Waverly-Shell Rock Community School District by XNWk4d6R

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									                                Waverly-Shell Rock Community School District


                            WSR Task Force Committee Meeting
                                 Wednesday, March 8, 2006
                           High School Media Center, 7:00-8:30 PM

                                    Minutes from the meeting

Agenda Items:

7:00-7:15             Welcome, Opening Comments, and Task Force Member Roster
Jere and DJ welcomed committee members and thanked them for their student-centered dedication to
this process. The current roster will be evaluated at the end of the year and replacements or additions
will be completed. It was suggested a member of the support staff be included.

The committee broke into 4 sections to discuss each question below and report out their conclusions.

Jim Reed reported on special education numbers noting Waverly-Shell Rock numbers are significantly
less than they were 10 years ago due to neighboring districts having their own programs.

7:15-7:30             Question #1 (Facilitation by D.J. Corson)
                      “What have we learned through this process about what is
                      important to our communities and parents?”
Neighborhood schools are valued- a minimum of K-4 attendance centers
A sense of appreciation for the open dialogue and sharing to our communities was expressed
Bussing of children with attention to time, age, and spread of grade levels is a concern
The least number of transitions from building to building is important
We should address the junior high/middle school issue before other items
Special education numbers, distribution, and placement is a concern
Shell Rock parents believe generally SR students should integrate with Waverly kids at same time
We should find ways to maximize the Shell Rock building
Decisions should be based on data collection/review including research
Transportation costs should be weighed
Shell Rock school is being utilized due to open space available for special ed. Students
While a “bubble” of special education exists, next year “may” produce another
The number of district special education students is actually down from 10 years ago
Fiscal responsibility may be less important if we address other concerns
It may be close to impossible to meet everyone’s priorities
We will need to have more meetings to answer these questions appropriately
Community input is important in our process




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7:30-8:00             Question #2 (D. J. Corson)

                      “Considering our five decision-making criteria, what
                      inequities and/or system improvements must be
                      addressed?”
                      (Criteria: equitable class size, equal access to resources, adequate
                       space for everyone, equitable distribution of students, and fiscal
                       responsibility)
K-4, 5-8, 9-12 or K-5, 6-8, 9-12 models would maintain neighborhood schools
The junior high building needs to be addressed first and foremost
True equality may be difficult in reaching solutions
Adequate space is the basis of the other four criteria
Feel criteria are flexible enough to continue to be used
We must address the “greater good”
We need to redefine what a “neighborhood school” actually is (not necessarily closest to home)
The special education numbers at Shell Rock Elementary need to be further discussed
It is a complicated challenge to guard the rights of all students


8:00-8:20             Question #3 (D. J. Corson)

                      “What strategies can be identified to address these
                      inequities and/or system improvements?”

The committee did not get to the above question. We will continue this process at the next meeting.

8:20-8:30             Closure:
                      1. Next meeting date
The next meeting date will be sent out next week. Wednesdays are not good.
                      2. Next steps
Continue dialogue on the above questions
                      3. Agenda/Discussion items
To be determined after above are discussed.




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