318 K-12 LEADERSHIP PRACTICES
both districts, students were becoming friends, and the communities were developing a
common culture. The BOE then decided to hold public meetings to discuss consolidation and
conducted tours of the facilities in both communities. As all athletic teams were now
combined, new team colors and mascots were selected. In the fall of the fifth year, 2006,
public meetings continued and a consolidation plan was submitted to both the voters and the
state. The components of the plan were:
- An elementary school would be maintained in one community
- A secondary school would be maintained in one community
- Bus riding time would not be extended
- Budgets would be combined
- Programs would be maintained and/or expanded
- Taxes from a previous “opt out” would be decreased
The components were explained to the public through public meetings and newspaper
articles. The rationale for proposing the major components was: decreasing enrollment at
both schools; state funding reductions; the decision could still be made locally and not
mandated by the state; elementary combination classes would be avoided; there was already a
successful history of combining staff and athletic programs; and there would be a small
budget savings. While budget savings would accrue, the savings were never touted as an
important reason to consider consolidation.
The consolidation election was held June, 2006, and passed with an 84% favorable vote to
join the two districts. Next was the election of a new school board and personnel reductions
of 5 secondary and 4 elementary teachers, 1 business manager, and ½ custodian. The
personnel reduction process was outlined for staff by mid-year and severance bonuses were
given to five teachers, as there were four retirements which offset reductions in force.
In the fall of 2006, students were welcomed to their new schools. Over the summer some
of the budget savings were invested in both schools to provide improvements such as new
carpet, paint, books, and lockers. Summer orientation introduced parents and students to new
teachers and sparkling schools.
The researcher also sought to identify the reasons for a successful consolidation. The
positive results of the consolidation can be attributed to several steps along in the process.
Interviews with the superintendent and BOE members provided insight and identified the
following conditions and aspects of the process that contributed to success:
- Local choice prevailed and allowed the communities to make their own decision. The
state did not mandate the consolidation and communities had time and information
with which to make decisions. School board members in each community were trusted
and well known. This allowed for informal, as well as, formal discussions over a
multi-year period. - This was a multi-year process with all concerned carefully feeling their way through
various circumstances and evaluating the arrangements. This allowed for corrections,
questions, and concerns to be addressed. As a result, people did not feel this was a
process rammed down their throats without their input or consent. - Both communities kept their facilities well maintained with additions and remodeling
as needed. This was done to provide quality schools at the time, but also to have
facilities to “bring to the table” for any future consolidation discussions with other
districts.