that our students are taught by a highly trained and qualified staff of
instructors. Parents are welcome to request information about the qualifications of their child’s teachers. In
addition, if the need arises for your child to be taught by a teacher without complete qualifications for more
than four weeks, we will notify you.

 Continued focus on employee and student wellness. The Wellness/Insurance Committee meets regularly to
plan wellness events and produce monthly wellness newsletter.

 Gifted & Talented- In addition to the 83 identified students, GT also provide enrichment materials and
services to additional students and classrooms throughout the District. The current enrollment numbers for
GT are as follows:

2nd- 7
3rd- 16
4th- 18
5th- 12
6th-8th 30

o 59 new students were tested/screened for placement and there were 11 new students identified this year.
Testing and eligibility determination has been conducted on many students in the referral process.
Parent, teacher, and administrators are involved in the testing and decision making.
o The high school students are currently offered a revised curriculum based on research and programs by
Renzulli. GT would like to see them clustered for Advisory (particularly 9th and 10th grades) to give
them help with their Senior Projects.

o GT meets with the students at East once a week, the eighth grade on Tuesday mornings, and the 6th and
7th during Advisory Fridays. GT meets with the students at West on Thursdays during Advisory.

 Report cards on each of our schools are available at www.minidokaschools.org. Detailed achievement data
for the District, schools, and State can be accessed by clicking on the link at the bottom of the report card

 The District again offered summer school and extended school year for students with at-risk or special
needs. Next year, plans include adding a migrant summer school session.

 Food Services- Continued to focus on nutrition and wellness. New state and federal nutritional standards
were introduced in all kitchens throughout the District. Fruit & Veggie Grants were awarded to Rupert
Elementary and West Minico 6th grade

o Lunch in the Park Program

2009 Total Students- 6,481

Total Adults- 451
Grand Total- 6,932

2010 Total Students- 13,369

Total Adults- 594
Grand Total- 13,963

2011 Total Students- 11,682

Total Adults- 689
Grand Total- 12,371

 The District continues to offer College Night which focuses on scholarship opportunities for students and
participated in FAFSA Night which focuses on application for federal financial aid. We launched an
expanded Parent Patron Advisory Team to help us focus on all areas of school improvement and parental
involvement at each building, as well as, district-wide.

 The District continues to authorize the ARTEC Charter School (a regional professional-technical charter
school) to enhance the funding of high end programs and assure best practices in vocational education.

 Renewed emphasis on sportsmanship and school climate. The Anti-Foul language Campaigns are in full
force at all secondary schools.

 The District continues to develop and submit various grants to bring value-added programs to the District
and increase other sources of revenue. Last year we submitted a “Safe Schools” grant and a grant for the
Solar Panels in Schools” program. GEAR UP Idaho 2 was awarded, as well as, an LEP Enhancement
Grant. Both totaled $193,000 in new revenues.

 As a District, we were able to keep all our extracurricular activities in tact despite the budget reductions.
We also placed a greater emphasis on quality of programs, personnel, and sportsmanship in all of our

 Continued use of the single “Events Calendar” has made publication and scheduling of all activities easier.

 The past few years have seen many improvements in our activities programs. Students at Minico and Mt.
Harrison, as well as, at East, West, and from all four elementary schools have been very competitive and
have won many titles and awards.

 A new committee was created to address “school climate” in our secondary schools. We have focused
efforts on improving dress code, sportsmanship, student discipline, language, PDA’s, etc. For example, new
dance standards were recently added by the Climate Committee at Minico High School to address concerns
about improper dance behaviors.

 The “6 A’s” were continued as a way to improve academic achievement.

o Attitude- We need the benefit of positive attitudes in our classrooms, school buildings, homes,
businesses, and entire community. Minidoka County is a great place to live. I have been so
impressed with the quality of your children and the dedicated staff of this district. We need to
remember and reconnect with our Minidoka Pride…our Spartan Pride! We encourage attitudes
that foster cooperation, respect, trust, sportsmanship, and unity. These positive attitudes will
instill our community with enthusiasm and hope for the future. Positive attitudes motivate us to
work together on behalf of our children. We need to eliminate gossip, rumor spreading,
backbiting, or anything which is potentially negative. When we dwell on the negative, it
inevitably affects our students in adverse ways. Let’s work together to improve our
attitude…attitude determines our altitude!
o Attendance- Student achievement is directly tied to attendance. When children are in
classrooms receiving daily instruction, encouragement, and assessment from the teacher, success
is within the reach of every child. An absence is a missed opportunity for learning. Idaho
schools receive state money based on the reported average daily attendance of our students.
Every absence translates into lost revenue for our District. Lost revenue means fewer resources
to educate our children. We need to improve our attendance and try to limit classroom
interruptions and unnecessary appointments during the instructional day. If we could raise our
student attendance just 3 percentage points (i.e. from 93 % to 95 %), our state aid payments over
the school year would increase significantly. Staff is also focusing on improving attendance.
We need our teachers in class with our students as much as possible.
o Achievement- Our main job is to improve student achievement. Everyone in the community
has an interest in seeing that Minidoka County students are well educated. High student
achievement is the hallmark of a quality education and requires the full commitment of students,
teachers, and parents. Our staff is responsible for setting learning targets, teaching to the targets,
and monitoring each student’s growth. Students must be actively engaged in the process of
learning and should be encouraged to grow and succeed. Our District believes in “Excellence in
Education.” This means every one, every thing, every time, and every where! We need to focus
on continuous school improvement and helping every child to learn and grow.
o Activities- Educational research says that participation in extra-curricular activities is strongly
correlated with student academic success. We need to develop, maintain, and promote good and
wholesome extra-curricular activities and programs. We have an excellent Booster Club and
Parent-Teacher organizations that help us promote positive social experiences and activities at all
levels. We need to attract and retain top quality coaches and advisors for these programs. We

continue to work on to providing adequate and appropriate funding levels for our programs that
benefit students. We also want to model and encourage excellent sportsmanship.
o Accountability- As a District, we must remember that parents are sending us their greatest
possessions…their children…to nurture and educate. We should never try to take the “Public”
out of public schools. We have a responsibility to our patrons to provide the best possible
education system and must communicate openly about our accomplishments and challenges.
We have school improvement teams in every building and encourage parents to become directly
involved in helping us to continuously improve. We pledge to provide excellent learning
opportunities to all students regardless of achievement level, ethnicity, language, or economic
status. We will continue to provide accurate and timely reporting via newsletters, web site,
board meetings, and Adequate Yearly Progress (AYP) school report cards as required by the No
Child Left Behind Act (NCLB). We are committed to assuring that our staff is “Highly
Qualified” and teaching the approved Idaho Achievement Standards. We need to help all
students grow and succeed on all District testing/assessment measures.
o Atmosphere- Student safety and well-being is one of our chief goals. We need to promote and
monitor safety and security in order to provide drug free schools, positive discipline, and a
desirable environment free from all forms of harassment, violence, and bullying. Character
education programs will be continued in all buildings to encourage the development of students
into healthy, happy, and productive citizens of our community and the world. We need to
respect and celebrate diversity and differences. Additionally, we are concerned about wellness
and nutrition for all of our students and staff. As a district we also need to operate attractive,
well-maintained, and clean physical facilities, buildings, and playgrounds. The physical and
social climate we set will directly impact our students, so it is critical that the atmosphere be

Financial Highlights

The District’s annual report for the fiscal year ending June 30, 2011, includes a series of basic financial
statements that show information for the District as a whole, its funds, and its fiduciary responsibilities. The
fund financial statements provide information about all of the District’s funds. Information about these funds,
such as the District’s General Fund, is important in its own right, but will also give insight into the District’s
overall financial soundness as reported in the Statement of Net Assets and the Statement of Activities.

 The District saw a decrease in funding and reimbursements from the State from $22,596,666 in
fiscal year 2010 to $21,491,608 in fiscal year 2011, or a decrease of 4.9 % in all funds. The
difference stemmed from the current economic situation and the ability to provide funding from state

 Local revenue in all funds increased from $3,592,992 in fiscal year 2010 to $4,051,317 in fiscal year
2011, an increase of 12.8 %. This was due to certification of new bond levy revenue and an
insurance dividend that was received.

 Total General Fund revenues accounted for $22,598,459 in revenue or 75 % of all revenues. Non
General Fund revenues in the form of charges for services, operating grants and contributions, and
capital grants and contributions accounted for $7,458,923 or 25 % of total revenues of $30,057,382.

 The District General Fund fund-balance increased by $596,370 from $1,730,219 in fiscal year 2010
to $2,326,589 in fiscal year 2011. The school district has only been able to maintain a contingency
General Fund Operating Reserve equivalent to 4.7 % of its General Fund revenue. These funds will
not be apportioned. In July 2009, the District initially reserved $550,000 of its General Fund fund-
balance to the contingency, and at year end the balance in the contingency reached $1,150,000. This
was an effort to be able to balance the upcoming 2011-2012 budget shortfall.

 The school district transferred $1,000,000 from the General Fund to the Permanent Improvement
Capital Projects Fund. The school district also transferred $41,675 to the Food Service fund to match
benefits. $111,120 was transferred to the debt fund to pay for the interest payment on the energy
audit loan.

 Beginning in 2006-2007, Minidoka County School District in collaboration with several other
Region IV school districts developed a charter district to bring better funding to high end Technical
Programs. Minidoka County Schools received over $184,000 in reimbursements for ARTEC charter
district in 2010-2011 to cover 3.25 FTE teacher salaries and benefits, equipment, building rental and
support services. Minidoka also received $75,000 to cover the Administrative staff that are paid from
Minidoka County Schools to administer the ARTEC Charter School and $7000 for fiscal agent fees.
The District also received $35,750 in additional supplies/equipment paid directly by ARTEC.

Overview of the Financial Statements

The basic financial statements consist of two kinds of statements that present different views of the District’s
financial activities.

 The statement of net assets and statement of activities provide information on a district-wide basis.
The statements present an aggregate view of the District’s finances. District-wide statements contain
useful long-term information, as well as information for the just completed fiscal year.

 The remaining statements are fund financial statements that focus on individual parts of the District.
Fund statements generally report operations in more detail than the district-wide statements.

District-wide Statements

The district-wide statements report information about the District as a whole using accounting methods similar
to those used by private-sector companies. The two district-wide statements report the District’s net assets and
how they have changed. Comparative data to the prior year is available. Net assets, the difference between the
District’s assets and liabilities, are one way to measure the District’s overall financial position.

 Increases or decreases in the District’s net assets are one indicator of whether its financial position is
improving or deteriorating, respectively.

 To assess the overall financial condition of the District, additional non-financial factors, such as
changes in the District’s property tax base and the condition of school buildings and other facilities
should be considered.

In the district-wide financial statements, the District’s activities are all classified as governmental activities.
Governmental activities include all regular and special education, all educational support activities,

administration, transportation and food services. Most of the activities are supported by property taxes and state
formula driven support.

Fund Financial Statements

The fund financial statements provide more detailed information about the District’s funds, focusing on its most
significant or “major” funds and not on the district as a whole. Funds are accounting devises the district uses to
keep track of sources of funding and spending on particular programs and to demonstrate compliance with
various regulatory requirements.

 Some funds are required by state law and by bond covenants.

 The District establishes other funds to control and manage money for particular purposes or to show
that it is properly using certain revenues, like grants.

 Most of the school districts activities are represented in governmental funds, which generally focus
on (1) how cash and other financial assets, which are readily converted to cash, flow in and out, and
(2) the balances left at year-end that are available for funding future basic services. Consequently,
the governmental funds statements provide a detailed short-term view that helps determine whether
there are more or fewer financial resources that can be spent in the near future to finance the
District’s programs. Governmental fund information does not report on long-term commitments as
is reported in the district-wide statements. Therefore an explanation of the differences between the
governmental funds and the district-wide statements is included as a separate statement.

The School District as a Whole

Net assets, which is the difference between total assets and total liabilities, is one indicator of the financial
condition of the District. When revenues exceed expenses, the result is an increase in net assets. When
expenses exceed revenues, the result is a decrease in net assets. The District’s net assets, as measured in the
Statement of Net Assets, can be one way to measure the District’s financial position. Over time increases or
decreases in the District’s net assets are one indicator of whether its financial position is improving or
deteriorating. However, the District’s goal and mission is to provide success for each child’s education not to
generate “profits” as companies and corporations do. For this reason, many other non-financial factors should
be considered in assessing the overall position of the District.

Recall that the Statement of Net Assets provides the perspective of the school district as a whole. Exhibit 1
provides a summary of the school district’s net assets for 2009-10 compared to 2010-11. The District’s net
assets increased in year 2010-11. Its net assets are now $15,311,638 compared to $15,416,136 last year. The
District’s combined net assets decreased by $104,498 in the current fiscal year.



ASSETS 2009-2010 2010-2011

Current and Other Assets 7,582,291 $7,812,606
Capital Assets 37,499,287 $35,887,656
Total Assets 45,081,578 $43,700,262

Long-Term Liabilities 25,739,566 $24,683,035
Other Liabilities 3,925,876 $3,705,589
Total Liabilities 29,665,442 $28,388,624

Invested in Capital Assets, Net of Debt 11,954,287 $11,417,656
Restricted 3,461,849 $3,893,982
Total Net Assets 15,416,136 $15,311,638

Governmental Activities

The Idaho school finance system makes it necessary for school districts to seek voter approval of supplemental
and/or school plant facility levies. The State’s foundation program does not provide an adequate level of
funding to provide basic educational services and to adequately maintain facilities.

Minidoka County School District has an existing 20 year bond levy of $9,895,000. The levy rate for the levy in
2010-2011 was .0006928. On March 29, 2005, Minidoka County School District voters approved a 15 year
energy audit bond. The money generated from energy savings and bond equalization revenues are used to pay
the loan expenses. In January 2006, the Minidoka Patron Advisory Committee recommended to pass a $14
million bond for construction of two new elementary schools to replace Heyburn Elementary built in 1937 and
Acequia Elementary built in 1936 and add a gymnasium to the current Paul Elementary. The bond passed with
a 74 % voter approval rate. On August 26, 2008 the district passed an additional $4.4 M bond to complete the
construction of the buildings. The levy rates on the two levies are .0003262 for the $4.4 bond and .0007883 for
the $14 M bond. The district is also in the second year of its 2 year supplemental levy for its $1.2M facilities
and maintenance budget. The total levy for Minidoka Schools for 2010-2011 was .0029567.

Debt Administration

At June 30, 2011, the School District had $24,470,000 in outstanding debt, $1,115,000 due within one year
Exhibit 2 shows the changes in net assets for fiscal year 2009-10 and 2010-11.



REVENUES 2009-2010 2010-2011

Program Revenues
Charges for Services 295,161 $267,451
Operating Grants and Contributions 3,132,813 $2,939,390
General Revenues:
Property Taxes 2,601,409 $3,164,565
Grants and Entitlements 24,384,651 $22,999,935
Other 707,495 -$325,433
Total Revenues 31,121,529 $29,045,908

Instructional 16,346,301 $15,165,497
Support Services 11,438,808 $11,038,195
Non-Instructional 1,821,160 $1,872,849
Interest and Fees 1,126,999 $1,073,865
Total Expense 30,733,268 $29,150,406

Increase in Net Assets 388,261 ($104,498)

Instruction comprises 52 % of district expenses. Support Services expenses make up 38% of the expenses.
Grants and Entitlements make up 79% of the revenue and Property taxes make up 11%.

Exhibit 3 shows the excess of revenues and other financing sources over expenditures and other financing (uses)
for the governmental funds for the fiscal years ending June 30, 2011 and 2010.




2009-2010 2010-2011 Variance

Property taxes 2,653,719 3,192,244 538,525
Child nutrition lunches 251,012 223,832 (27,180)
Interest 48,199 35,157 (13,042)
Other local revenue 640,062 600,084 (39,978)
State support 22,596,666 21,491,608 (1,105,058)
Federal Revenues 4,991,878 4,514,457 (477,421)
Total revenues 31,181,536 30,057,382 (1,124,154)

Instructional programs 16,315,143 15,155,189 (1,159,954)
Support service programs 9,116,167 8,871,476 (244,691)
Non-Instruction programs (INC COMMODITIES) 1,821,160 1,872,849 51,689
Capital asset program 2,814,010 1,530,725 (1,283,285)
Debt service 2,202,834 2,164,975 (37,859)
Total expenditures 32,269,314 29,595,214 (2,674,100)


Transfers In 1,553,266 1,210,832 (342,434)
Transfers out (1,553,266) (1,210,832) 342,434
Sale of fixed assets/Bond proceeds - - -
Total other financing sources - - -

NET CHANGE IN FUND BALANCES (1,087,778) 462,168 1,549,946


Budgeted General Fund

0% 5% 8%
Transfers In

Budgeted General Fund

1% 5% 4% Salaries
19% 58%
Supplies &
Capital Objects

General Fund Budgeting Highlights

The school district’s budget is prepared according to Idaho law and is based on accounting for certain
transactions on the basis of cash receipts, disbursements, and encumbrances and is adopted in June for the
subsequent year. The most significant budgeted fund is the General Fund. The budget is then often amended
later in the fiscal year, typically in May, following determination of the first attendance period, placement of
certified staff, and certification of all levies on property taxes. The amended budget resulted in appropriations
increasing $905,000 a 4.5 % increase from the adopted budget. This increase was due primarily because of
increased enrollment/attendance and Medicaid reimbursements and an unbudgeted insurance dividend, ERATE
reimbursements and a few State grants.

For the General Fund, the revised budget hearing and other financing sources estimate was $21,926,000. The
original budget estimate from the adopted budget was $21,021,000.

During fiscal year 2010-11, the school districts original budget was $1,214,000 for property taxes and other
taxes and $19,887,000 for other intergovernmental revenues. The school district received $1,252,878 in
property and other taxes revenue and $21,345,581 other inter-governmental revenue.

Capital Assets

At the end of the fiscal year 2010-2011, the School District had $35,761,573 invested in land, building,
furniture and equipment, and vehicles qualifying as fixed assets.

Exhibit 5 shows fiscal 2010-2011 balances from 2010-2011compared to 2009-2010.


CAPITAL ASSETS (Net of Depreciation) AS OF JUNE 30th

2009-2010 2010-2011
Land 749,487 749,487
Buildings and Improvements 30,244,354 29,431,136
Furniture and Equipment 5,281,368 4,962,841
Vehicles 741,728 618,108
Art Collection - -

Totals 37,016,937 35,761,572

Overall capital assets decreased $1,255,364 from fiscal year 2009-2010 to fiscal year 2010-2011. Increases in
capital assets (primarily buildings and improvement) were offset by depreciation expense and transfers of

General Fund Balance

At fiscal year end, the fund balance for the General fund was $2,326,589. Attached is an exhibit showing what
designations, contingencies and reserves are budgeted for payment in the fiscal year 2011-2012. These
designations are necessary because of the June 30 year-end that imposes a budget deadline for all projects.
These are budgeted projects that (1) could not be finished and paid by June 30, 2011, (2) could not be initiated
before June 30, 2011, (3) are designated to a reserved fund or grant, or (4) are used to help balance the 2011-
2012 year budget.



Projected Carryover 2,326,589

Purchase Order Encumbrances -

Grants (LEP, IRI, Medicaid, GT, Classroom Supplies) 445,200

Contigency 1,181,389
Balance 11-12 General Budget Expenditures 700,000
Undesignated -

Total Encumbrances & Designations 2,326,589

The General Fund balances documented in Exhibit 7 above include designations as well as contingencies. The
total amount of budgeted contingency for the 2011-2012 school year is $500,000 or 2.4 % of the total General
Fund. The district has continued to target maintaining the General Fund contingency at the 5 % level
recommended. For the 2010-2011 school year ending on June 30, 2011 the General Fund contingency was
$1,150,000 or 4.7 % of the total budget in the General Fund.



Fund Balance
Fiscal Year as of June 30th
2010-11 $2,326,589
2009-10 $1,730,219
2008-09 $1,204,885
2007-08 $1,349,393
2006-07 $1,643,453
2005-06 $1,731,679
2004-05 $1,536,147
2003-04 $1,924,208
2002-03 $2,651,832
2001-02 $2,776,662
2000-01 $4,131,948


HISTORICAL ENROLLMENT DATA (PK-12 including charter school)

Student FTE
Fiscal Year Population Certified Teachers
2010-11 3984 226
2009-10 3934 229
2008-09 3934 229
2007-08 3971 234
2006-07 4032 235
2005-06 4114 235
2004-05 4129 241
2003-04 4253 238
2002-03 4338 242
2001-02 4388 251

Financial Issues and Concerns

The Minidoka County School District is financially stable in spite of the recent economic downturn and
education funding issues in the State of Idaho. The Board of Trustees continues to be conservative in planning
ahead to protect the public trust and taxpayer best interest with regard to use of public fund. The current
economic outlook for the District and State of Idaho continues to be one of caution and uncertainty. The current
recession may bring further budgetary holdbacks and financial cuts to the District.

The Minidoka County School District must educate a minority student population that requires costly special
program funding. Limited English Proficiency students comprise 10.4 % of the Minidoka student population
and a Special Education population of 9.1%. The Minidoka District community includes many households that
function at a poverty level as indicated by a 2010 Federal Free and Reduced Lunch rate of 67.4 %.

The community supports its public schools and the school district renewed its two year supplemental levy on
March 9, 2010 for $1,200,000. The Minidoka School District has experienced gradual declining student
enrollment, however, current projections indicate more favorable estimates for future stabilization. The
financial performance of the district has been affected by a corresponding decrease in State of Idaho public
schools appropriation representing decreased revenues for staffing and educational programs. Exhibit 9
provides enrollment ten year data for the years 2001-2011. The district has reduced staff and ancillary
expenditures as instructionally sound to offset the fiscal impact of declining enrollment and revenue reductions.
The certified FTE represented are certified elementary and secondary teachers only.

In planning for fiscal year 2010-11, the Minidoka County Joint School District #331 Board of Trustees and
teachers from the Minidoka County Education Association (MCEA) each ratified the negotiated contract. The
main points of the agreement reached included a reduction for the 2010-2011 school year of one day, from 186
contract days to 185 contract days, for all certificated employees and a loss of one day for all other employees
on their work schedules. For the District, this loss of one contract day is equivalent to an overall reduction of
.67 % in funding for salaries when compared to the previous year. In addition, steps and lanes for experience
and education were not funded for the 2010-2011 school year. The estimated costs in new money for steps and
lanes would have been an average of 3.74 % for certificated employees and 1.5 % for classified employees. A
memorandum of understanding was also discussed and developed to address the issues related to a possible
mid-year holdback of public school funding for the 2010-2011 school year.
Contacting the School District’s Financial Management

This financial report is designed to provide our citizens, taxpayers, investors and creditors with a general
overview of the school district’s finances and to show the school district’s accountability for the money it
receives. If you have questions about this report or need additional financial information, contact Michelle
DeLuna, Business Manager, at the District Service Center which is now located at 310 10th St., Rupert, Idaho
83350 or by email at mdeluna@minidokaschools.org.

The budget consists of all of the District’s Governmental Funds, which includes the General Fund, Special
Revenue Funds, the Debt Service Fund, and the Capital Projects Funds. Budgets are presented on the modified
accrual basis of accounting for all governmental fund types. Once the budget is adopted, the Board of Trustees
can amend the budget as necessary. The organizational section and financial section of the “Meritorious
Budget” document (available online at www.minidokaschools.org) provide greater detail pertaining to each
fund and the budgeting process.

Plant/Facilities Highlights

 The District will be seeking voter approval of renewal of the Supplemental levy for Plant/Facilities on
March 13, 2012. This is a renewal of the current term (2 years) and amount ($1.2 million each year) and
represents no increase in taxes. The Parent/Patron Advisory Committee unanimously approved the
proposed project funding list for the 2012-2014 Levy.

 The District Service Center (DSC) Remodel was completed (phases 1-4) and is now in operation. It has
been a great improvement in use of space and collaboration/team work for support programs. It has been a
goal of the District to consolidate and work more efficiently in support of our schools.

 A great deal has been accomplished with regard to the District’s buildings. Two new schools were opened
in August of 2009. Acequia Elementary School and Heyburn Elementary School were put into service for
the 2009-2010 school year. In addition, the new Multi-Purpose Center at Paul Elementary was opened for
use in May of 2009. These are beautiful new buildings that were constructed to last many years in the

 The Klebe Memorial Building (old armory building) was remodeled for the Food Service Department. It is
in a far safer location for deliveries and includes dry and cold storage facilities for the entire District.

 Mt Harrison Jr./Sr. Alternative High School moved to a newly remodeled South Heyburn Building for the
2010-11 school year.

 The sale of Acequia Elementary is being used to begin work on the remodel of the old Memorial building to
house the future District Service Center, and the pre existing Acequia modular was moved to Rupert
Elementary to serve as a computer lab.

 Completed Plant/Facility Projects in 2010:

o Minico Gymnasium Roofing
o West Minico Roofing
o Mt. Harrison Remodel
o Minico HVAC Upgrades
o Rupert Modular Movement
o Minico Wrestling Mats
o East & West Outdoor Furniture
o Transportation Floor jack/Engine Lift
o Rupert Elementary Computer lab

 Completed Plant/Facility Projects in 2011:

o East Minico Roofing
o Transportation Bus Compound Drainage
o Computer & Server Upgrades
o Driver’s Education Car
o Remodel District Service Center
o Lawn Mower
o Repair East & West Tracks
o Gravel on Parking Lots (20 Acres)

 Proposed Projects:
o Minico Auditorium Roofing
o Carpet & Paint District-Wide
o Security Camera Replacement
o Playground Big Toys- Paul & Rupert
o Concrete Block Walls- Acequia & Heyburn
o Metal Above Heyburn Gym
o Minico 9th Grade Roofing
o Minico Auditorium Lighting
o Pavement
o Charging Room for Laptop Batteries- Computer Electrical
o HVAC & Window Replacement- Mt. Harrison
o Technology
o Cable One Enhancement
o Floor Care Equipment
o Additional Computer Lab- East
o Student Computer Chairs
o Improve Playground Impact Areas

 Emphasis was placed on preventive maintenance alongside the newly updated 10-Year Plant/Facilities Plan
as required by the State.

 Efforts will continue to be focused on improving the condition and functionality of the grounds and
improving facility standards and safety for students and staff.

 We appreciate our patrons who continue to support our supplemental levy for plant/facilities every two

 Currently, the old District Office property on 633 Fremont Ave., Rupert is listed for sale. The Pershing
School campus was donated to the City of Rupert in 2009. The old Heyburn North building was donated to
the City of Heyburn. The art collection was donated back to the Heyburn Alumni Association. The old
Acequia building was sold to Land View Fertilizer. The District also sold two properties to help with the
“right sizing” due to declining enrollment; the old Heyburn bus compound and the Acequia welding shop.
The District has gone from 16 facility sites to 12 in the past several years. This consolidation of buildings
means that the District can operate more efficiently and reduce expenditures.
 The Information Technology (IT) Department moved over to the Memorial campus which has be renamed
the District Service Center.

 An emphasis on school safety inspections and audits will be continued. The Safety team meets on a
monthly basis to promote and enhance student, staff, and patron safety.

Other Highlights

 Special Programs that were continued in the District this year included:
o Bullying
o Sex Respect (No means Know)
o Sex Abuse
o Maturation
o Safety (Safe Schools) Training
o Monthly Safety Team Committee
o Drug & Alcohol and Gang Prevention
o Attendance Court
o Nutrition & Wellness
o Child Abuse Protocol Team

 Transportation
o A District Committee was formed to look at updating current bus routes to maximize routing and
limit student time on buses.
o 7 new leased buses arrived in February 2012 and were put into service. This will keep our rate per
mile down and improve our bus depreciation earnings.

 Many improvements have been made in the area of information technology to keep the District current with
the 21st Century skills needed to help students succeed in today’s world. Here are some of the
o Restructuring of the IT Department with additional staff
o Expanded District website
o Paperless board meetings
o Online attendance report & tracking
o Events Calendar
o Digital payroll & leave time
o Digital time & attendance (iVisions) and certificates of absence
o Expanded transparency
o Public records request policy & form
o School recruiter software (human resources & employment)
o Bus Finder (TransFinder)
o School fees list on the website
o Monthly wellness newsletter
o Great things happening…

 The Maintenance Department and IT Department continue to use online tracking software for work orders
and project requests. As a District, we continue to participate in our own Energy Conservation Program to
help reduce expenses and conserve our resources.

Future Goals & Challenges

 One new R was added… now we have the 4R’s- which include Responsibility, Relationships, Relevance,
and Rigor (instructional intensity). Responsibility refers to all stakeholders ensuring educational excellence
through equitable and effective school practices. It means everyone takes ownership for their part in the
process. This will establish a paradigm for all academic achievement and school improvement efforts.
Rigor + Relationships + Relevance + Responsibility = Results.

 Continuous and laser-focused efforts in improving student achievement and on systemic school
improvement. We will use professional development and policy development to support and guide
instruction to improve teaching and learning in the classroom.

 The District recognizes the importance of 21st Century Skills and the need to improve the way we interact
with and teach digital learners. This represents a movement for change of the status quo in education. We
are in process of awarding mini-grants for creative and innovative uses of technology by students in our
classrooms. We have some challenges ahead with infrastructure, bandwidth, filtering, and providing on-line
learning opportunities for all students.

 Graduation & Drop-Out Rates- District administrators will continue to address drop-out prevention and
improvement of graduation and success rates for all students.

 Education Foundation- Look for more information to follow as we consider the benefits of establishing an
education foundation to further support our schools, staff, students, and communities. This has proven very
beneficial in other districts across the State.

Final Comments
Indeed, it has been said that “it takes a whole village to raise a child.” Much appreciation is expressed to the
“village” of highly skilled and dedicated teachers and staff of this District. As a District, we are grateful for the
many wonderful and supportive parents, patrons, and businesses in our various communities. We are definitely
moving in the right direction toward continuous improvement and excellence in this District. We must continue
to do what is “best for kids” and the families we serve.

Chairman Duncan and members of the School Board, I thank you for the opportunity to present this report to
you. I am happy to stand for questions at this time.