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Frequently Asked Questions - Homepage
2006 Bond Recommendation Frequently Asked Question
Q: Is this a new bond or a replacement of an expiring bond?A:
This bond replaces a retiring school bond. There will be no
overlap.
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Q: Can ASD pay for these upgrades through its General Fund?A:
Although it is legal to use education dollars to fund school
renovation and construction, doing so would pull already scarce dollars from
the classroom resulting in larger class size and program cuts for our students.
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Q: We have the Youth Activities Levy. Why do we need to renew the general obligation bond?A: Ironically, the Youth Activity Levy (YAL)
money is more restricted than the education funds coming from the state. YAL money must be used for co-curricular
programs such as Debate, DECA, foreign language in the Middle School, PE at the
elementary schools, music, and child development specialists. Levy funds cannot
be used for the basic, core curriculum nor can they be used to renovate our
facilities. Only a general obligation
bond funds can be used exclusively for school renovation and construction.
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Q: What effect, if any, will the Supreme Court ruling against the Eugene Youth Activities Levy have on Ashland? A:
At present, none.
However, we will continue to monitor this decision and the potential
ramifications it may have on our students until May of 2008 when it expires.
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Q: Does this bond continue the work begun 10 years ago?A:
Yes. The bond committee reviewed the 50-year plan
developed by the previous community bond committee and updated it to
accommodate today’s needs. The 2006 bond
addresses our highest-priority needs and outlines upgrades, remodels and
rebuilds based on site needs. A new 30-year facilities plan has been developed
to guide us into the future which will again be reviewed before any future
bonds are issued.
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Q: How did the Committee determine needs for repair, renovation, or replacement?
A: The district hired DOWA, a professional consulting firm, to
conduct a facilities study of architectural, structural, mechanical, seismic,
electrical, fire and life safety (code) conditions in all our school district
buildings. Ogden, Roemer and Wilkerson,
in conjunction with Mahlum Architects, conducted a master plan study of Ashland High School. The Committee solicited
input from instructional staff, maintenance staff, students, parents, community
members, other school districts, a demographer, state energy experts, and a
bond security firm. All of this
information was considered in crafting the bond proposal.
The Bond Committee also considered several major criteria
when developing the proposal:
- The
physical condition of the facility and necessary requirements for repair,
remodel, upgrades, or rebuilding.
- Financial
vs. functional trade-offs of all considered options
- The nexus
of learning environment with student performance.
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Q: Enrollment in Ashland schools is declining, so why upgrade facilities?A:
Because school funding in Oregon is determined by enrollment, we must
put every single education dollar to work if we hope to continue providing an
excellent education that will prepare our students for a 21st
Century workforce and higher-education opportunities.
To address declining enrollment and revenues, the school
board determined that the monthly bills must be reduced: To do so, the School Board took two decisive
steps:
First, two schools were closed and leased to
businesses. Not only did this help
reduce overhead but it also created a revenue stream to help support
programming.
Second, they decided to reduce overhead wherever
possible—such as utilities and preventable repairs.
We have reached a time when too many education dollars are
spent on antiquated heating systems, outdated wiring, repairs, crumbling
plumbing and rain damage. Now, more than
ever, especially given escalating utilities, every dollar must be put to work
in the classroom.
Obviously, each dollar that goes out uninsulated windows, that’s
used for continual maintenance of leaky roofs, or is spent to replace
rain-damaged equipment, is one less dollar we have to educate students, buy
textbooks, or furnish science labs.
This bond addresses inefficiencies that become even more
important with declining enrollment.
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Q: Did the Bond Committee take into consideration possible enrollment fluctuations in their decision-making?A:
Yes; demographer Judith Barmack provided a thorough overview
of population trends extending out ten years. Her professional input was
integrated into the committee’s work.
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Q: Should we sell unused buildings and property and use the proceeds to pay for some of the facilities needs of the District?A:
Following community input, the district will hold all
property currently under its jurisdiction.
However, this is certainly an option that future school boards and the
community might choose to exercise. Right now, retaining ownership and leasing
the buildings will provide revenue to support our educational programming,
while allowing us to hold an important asset for the future.
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Q: Will Lincoln and Briscoe be cared for in this bond?A: Yes. Funds spent at Briscoe and Lincoln are aimed at
maintaining our investment and improving the safety of the campuses. Work at
Briscoe will address roofing needs, internal lighting upgrades required by the
EPA, and external lighting. At Lincoln, in addition to
the lighting, the pre-WW2 boiler will be replaced. Drainage issues that have caused flooding and
damage will also be addressed.
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Q: Does Willow Wind benefit from the bond?A:
Yes, there are several infrastructure improvements included
in the bond for Willow Wind – a foundation, roofing, and handicapped
accessibility. The bond will also
contribute 30% of the projected cost for the barn, enabling the Willow Wind
community to qualify for matching grants.
The renovated barn will become a community asset, accessible to all, and
provide a space for education and the performing arts. It will be the only space on the Willow Wind
campus that accommodates all of the students who attend there.
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Q: What is the Willow Wind Community Learning Center?A:
Willow Wind is a part time alternative program primarily
serving families who have decided to home-school their children. Willow Wind also houses one full time class
based on the philosophy of Rudolph Steiner and Waldorf education model.
The Willow Wind program offers a unique opportunity for the
District to partner more closely with home-schooling families. Willow Wind
serves over 250 students. Those students all generate funding from the state
based on the amount of time they participate in various classes. Willow Wind covers all costs related to the
program, pays for the mortgage on the land, and still contributes revenue to
fund other district educational offerings. This special partnership between
home-schooling families and ASD is truly a win-win relationship.
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