Table of Contents for March 21 Board Meeting

Call to Order/Roll Call p. 3 Approve the Agenda & Consent Items p. 4 - 20 Good News p. 21 Welcome Visitors p. 23 Elementary Principal Presentation p. 25 Secondary Principal Presentation p. 26 Preliminary Budget Presentation p. 27 - 49 Facility Planning Presentation GO Bonds Time Line Presentation p. 51 Old Business Schematic Design Decision on HVAC p. 54 Review of Policies p. 55 - 61 Special Board meeting for April 4 p. 62 Wrestling Agreement p. 63 Resolution for Issuance of GO Bonds and Levy a Tax p. 64 Piper Jaffray agreements p. 70 - 82 Staff Resignations p. 82 Staff Appointments p. 83 Business Manager Report p. 88 Superintendent Report p. 89 Discussion p. 111 Adjournment p. 112

NOTICE AND CALL OF PUBLIC MEETING OF THE SCHOOL DISTRICT

Governmental Body: The Board of Directors of the Montezuma Community School District, Montezuma, Iowa.

Date of Meeting: Wednesday, March 21, 2012 Time of Meeting: 6:30 pm, Central Time Place of Meeting: Montezuma Elementary Library, Montezuma, IA

PUBLIC NOTICE IS HEREBY GIVEN that the above mentioned governmental body will meet at the date, time and place above set out. The tentative agenda for said meeting is as follows: A. Call to Order/Roll Call B. Approve the Agenda C. Good News D. Welcome Visitors E. Presentations 1. Elementary Principal 2. Secondary Principal 3. FY 2013 Preliminary Budget Presentation 4. Facility Planning Updates – Dave Harrison, Design Alliance, Duane VanHemert 5. General Obligation School Bonds Time Line F. Old Business G. New Business 1. Schematic Design Decision on HVAC System 2. Review of Policies 605.5R2, 704.2R1 3. Approve special board meeting for April 4, 2012 at 6:30 pm to approve the FY 2013 Budget 4. Approve Renewal of Cooperative Wrestling Agreement with Tri-County 5. Resolution Authorizing the Issuance of $6,670,000 General Obligation School Bonds and Levying a Tax for the Payment 6. Consideration of Agreements with Piper Jaffray H. Personnel 1. Staff Resignations 2. Staff Appointments I. Reports 1. Business Manager 2. Superintendent J. Discussion K. Adjournment

This notice is given at the direction of the President pursuant to Chapter 21, Code of Iowa, and the local rules of said governmental body.

______Board Secretary, Montezuma Community School District, Iowa 2

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: A. Call to Order/Roll Call

Information: The President of the Board, or in his or her absence the Vice President of the Board, shall officially call the board meeting to order. This is usually accompanied by a welcome to visitors.

We allow visitors to address the Board provided they follow the established rules which require a written request completed and handed to the Board Secretary. The Board President may at this time ask visitors if they will wish to speak during the welcome section. If so they may obtain the necessary form from the Board Secretary.

Action: Roll Call: Present/Absent Pete Ross ______Doug Johnston ______Steve Audas ______Stacie Cameron ______Vince Johnson ______

Time:

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: B. Consent Agenda

Information: The Consent Agenda is used as an opportunity to approve several items considered as housekeeping items in one motion, at one time. The Consent Agenda for this meeting consists of:

. Approval of Agenda . Approval of minutes for February 15, 2012 . Approval of minutes for March 1, 2012 . Approval of Invoices . Approval of Fund Balance Report February 2012 and the Food Service Report February 2012

The Board may ask that any item be removed from this list and considered separately.

Recommended Motion: That the Board approves the consent agenda as presented to include the agenda, board policies at second reading, minutes, and invoices.

Alternate Motion:

Record of Vote: Y/N _____ Pete Ross ______Doug Johnston ______Steve Audas ______Stacie Cameron ______Vince Johnson ______

March 1, 2012 Montezuma, IA

The Board of Directors of the Montezuma Community School District met on the above date at the Schoolhouse in the Band Room, with the following board members in attendance: Pete Ross, Doug Johnston, Steve Audas, Vince Johnson, and Stacie Cameron.

President Pete Ross called the meeting to order at 6:30 PM.

NEW BUSINESS It was moved by Doug Johnston and properly seconded to approve the quote of $63,437 for bleachers at the football field from Outdoor Aluminum. Motion carried 5-0.

It was moved by Vince Johnson and properly seconded to approve the Amendment to the Professional Services Agreement with Design Alliance. Motion carried 5-0.

BOARD DISCUSSION The board discussed the construction budget and timeline, HVAC systems (geothermal and rooftop unit), building envelope, and construction logistics.

ADJOURNMENT No further business appearing before the board, the meeting was on proper motion adjourned at 8:37PM.

Board President Board Secretary

February 15, 2012 Montezuma, IA

The Board of Directors of the Montezuma Community School District met on the above date at the Schoolhouse in the Elementary Library, with the following board members in attendance: Pete Ross, Doug Johnston, Vince Johnson, and Stacie Cameron. Steve Audas arrived at 7:00.

President Pete Ross called the meeting to order at 6:30 PM.

CONSENT AGENDA It was moved by Stacie Cameron and properly seconded to approve the consent agenda as presented: the agenda; minutes of the board meeting of January 18, 2012; fund balance and food service reports for the month of January 2012; and bills to be paid by the secretary (see attached lists). Motion carried 4-0.

GOOD NEWS Thank you from Virgil Scott from the Montezuma Food Bank. Paul Hawkins, Randy Shifflett, and two students helped relocate the food bank to their new location at Community Church. Thank you to all who volunteered and voted in the bond election.

WELCOME VISITORS President Ross welcomed all visitors and thanked them for taking time to attend the meeting.

PRESENTATIONS School Counselor, John Gallagher, and At-Risk teachers Sarah Laudner and Earlene Taylor presented on their career/education preparation for students. They gave details on their I Have a Plan class which prepares 6-11th grade students for post-secondary jobs, education, life skills, etc.

Principal Jones presented on the Elementary activities. Donuts with Dad was a huge success. ITBS scores have been received; details will be given at the next board meeting. Literacy Week is February 27-March 2. Paul Hawkins & Tracy Pope, along with Mrs. Pope’s 4th grade class created a bus safety video that will be shown throughout the elementary.

Principal Moretz presented on the Secondary activities. The Academic Fair will be held on the first day of parent-teacher conferences, March 20. Parent-Teacher conferences will be March 20 & 22. The Montezuma Parallel Program was presented to the SICL high school principals. A FAFSA meeting will be held February 20. Congratulations to the Speech coaches & participants, all of whom had a very successful year. Wrestling team qualified for the Team Dual Regional Duals for the first-time ever. Congratulations to Tyler Lown who was selected as the SE Baseball Coach of the Year.

OLD BUSINESS None

NEW BUSINESS Mark Vavroch from the Blue & White Booster Club gave a presentation on replacing the football bleachers. The quote he received was approximately $95,000. The board requested firm quotes for the home bleachers, as well as additional quotes for visitor bleachers and fencing.

The board took no action on participating in the Iowa Energy Bank Loan Program.

It was moved by Doug Johnston and properly seconded to make a request for the Early Start Calendar Waiver. The Board of Directors of the Montezuma School District has determined that a starting date on or after the earliest starting date specified in Iowa Code section 279.10 subsection 1 will have a negative educational impact. For the 2012-13 school year we will be starting school on August 22nd. Motion carried 5-0.

It was moved by Vince Johnson and properly seconded to approve a 6-year contract with Pepsi as it was presented. In exchange for selling only Pepsi products, Montezuma Schools will receive $20,000 which will be used for scoreboard replacement. Motion carried 5-0.

It was moved by Steve Audas and properly seconded to approve technology purchases for the 2012-13 school year using the DR-M settlement monies. Technology purchases will include: additional computers for the elementary library, elementary iPads, elementary mobile cart, secondary mobile labs, science iPads, office iMacs, and a building-wide wireless system. Motion carried 5-0.

PERSONNEL Staff Resignations It was moved by Vince Johnson and properly seconded to approve the resignation of Dale DeJong. Motion carried 5-0.

Staff Appointments It was moved by Steve Audas and properly seconded to approve the staff appointments of Leah Farrington-head high school volleyball coach, David Brondyke-assistant high school volleyball coach, Tyler Baethke-technology coordinator, Keith Sietstra-head high school football coach, and Tyler Baethke- assistant high school football coach. Motion carried 5-0.

REPORTS Board Secretary A summary was given on the audit report.

Superintendent Versteeg The financial indicators report was reviewed. Superintendent Versteeg is meeting with Design Alliance to discuss a facility planning schedule. Board learning centered on Standard Three: Acting with Fiscal Responsibility.

BOARD DISCUSSION None

ADJOURNMENT No further business appearing before the board, the meeting was on proper motion adjourned at 9:15PM.

Board President Board Secretary

Montezuma Community School District Activity Fund Balance Repor t - Summar y - Exclude Encumbr ances Page: 1 03/12/2012 09:47 AM 02/2012 - 02/2012 User ID: AJS

21 STUDENT ACTIVITY FUND Beginning Balance Account Number Account Name Balance Expenses Revenues Change Balance

21 729 000 6130 910 JUNIOR HIGH HERITAGE TRIP 402.50 0.00 0.00 0.00 402.50 21 729 000 6135 910 SPEECH/DRAMA FUND BALANCE 9,600.38 245.00 795.00 0.00 10,150.38 21 729 000 6222 910 WINTERGUARD FUND 482.29 0.00 0.00 0.00 482.29 21 729 000 6223 910 INSTRUMENTAL MUSIC FUND BALANC 291.69 0.00 0.00 0.00 291.69 21 729 000 6226 910 VOCAL MUSIC FUND BALANCE 4,840.69 0.00 0.00 0.00 4,840.69 21 729 000 6227 910 BAND UNIFORMS FUND BALANCE 8,151.43 0.00 0.00 0.00 8,151.43 21 729 000 6661 920 ATHLETICS FUND BALANCE 34,372.68 1,540.00 1,817.00 0.00 34,649.68 21 729 000 6720 920 FOOTBALL FUND BALANCE 2,546.82 400.00 0.00 0.00 2,146.82 21 729 000 6723 920 DISTRICT 6 FOOTBALL FUND 714.44 400.00 100.00 0.00 414.44 21 729 000 6730 920 BASEBALL FUND BALANCE 197.22 0.00 40.00 0.00 237.22 21 729 000 6760 920 GOLF TEAM FUND BALANCE 5.41 0.00 0.00 0.00 5.41 21 729 000 6771 920 BOYS BASKETBALL FUND BALANCE 241.79 0.00 0.00 0.00 241.79 21 729 000 6810 920 GIRLS BB FUND BALANCE 3,337.02 180.36 1,785.05 0.00 4,941.71 21 729 000 6815 920 VOLLEYBALL FUND 257.26 0.00 0.00 0.00 257.26 21 729 000 6835 920 SOFTBALL FUND BALANCE 0.00 0.00 0.00 0.00 0.00 21 729 000 6890 920 WRESTLING PROGRAM 6,142.41 50.00 2,262.00 0.00 8,354.41 21 729 000 7010 950 FUND BALANCE-MATH CLUB 1,230.95 200.00 0.00 0.00 1,030.95 21 729 000 7018 950 ACADEMIC FAIR FUND BALANCE 2,500.00 0.00 0.00 0.00 2,500.00 21 729 000 7020 950 GERMAN CLUB FUND BALANCE 0.00 0.00 0.00 0.00 0.00 21 729 000 7021 000 GOOD NEWS PROGRAM FUND BALANCE 0.00 0.00 0.00 0.00 0.00 21 729 000 7022 000 CLASS OF 2008 FUND BALANCE 0.00 0.00 0.00 0.00 0.00 21 729 000 7024 950 TORCH CLUB FUND BALANCE 619.35 0.00 0.00 0.00 619.35 21 729 000 7030 950 FFA FUND BALANCE 30,939.90 3,998.45 102.00 0.00 27,043.45 21 729 000 7035 950 CLASS OF 2011 FUND BALANCE 0.00 0.00 217.00 0.00 217.00 21 729 000 7036 950 JH STUDENT COUNCIL FUND BALANCE 902.14 40.00 0.00 0.00 862.14 21 729 000 7037 950 CLASS OF 2012 FUND BALANCE 680.12 0.00 10.00 0.00 690.12 21 729 000 7038 950 CLASS OF 2013 FUND BALANCE 3,539.85 1,619.52 2,494.65 0.00 4,414.98 21 729 000 7039 950 CLASS OF 2014 FUND BALANCE 291.75 0.00 0.00 0.00 291.75 21 729 000 7040 950 S.H. STUDENT COUNCIL FUND BAL 1,779.17 0.00 210.30 0.00 1,989.47 21 729 000 7041 950 CHEERLEADERS FUND BALANCE 724.25 76.73 208.00 0.00 855.52 21 729 000 7045 950 CLASS OF 2015 FUND BALANCE 52.60 0.00 0.00 0.00 52.60 21 729 000 7047 950 CLASS OF 2016 FUND BALANCE (309.73) 0.00 0.00 309.73 0.00 21 729 000 7048 950 CLASS OF 2017 FUND BALANCE 52.61 0.00 0.00 0.00 52.61 21 729 000 7050 950 SCH.CLAY TARGET SHOOTING CLUB 5,023.34 0.00 12,210.00 0.00 17,233.34 21 729 000 7052 950 SPANISH FUND BALANCE 8,173.75 0.00 2,133.15 0.00 10,306.90 21 729 000 7054 950 SUMMER RECREATION-FUND BALANCE 0.00 0.00 0.00 0.00 0.00 21 729 000 7055 950 PUBLICATIONS-FUND BALANCE 15,440.09 0.00 0.00 0.00 15,440.09 21 729 000 7060 950 ELEMENTARY ACTIVITIES 10,578.81 522.20 2,119.00 0.00 12,175.61 21 729 000 7065 950 HIGH SCHOOL ACTIVITIES 1,642.91 0.00 3.00 (309.73) 1,336.18

Montezuma Community School District Balance Sheet - Combined Page: 1 03/12/2012 09:46 AM PERIOD ENDING: February 2012 User ID: AJS

10 OPERATING 21 STUDENT 22 MANAGEMENT 33 CAPITAL 36 PHYSICAL 61 SCHOOL Total

Total Assets Current Assets 101 000 0000 000 CASH IN BANK 13,719.66 55,668.49 6,186.84 31,810.34 25,195.45 34,444.45 167,025.23 103 000 0000 000 PETTY CASH 100.00 0.00 0.00 0.00 0.00 0.00 100.00 111 000 0000 000 C.D. AND 1,384,299.08 117,321.02 366,072.05 566,313.66 213,377.42 33,141.44 2,680,524.67 ISJIT ACCOUNT 121 000 0000 000 TAXES 0.00 0.00 0.00 0.00 0.00 0.00 0.00 RECEIVABLE 123 000 0000 000 NEXT YEAR'S 2,430,756.00 0.00 100,000.00 0.00 77,177.00 0.00 2,607,933.00 PROPERTY TAXES 141 000 0000 000 INTERGOV'T 0.00 0.00 0.00 0.00 0.00 0.00 0.00 ACCOUNTS RECEIVABLE 144 000 0000 000 NEXT YEAR'S 254,133.00 0.00 0.00 0.00 0.00 0.00 254,133.00 INCOME SURTAX 153 000 0000 000 OTHER 0.00 0.00 0.00 0.00 0.00 0.00 0.00 ACCOUNTS RECEIVABLE 171 000 0000 000 INVENTORIES 0.00 0.00 0.00 0.00 0.00 8,812.40 8,812.40 FOR CONSUMPTION Current Assets 4,083,007.74 172,989.51 472,258.89 598,124.00 315,749.87 76,398.29 5,718,528.30

Fixed Assets 241 000 0000 000 MACHINERY & 0.00 0.00 0.00 0.00 0.00 161,893.74 161,893.74 EQUIPMENT 242 000 0000 000 ACC DEPR ON 0.00 0.00 0.00 0.00 0.00 (93,195.84) (93,195.84) MACHINERY & EQUIP Fixed Assets 0.00 0.00 0.00 0.00 0.00 68,697.90 68,697.90

Total Assets 4,083,007.74 172,989.51 472,258.89 598,124.00 315,749.87 145,096.19 5,787,226.20

Total Liabilities/Fund Equity Current Liabilities 421 000 0000 000 ACCOUNTS 0.00 0.00 0.00 0.00 0.00 0.00 0.00 PAYABLE 461 000 0000 000 ACCRUED 0.00 0.00 0.00 0.00 0.00 0.00 0.00 SALARIES & BENEFITS 471 000 0000 000 PAYROLL DED 0.00 0.00 0.00 0.00 0.00 0.00 0.00 & WITHHOLDINGS 471 010 0000 000 FIT PAYABLE 0.00 0.00 0.00 0.00 0.00 0.00 0.00 12 471 011 0000 000 PAYROLL DED 0.00 0.00 0.00 0.00 0.00 0.00 0.00 & WITHHOLDINGS 471 012 0000 000 FICA PAYABLE 0.00 0.00 0.00 0.00 0.00 0.00 0.00

BOARD REPORT BILLS-FEBRUARY 15, 2012 Montezuma Community School District

GENERAL FUND Vendor Name Invoice Description Invoice Total Vendor Total ADT SECURITY SERVICES, INC. 65151466 MARCH-MAY 2012 SECURITY 97.15 97.15 ALL AMERICAN SPORTS CORP 60179644 HELMETS 1,500.00 1,500.00 APPLE COMPUTER, INC 9985953547 SPECIAL ED TECHNOLOGY 5,828.00 5,828.00 AUDAS SANITATION 95231 FEBRUARY SANITATION 461.25 461.25 B&H AUTOMOTIVE AND LOCKSMITHING 020812 DEAD BOLT & KEYS 130.00 130.00 BAUER BUILT TIRE 0270021866 CREDIT (185.00) BAUER BUILT TIRE 0720015369 CREDIT (70.00) BAUER BUILT TIRE 270022985 BUS TIRES 738.72 483.72 BELLE PLAINE COMMUNITY SCHOOLS 3QFY12 O-E 3QFY2012 OPEN ENROLLMENT 1,470.75 1,470.75 B-G-M COMMUNITY SCHOOLS 3QFY12 O-E 3QFY2012 OPEN ENROLLMENT 13,236.75 13,236.75 BOOKS ARE FUN 031412 ALPHABET DICE GAMES-PAC 44.00 44.00 BROOKLYN SERVICE CENTER 402387 FILL PROPANE 21.50 21.50 CENTRAL IOWA DISTRIBUTING, INC 87265 GARBAGE BAGS 297.80 297.80 IOWA HIGH SCHOOL MUSIC ASSOCIATION 1590 SOLO/SMALL ENSEMBLE 40.00 40.00 PAWS OF LIFE FOUNDATION 030612 SEARCH & RESCUE DOG-PAG 100.00 100.00 CHEMSEARCH 624686 AIR FRESHENERS 487.43 CHEMSEARCH 641436 INSECT SPRAY, BUS CLEANER 1,244.70 1,732.13 CLARK, ABBY 020312 IRA CONVENTION REIMB 280.00 280.00 CONTINENTAL RESEARCH CORP. 365787-CRC-1 BATHROOM CLEANER 762.53 762.53 CORE-ECS AMERIKIT TECHNOLOGY K302799 DEEP FREEZE-MICROSOFT 4,600.00 CORE-ECS AMERIKIT TECHNOLOGY K302813 DEEP FREEZE-SPED 92.00 4,692.00 DAVE'S AUTO & TRUCK SERVICE, INC 36183 BUS REPAIR 621.99 621.99 DELTA EDUCATION 202500849211 PAC SCIENCE MATERIALS 2,020.48 2,020.48 DEPARTMENT OF ADMINISTRATIVE DAS201207142 2012 TSA ADMIN DUES 250.00 250.00 DES MOINES PUBLIC SCHOOLS 012512 SPED BILLING 210.87 210.87 DES MOINES STAMP MFG. CO. 0942664 STAMPS 159.15 159.15 DIGITAL RIVER EDUCATION SERVICES, 9610915 SOFTWARE 317.74 317.74 DISTRIBUTED WEBSITE CORPORATION 11984 RSCHOOL ACTIVITY SCHEDULER 3,985.80 3,985.80 DJ'S C-STORE, INC. 4267 FEBRUARY DIESEL & UNLEADED 4,188.26 4,188.26 14

FLINN SCIENTIFIC, INC. 1529739 SCIENCE MATERIALS 104.62 104.62 FORD, LOREN 7362 ROCK @ TRAILER PARK BUS STOP 64.63 64.63 GRINNELL -NEWBURG SCHOOLS 3QFY12 O-E 3Q FY2012 OPEN ENROLLMENT 17,649.00 17,649.00 HAWKINS, PAUL 022912 CELL PHONE REIMB 25.00 25.00 HICKENBOTTOM, INC. 280768 SINK SUPPLIES 114.15 114.15 HOPKINS SPORTING GOODS, INC. 1620-0 DODGEBALLS 49.95 49.95 IOWA ASSOC OF SCHOOL BUSINESS 3954 2012 SPRING CONF-SIETSTRA 145.00 145.00 IOWA ASSOC. OF SCHOOL BOARDS IASBEVT00017 ISFLC-VERSTEEG 275.00 275.00 IOWA CENTRAL COMMUNITY COLLEGE 16961 CONCURRENT CLASSES 6,333.50 6,333.50 IOWA COMMUNICATIONS NETWORK 349888 FEBRUARY ICN SERVICES 318.06 318.06 IOWA DRUG & ALCOHOL TESTING LGSMBR1509 DRUG & ALCOHOL TESTING 455.00 455.00 IOWA VALLEY COMM.COLLEGE DIST. 022412 FALL 2011 CONTRACTED CLASSES 11,252.00 IOWA VALLEY COMM.COLLEGE DIST. 022412-2 PSEO CLASSES 250.00 11,502.00 IOWA VALLEY COMMUNITY SCHOOLS 3QFY12 O-E 3QFY2012 OPEN ENROLLMENT 1,470.75 1,470.75 J.W. PEPPER & SON, INC. 11784941 ELEMENTARY MUSIC 192.59 J.W. PEPPER & SON, INC. 11786826 ELEMENTARY MUSIC 31.35 223.94 JOSTENS 14978261 HIGH SCHOOL DIPLOMAS 175.86 175.86 LAKESHORE LEARNING MATERIALS 4322920212 1ST GRADE SUPPLIES-PAC 490.04 LAKESHORE LEARNING MATERIALS 4373250212 2ND GRADE SUPPLIES-PAC 683.57 LAKESHORE LEARNING MATERIALS 4591390212 CREDIT (24.87) LAKESHORE LEARNING MATERIALS 4855110312 1ST GRADE SUPPLIES-PAC 491.54 1,640.25 LEUKEMIA & LYMPHOMA SOCIETY, THE 031312 PENNIES FOR PATIENTS DONATION 885.98 885.98 LYNNVILLE-SULLY COMM. SCHOOL 1,2QFY12 O-E 1ST & 2NDQ FY12 OPEN 5,883.00 ENROLLMENT 5,883.00 MAIN STREET HARDWARE 8400 MAINTENANCE SUPPLIES 85.48 85.48 MALCOM LUMBER COMPANY 536586 MEYER BUILDING MATERIALS 83.82 MALCOM LUMBER COMPANY 537251 MEYER BUILDING MATERIALS 69.21 MALCOM LUMBER COMPANY 538345 MEYER BUILDING MATERIALS 59.54 212.57 MARENGO FARM & HOME 11479 WELDERS 985.00 985.00 MARTIN MARIETTA MATERIALS 10126161 ROCK FOR TRAILER PARK TURN 179.16 179.16 MENARDS-OTTUMWA 52821 DOOR KNOB 19.97 19.97 MERCER H&B ADMIN-IOWA FIDUCIARY FY12STANFO-0 DEBBY STANFORD INSURANCE 545.21 545.21 MIDWEST ALARM SERVICES 230532 TORNADO & FIRE ALARM WORK 129.00 129.00 MIDWEST WHEEL COMPANIES 1220390193 BATTERIES 197.80 MIDWEST WHEEL COMPANIES 1220440062 CREDIT (36.00) 15

MIDWEST WHEEL COMPANIES 1220540312 WIPER BLADES 98.58 260.38 MONTE MOTOR PARTS 472825 SWEEPING COMPOUND 27.47 MONTE MOTOR PARTS 472893 DIESEL FUEL ADDITIVE 195.36 MONTE MOTOR PARTS 473005 DRILL BIT SET 183.79 MONTE MOTOR PARTS 473893 WELDING CLASS EAR PLUGS 42.40 449.02 MONTEZUMA MUNICIPAL UTILITIES 030812ELECTRIC ELECTRIC 5,053.64 MONTEZUMA MUNICIPAL UTILITIES 030812GAS GAS 6,512.48 MONTEZUMA MUNICIPAL UTILITIES 030812SEWAGE SEWAGE 462.46 MONTEZUMA MUNICIPAL UTILITIES 030812WATER WATER 1,541.50 13,570.08 MORETZ, BRIAN 030312 CELL PHONE REIMB 25.00 25.00 NOLTE, CORNMAN & JOHNSON, P.C. 122311 FY2011 AUDIT SERVICES 3,240.00 3,240.00 NORTH MAHASKA SCHOOL DISTRICT 3QFY12 O-E 3QFY2012 OPEN ENROLLMENT 5,883.00 5,883.00 NORTHWEST EVALUATION ASSOCIATION 030812 PRIMARY MAP 668.75 668.75 OSKALOOSA COMMUNITY SCHOOLS 022812 PLC CONFERENCE 350.00 350.00 PCI EDUCATIONAL PUBLISHING INV838777 SPED SUPPLIES 19.95 19.95 PREMIER OFFICE EQUIPMENT 01M07A COPIER STAPLES 50.10 50.10 QUILL CORPORATION 1077465 OFFICE SUPPLIES 143.47 143.47 RACOM CORPORATION 5B12055 ANTENNA 101.50 RACOM CORPORATION M12020 FCC LICENSE 100.00 201.50 RECORD, THE 030112 MINUTES & CLAIMS 305.81 305.81 ROORDA, LIESL 020812 PORTABLE CD PLAYERS 58.46 58.46 SCHUMACHER ELEVATOR CO., INC. 90282965 ELEVATOR MAINTENANCE 296.49 296.49 SMART APPLE MEDIA ARU0111453 LIBRARY BOOKS 375.35 375.35 STANTON, SCOTT 022812 HS BAND BINDERS 44.57 44.57 STEPS TO LITERACY, L.L.C. 11196-137876 2ND GRADE READING SUPPLIES 145.13 145.13 SUPERIOR WELDING SUPPLY CO. 624971 WELDER REPAIR 28.08 28.08 TAYLOR AUTO BODY, INC 14578 PULL BUS STUCK IN ROAD 100.00 100.00 THOMAS BUS SALES OF IOWA, INC 94911 LIGHTS FOR BUSES 264.34 THOMAS BUS SALES OF IOWA, INC 95104 BACK UP LIGHT 23.71 288.05 B-G-M COMMUNITY SCHOOLS 022212 SPECIAL ED BILLING 4,076.82 4,076.82 COOK, JULIA 030712 LIBRARY BOOKS 112.45 112.45 COOK, JULIA 022912 VISITING AUTHOR & MILEAGE 707.00 707.00 UNITED PARCEL SERVICE 000054072506 FREIGHT 350.00 350.00 WALMART STORES, INC. GEMB 008485 DONUTS W/ DAD 34.80

WALMART STORES, INC. GEMB 009325 MAINTENANCE SUPPLIES 48.02 82.82 TRUE VALUE COMMERCIAL SUPPLY 0177644 MAINTENANCE SUPPLIES 58.10 TRUE VALUE COMMERCIAL SUPPLY 0177705 MAINTENANCE SUPPLIES 10.49 TRUE VALUE COMMERCIAL SUPPLY 0177765 MAINTENANCE SUPPLIES 194.51 TRUE VALUE COMMERCIAL SUPPLY 0177852 MAINTENANCE SUPPLIES 786.88 TRUE VALUE COMMERCIAL SUPPLY 0178068 MAINTENANCE SUPPLIES 342.50 1,392.48 UNITED BANK & TRUST COPIER -0006 COPIER LEASE & MAINTENANCE 589.86 PMT 589.86 VANNOY CHEVROLET CO., INC. 67590 SPED VAN REPAIR 418.66 418.66 VERSTEEG, DAVID 022812 FEBRUARY EXP REIMB 440.73 440.73 WINDSTREAM 030112 TELEPHONE 487.00 487.00 Checking Account 127,564.96 Total: STUDENT ACTIVITY FUND A TEAM APPAREL 27051 STADIUM CHAIRS 474.98 474.98 ALL AMERICAN SPORTS CORP 60179644 HELMETS 1,711.15 ALL AMERICAN SPORTS CORP 94331188 HELMETS 918.29 2,629.44 APPLE COMPUTER, INC 9985518737 YEARBOOK COMPUTERS 3,447.00 3,447.00 IOWA STATE TRACK AND FIELD 031312 3/13 INDOOR TRACK MEET 70.00 70.00 AWARDS PLUS 852 GBB PLAQUES 70.00 AWARDS PLUS 855 ACADEMIC FAIR RIBBONS 270.00 340.00 IOWA HIGH SCHOOL SPEECH ASSOC. 3446 HS STATE IND SPEECH 143.00 IOWA HIGH SCHOOL SPEECH ASSOC. 3447 9TH GRADE STATE IND. SPEECH 44.00 187.00 STUPPY INCORPORATED 5140-2 MISSING FREIGHT CHARGES 12.27 12.27 BALL HORTICULTURAL COMPANY 94517165 PERENNIAL PLANTS 10.87 BALL HORTICULTURAL COMPANY 94531673 PERENNIAL PLANTS 634.14 BALL HORTICULTURAL COMPANY 94539738 PERENNIAL PLANTS 19.16 BALL HORTICULTURAL COMPANY 94542533 PERENNIAL PLANTS 81.19 BALL HORTICULTURAL COMPANY 94542534 PERENNIAL PLANTS 129.45 BALL HORTICULTURAL COMPANY 94548689 PERENNIAL PLANTS 141.00 BALL HORTICULTURAL COMPANY 94548690 PERENNIAL PLANTS 283.75 BALL HORTICULTURAL COMPANY 94551865 PERENNIAL PLANTS 357.35 1,656.91 JAMES, MARCY 021612 REIMB FOR GBB JERSEY 60.00 60.00 JEFFERSON-SCRANTON HIGH SCHOOL 2012 FB MARCH 2-3 FOOTBALL CLINIC 50.00 50.00 UNIVERSITY OF IOWA, THE 2012 FB MARCH 23-24 COACHES CLINIC 180.00 180.00 WISCONSIN FOOTBALL COACHES 2012 FB MARCH 29-31 COACHES CLINIC 300.00 300.00 BEAUTIFUL LAND PRODUCTS 20723 GREENHOUSE PLANTS 124.17 124.17 BLOOMING ENDEAVORS 3635 GBB FLOWERS 111.00 111.00 BOONE HIGH SCHOOL 031312 4 USED HEADSETS 500.00

500.00 CENTRAL COLLEGE 031312 3/16 INDOOR TRACK MEET 130.00 130.00 CROW SHOOTING SUPPLY, INC. 07356062.00 SCTP AMMO 9,120.00 9,120.00 GRAPHIC EDGE, THE 587443 ACADEMIC FAIR TSHIRTS 1,859.16 590122 SCTP TSHIRTS 303.90 2,163.06 GRINNELL REGIONAL MEDICAL CENTER 021512 WINTER SPORT MED SERVICES 1,230.00 1,230.00 HOPKINS SPORTING GOODS, INC. 1083-0 REVERSIBLE JERSEYS 295.00 HOPKINS SPORTING GOODS, INC. 1090-1 STARTING BLOCKS 230.89 HOPKINS SPORTING GOODS, INC. 1620-0 DODGE BALLS 49.95 HOPKINS SPORTING GOODS, INC. 2753-0 CONCENTRATION BALLS 23.50 HOPKINS SPORTING GOODS, INC. 2762-0 FOOTBALL PANTS 646.52 1,245.86 HUMMERT INTERNATIONAL 11286 GREENHOUSE PLANTS 1,251.48 HUMMERT INTERNATIONAL 12479 GREENHOUSE PLANTS 196.59 1,448.07 IOWA CITY ATHLETIC OFFICIALS ASSOC 1358 SCHEDULING FEE 50.00 50.00 IOWA FFA FOUNDATION 1450 CONDUCT OF MEETINGS-FFA 500.00 500.00 IOWA SPORTS SUPPLY 86265 ANKLE BRACES 137.91 137.91 L&G PRODUCTS, INC. 0103114-IN INSECTICIDE FOR GREENHOUSE 289.06 289.06 MONTEZUMA COMMUNITY SCHOOLS 031312 FFA SCHOLARSHIP-PECK 250.00 250.00 MONTEZUMA SUPER VALU 003001631724 CONCESSIONS 32.90 MONTEZUMA SUPER VALU 005011322039 CREDIT (19.93) MONTEZUMA SUPER VALU 020512 CONCESSIONS 28.89 MONTEZUMA SUPER VALU 020912 CONCESSIONS 59.82 101.68 NATIONAL FFA ORGANIZATION OE-603054 FFA JACKETS 1,225.00 1,225.00 SALNAVE, GEORGE 031112 HITTING MATS 89.85 89.85 SHIVES, HEATHER 021512 IRA CONFERENCE REIMB 280.00 280.00 SUPER 8 @ MUSCATINE 030512 DISTRICT FFA HOTEL ROOMS 360.57 360.57 SUTFIN, TAMMY 795153 NATIONAL HONOR SOCIETY CAKES 50.00 50.00 THREADHAVEN 393 SCTP LOGO 20.00 20.00 THREE SISTERS FABRIC & FASHION 2544 DRY CLEANING SUITCOAT 16.50 16.50 WARTBURG COLLEGE JULY12 GBB JULY 12-13 GBB CAMP 325.00 325.00 WORLD'S FINEST CHOCOLATE, INC. 90635886 SPANISH CLUB FUNDRAISER 1,300.00 WORLD'S FINEST CHOCOLATE, INC. 90640290 SPANISH CLUB FUNDRAISER 1,350.00 2,650.00 Checking Account 31,825.33 Total:

PHYSICAL PLANT & EQUIPMENT LOWRY ELECTRIC, INC 14743 LABOR & MATERIALS-FIRE DOORS 3,096.00 3,096.00 UNITED BANK & TRUST COPIER-0006 COPIER LEASE & MAINTENANCE 470.14 PMT 470.14

Checking Account 3,566.14 Total: SCHOOL NUTRITION FUND ANDERSON-ERICKSON DAIRY CO. 67638 DAIRY 352.64 ANDERSON-ERICKSON DAIRY CO. 69873 DAIRY 468.41 ANDERSON-ERICKSON DAIRY CO. 72463 DAIRY 383.42 ANDERSON-ERICKSON DAIRY CO. 74635 DAIRY 500.44 ANDERSON-ERICKSON DAIRY CO. 77247 DAIRY 255.54 ANDERSON-ERICKSON DAIRY CO. 79492 DAIRY 439.61 ANDERSON-ERICKSON DAIRY CO. 82170 DAIRY 371.83 ANDERSON-ERICKSON DAIRY CO. 84414 DAIRY 505.76 3,277.65 EARTHGRAINS COMPANY, THE 28720503305 BREAD 35.75 EARTHGRAINS COMPANY, THE 28720503705 BREAD 59.75 EARTHGRAINS COMPANY, THE 28720504002 BREAD 88.35 EARTHGRAINS COMPANY, THE 28720504405 BREAD 77.75 EARTHGRAINS COMPANY, THE 28720505140 BREAD 65.75 EARTHGRAINS COMPANY, THE 28720505438 BREAD 77.55 404.90 KECK, INC. 122311 COMMODITIES 1,842.71 1,842.71 MONTEZUMA COMMUNITY SCHOOLS, ANITA 031312 CASH-BUSINESS EXPO 300.00 300.00 MARTIN BROTHERS DISTRIBUTING 4150405CM CREDIT (37.83) MARTIN BROTHERS DISTRIBUTING 4173307 GROCERIES 780.36 MARTIN BROTHERS DISTRIBUTING 4177389 GROCERIES 2,662.05 MARTIN BROTHERS DISTRIBUTING 4177389CM CREDIT (48.04) MARTIN BROTHERS DISTRIBUTING 4181375 GROCERIES 708.33 MARTIN BROTHERS DISTRIBUTING 4184959 GROCERIES 1,837.65 MARTIN BROTHERS DISTRIBUTING 4188804 GROCERIES 488.04 MARTIN BROTHERS DISTRIBUTING 4192464 GROCERIES 1,810.91 MARTIN BROTHERS DISTRIBUTING 4192464CM GROCERIES (48.90) MARTIN BROTHERS DISTRIBUTING 4196615 GROCERIES 1,598.73 MARTIN BROTHERS DISTRIBUTING 4200740 GROCERIES 2,422.27 12,173.57 MONTEZUMA SUPER VALU 002034390911 GROCERIES 13.52 MONTEZUMA SUPER VALU 003023620937 GROCERIES 5.10 MONTEZUMA SUPER VALU 003025751039 GROCERIES 7.95 MONTEZUMA SUPER VALU 003028020917 GROCERIES 4.77 31.34 RELIABLE ONE, INC. 3630 GLOVES 548.01 548.01 Checking Account 18,578.18 Total:

MISC SCHOLARSHIP FUND WHEATON/CENTRAL COLLEGE, ALEXA BADGER BADGER-TRIMBLE SCHOLARSHIP 500.00 500.00 LATCHAM/CAPRI COLLEGE OF REMPP REMPP SCHOLARSHIP 250.00 COSMETOLOGY 250.00 TOMPKINS/HAWKEYE COLLEGE, CORBIN 2011BADGER BADGER-TRIMBLE SCHOLARSHIP 500.00 500.00 WATSON/WILLIAM PENN, PAIGE 2011BADGER BADGER-TRIMBLE SCHOLARSHIP 500.00 500.00 PECK/IOWA STATE UNIVERSITY, ALEX FFA FFA SCHOLARSHIP 250.00

250.00 Checking Account 2000.00 Total:

MANAGEMENT FUND MERCER H&B ADMIN-IOWA FIDUCIARY FY2012INSU-0 EARLY RETIREMENT INSURANCE 2,901.12 2,901.12 Checking Account 2,901.12 Total:

CAPITAL PROJECTS FUND APPLE COMPUTER, INC 9985359008 MOBILE CARTS 10,199.35 APPLE COMPUTER, INC 9985370518 TECH EQUIPMENT 36,526.50 APPLE COMPUTER, INC 9985461922 TECH EQUIPMENT 725.00 APPLE COMPUTER, INC 9985461923 TECH EQUIPMENT 41,641.25 APPLE COMPUTER, INC 9985518738 TECH EQUIPMENT 2,298.00 APPLE COMPUTER, INC 9986183750 LAPTOP-VERSTEEG 1,999.00 93,389.10 Checking Account 93,389.10 Total:

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: C. Good News

1. PE 4 Life Grant 2. 3.

Recommended Motion: Not allowed.

PE 4 Life

What is it? The Iowa Business Council/PE4life Adopt-A-School Challenge (AASC) is a statewide effort to enhance the quality of physical education for elementary and secondary students in Iowa schools. This is accomplished by providing professional development and training to educators and administrators, along with grant money to help purchase PE-related equipment and/or technology for use in the classroom.

What is PE4life? We are a Kansas City, Missouri-based non-profit organization (www.pe4life.org), which manages the program and provides training for educators and administrators. Our job is to work directly with the schools selected to be

in the AASC and help them improve their PE programming.

How is this being funded? The Iowa Business Council, Hy-Vee, Wellmark, Iowa Health System, the Healthy Weight Commitment Foundation and the Principal Financial Group have all contributed money to help get this effort started. The overall goal of our partnership with these organizations is to “adopt” and provide direct training and financial support to 50 different schools statewide over a five- year period.

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: D. Welcome Visitors

Information: This is an opportunity for persons to address the Board of Directors. In order to do so properly they must have completed the “Request of Visitors” form and are subject to the rules as spelled out on the form. Depending on the topic being addressed it may be appropriate to review the Chain of Command if they are seeking action. This is not an action item and is placed on the agenda as a courtesy to our patrons.

Recommended Motion: Not allowed.

Persons requesting to speak (Names taken from “Request of Visitors” form):

Discussion:

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: E1. Presentations

Information: 1. Elementary Principal 2. Secondary Principal 3. FY 2013 Preliminary Budget 4. Schematic Systems 5. General Obligation School Bonds Time Line

Recommended Motion: None at this time.

Alternate Motion:

Record of Vote: Y/N _____ Pete Ross ______Doug Johnston ______Steve Audas ______Stacie Cameron ______Vince Johnson ______

March 16, 2012

Board Notes for March:

• Megan Carlson applied for a grant from PE4Life. She recently found her grant was selected to receive a $5,000 grant. This will allow her to purchase some additional equipment. Megan and others will attend a 2-day training in April to learn more about the program. You can find more information at: www.PE4Life .org • The focus of our last in-service was differentiation and finding new ways to enhance student achievement. The discussions were held in our PLC groups and there were great conversations and plans made that day. It was exciting! • We have been fortunate over the last couple months to use professional development days for curriculum alignment. Grade level and PLC alignment is completed. Now we will be working with the HS to complete a vertical alignment. {More explanation later} • Literacy Week was a success! Events were: Pick-A-Book, Book Parade, Author Visit, and a Reading Relay. • Preschool Literacy night was equally successful. We had over 30 families present on that night. The parents and students participated in three different rotations: Modeling Reading w/ Mrs. Arment – Making Oobleck {an activity based from a Dr. Suess book} – Reading with your student. – We also provided daycare for families. This way the parents had designated time with their preschool student.

JH/HS Board Report March 21, 2012

1. MHS Band – 1st place finish at the Indian Hills Jazz Festival a. Elijah Bryan was Outstanding Soloist at contest 2. Academic Fair – March 20 a. It was a great event b. Academic Fair Committee i. Mrs. Pargeon, Mrs. Goudy, Mr. Stanton, Mr. DeJong, Mrs. Weber, Mrs. Schultz, and Mr. Moretz 3. FFA Banquet a. Another successful year for the FFA 4. National Honor Society inductions happened on Feb. 24 a. Destiny Romberg b. Kendra Cranston c. Macy Taylor d. Courtney Peterson e. Colleen Johnston f. Katelyn Gregory

Brian Moretz 7-12 Principal Montezuma Community Schools

FY 2013 Aid and Levy Worksheet AEA/Dist No. 07 4437 MONTEZUMA 2.0000 Enter Regular Program Allowable Growth Percent 2.0000 Enter Teacher Salary Supplement Allowable Growth Percent 2.0000 Enter Professional Development Supplement Allowable Growth Percent 2.0000 Enter Early Intervention Supplement Allowable Growth Percent BUDGET ENROLLMENT 527.7 * 1.1 Budget Enrollment (Oct 2011 Basic Enrollment) .00 ** 1.2 Audited Change in Oct 2010 Headcount 5,883 1.3 FY12 Regular Program District Cost Per Pupil (Line 2.3 - FY12 Aid and Levy) 0 1.4 Enrollment Audit Adjustment 5,148 1.5 FY12 Regular Program Foundation Cost Per Pupil .00 ** 1.6 Audited Change in Oct 2010 Headcount (Line 1.2) 0 1.7 Enrollment Audit Adjustment - State Aid Portion COST PER PUPIL AMOUNTS 5,883 2.1 FY12 Regular Program District Cost Per Pupil (Line 1.3) 118 2.2 FY13 Regular Program Growth Per Pupil 6,001 2.3 FY13 Regular Program District Cost Per Pupil 476.51 ** 2.4 FY12 Teacher Salary Supplement Cost Per Pupil (Line 2.6 - FY12 Aid and Levy) 10.14 ** 2.5 FY13 Teacher Salary Supplement Growth Per Pupil 486.65 ** 2.6 FY13 Teacher Salary Supplement Cost Per Pupil 45.37 ** 2.7 FY12 Professional Dev Suppl Cost Per Pupil (Line 2.9 - FY12 Aid and Levy) 1.15 ** 2.8 FY13 Professional Development Supplement Growth Per Pupil 46.52 ** 2.9 FY13 Professional Development Supplement Cost Per Pupil 61.68 ** 2.10 FY12 Early Intervention Suppl Cost Per Pupil (Line 2.12 - FY12 Aid and Levy) 1.25 ** 2.11 FY13 Early Intervention Supplement Growth Per Pupil 62.93 ** 2.12 FY13 Early Intervention Supplement Cost Per Pupil WEIGHTED ENROLLMENT 36.72 ** 3.1 0.72 Special Ed Weighting in Addition to 1.0 13.31 ** 3.2 1.21 Special Ed Weighting in Addition to 1.0 16.44 ** 3.3 2.74 Special Ed Weighting in Addition to 1.0 66.47 ** 3.4 Total Special Ed Weighting in Addition to 1.0 527.7 * 3.5 Budget Enrollment (Line 1.1) 594.17 ** 3.6 AEA Weighted Enrollment .00 ** 3.7 AEA Supplementary Weight for Sharing 594.17 ** 3.8 AEA Weighted Enrollment with AEA Supplementary Weight for Sharing 1.395 *** 3.9 Supplementary Weighting - Sharing 2.535 *** 3.10 Supplementary Weighting - At-Risk Formula .44 ** 3.11 Supplementary Weighting - ESL .000 *** 3.12 Supplementary Weighting - Reorganization Incentives 4.370 *** 3.13 Total Supplementary Weighting 594.17 ** 3.14 AEA Weighted Enrollment (Line 3.6) 598.540 *** 3.15 District Weighted Enrollment 66.47 ** 3.16 Total Special Ed Weighting in Addition to 1.0 (Line 3.4) 532.070 *** 3.17 District Weighted Enrollment without Special Ed Weightings REGULAR PROGRAM DISTRICT COST CALCULATIONS 6,001 4.1 FY13 Regular Program District Cost Per Pupil (Line 2.3) 527.7 * 4.2 Budget Enrollment (Line 1.1) 3,166,728 4.3 FY13 Regular Program District Cost without Adjustment 2,647,501 4.4 Base (FY04) Regular Program District Cost 27

0 4.5 Base (FY04) Regular Program Budget Adjustment 2,647,501 4.6 Base (FY04) Total Regular Program District Cost 3,166,728 4.7 FY13 Regular Program District Cost without Adjustment (Line 4.3) 0 4.8 Reduction in RPDC from Base Year Total RPDC (if negative, enter zero) 0.10 ** 4.9 FY13 Scale-Down Budget Adjustment Percentage 0 4.10 FY13 Scale-Down Budget Adjustment Calculated 3,095,635 4.11 FY12 Regular Program District Cost (Line 4.3 - FY12 Aid & Levy) 1.01 ** 4.12 101% Budget Adjustment 3,126,591 4.13 101% of FY12 Regular Program District Cost 3,166,728 4.14 FY13 Regular Program District Cost without Adjustment (Line 4.3) 0 4.15 FY13 101% Budget Adjustment Calculated 0 4.16 FY13 Regular Program Budget Adjustment, line 4.10 or line 4.15, whichever is larger. OTHER DISTRICT COST CALCULATIONS 6,001 4.17 FY13 Regular Program District Cost Per Pupil (Line 2.3) 4.370 *** 4.18 Total Supplementary Weighting (Line 3.13) 26,224 4.19 District Cost for Supplementary Weighting 6,001 4.20 FY13 Regular Program District Cost Per Pupil (Line 2.3) 66.47 ** 4.21 Total Special Ed Weighting in Addition to 1.0 (Line 3.4) 398,886 4.22 Special Education Instruction District Cost 486.65 ** 4.23 FY13 Teacher Salary Supplement District Cost Per Pupil (Line 2.6) 527.7 * 4.24 Budget Enrollment (Line 1.1) 256,805 4.25 Unadjusted Teacher Salary Supplement District Cost 250,740 4.26 FY12 Unadj Teacher Salary Suppl District Cost (Line 4.25 - FY12 Aid and Levy) 256,805 4.27 Unadjusted Teacher Salary Supplement District Cost (Line 4.25) 0 4.28 Teacher Salary Supplement Budget Adjustment (if negative, enter zero) 256,805 4.29 Unadjusted Teacher Salary Supplement District Cost (Line 4.25) 256,805 4.30 Teacher Salary Supplement District Cost 46.52 ** 4.31 FY13 Professional Development Supplement District Cost Per Pupil (Line 2.9) 527.7 * 4.32 Budget Enrollment (Line 1.1) 24,549 4.33 Unadjusted Professional Development Supplement District Cost 23,874 4.34 FY12 Unadjusted Prof Dev Suppl District Cost (Line 4.33 - FY12 Aid and Levy) 24,549 4.35 Unadjusted Professional Development Supplement District Cost (Line 4.33) 0 4.36 Professional Development Supplement Budget Adjustment (if negative, enter zero) 24,549 4.37 Unadjusted Professional Development Supplement District Cost (Line 4.33) 24,549 4.38 Professional Development Supplement District Cost 62.93 ** 4.39 FY13 Early Intervention Supplement District Cost Per Pupil (Line 2.12) 527.7 * 4.40 Budget Enrollment (Line 1.1) 33,208 4.41 Unadjusted Early Intervention Supplement District Cost 32,456 4.42 FY12 Unadj Early Intervention Suppl District Cost (Line 4.41 - FY12 Aid and Levy) 33,208 4.43 Unadjusted Early Intervention Supplement District Cost (Line 4.41) 0 4.44 Early Intervention Supplement Budget Adjustment (if negative, enter zero) 33,208 4.45 Unadjusted Early Intervention Supplement District Cost (Line 4.41) 33,208 4.46 Early Intervention Supplement District Cost AEA DISTRICT COST CALCULATIONS 267.18 ** 4.47 AEA Special Ed Support Cost Per Pupil 594.17 ** 4.48 AEA Weighted Enrollment (Line 3.6) 158,750 4.49 AEA Special Ed Support District Cost without Adjustment 153,202 4.50 FY12 AEA Special Ed Support Dist Cost (Line 4.49 - FY12 Aid & Levy) 2,288 4.51 FY12 AEA Special Ed Support Adjustment (Line 4.54 - FY12 Aid & Levy) 155,490 4.52 FY12 Total AEA Special Ed Support District Cost 158,750 4.53 AEA Special Ed Support District Cost without Adjustment (Line 4.49) 0 4.54 AEA Special Ed Support Adjustment (If negative, enter zero) 28

527.7 * 4.55 Budget Enrollment (Line 1.1) 4 4.56 Resident Accredited Nonpublic Students .0 * 4.57 Shared-Time Nonpublic Pupils Counted in Line 1.1 532 4.58 Total Enrollment Served - AEA Media and Ed Services 49.41 ** 4.59 FY13 AEA Media Cost Per Pupil 26,286 4.60 AEA Media Services District Cost 532 4.61 Total Enrollment Served - AEA Media and Ed Services (Line 4.34) 55.24 ** 4.62 FY13 AEA Ed Services Cost Per Pupil 29,388 4.63 AEA Ed Services District Cost .00 ** 4.64 AEA Supplementary Weight for Sharing (Line 3.7) 267.18 ** 4.65 AEA Special Ed Support Cost Per Pupil (Line 4.47) 0 4.66 AEA Sharing District Cost 34.51 ** 4.67 FY13 AEA Teacher Salary Supplement District Cost Per Pupil 594.17 ** 4.68 AEA Weighted Enrollment (Line 3.6) 20,505 4.69 Unadjusted AEA Teacher Salary Supplement District Cost 25,505 4.70 FY12 Unadj AEA Teacher Salary Suppl District Cost (Line 4.69-FY12 Aid and Levy) 26,233 4.71 Unadjusted AEA Teacher Salary Supplement District Cost (Line 4.69) 0 4.72 AEA Teacher Salary Supplement Budget Adjustment (if negative, enter zero) 20,505 4.73 Unadjusted AEA Teacher Salary Supplement District Cost (Line 4.69) 20,505 4.74 AEA Teacher Salary Supplement District Cost 3.96 ** 4.75 FY13 AEA Professional Development Supplement District Cost Per Pupil 594.17 ** 4.76 AEA Weighted Enrollment (Line 3.6) 2,353 4.77 Unadjusted AEA Professional Development Supplement District Cost 2,929 4.78 FY12 Unadj AEA Prof Dev Suppl District Cost (Line 4.77 - FY12 Aid and Levy) 3,012 4.79 Unadjusted AEA Professional Development Supplement District Cost (Line 4.77) 0 4.80 AEA Professional Development Suppl Budget Adjustment (if negative, enter zero) 2,353 4.81 Unadjusted AEA Professional Development Supplement District Cost (Line 4.77) 2,353 4.82 AEA Professional Development Supplement District Cost COMBINED DISTRICT COST SUMMARY 3,166,728 5.1 Regular Program District Cost without Adjustment (Line 4.3) 0 5.2 Regular Program Budget Adjustment Adopted (Line 4.16) 26,224 5.3 District Cost for Supplementary Weighting (Line 4.19) 398,886 5.4 Special Education Instruction District Cost (Line 4.22) 256,805 5.5 Teacher Salary Supplement District Cost (Line 4.30) 24,549 5.6 Professional Development Supplement District Cost (Line 4.38) 33,208 5.7 Early Intervention Supplement District Cost (Line 4.46) 158,750 5.8 AEA Special Ed Support District Cost without Adjustment (Line 4.49) 0 5.9 AEA Special Ed Support Adjustment (Line 4.54) 26,286 5.10 AEA Media Services District Cost (Line 4.60) 29,388 5.11 AEA Ed Services District Cost (Line 4.63) 0 5.12 AEA Sharing District Cost (Line 4.66) 20,505 5.13 AEA Teacher Salary Supplement District Cost (Line 4.74) 2,353 5.14 AEA Professional Development Supplement District Cost (Line 4.82) 19,165 5.15 AEA Statewide State Aid Reduction 154,495 5.16 FY13 SBRC Allowable Growth - Dropout 0 5.17 Enrollment Audit Adjustment (Line 1.4) 4,279,012 5.18 Combined District Cost UNIFORM LEVY DOLLARS 248,487,093 6.1 2011 Taxable Valuation with Gas & Electric Utilities (Enter on TaxCert tab) 5.40000 6.2 Uniform Levy Rate 1,341,830 6.3 Uniform Levy Dollars before Utility Replacement Adjustment UNIFORM LEVY UTILITY REPLACEMENT ADJUSTMENT

87,906 6.4 Uniform Levy Utility Replacement Paid FY12 88,239 6.5 Uniform Levy Utility Replacement Budgeted FY12 (333) 6.6 Uniform Levy Utility Replacement Adjustment 1,341,830 6.7 Uniform Levy Dollars Before Utility Replacement Adjustment (Line 6.3) 1,341,497 6.8 Uniform Levy Dollars Adjusted for Utility Replacement STATE FOUNDATION AID 5,251 7.1 State Regular Program Foundation Cost Per Pupil 532.070 *** 7.2 District Weighted Enrollment without Special Ed Weightings (Line 3.17) 2,793,900 7.3 District Foundation Dollars without Special Ed 5,251 7.4 State Special Ed Program Foundation Cost Per Pupil 66.47 ** 7.5 Total Special Ed Weighting in Addition to 1.0 (Line 3.4) 349,034 7.6 District Special Ed Foundation Dollars 208 7.7 State AEA Special Ed Support Foundation Cost Per Pupil 594.17 ** 7.8 AEA Weighted Enrollment with AEA Supplementary Weight for Sharing (Line 3.8) 123,587 7.9 AEA Foundation Dollars for Special Ed and Sharing 20,505 7.10 AEA Teacher Salary Supplement District Cost (Line 4.74) 2,353 7.11 AEA Professional Development Supplement District Cost (Line 4.82) 146,445 7.12 Total AEA Foundation Dollars 2,793,900 7.13 District Foundation Dollars without Special Ed (Line 7.3) 349,034 7.14 District Special Ed Foundation Dollars (Line 7.6) 0 7.15 Enrollment Audit Adjustment - State Aid Portion (Line 1.7) 256,805 7.16 Teacher Salary Supplement District Cost (Line 4.30) 24,549 7.17 Professional Development Supplement District Cost (Line 4.38) 33,208 7.18 Early Intervention Supplement District Cost (Line 4.46) 3,603,941 7.19 Total Foundation Dollars 1,341,497 7.20 Uniform Levy Dollars Adjusted for Utility Replacement (Line 6.8) 2,262,444 7.21 Unadjusted State Foundation Aid 598.540 *** 7.22 District Weighted Enrollment (Line 3.15) 300 7.23 $300 Minimum Aid Per Pupil 179,562 7.24 Minimum Aid 2,262,444 7.25 Unadjusted State Foundation Aid (Line 7.21) 0 7.26 Minimum Aid Adjustment (If Negative, Enter Zero) PRESCHOOL FOUNDATION AID 18.0 * 7.27 Preschool Budget Enrollment (Actual Enrollment X 50%) 6,001 7.28 FY13 Regular Program State Cost Per Pupil 108,018 7.29 Preschool Foundation Aid .0 7.30 Audited Change in October 2010 Preschool Budget Enrollment 5,883 7.31 FY12 Regular Program State Cost Per Pupil 0 7.32 Preschool Enrollment Audit Adjustment 108,018 7.33 Preschool Foundation Aid (Line 7.29) 108,018 7.34 Total Preschool Foundation Aid ADDITIONAL DOLLAR LEVY 4,279,012 8.1 Combined District Cost (Line 5.18) 3,603,941 8.2 Total Foundation Dollars (Line 7.19) 0 8.3 Minimum Aid Adjustment (Line 7.26) 675,071 8.4 Additional Dollar Levy PROPERTY TAX ADJUSTMENT AID 248,487,093 8.5 2011 Taxable Valuation with Gas & Electric Utilities (Line 6.1) 233,870,436 8.6 2010 Taxable Valuation with Gas & Electric Utilities (Line 6.1 - FY12 Aid & Levy) 14,616,657 8.7 Dollar Increase in Taxable Valuation (If negative, enter zero) 233,870,436 8.8 2010 Taxable Valuation with Gas & Electric Utilities (Line 8.6) .0625 8.9 Increase in Taxable Valuation (to 4 Decimals) 30

4,134 8.10 FY12 Property Tax Adjustment Aid (Line 8.14 - FY12 Aid & Levy) 258 8.11 Reduction in Property Tax Adjustment Aid 4,134 8.12 FY12 Property Tax Adjustment Aid (Line 8.10) 258 8.13 Reduction in Property Tax Adjustment Aid (Line 8.11) 3,876 8.14 FY13 Property Tax Adjustment Aid ADJUSTED ADDITIONAL PROPERTY TAX LEVY AID 598.540 *** 8.15 District Weighted Enrollment (Line 3.15) 6,001 8.16 FY13 Regular Program State Cost Per Pupil 12.50% ** 8.17 Property Tax Portion of State Cost Per Pupil 448,905 8.18 Adjusted Additional Property Tax Dollar Levy 248,487,093 8.19 2011 Taxable Valuation with Gas & Electric Utilities (Line 6.1) 1.80655 8.20 Adjusted Additional Property Tax Levy Rate 3.40000 8.21 Statewide Maximum Adjusted Additional Property Tax Levy Rate 0.00000 8.22 Adjusted Additional Property Tax Levy Rate Reduction (if negative, enter zero) 248,487,093 8.23 2011 Taxable Valuation with Gas & Electric Utilities (Line 6.1) 0 8.24 FY13 Adjusted Additional Property Tax Levy Aid PROPERTY TAX EQUITY AND RELIEF (PTER) FUNDING 6,001 8.25 FY13 Regular Program State Cost Per Pupil 0.00% ** 8.26 Increase in State Foundation Cost Per Pupil Percentage 0 8.27 Increase in Foundation Cost Per Pupil 598.540 *** 8.28 District Weighted Enrollment (Line 3.15) 0 8.29 Additional District Foundation Dollars from Property Tax Equity and Relief Fund ADDITIONAL LEVY BEFORE UTILITY REPLACEMENT ADJUSTMENT 675,071 8.30 Additional Dollar Levy (Line 8.4) 3,876 8.31 Property Tax Adjustment Aid (Line 8.14) 0 8.32 FY11 District Special Ed Positive Balance, Property & Utility Repl Tax Portion 0 8.33 FY11 AEA Special Ed Reduction, Property & Utility Replacement Tax Portion 19,165 8.34 AEA Statewide State Aid Reduction (Line 5.15) 0 8.35 Adjusted Additional Property Tax Levy Aid (Line 8.24) 0 8.36 Additional District Foundation Dollars from PTER Fund (Line 8.29) 690,360 8.37 Additional Levy before Utility Replacement Adjustment FINAL STATE FOUNDATION AID 2,262,444 9.1 Unadjusted State Foundation Aid (Line 7.21) 0 9.2 Minimum Aid Adjustment (Line 7.26) 3,876 9.3 Property Tax Adjustment Aid (Line 8.14) 0 9.4 FY11 District Special Ed Positive Balance, Property & Util Repl Portion (Line 8.32) 0 9.5 FY11 AEA Special Ed Reduction, Property & Utility Repl Tax Portion (Line 8.33) 19,165 9.6 AEA Statewide State Aid Reduction (Line 5.15) 0 9.7 Adjusted Additional Property Tax Levy Aid (Line 8.24) 0 9.8 Additional District Foundation Dollars from PTER Fund (Line 8.29) 0 9.9 Adjustment for Property Tax Repayment due to Property Assessment Appeal 108,018 9.10 Total Preschool Foundation Aid (Line 7.34) 2,355,173 9.11 State Foundation Aid INSTRUCTIONAL SUPPORT PROGRAM 3,166,728 10.1 FY13 Regular Program District Cost without Adjustment (Line 4.3) 0 10.2 Regular Program Budget Adjustment Adopted (Line 4.16) 3,166,728 10.3 Total Regular Program District Cost .1000 10.4 Maximum Portion (Can't exceed .1000) 316,673 10.5 Unadjusted Instructional Support Program Dollars 248,487,093 10.6 2011 Taxable Valuation with Gas & Electric Utilities (Line 6.1) 527.7 * 10.7 Budget Enrollment (Line 1.1) 470,887 10.8 District Taxable Valuation Per Pupil 31

286,500 10.9 State Taxable Valuation Per Pupil 470,887 10.10 District Taxable Valuation Per Pupil (Line 10.8) .25 ** 10.11 .25 .1521 10.12 State Aid Portion of Program Dollars (Round to 4 Decimals) 316,673 10.13 Unadjusted Instructional Support Program Dollars (Line 10.5) 48,166 10.14 Unadjusted Instructional Support State Aid .09 ** 10.15 Instructional Support Income Surtax Rate 2,878,442 10.16 District Income Tax Paid in 2010 259,060 10.17 Instructional Support Income Surtax Dollars 316,673 10.18 Unadjusted Instructional Support Program Dollars (Line 10.5) 48,166 10.19 Unadjusted Instructional Support State Aid (Line 10.14) 259,060 10.20 Instructional Support Income Surtax Dollars (Line 10.17) 9,447 10.21 Instructional Support Property & Utility Replacement Tax Dollars 48,166 10.22 Unadjusted Instructional Support State Aid (Line 10.14) .0000000 10.23 Prorata Reduction to FY93 Statewide Total 0 10.24 Adjusted Instructional Support State Aid 259,060 10.25 Instructional Support Income Surtax Dollars (Line 10.17) 9,447 10.26 Instructional Support Property & Utility Replacement Tax Dollars (Line 10.21) 268,507 10.27 Adjusted Instructional Support Program Dollars EDUCATIONAL IMPROVEMENT PROGRAM 3,166,728 11.1 FY13 Total Regular Program District Cost (Line 10.3) .0000 11.2 Voted Maximum Portion 0 11.3 Educational Improvement Program Total Dollars .00 ** 11.4 Ed Improvement Income Surtax Rate 2,878,442 11.5 District Income Tax Paid in 2010 (Line 10.16) 0 11.6 Ed Improvement Income Surtax Dollars 0 11.7 Educational Improvement Program Total Dollars (Line 11.3) 0 11.8 Ed Improvement Income Surtax Dollars (Line 11.6) 0 11.9 Ed Improvement Property & Utility Replacement Tax Dollars SECTION 12 IS INTENTIONALLY BLANK ADDITIONAL LEVY ADJUSTMENT - UTILITY REPLACEMENT 45,216 13.1 Additional Levy Utility Replacement Paid FY12 45,387 13.2 Additional Levy Utility Replacement Budgeted FY12 (171) 13.3 Additional Levy Utility Replacement Adjustment 690,360 13.4 Additional Levy before Utility Replacement Adjustment (Line 8.37) (171) 13.5 Additional Levy Utility Replacement Adjustment (Line 13.3) 690,531 13.6 Additional Levy Adjusted for Utility Replacement (333) 13.7 Uniform Levy Utility Replacement Adjustment (Line 6.6) (171) 13.8 Additional Levy Utility Replacement Adjustment (Line 13.3) (504) 13.9 Total Utility Replacement Adjustment SECTION 14 IS INTENTIONALLY BLANK SUMMARY OF GENERAL FUND LEVIES 1,341,830 15.1 Uniform Levy Dollars before Utility Replacement Adjustment (Line 6.3) 690,531 15.2 Additional Levy Dollars Adjusted for Utility Replacement (Line 13.6) 2,032,361 15.3 Total Levy to Fund Combined District Cost 9,447 15.4 Instructional Support Levy (Line 10.21) 0 15.5 Ed Improvement Levy (Line 11.9) 15.6 This Line is Intentionally Blank 15.7 This Line is Intentionally Blank 2,041,808 15.8 Levy to Fund Budget Authority 64,714 15.9 Cash Reserve Levy - SBRC 41,000 15.10 Cash Reserve Levy - Other 32

0 15.11 Use of Fund Balance to Reduce Levy 2,147,522 15.12 Total General Fund Levy 248,487,093 15.13 2011 Taxable Valuation with Gas & Electric Utilities (Line 6.1) 8.64239 15.14 General Fund Levy Rate STATE PAYMENTS TO AEA AND DISTRICT 158,750 16.1 AEA Special Ed Support District Cost without Adjustment (Line 4.49) 0 16.2 AEA Special Ed Support Adjustment (Line 4.54) 26,286 16.3 AEA Media Services District Cost (Line 4.60) 29,388 16.4 AEA Ed Services District Cost (Line 4.63) 0 16.5 AEA Sharing District Cost (Line 4.66) 20,505 16.6 AEA Teacher Salary Supplement District Cost (Line 4.74) 2,353 16.7 AEA Professional Development Supplement District Cost (Line 4.82) 19,165 16.8 AEA Statewide State Aid Reduction (Line 5.15) 218,117 16.9 State Payments to AEA 2,355,173 16.10 State Foundation Aid (Line 9.11) 218,117 16.11 State Payments to AEA (Line 16.9) 2,137,056 16.12 State Payments to District SUMMARY OF GENERAL FUND BUDGET AUTHORITY 4,279,012 17.1 Combined District Cost (Line 5.18) 955,049 17.2 Estimated FY12 Unspent Budget Authority 0 17.3 Allowance for Construction Project by SBRC 268,507 17.4 Adjusted Instructional Support Program Dollars (Line 10.27) 0 17.5 Ed Improvement Program (Line 11.3) 108,018 17.6 Total Preschool Foundation Aid (Line 7.34) 17.7 This Line is Intentionally Blank 482,000 17.8 Estimated FY13 Other Miscellaneous Income 6,092,586 17.9 Estimated Total Maximum General Fund Budget Authority SUMMARY OF FINANCING FOR GENERAL FUND MAXIMUM BUDGET 955,049 18.1 Estimated FY12 Unspent Budget Authority (Line 17.2) 0 18.2 Allowance for Construction Project by SBRC (Line 17.3) 2,041,808 18.3 Levy to Fund Budget Authority (Line 15.8) 2,355,173 18.4 State Foundation Aid (Line 9.11) 0 18.5 Adjusted Instructional Support State Aid (Line 10.24) 259,060 18.6 Instructional Support Income Surtax Dollars (Line 10.25) 0 18.7 Ed Improvement Income Surtax Dollars (Line 11.6) 18.8 This Line is Intentionally Blank (504) 18.9 Total Utility Replacement Adjustment (Line 13.9) 482,000 18.10 Estimated FY13 Other Miscellaneous Income (Line 17.8) 6,092,586 18.11 Estimated Financing for Total General Fund Maximum Budget VOTED PHYSICAL PLANT & EQUIPMENT (PPEL) 248,487,093 19.1 2011 Taxable and TIF Valuations with Gas & Electric (enter TIF on TaxCert tab) .00000 19.2 Voted PPEL Rate Limit (Maximum 1.34) 0 19.3 Maximum Voted PPEL Dollars (Enter loan agreements on Line 1, Form 703) .00 ** 19.4 Voted PPEL Income Surtax Rate 2,878,442 19.5 District Income Tax Paid in 2010 (Line 10.16) 0 19.6 Voted PPEL Income Surtax Dollars 0 19.7 Maximum Voted PPEL Dollars (Line 19.3) 0 19.8 Voted PPEL Income Surtax Dollars (Line 19.6) 0 19.9 Voted PPEL Levy ALL INCOME SURTAX RATES & GENERAL FUND SURTAX DOLLARS .09 ** 20.1 Instructional Support Income Surtax Rate (Line 10.15) .00 ** 20.2 Ed Improvement Income Surtax Rate (Line 11.4) 33

20.3 This Line is Intentionally Blank 20.4 This Line is Intentionally Blank .00 ** 20.5 Voted PPEL Income Surtax Rate (Line 19.4) .09 ** 20.6 Total Income Surtax Rate (cannot exceed .20) 259,060 20.7 Instructional Support Income Surtax Dollars (Line 10.25) 0 20.8 Ed Improvement Income Surtax Dollars (Line 11.6) 20.9 This Line is Intentionally Blank 20.10 This Line is Intentionally Blank 259,060 20.11 Total General Fund Income Surtax Dollars OTHER PROPERTY & UTILITY REPLACEMENT TAXES 50,000 21.1 Management 0 21.2 Amana Library 82,001 21.3 Regular Physical Plant & Equipment 0 21.4 Reorganization Equalization Levy 0 21.5 Emergency Levy (for Disaster Recovery) 0 21.6 Public Education and Recreation 484,549 21.7 Debt Service (Complete Form 703)

NOTICE OF PUBLIC HEARING PROPOSED MONTEZUMA SCHOOL BUDGET SUMMARY FISCAL YEAR 2012-2013

Department of Management - Form S-PB-8 Avg % Budget 2013 Re-est. 2012 Actual 2011 11-13

Taxes Levied on Property 1 2,583,563 2,425,333 2,321,574 5.5% Utility Replacement Excise Tax 2 180,509 182,188 169,781 3.1% Income Surtaxes 3 246,162 246,162 246,182 0.0% Tuition\Transportation Received 4 222,000 222,000 205,759 Earnings on Investments 5 2,040 2,035 3,681 Nutrition Program Sales 6 160,000 150,000 150,981 Student Activities and Sales 7 225,000 221,000 221,148 Other Revenues from Local Sources 8 566,500 509,495 585,596 Revenue from Intermediary Sources 9 0 0 0 State Foundation Aid 10 2,355,173 2,052,183 2,306,296 Instructional Support State Aid 11 0 0 5,457 Other State Sources 12 82,150 82,140 89,524 ARRA Fiscal Stabilization (in formula) 13 0 0 56,220 Title 1 Grants 14 44,000 44,000 62,869 IDEA and Other Federal Sources 15 200,000 200,000 309,077 Total Revenues 16 6,867,097 6,336,536 6,734,145 General Long-Term Debt Proceeds 17 0 6,670,000 0 Transfers In 18 0 0 0 Proceeds of Fixed Asset Dispositions 19 0 0 10,178 Total Revenues & Other Sources 20 6,867,097 13,006,536 6,744,323 Beginning Fund Balance 21 9,039,404 2,454,332 1,990,634

Total Resources 22 15,906,501 15,460,868 8,734,957

*Instruction 23 4,300,000 4,037,000 4,051,139 3.0% Student Support Services 24 250,000 35,000 29,747 Instructional Staff Support Services 25 310,000 100,000 97,999 General Administration 26 190,700 180,700 176,731 School/Building Administration 27 280,000 275,000 269,279 Business & Central Administration 28 150,500 140,475 133,309 Plant Operation and Maintenance 29 365,000 372,700 363,509 Student Transportation 30 236,000 226,000 209,571 This row is intentionally left blank 31 0 0 0 *Total Support Services (lines 24-31) 31A 1,782,200 1,329,875 1,280,145 18.0% *Noninstructional Programs 32 350,000 260,000 260,297 16.0% Facilities Acquisition and Construction 33 4,650,000 80,000 461,106 Debt Service 34 484,549 484,589 0 AEA Support - Direct to AEA 35 218,117 230,000 227,938 *Total Other Expenditures (lines 33-35) 35A 5,352,666 794,589 689,044 178.7% Total Expenditures 36 11,784,866 6,421,464 6,280,625 Transfers Out 37 0 0 0 Total Expenditures & Other Uses 38 11,784,866 6,421,464 6,280,625 Ending Fund Balance 39 4,121,635 9,039,404 2,454,332

Total Requirements 40 15,906,501 15,460,868 8,734,957 Proposed Tax Rate (per $1,000 taxable valuation) 11.12361

Location of Public Hearing: Date of Hearing: Time of Hearing: Montezuma School District Elementary Library 504 North 4th St., Montezuma, IA 04/04/12 6:30 pm

The Board of Directors will conduct a public hearing on the proposed 2012/13 school budget at the above-noted location and time. At the hearing, any resident or taxpayer may present objections to, or arguments in favor of, any part of the proposed budget. This notice represents a summary of the supporting detail of revenues and expenditures on file with the district secretary. A copy of the details will be furnished upon request.

NOTICE OF PUBLIC HEARING PROPOSED MONTEZUMA SCHOOL BUDGET SUMMARY FISCAL YEAR 2012-2013

Department of Management - Form S-PB-8 Avg % Re-est. Budget 2013 2012 Actual 2011 11-13 Taxes Levied on Property 1 2,583,563 2,425,333 2,321,574 5.5% Utility Replacement Excise Tax 2 180,509 182,188 169,781 3.1% Income Surtaxes 3 246,162 246,162 246,182 0.0% Tuition\Transportation Received 4 222,000 222,000 205,759 Earnings on Investments 5 2,040 2,035 3,681 Nutrition Program Sales 6 160,000 150,000 150,981 Student Activities and Sales 7 225,000 221,000 221,148 Other Revenues from Local Sources 8 566,500 509,495 585,596 Revenue from Intermediary Sources 9 0 0 0 State Foundation Aid 10 2,355,173 2,052,183 2,306,296 Instructional Support State Aid 11 0 0 5,457 Other State Sources 12 82,150 82,140 89,524 ARRA Fiscal Stabilization (in formula) 13 0 0 56,220 Title 1 Grants 14 44,000 44,000 62,869 IDEA and Other Federal Sources 15 200,000 200,000 309,077 Total Revenues 16 6,867,097 6,336,536 6,734,145 General Long-Term Debt Proceeds 17 0 6,670,000 0 Transfers In 18 0 0 0 Proceeds of Fixed Asset Dispositions 19 0 0 10,178 Total Revenues & Other Sources 20 6,867,097 13,006,536 6,744,323 Beginning Fund Balance 21 9,039,404 2,454,332 1,990,634 Total Resources 22 15,906,501 15,460,868 8,734,957

FY 2013 School Budget and Property Tax Information

Prepared and Presented by Dave Versteeg March 21, 2012

Montezuma School District Property Tax Levy 5 Year Trend FY 2013 FY 2012 FY 2011 FY 2010 FY 2009

Uniform Levy 5.40 5.40 5.40 5.40 5.40

Additional Levy 2.78 2.78 3.22 2.94 3.61

LSeBRCvy Cash Reserve 0.00 0.35 0.29 0.19 0.13 Regular Cash Reseve Levy 0.42 1.79 0.99 0.47 0.59 Instructional Support Program 0.04 0.08 0.04 0.17 0.10

Total Operations Levy 8.64 10.39 9.94 9.18 9.84

Management Levy 0.20 0.43 0.90 1.42 1.13

Board PPEL 0.33 0.33 0.33 0.33 0.22

Voter PPEL 0.00 0.00 0.00 0.00 0.00

PERL 0.00 0.00 0.00 0.00 0.00

Debt Service 1.95 0.00 0.00 0.00 0.00

Total Non-General Fund Levies 2.48 0.76 1.26 1.75 1.35 TOTAL SCHOOL LEVY 11.12 11.15 11.17 10.92 11.19 39

GENERAL FUND CONTROL

Combined District Cost $ 4,233,039 81.9%

Property Taxes $ 1,877,866 State Formula Foundation Aid $ 2,355,173 State Formula

Instructional Support $ 259,060

mix of PT & IT

Miscellaneous Income $ 482,000 Fed, State, Local 9.3%

Dropout Prev. $ 154,495 Board Controlled

Cash Reserve

Levy $ 41,000 Board Controlled

Reasons for Changes in Proposed Budget? #1

• Replenishing cash reserve & changes to cash reserve: (a) Following the across-the-board cuts to state foundation aid in FY 2008 (1.5% ATB cut), FY 2009 (10% ATB cut) and underfunding of state aid by $230 per student for FY 2010, school district cash reserves across the entire state were depleted. Without sufficient fund balance, the district would not be able to meet payroll or operate the district in the first 3 months of the school year, prior to receipt of state and local revenues beginning in September. We’ve spent the last two budget years replenishing those cash reserves with a cash reserve property tax levy that has been higher than usual. (b) (b)The state changed the cash reserve limitation, effective July 1, 2012, requiring that if school districts have a fund balance exceeding 20% of the prior years’ expenditures, then the district is prohibited from levying further cash reserve. Now that there is a stable fund balance, the superintendent is recommending a lower cash reserve levy, resulting in a total lower property tax rate, saving the district taxpayers $1.57 per $1,000 of net taxable valuation.

Reasons for Changes in Proposed Budget? #2

• Changes in Valuation: Residential property and agricultural property are tied together in the state’s law regarding property taxes, stating that neither can grow more than 4% nor faster than the other. Over many years, residential market values have grown faster than the agricultural productivity formula, resulting in a rollback in the value of residential properties that has been taxable. Now that the productivity formula is increasing ag- land valuation, there is less of a roll-back for residential. The end result is a larger property valuation base, which takes a lower rate to generate the same amount of revenue. • FY 2012 valuation = $234,000,000 FY 2013 valuation = $248,000,000 2

Reasons for Changes in Proposed Budget? #3

• Budget Guarantee Reduction: Due to record low allowable growth, (zero percent for FY 2012), many districts fell into the category of receiving budget guarantee during the current year. Budget guarantee allows a school district to experience a one percent increase in the regular program budget, despite enrollment decline that would otherwise have lowered revenues, for one year. The budget cushion is funded entirely with property taxes. A larger allowable growth in FY 2013 would have offset the prior year’s loss, but the legislature set allowable growth for FY 2013 at two percent. As a result, loss of budget guarantee for 188 school districts nets both a property tax reduction and a budget reduction. For the Montezuma Community School District, this translates into a corresponding decrease in the total tax rate, saving the district taxpayers .12 (cents) per $1,000 of net taxable valuation.

Reasons for Changes in Proposed

Budget? #4 • Special Education Deficit:

Due to more efficiencies in the special education department of the Montezuma School District, the District will not be experiencing a negative special education fund balance for FY 2013 as the district did in FY 2012 in the amount of $81,508. As a result, this translates into a corresponding decrease in the total tax rate, saving the district taxpayers .35 (cents) per $1,000 of net taxable valuation.

Reasons for Changes in Proposed Budget? #5

• Management Fund: One of the purposes of the management fund is to finance early retirements. The Montezuma School Board did not offer an early retirement package for FY 2013 and thus there was not a need for additional resources in the management fund. The management fund levy for FY 2012 was .43 (cents) per $1,000 of net taxable valuation as compared to .20 (cents) for FY 2013, thus saving the district taxpayers .23 (cents) per $1,000 of net taxable valuation.

In compliance with section 441.21 of the Code of Iowa, as amended, the State Director of Revenue annually directs all county auditors to apply prescribed statutory percentages to the assessments of certain categories of real property. The final values, called Actual Valuation, are then adjusted by the County Auditor. Assessed or Taxable Valuation subject to tax levy is then determined by the application of State determined rollback percentages, principally to residential and commercial property. Beginning in 1978, the State required a reduction in Actual Valuation to reduce the impact of inflation on its residents. The resulting value is defined as the Assessed or Taxable Valuation. The rollback percentages for residential, agricultural and commercial valuations are as follows:

Residential Ag.Land & Rollback Buildings Commercial Fiscal Year 2012-13 50.7518 57.5411 100 2011-12 48.5299 69.0152 100 2010-11 46.9094 66.2715 100 2009-10 45.5893 93.8568 100

Montezuma School District Property Actual Valuations & Taxable Valuations

As of January 2011 2010 2009 2008 FY 12-13 FY 11-12 FY 10-11 FY 09-10 Residential $232.5 m $224.6 m $220.3 m $212.9 m (Taxable) $118.0 $109.0 $103.3 $97.1 Ag &Buildings $145.5 $112.7 $112.5 $75.9 $53.7 $77.9 $74.5 $71.2 Commercial $18.8 $19.6 $15.9 $14.4 $18.8 $19.6 $15.9 $14.4 Industrial $5.9 $5.8 $9.3 $7.3 $5.9 $5.8 $9.3 $7.3

History of Tax Rates for Montezuma

FY City School College State Assessor Ag County TOTAL Exten

2012 12.60 11.15 1.96 .03 .37 .18 4.42 $30.69

2011 11.70 11.17 2.03 .03 .39 .19 4.21 $29.69

2010 12.69 10.93 2.15 .03 .43 .16 4.38 $30.72

2009 12.69 11.19 2.19 .03 .44 .16 4.19 $30.87

______

10 Largest Tax Payers for 2011 (from Auditor’s Office)

Taxable Valuation Percentage of Total Mid American Energy $18.526 m 7.46% Interstate Power & Light $7.687 3.09 Montezuma Mutual Telephone $3.720 1.5 Oran Watson $3.590 1.44 Cosma Realty Holdings $3.350 1.35 Frank Helm $2.518 1.01 Brownells $2.462 .99 Maynard Hutchinson $2.034 .82 Oneok North System $1.874 .75 Iowa Telecom $1.817 .73 Total for largest 10 19.15%

______

3900 Ingersoll Avenue, Suite 110 Des Moines, Iowa 50312 Tel: 515-247-2340 Tel: 800-333-6008 Fax: 515-280-7567 Piper Jaffray & Co. Since 1895. Member SIPC and FINRA.

February 27, 2012

Mr. Ron Peeler, Esq. Ahlers & Cooney P.C. 100 Court Ave., Suite 600 Des Moines, IA 50309

RE: Montezuma Community School District, Iowa $6,670,000 General Obligation School Bonds, Series 2012

Dear Ron:

Here are the terms of offering for the upcoming issuance of the District’s voter approved $6.67 million General Obligation School Bonds:

Action Dates Adopt Pre-Levy Resolution for Bonds: Wednesday, March 21, 2012 POS & electronic bidding approved: Wednesday, April 18, 2012 Set Date for Public Sale of Bonds: Wednesday, April 18, 2012 Sale Date: Wednesday, May 16, 2012 Issuance Date: Wednesday, June 20, 2012 Closing date: Tuesday, July 10, 2012

POS Dates Expected Date of POS to Review: Friday, March 9, 2012 Due Diligence Conference Call: March 9 – 22, 2012 Draft Legal / CDC / Issuance: Thursday, March 22, 2012 Comments on POS Due: Thursday, March 22, 2012 Date POS due to Issuer for approval: Thursday, March 22, 2012

Rating Process {TBD} Rating Application Sent: Thursday, March 22, 2012 Rating Conference Call: March 22 – 29, 2012 Rating Due: Thursday, April 19, 2012

Terms Expected Par Amount: $6,670,000 Denominations: $5,000 (public offerings) Term Bond: Permitted at bidders option Method of Sale Sealed Bid with notice of sale with PARITY 11 Award Basis: TIC

Good Faith Deposit Amount: $66,700 (1% of par amount) Dated Date: 07/01/2012 Call Date: 06/01/2020 Maturities Callable on Above Date: 06/01/2021 – 32

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: F1. Old Business

Information:

Recommended Motion:

Alternate Motion:

Record of Vote: Y/N _____ Pete Ross ______Doug Johnston ______Steve Audas ______Stacie Cameron ______Vince Johnson ______

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: G1. Schematic Design Decision on HVAC System

Information: Design Alliance needs a definite decision on HVAC to move forward with other schematic decisions such as ceilings, floors, electrical, etc.

The board has been wrestling with a decision on HVAC since the beginning of the facility planning meetings. There is no additional information that can be addressed to the board.

Recommended Motion: Approve geo-thermal as the HVAC system for the remodeling of the facility.

Alternate Motion:

Record of Vote:

Y/N

_____ Pete Ross ______

_____ Doug Johnston ______

_____ Steve Audas ______

_____ Stacie Cameron ______

_____ Vince Johnson ______

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: G2. Review of Policies 605.5r2 and 704.2r1

Information:

605.5r2 – Internet Safety Regulations

This is a new requirement associated with the federal government funded “E-Rate” program. Much of this we already do. We are working to develop a classroom presentation for students, information letter to parents and sign-off form for students and parents to sign beginning next school year.

704.2r1 – Post-Issuance Compliance Regulations

This is a new development with the IRS concerning post-issuance compliance for bond issues, and a model post-issuance compliance policy has been developed by IASB. For every tax exempt financing, a school must file an 8038-G with the IRS. That form now asks schools to disclose whether they have written procedures related to post-issuance compliance with private use and arbitrage rules. For our district to answer “yes” to the post-issuance compliance questions on the 8038-G on our upcoming GO refunding bond issuance, the board will need to adopt this policy before the 8038-G is filed.

Recommended Motion: Approve policy 605.5r2 as presented and waive the 2nd reading.

Approve policy 504.2r1 as presented and waive the 2nd reading.

Alternate Motion:______

Record of Vote:

Y/N

_____ Pete Ross ______

_____ Doug Johnston ______

_____ Steve Audas ______

_____ Stacie Cameron ______

_____ Vince Johnson ______

Code No. 704.2R1 Page 1 of 4 POST-ISSUANCE COMPLIANCE REGULATION FOR TAX-EXEMPT OBLIGATIONS 1. Role of Compliance Coordinator/Board Treasurer The board treasurer shall: a) Be responsible for monitoring post-issuance compliance; b) Maintain a copy of the transcript of proceedings or minutes in connection with the issuance of any tax-exempt obligations and obtain records that are necessary to meet the requirements of this regulation; c) Consult with bond counsel, a rebate consultant, financial advisor, IRS publications and such other resources as are necessary to understand and meet the requirements of this regulation; d) Seek out training and education to be implemented upon the occurrence of new developments in the area and upon the hiring of new personnel to implement this regulation.

2. Financing Transcripts’ Filing and Retention The board treasurer shall confirm the proper filing of an IRS 8038 Series return and maintain a transcript of proceedings and minutes for all tax-exempt obligations issued by the school district including, but not limited to, all tax-exempt bonds, notes and lease-purchase contracts. Each transcript shall be maintained until 11 years after the tax-exempt obligation documents have been retired. The transcript shall include, at a minimum: a) Form 8038; b) Minutes, resolutions and certificates; c) Certifications of issue price from the underwriter; d) Formal elections required by the IRS; e) Trustee statements; f) Records of refunded bonds, if applicable; g) Correspondence relating to bond financings; and h) Reports of any IRS examinations for bond financings.

3. Proper Use of Proceeds The board treasurer shall review the resolution authorizing issuance for each tax-exempt obligation issued by the school district and the school district shall: a) Obtain a computation of the yield on such issue from the school district's financial advisor; b) Create a separate Project Fund (with as many sub-funds as shall be necessary to allocate proceeds among the projects being funded by the issue) into which the proceeds of issue shall be deposited; c) Review all requisitions, draw schedules, draw requests, invoices and bills requesting payment from the Project Fund; d) Determine whether payment from the Project Fund is appropriate and, if so, make payment from the Project Fund (and appropriate sub-fund, if applicable); e) Maintain records of the payment requests and corresponding records showing payment; f) Maintain records showing the earnings on, and investment of, the Project Fund; g) Ensure that all investments acquired with proceeds are purchased at fair market value;

Approved Reviewed Revised 16

Code No. 704.2R1 Page 2 of 4

POST-ISSUANCE COMPLIANCE REGULATION FOR TAX-EXEMPT OBLIGATIONS

h) Identify bond proceeds or applicable debt service allocations that must be invested with a yield-restriction and monitor the investments of any yield-restricted funds to ensure that the yield on such investments do not exceed the yield to which such investments are restricted; i) Maintain records related to any investment contracts, credit enhancement transactions and the bidding of financial products related to the proceeds.

4. Timely Expenditure and Arbitrage/Rebate Compliance The board treasurer shall review the Tax-Exemption Certificate (or equivalent) for each tax- exempt obligation issued by the school district and the expenditure records provided in Section 2 of this regulation, above and shall: a) Monitor and ensure that proceeds of each such issue are spent within the temporary period set forth in such certificate; b) Monitor and ensure that the proceeds are spent in accordance with one or more of the applicable exceptions to rebate as set forth in such certificate if the school district does not meet the "small issuer" exception for said obligation; c) Not less than 60 days prior to a required expenditure date, confer with bond counsel and a rebate consultant, if the school district will fail to meet the applicable temporary period or rebate exception expenditure requirements of the Tax-Exemption Certificate. In the event the school district fails to meet a temporary period or rebate exception: 1. Procure a timely computation of any rebate liability and, if rebate is due, file a Form 8038-T and arrange for payment of such rebate liability; 2. Arrange for timely computation and payment of yield reduction payments (as such term is defined in the Code and Treasury Regulations), if applicable.

5. Proper Use of Bond Financed Assets The board treasurer shall: a) Maintain appropriate records and a list of all bond financed assets. Such records shall include the actual amount of proceeds (including investment earnings) spent on each of the bond financed assets; b) Monitor and confer with bond counsel with respect to all proposed bond financed assets; 1. management contracts; 2. service agreements; 3. research contracts; 4. naming rights contracts; 5. leases or sub-leases; 6. joint venture, limited liability or partnership arrangements; 7. sale of property; or 8. any other change in use of such asset. c) Maintain a copy of the proposed agreement, contract, lease or arrangement, together with the response by bond counsel with respect to said proposal for at least three years after retirement of all tax-exempt obligations issued to fund all or any portion of bond financed assets; and d) Contact bond counsel and ensure timely remedial action under IRS Regulation Sections 1.141-12 in the event the school district takes an action with respect to a bond financed asset, which causes the private business tests or private loan financing test to be met. 17

Code No. 704.2R1 Page 3 of 4

POST-ISSUANCE COMPLIANCE REGULATION FOR TAX-EXEMPT OBLIGATIONS

6. General Project Records For each project financed with tax-exempt obligations, the board treasurer shall maintain, until three years after retirement of the tax-exempt obligations or obligations issued to refund those obligations, the following: a) Appraisals, demand surveys or feasibility studies; b) Applications, approvals and other documentation of grants; c) Depreciation schedules; d) Contracts respecting the project.

7. Advance Refundings The board treasurer shall be responsible for the following current, post issuance and record retention procedures with respect to advance refunding bonds. The board treasurer shall: a) Identify and select bonds to be advance refunded with advice from internal financial personnel and a financial advisor; b) Identify, with advice from the financial advisor and bond counsel, any possible federal tax compliance issues prior to structuring any advance refunding; c) Review the structure with the input of the financial advisor and bond counsel, of advance refunding issues prior to the issuance to ensure; (1) that the proposed refunding is permitted pursuant to applicable federal tax requirements if there has been a prior refunding of the original bond issue; (2) that the proposed issuance complies with federal income tax requirements which might impose restrictions on the redemption date of the refunded bonds; (3) that the proposed issuance complies with federal income tax requirements which allow for the proceeds and replacement proceeds of an issue to be invested temporarily in higher yielding investments without causing the advance refunding bonds to become "arbitrage bonds"; and (4) that the proposed issuance will not result in the issuer's exploitation of the difference between tax exempt and taxable interest rates to obtain an financial advantage nor overburden the tax exempt market in a way that might be considered an abusive transaction for federal tax purposes; d) Collect and review data related to arbitrage yield restriction and rebate requirements for advance refunding bonds. To ensure such compliance, the board treasurer shall engage a rebate consultant to prepare a verification report in connection with the advance refunding issuance. Said report shall ensure said requirements are satisfied; e) Whenever possible, purchase State and Local Government Series (SLGS) to size each advance refunding escrow. The financial advisor shall be included in the process of subscribing SLGS. To the extent SLGS are not available for purchase, the Board treasurer shall, in consultation with bond counsel and the financial advisor, comply with IRS regulations;

Code No. 704.2R1 Page 4 of 4

POST-ISSUANCE COMPLIANCE REGULATION FOR TAX-EXEMPT OBLIGATIONS

f) Ensure, after input from bond counsel, compliance with any bidding requirements set forth by the IRS regulations to the extent as issuer elects to the purchase of a guaranteed investment contract; g) In determining the issue price for any advance refunding issuance, obtain and retain issue price certification by the purchasing underwriter at closing; h) After the issuance of an advance refunding issue, ensure timely identification of violations of any federal tax requirements and engage bond counsel in attempt to remediate same in accordance with IRS regulations.

8. Continuing Disclosure The board treasurer shall assure compliance with each continuing disclosure certificate and annually, per continuing disclosure agreements, file audited annual financial statements and other information required by each continuing disclosure agreement. The board treasurer will monitor material events as described in each continuing disclosure agreement and assure compliance with material event disclosure. Events to be reported shall be reported promptly, but in no event not later than 10 business days after the day of the occurrence of the event. Currently, such notice shall be given in the event of: a) Principal and interest payment delinquencies; b) Non-payment related defaults, if material; c) Unscheduled draws on debt service reserves reflecting financial difficulties; d) Unscheduled draws on credit enhancements relating to the bonds reflecting financial difficulties; e) Substitution of credit or liquidity providers, or their failure to perform; f) Adverse tax opinions, the issuance by the Internal Revenue Service of proposed or final determinations of taxability, Notices of Proposed Issue (IRS Form 5701-TEB), or other material notices, or determinations with respect to the tax-exempt status of the bonds, or material events affecting the tax-exempt status of the bonds; g) Modifications to rights of Holders of the Bonds, if material; h) Bond calls (excluding sinking fund mandatory redemptions), if material and tender offers; i) Defeasances of the bonds; j) Release, substitution, or sale of property securing repayment of the bonds, if material; k) Rating changes on the bonds; 1) Bankruptcy, insolvency, receivership or similar event of the Issuer; m) The consummation of a merger, consolidation, or acquisition involving the Issuer or the sale of all or substantially all of the assets of the Issuer, other than in the ordinary course of business, the entry into a definitive agreement to undertake such an action or the termination of a definitive agreement relating to any such actions, other than pursuant to its terms, if material; and n) Appointment of a successor or additional trustee or the change of name of a trustee, if material.

Legal Reference: Iowa Code §§ 257.31(4); 279.8; 297.22-.25; 298A (2011). http://www.irs.gov/taxexemptbond/article/0,,id=243503,00.html Cross Reference: 704 Revenue 707 Fiscal Reports 19

Code No. 605.6R2 Page 1 of 2

INTERNET SAFETY REGULATION

Introduction

• It is the policy of the Montezuma Community School District to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children’s Internet Protection Act [Pub. L. No. 106-5554 and 47 USC 254(h)].

Definitions

• Key terms are as defined in the Children’s Internet Protection Act.

Access to Inappropriate Material

• To the extent practical, technology protection measures (or “Internet filters”) shall be used to block or filter Internet, or other forms of electronic communications, access to inappropriate information.

• Specifically, as required by the Children’s Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors.

• Subject to staff supervision, technology protection measures maybe disabled for adults or, in the case of minors, minimized only for bona fide research or other lawful purposes.

Inappropriate Network Usage

• To the extent practical, steps shall be taken to promote the safety and security of users of the Montezuma Community School District online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications.

• Specifically, as required by the Children’s Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called ‘hacking,’ and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors.

Education, Supervision and Monitoring

• It shall be the responsibility of all members of the Montezuma Community School District staff to educate, supervise and monitor appropriate usage of the online computer network and access to the Internet in accordance with this policy, the Children’s Internet Protection Act, the Neighborhood Children’s Internet Protection Act, and the Protecting Children in the 21st Century Act. 20

Code No. 605.6R2 Page 2 of 2

• Procedures for the disabling or otherwise modifying any technology protection measure shall be the responsibility of the District Technology Coordinator or designated representative.

• The District Technology Coordinator or designated representative will provide age- appropriate training for students who use the Montezuma Community School District’s Internet facilities. The training provided will be designed to promote the Montezuma Community School District’s commitment to:

a. The standards and acceptable use of Internet services as set forth in the Montezuma Community School District’s Internet Safety Policy;

b. Student safety with regard to: i. Safety on the Internet; ii. Appropriate behavior while on online, on social networking Web sites, and in chat rooms; and iii. Cyberbullying awareness and response.

c. Compliance with the E-rate requirements of the Children’s Internet Protection Act (“CIPA”).

• Following receipt of this training, the student will acknowledge that he/she received the training, understood it, and will follow the provisions of the District’s acceptable use policies.

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: G3. Special Meeting

Information: Hold a special board meeting for public hearing and approval of the Fiscal Year 2013 Certified Budget on April 4 at 6:30 pm in the Elementary Library.

Recommended Motion:

Alternate Motion:

Record of Vote:

Y/N

_____ Pete Ross ______

_____ Doug Johnston ______

_____ Steve Audas ______

_____ Stacie Cameron ______

_____ Vince Johnson ______

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: G4. Renewal of Cooperative Wrestling Agreement

Information: We have completed our 2nd year of wrestling with Tri-County. It is a successful cooperation by all accounts and parties.

Recommended Motion: Approve the cooperative wrestling agreement with Tri-County for 2012-13 school year.

Alternate Motion:

Record of Vote:

Y/N

_____ Pete Ross ______

_____ Doug Johnston ______

_____ Steve Audas ______

_____ Stacie Cameron ______

_____ Vince Johnson ______

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: G5. Resolution Authorizing the Issuance of GO Bonds and Levying a Tax for Payment

Information: see attached resolution

Recommended Motion: Approve the resolution as presented.

Alternate Motion:

Record of Vote:

Y/N

_____ Pete Ross ______

_____ Doug Johnston ______

_____ Steve Audas ______

_____ Stacie Cameron ______

_____ Vince Johnson ______

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: G6. Agreements with Piper Jaffray

Information: Two agreements are needed with Piper Jaffray

a. Contract b. Dissemination Agent Agreement These agreements are attached. a. Contract – The contract compensation is a minimum $12,500 or max of $20,000. The compensation percentage is 0.3% times the GO Bond amount, (.003 x 6,670,000 = $20,010). Thus the anticipated fee will be $20,000. Reimbursable expenses are anticipated not to exceed $2,500 (involves used of online bidding, distribution and printing of official statements, etc.), but may be less. These amounts will be paid out of bond proceeds.

b. Dissemination Agent Agreement – The District can make the filing on their own without the assistance from Piper Jaffray. The District administration would have to compile financial information (similar to some of the tables in “Appendix A”) and make an annual filing within 210 days of the end of the fiscal year every year until the bonds are paid off. A lot of District’s do not want to lay an additional task on the administration team (Business Manager / Superintendent), so PJ offers this service to perform this task on an annual basis. The $1,000fee will be each year, with the first fee due for fiscal year 2014 (no fee for the first year – FY13). These funds are not paid out of bond proceeds (similar to an audit).

Recommended Motion: Approve the contract and the dissemination agent agreement with Piper Jaffray

Alternate Motion:

Record of Vote:

Y/N

_____ Pete Ross ______

_____ Doug Johnston ______

_____ Steve Audas ______

_____ Stacie Cameron ______

_____ Vince Johnson ______

FINANCIAL SERVICES AGREEMENT

This Financial Services Agreement, (the “Agreement”) is entered into the 22nd day of March 2012, by and between the Montezuma Community School District, Iowa (the “Issuer”), and Piper Jaffray & Co. (the “Financial Services Provider”).

RECITALS

WHEREAS, the Issuer requires the provision of financial services in connection with the issuance by the Issuer of $6,670,000 of General Obligation School Bonds to finance infrastructure improvements by the Issuer, including HVAC improvements to the District’s facilities (the “Project”); and

WHEREAS, the Issuer desires to engage the Financial Services Provider to render the services; and WHEREAS, the Issuer has selected Ahlers & Cooney P.C. as bond counsel (“Bond Counsel”) and has not relied on Financial Services Provider for any assistance selecting Bond Counsel, Financial Services

Provider is not party to the engagement agreement between Issuer and Bond Counsel, including having a working knowledge of any limitations under said agreement; and Financial Services Provider shall assume no responsibility for the work or opinions provided by Bond Counsel.

NOW THEREFORE, in consideration of the mutual covenants and stipulations hereinafter set forth, the parties agree as follows:

Section 1. Scope of Services The Scope of Services shall include assistance with respect the project.

The Financial Services Provider shall:

• Develop a Plan of Finance for the Project which is attached as Exhibit A and is incorporated by reference.

• As requested by the Issuer, provide alternative debt retirement schedules

• Comment on the value and recommend as to the use of credit ratings; coordinate the process securing credit rating

• Propose bond terms for the securities being sold

• Develop a timeline with respect to the issuance of proposed securities

• Upon completion of the official statement by the Issuer, distribute Issuer’s official statement to potential bidders via I-Deal (to national bidders and information repositories) and printed copies (for local banks and other local financial institutions)

• Evaluate and recommend the bids received to the Board for consideration

• Coordinate the closing of the transaction

The Issuer shall:

• Approve or disapprove of the Plan of Finance

• Approve the form of official statement and direct its dissemination to interested bidders

• Participate in all calls, discussions and requests for information necessary to complete the credit rating process, if a rating is recommended as discussed herein

• Subject to the Plan of Finance, take all usual and customary steps necessary to complete the Project,

Both the Issuer and Financial Services Provider acknowledge that a timeline for the Project has been circulated and is acceptable to both parties.

Extent of Duties Arising under this Agreement

The Issuer and the Financial Services Provider intend and agree that, to the extent the performance of services by the Financial Services Provider with respect to a Project constitutes municipal advisory activities within the meaning of proposed rule 15Ba1 of the Securities Exchange Act of 1934 or otherwise creates a duty of the Financial Services Provider under Section 15B(c)(1) of the Securities Exchange Act of 1934 or Rule G-23 of the Municipal Securities Rulemaking Board, such duty does not extend beyond the services to be provided with respect to that Project and such duty does not extend to any other contract, agreement, relationship, or understanding of any nature between the Issuer and the Financial Services Provider.

Section 2. Compensation. 0.3% of the par amount of securities sold; with a minimum fee per issue of securities sold of $12,500 and a maximum of $20,000.

Section 3. Expenses. The Issuer will reimburse the Financial Services Provider in addition to the fees outlined in Section 2 for the preparation, printing and mailing costs associated with the official statement, including the application for CUSIP numbers and any other related costs, for the Project to be implemented as contemplated herein at a cost of $2,500. The Financial Services Provider will be responsible for all of the Financial Services Provider’s out-of-pocket expenses, including communication, cost of financial analysis and reports prepared in fulfilling its duties outlined herein. If physical attendance at more than four meetings of the Issuer’s board is required (after March 21, 2012), the Issuer shall reimburse the Financial Services Provider at the rate of $200 per hour, and the hours shall be counted including travel time, and reasonable time allocations for meals. If out-of-state travel is directed by the Issuer, the Issuer will reimburse the Financial Services Provider for those expenses. The Issuer will be responsible for the payment of all fees and expenses commonly known as Costs of Issuance, including but not limited to: publication expenses, local legal counsel, bond counsel, ratings, credit enhancement, travel associated with securing any rating or credit enhancement, printing of bonds, printing and distribution of required disclosure documents, trustee fees, paying agent fees, CUSIP registration, and the like.

Section 4. Term of Agreement. The term of this Agreement shall begin on the date of execution set forth above and shall terminate on completion of the Project. Neither the Issuer nor the Financial Services Provider may terminate this Agreement at any time prior to completion of the Project other than for non performance on the part of the Financial Services Provider, in which case the Issuer may terminate this agreement, and upon such termination, all fees due to the Financial Services Provider shall be due and payable immediately by the Issuer. The provisions of Sections 3, 10, 11, 14 and 15 shall survive termination of this Agreement.

Section 5. Independent Contractor. The Financial Services Provider is an independent contractor and nothing herein contained shall constitute or designate the Financial Services Provider or any of its employees or agents as employees or agents of the Issuer.

Section 6. Assignment. Neither the Financial Services Provider nor the Issuer shall have the right or power to assign this Agreement or parts thereof, or its respective duties, without the express written consent of the other party. Acquisition of the Financial Services Provider by a third party firm shall not constitute an assignment of this Agreement.

Section 7. Entire Agreement/Amendments. This Agreement, including any amendments hereto which are expressly incorporated herein, constitute the entire Agreement between the parties hereto and sets forth the rights, duties, and obligations of each to the other as of this date. Any prior agreements, promises, negotiations, or representations not expressly set forth in this Agreement are of no force and effect. This Agreement may not be modified except by a writing executed by both the Financial Services Provider and the Issuer.

Section 8. Not Liable for Advice of Third Party Financial Services Providers. Should the Issuer seek advice from third party Financial Services Providers, bankers or legal advisors or others providing guidance similar in scope to that contemplated herein, the Issuer agrees that the Financial Services Provider shall not be held liable for advice or recommendations made to the Issuer by third party Financial Services Providers, banker or legal advisors.

Section 9. Legal Advice. The Financial Services Provider is not legal counsel or an accountant and is not providing legal or accounting guidance. None of the Services contemplated in this Agreement shall be construed as or a substitute for legal services.

Section 10. Indemnification. To the extent the Issuer is authorized by law to indemnify the Financial Services Provider, the Issuer will indemnify and hold harmless the Financial Services Provider, each individual, corporation, partnership, trust, association or other entity controlling the Financial Services Provider, any affiliate of the Financial Services Provider or any such controlling entity and their respective directors, officers, employees, partners, incorporators, shareholders, servants, trustees and agents (hereinafter the “Indemnities”) against any and all liabilities, penalties, suits, causes of action, losses, damages, claims, costs and expenses (including, without limitation, fees and disbursements of counsel) or judgments of whatever kind or nature (each a “Claim”), imposed upon, incurred by or asserted against the Indemnities arising out of or based upon (i) any allegation that the Official Statement, the information about the Issuer or any information provided by the Issuer to the Underwriter included (as of any relevant time) or includes an untrue statement of a material fact or

omitted (as of any relevant time) or omits to state any material fact necessary to make the statements therein, in light of the circumstances under which they were made, not misleading or (ii) arising out of or based upon the breach by the Issuer of any agreement, covenant or representation made in or pursuant to this Bond Issuance Resolution, Tax Exemption Certificate, or any purchase agreement between the Issuer and the purchaser of the Bonds.

The Issuer acknowledges and understands that state and federal laws relating to disclosure in connection with municipal securities, including but not limited to the Securities Act of 1933 and Rule 10b-5 promulgated under the Securities Exchange Act of 1934, may apply to the Issuer and that the failure of the Financial Services Provider to advise the Issuer respecting these laws shall not constitute a breach by the Financial Services Provider or any of its duties and responsibilities under this Agreement.

Section 11. Notices. Any written notice or communications required or permitted by this Agreement or by law to be served on, given to, or delivered to either party hereto, by the other party shall be in writing and shall be deemed duly served, given, or delivered when personally delivered to the party to whom it is addressed or in lieu of such personal services, when deposited in the United States’ mail, first-class postage prepaid, addressed to the Issuer at:

Montezuma Community School District Attn: Superintendent

504 North 4th Street Montezuma, IA 50171-1121 or to the Financial Services Provider at: Piper Jaffray & Co.

3900 Ingersoll Ave. Suite 110

Des Moines, IA 50312

Attention Public Finance Department

Section 12. Consent to Jurisdiction; Service of Process. The parties each hereby (a) submits to the jurisdiction of the Federal court sitting in Des Moines, Iowa with respect to any actions and proceedings arising out of or relating to this Agreement, (b) agrees that all claims with respect to such actions or proceedings may be heard and determined in such court, (c) waives the defense of an inconvenient forum, (d) agrees not to commence any action or proceeding relating to this Agreement other than in the Federal court sitting in Des Moines, Iowa and (e) agrees that a final judgment in any such action or proceeding shall be conclusive and may be enforced in other jurisdictions by suit on the judgment or in any other manner provided by law.

Section 13. Counterparts; Severability. This Agreement may be executed in two or more separate counterparts, each of which shall be deemed an original, but all of which together shall constitute one and the same instrument. Any term or provision of this Agreement which is invalid or unenforceable in any jurisdiction shall, as to such jurisdiction, be ineffective to the extent of such invalidity or unenforceability without rendering invalid or unenforceable the remaining terms and provisions of this Agreement or affecting the validity or enforceability of any of the terms or provisions of this Agreement in any other jurisdiction.

Section 14. Parties in Interest. This Agreement, including rights to indemnity and contribution hereunder, shall be binding upon and inure solely to the benefit of each party hereto, any Indemnity and their respective successors, heirs and assigns, and nothing in this Agreement, express or implied, is intended to or shall confer upon any other person any right, benefit or remedy of any nature whatsoever under or by reason of this Agreement.

Section 15. Waiver of Jury Trial. The parties each hereby agree to waive any right to a trial by jury with respect to any claim, counterclaim or action arising out of or in connection with this agreement or the transactions contemplated hereby.

Section 16. No recourse for Tax Analysis. No recourse shall be had against the Financial Services Provider for loss, damage, liability, cost or expense (whether direct, indirect or consequential) of the Issuer arising out of or in defending, prosecuting, negotiating or responding to any inquiry, questionnaire, audit, suit, action, or other proceeding brought or received from the Internal Revenue Service in connection with the Project or otherwise relating to the tax treatment of interest on the Project.

Section 17. General. The failure of either of the parties to enforce any right or provision under this Agreement shall not constitute a waiver of such right or provision unless acknowledged and agreed to by such party in writing. No waiver shall be implied from a failure of either party to exercise a right or remedy. In addition, no waiver of a party’s right or remedy will affect the other provisions of this Agreement. The captions in this Agreement are included for convenience of reference only and are in no way meant to define or limit any of the provisions contained in this Agreement or otherwise affect their construction or effect. When a word or phrase is enclosed in parenthesis and quotation marks, i.e., (“Word”), then that word or phrase shall be interpreted as if fully written out in the following format: “(hereinafter referred to as the ‘Word’),” and thereafter in this Agreement, that word or phrase shall stand as an abbreviation of the longer phrase to which it relates.

IN WITNESS WHEREOF, the parties have executed this Agreement on the date first above written. By the signature of its representative below, each party affirms that it has taken all necessary action to authorize said representative to execute this Agreement.

MONTEZUMA COMMUNITY SCHOOL DISTRICT

By: Title: Board President

PIPER JAFFRAY & CO.

By: Title: Vice President

DISCLOSURE OF CONFLICTS OF INTEREST WITH VARIOUS FORMS OF COMPENSATION

The Municipal Securities Rulemaking Board (MSRB) requires us, as your municipal advisor, to provide written disclosure to you about the actual or potential conflicts of interest presented by various forms of compensation. We must provide this disclosure even if you have already chosen a particular form of compensation. The municipal advisor’s client should select a form of compensation that best meets its needs and the agreed upon scope of services.

Forms of Compensation; Potential Conflicts. The forms of compensation for municipal advisors vary according to the nature of the engagement and requirements of the client, among other factors. Various forms of compensation present actual or potential conflicts of interest because they may create an incentive for an advisor to recommend one course of action over another if it is more beneficial to the advisor to do so. This document discusses various forms of compensation and the timing of payments to the advisor.

Fixed fee. Under a fixed fee form of compensation, the municipal advisor is paid a fixed amount established at the outset of the transaction. The amount is usually based upon an analysis by the client and the advisor of, among other things, the expected duration and complexity of the transaction and the agreed-upon scope of work that the advisor will perform. This form of compensation presents a potential conflict of interest because, if the transaction requires more work than originally contemplated, the advisor may suffer a loss. Thus, the advisor may recommend less time-consuming alternatives, or fail to do a thorough analysis of alternatives. There may be additional conflicts of interest if the municipal advisor’s fee is contingent upon the successful completion of a financing, as described below.

Hourly fee. Under an hourly fee form of compensation, the municipal advisor is paid an amount equal to the number of hours worked by the advisor times an agreed-upon hourly billing rate. This form of compensation presents a potential conflict of interest if the client and the advisor do not agree on a reasonable maximum amount at the outset of the engagement, because the advisor does not have a financial incentive to recommend alternatives that would result in fewer hours worked. In some cases, an hourly fee may be applied against a retainer (e.g., a retainer payable monthly), in which case it is payable whether or not a financing closes. Alternatively, it may be contingent upon the successful completion of a financing, in which case there may be additional conflicts of interest, as described below.

Fee contingent upon the completion of a financing or other transaction. Under a contingent fee form of compensation, payment of an advisor’s fee is dependent upon the successful completion of a financing or other transaction. Although this form of compensation may be customary for the client, it presents a conflict because the advisor may have an incentive to recommend unnecessary financings or financings that are disadvantageous to the client. For example, when facts or circumstances arise that could cause the financing or other transaction to be delayed or fail to close, an advisor may have an incentive to discourage a full consideration of such facts and circumstances, or to discourage consideration of alternatives that may result in the cancellation of the financing or other transaction.

Fee paid under a retainer agreement. Under a retainer agreement, fees are paid to a municipal advisor periodically (e.g., monthly) and are not contingent upon the completion of a financing or other transaction. Fees paid under a retainer agreement may be calculated on a fixed fee basis (e.g., a fixed fee per month regardless of the number of hours worked) or an hourly basis (e.g., a minimum monthly payment, with additional amounts payable if a certain number of hours worked is exceeded). A retainer agreement does not present the conflicts associated with a contingent fee arrangement (described above).

Fee based upon principal or notional amount and term of transaction. Under this form of compensation, the municipal advisor’s fee is based upon a percentage of the principal amount of an issue of securities (e.g., bonds) or, in the case of a derivative, the present value of or notional amount and term of the derivative. This form of compensation presents a conflict of interest because the advisor may have an incentive to advise the client to increase the size of the securities issue or modify the derivative for the purpose of increasing the advisor’s compensation.

Acknowledgement

The undersigned hereby acknowledges that he/she has received this disclosure and that he/she has been given the opportunity to raise questions and discuss the foregoing matters with the advisor.

MONTEZUMA COMMUNITY SCHOOL DISTRICT

By:

Name:

Title:

Date:

3900 Ingersoll Ave. Suite 110, Des Moines, IA 50312 Tel: 515-247-2340 Tel: 800-333-6008 Fax: 515-280-7567 Piper Jaffray & Co. Since 1895. Member SIPC and FINRA

March 14, 2012

Mr. David Versteeg, Superintendent Montezuma Community School District 504 N 4th Street Montezuma, IA 50171

Dear Mr. David Versteeg:

I am writing to discuss the disclosure obligations that will become effective after your upcoming sale of bonds. SEC’s rule 15c2-12 9the “Rule”) states that an underwriter cannot purchase bonds from an issuer unless the issuer has agreed to undertake to provide annual information to the market. There is a minor exemption to the rule for issuers that issue less than $1 million per issue of securities. You will not be able to meet this exception on the bonds you are selling now.

Because an underwriter cannot enter into an agreement to purchase the bonds without the issuer’s consent to comply with the rule, an issuer must agree to provide continuing disclosure in order to sell its bonds.

For the new issue of bonds (as well as the prior bonds), you will (and previously have) agree to provide annual audit as well as certain information contained in the official statement within 210 days of the end of each fiscal year until the bonds are retired. The information to be provided will be similar to the Appendix A that appears in the official statement. In addition, there are certain “material events” that require immediate notification (such as a missed payment on the bonds).

Additionally, the SEC required that all filings be made to its Electronic Municipal Market Access (“EMMA”) system. While electronic filing is not new to the municipal bond industry, the new part is that all documents filed must be filed in a word-searchable .pdf format.

While the Rule was recently amended by the SEC, the Rule has been in effect now for two decades, during which time some issuers have already had ongoing filing responsibilities. As a normal course of business, for approximately the past ten years, we have provided “continuing disclosure dissemination” service to our clients in Iowa, and we plan to continue doing so in the future. Essentially, we will prepare all information required to be provided, with your input, and submit it to EMMA and anyone else required to receive such information. We will submit a copy of your audit at the same time.

Mr. David Versteeg, Superintendent Page Two March 14, 2012

We provide this service for an annual fee of $1,000 per security class of bonds outstanding. We do not charge a fee for continuing disclosure filings completed in a year in which a bond of that class is sold with Piper Jaffray as underwriter.

If you are interested in this service, we will be glad to contract to act as dissemination agent. I have enclosed a form of agreement for your review and comment. You will have an obligation to disclose at fiscal year end 2013. It is customary that, in the initial year in which a bond issue is sold, there is no fee to file the bond official statement as well as the audit.

If this is something that you are interested in, please let us know before the bonds are sold. If you have questions, please do not hesitate to contact me at (800)333-6008 or [email protected] .

Very truly yours,

Via e-mail

Travis R. Squires Vice President TRS:

Enclosure

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: H1. Staff Resignations

Information:

1. Marcia Brewer (part-time janitor), as of April 6, 2012

Recommended Motion:

Approve resignations as presented.

Alternate Motion:

Record of Vote:

Y/N

_____ Pete Ross ______

_____ Doug Johnston ______

_____ Steve Audas ______

_____ Stacie Cameron ______

_____ Vince Johnson ______

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: H2. Staff Appointments

Information:

1. Derrick Dengler, secondary social studies 2. Samantha Augustine, JH softball 3. Joe Strong, volunteer HS football

Recommended Motion: Approve the appointments as presented.

Alternate Motion:

Record of Vote:

Y/N

_____ Pete Ross ______

_____ Doug Johnston ______

_____ Steve Audas ______

_____ Stacie Cameron ______

_____ Vince Johnson ______

Samantha Augustine 1027 Pearl Street ♦ Grinnell, Iowa 50112♦319.981.5553

EXPERIENCE

Genesis Development, Grinnell, Iowa 2011-Present

Community Specialist

♦ Responsible for two agency clients ♦ Help clients in daily life skill building ♦ Aid clients in hygiene etiquette ♦ Accompany clients in skill building activities: shopping, medical appointments, social engagements

Maytag Laundry and Tanning, Grinnell, Iowa 2011-Present

Attendant

♦ Manage all daily operations of Laundromat ♦ Cashier ♦ Clean and disinfect machines, countertops, tanning beds ♦ Provide customer service ♦ Answer phones, schedule appointments ♦ Open and close building and business ♦ Manage accounts receivable transactions ♦ Process customer laundry

Systems Unlimited Williamsburg, Iowa 2010-2011

Counselor

♦ Responsible for client needs and livelihood ♦ Prepare client meals and assist with mealtime activities ♦ Aid clients in hygiene etiquette ♦ Accompany clients in skill building activities: shopping ♦ Aid clients with their general daily needs

Mr. Brian Moretz

Junior/Senior High School Principal Montezuma Community School District 504 N 4th Street Montezuma, Iowa 50171

Dear Mr. Brian Moretz,

I am interested in the 7-12 Science/Social Science teaching position at Montezuma Community School District. I was made aware of the position via my advisor at the University of Northern Iowa, Chad Christopher. I also saw the position on the Iowa REAP website.

For a variety of reasons, I think my experiences at the University of Northern Iowa will prove valuable to this 7-12 Science/Social Science teaching position and make me an outstanding applicant. My dedication to rigorous and relevant instruction includes differentiation and the teaching of 21st century skills. I am able to make positive connections with students through clear communication and a strong ability to relate to them. I am a hard-worker, creative, and have the ability to make the material more engaging for students and push them to higher levels of thinking. I believe these abilities will help challenge students to become active, individual and lifelong learners. The Montezuma Community School District is the type of school I am interested in teaching in. The school's mission to engage staff, students and the community in the learning of every child is the same beliefs I have personally as a teacher.

In addition to the position of classroom teacher, I am interested in having other roles within the school and community, such as coaching or supervising other events. My resume will show some of the previous experience I have with extracurricular activities, particularly coaching. Another area which separates me as a candidate for the Montezuma Community School District is my minor in educational technology. This minor has provided me with the knowledge to evaluate and integrate new technology in the school effectively. This knowledge prepares me to help prepare students for a world that is changing at a rapid pace.

I can be reached any time after 3pm during the week and during the day on the weekends. I am available to be interviewed anytime with at least three days' notice, although March 4th 16th would perfect. Thank you very much for your time, I look forward to hearing from you soon.

Sincerely,

Derrick Dengler Enclosed: Resume 15

Additional Experience;

Cedar Falls Recreation Center Coach Cedar Falls Recreation and Wellness Center, Cedar Falls, Iowa, January 2011- Present • Led activities for middle 1st through 6* grade basketball, soccer and baseball players • Directed players with communication skills in basic basketball, soccer and baseball fundamentals • Organized games and practices during baseball season

Summer Conference Assistant Dancer and Campbell Hall-University of Northern Iowa, Cedar Falls, Iowa, May 2011-August 2011 • Assisted students and adults checking into the University's residence halls • Served as contact for emergencies to summer conference residents

North Tama Middle School Basketball Coach North Tama Community Schools, Traer, Iowa, September 2010- February 2011 • Organized practices and activities for middle school boys basketball players • Used communication skills to relate timetables to parents and student athletes Montezuma Community School Resident Assistant Noehren Hall-University of Northern Iowa, Cedar Falls, Iowa, August 2009-May 2010 Board Meeting • Participated in the Residence Life Education program • Enforced policies set forth by the Department of Residence March 21, 2012 Pioneer Scout Pioneer Hybrid International, Toledo, Iowa, May 2009-September 2009, May 2010-September 2010 • Utilized communication skills in face to face contact about issues relating with task • Fulfilled various tasks designated by Pest Management leader

Younglife Leader Black Hawk County Younglife, Waterloo, Iowa, September 2007-September 2008 • Created and led middle school and high school students in various activities • Led discussion in small groups for middle school and high school students

Honors/Activities/Affiliations;

• Leland Sage History Scholarship August 2011 -May 2012 • Fleming Sisters Scholarship August 2011- May 2012 • Induction into the College of Education April 2010 • Don and Alleen Howard Scholarship August 2010-May 2011 • UNI DOR Resident Assistant Selection Committee September 2009-May 2010 • Mike Stoakes Scholarship August 2007-May 2008

Volunteer Experience:

• George Washington Carver Volunteer Coach January 2012-Feburary 2012 • Majors in Minutes October 2011 • Constitution Day September 2011 • North Tama High School Basketball Assistant December 2010- January 2011 • Salvation Army After School Program September 2010-December 2011 • 1650 The Fan Volunteer Announcer March 2010 • Panther Pick April 2010- May2010 • Orion Hall Intramural Coordinator September 2009-May 2010 • Noehren Hall Senate September 2009-December 2009 • University of Northern Iowa Museum September 2008-December 2008 • Rider Hall Senate September 2007-May 2008 • Black Hawk County Younglife Leader September 2007-September 2008

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: I1. Board Secretary – Business Manger Report

1. 2.

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: I2. Superintendent Report

1. Site Visit Report 2. Legislative Update 3. City Gas Bill 4. Other

TERRY BRANSTAD, GOVERNOR DEPARTMENT OF EDUCATION KIM REYNOLDS, LT. GOVERNOR JASON E. GLASS, DIRECTOR February 10, 2012

Superintendent Versteeg Montezuma Community School District 504 North 4th Street Montezuma, Iowa 50171

Dear Superintendent Versteeg: Attached is the report of findings for the Comprehensive School Improvement Site Visit conducted at Montezuma Community School District (CSD) on December 13-14, 2011. The report is based upon a variety of interviews conducted with district staff and stakeholder groups during the indicated dates, and review of documents submitted to the Department and on-site. The site visit was designed to assess the district’s progress with its Comprehensive School Improvement Plan (CSIP), provide a general assessment of educational practices within the district, make recommendations for improvement, and determine compliance with state accreditation standards and applicable federal program requirements. Based on the findings from the comprehensive site visit, Montezuma CSD maintains State of Iowa accreditation; however, non-compliance issues were identified. These issues are included in the Chapter 12 Non-compliance Matrix and the Outside of Chapter 12 Non-compliance Matrix contained in the site visit report. The district must resolve the identified issues through completion of corrective actions according to agreed upon timelines. Department follow-up will be conducted to verify resolution of the identified non-compliance issues.

The report reflects consensus of the following team members: Department of Education Representatives: Eric Heitz, Accreditation and Improvement Services Judy Russell, IQPPS Consultant Susan Selby, Title 1 Consultant Area Education Agency Representatives: Cheryl Carruthers, Information and Technical Services, AEA 267 Brianna Sayre Geiser. IQPPS, Heartland AEA Lorna Kennedy, Career and Technical Education Consultant, AEA 267 Gary Whitmore, Special Education Administrative Intern, AEA 267 Local Education Agency Representatives: Diane Petty, Principal, BCLUW CSD Kyle Young, Teacher, Woodward-Granger ISD Other Representatives: Donna Christensen, Special Education Cadre It is our hope this report will provide guidance to enhance student achievement in the district and support continuing conversations among staff and community members about the local education system, how and what students are learning, and how more students can learn at higher levels. 20

As part of Montezuma CSD’s continuous improvement process, the district must review its current CSIP and provide revisions as needed. Revisions should be based on the district’s needs assessments (including the attached report), student achievement data, stakeholder input, and established priorities. Recertification of the CSIP must be completed by September 15, 2012. Directions for revision and submission of the CSIP can be found at: https://www.edinfo.state.ia.us/securelogin.asp.

The Department would appreciate the district’s feedback regarding its site visit experience. This feedback will inform the Department’s efforts to continuously improve the comprehensive site visit process. A short online survey has been developed and is available at the following site: https://www.surveymonkey.com/s/W58H5LZ The survey will take approximately ten minutes to complete. Responses are confidential and shared in aggregate form with members of the Department’s School Improvement Team.

The visiting team again extends its gratitude to you and the Montezuma CSD staff and patrons in preparing for and showing courtesy during the visit. Thank you for your time and cooperation.

Sincerely,

Eric Heitz School Improvement Consultant Bureau of Accreditation and Improvement Services Iowa Department of Education

Del Hoover, Deputy Administrator Bureau of Accreditation and Improvement Services Iowa Department of Education cc: Site Visit Team Members School Board President Iowa Department of Education Official File AEA Office

Comprehensive Site Visit Iowa Department of Education

Montezuma CSD

Team Findings December 13-14, 2011

Vision, Mission, and Goals

In an improving district/school, the vision, mission, and goals are clearly communicated in the school and community. Stakeholders understand and share a commitment to the district/school expectations, goals, priorities, assessment procedures, and accountability. The vision guides allocations of time and resources. Evidence includes, but is not limited to, the following: Clearly articulated mission is established collaboratively with stakeholder groups representing the diversity of the community. Vision, mission, and goals are communicated throughout the system and community. The vision and mission of the district/school guide teaching and learning. Every five years, the comprehensive needs assessment process, with input from stakeholders, is used to review and revise the beliefs, mission, and/or vision; major educational needs; and student learning goals. Academic and academic-related data are analyzed and used to determine prioritized goals. Goals guide assessment of student achievement, district/school effectiveness, and the allocation of time and resources. The vision, mission, and goals support values of respecting and valuing diversity.

Noted Strengths:

Document review and interviews with the leadership team indicated the district has worked to ensure transparency with the community and staff. Examples include: “The State of the District” PowerPoint and “Plan on a Page” posted on the district website.

The district’s belief statement is: “We Believe: Each individual has unique needs and abilities Various instruction methods should be used to meet those unique needs Learning is a lifelong process Learning is enhanced through a collaborative effort of students, staff, parents, and community. High expectations promote high achievement. Everyone deserves to be treated with dignity and respect The overview and board member interview reviewed how these statements have provided focus to meetings. Board members stated this review has provided them with a clear understanding of their roles and responsibilities.

To ensure the school district was effectively communicating with the public a survey was conducted. The results of the survey indicated 80% of stakeholders receive their information from the school website. As a result, the school has worked to post information on the website. This includes: “The State of the District” PowerPoint, Annual Progress Report (APR), Comprehensive School Improvement Plan (CSIP), and “Plan on a Page”. (See item #4.)

Recommendations for Improvement:

None Noted.

Leadership

In an improving district/school, leaders communicate a shared sense of purpose and understanding of the district/school’s values. Leaders have a visible presence, provide resources and ensure two-way communication between the educational system and stakeholders. Leaders provide encouragement, recognition, and support for improving student learning and staff performance. Leadership is committed, persistent, proactive, and distributed throughout the system. Evidence includes, but is not limited to, the following: Policies and procedures are established to effectively support district/school operations. The school board and district/school administrators implement an evaluation system that provides for the professional growth of all personnel. Policies and practices are implemented to reduce and eliminate discrimination and harassment and to reflect, respect, and celebrate diversity. The role and responsibility of administrative leaders is supported, respected, and understood. A clearly defined system and expectations are established for the collection, analysis, and use of data regarding student achievement and progress with the Comprehensive School Improvement Plan (CSIP). The capacity of staff, students, and parents to contribute and lead is built and supported. Opportunities for participation are provided for input, feedback, and ownership for student and system success among staff, students, parents, and community. Equity in access to learning opportunities and compliance with local, state, and federal legislation is ensured. Leaders at all levels understand and manage the change process.

Noted Strengths:

Interviews indicated the administrative team is involved, visible and approachable throughout the school and community. Examples include administrators: Attending Professional Learning Committee/Teacher Learning Groups (TLG) meetings each week. Meeting with paraprofessionals each quarter. Conducting evaluation and reflection for certified staff every year. Involvement on economic development group. Sending articles to staff Conducting book studies with staff Assisting with Teacher Professional Growth Plans

The district has implemented Teacher Learning Groups (TLG) with staff. Teachers commented TLGs have allowed them to take on leadership roles. Examples include developing common formative assessments and consistent vocabulary across grade levels.

During interviews and through document review, it was evident that the district hires many new staff members every year. To ensure new staff members are successful the district has taken the initiative to develop its own mentoring program.

Recommendations for Improvement:

Leadership interviews and document review indicated the superintendent is the district’s equity coordinator/compliance officer. The superintendent serving as the district’s equity coordinator has

the potential to place the superintendent and complainants in an awkward position. For example, if a community patron perceives an equity issue within the district, the equity coordinator would be required to investigate and make a determination if the situation is founded. In addition, the equity coordinator will decide what action or actions would need to be taken to rectify the situation. If the community patron does not agree with the decision of the equity coordinator, they should be able to appeal his/her decision to another level within the organization. Normally, appeals are addressed by the superintendent. With the dual duties of the superintendent as equity coordinator/compliance officer, the patron may perceive the district does not allow for appropriate channels for such an appeal. Consider naming another administrator as the district’s equity coordinator/compliance officer and notifying all stakeholders of this change. It may be beneficial at the same time to review the responsibilities of the equity coordinator with staff, students, parents, SIAC, and the community. A district equity coordinator can be proactive in a number of areas, including the following: Annually monitor the district’s website and annual publications to ensure they include accurate information about the district’s non-discrimination and anti-bullying and harassment policies, the identity and contact information for the equity coordinator, and information about the civil rights- related grievance procedure. Communicate annually to parents, students, and staff about their rights and responsibilities related to non-discrimination and harassment policies. Monitor student course enrollment and achievement trends by racial/ethnic background, gender, and disability, and facilitate periodic conversations with administrators and staff regarding those trends. Make an annual equity report with recommendations to the school board. Facilitate periodic conversations with students and staff on ways the district might respect, reflect, and celebrate diversity. Plan periodic professional development for staff on diversity and equity-related issues. Consider accessing resources regarding equity on the Iowa Department of Education web site at: http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=485&Itemid=1213.

Students indicated that they would like to see student council become more active in decision making in the school, rather than just plan activities, such as Homecoming. The district is encouraged to discuss possible leadership opportunities with the student council.

The paraprofessionals provide support services for students, supervise recesses, perform lunch duties, and provide after school outside supervision. They stated there was a lack of transition time between roles. For example, when recess duty is over, they are expected to be in the classroom immediately. However, they must return walkie-takies to the office and return their coats to the lockers in the junior high, before traveling to the elementary classroom. They stated they feel constantly "late" to their next assignment. The district is encouraged to review transition time between duties for the paraprofessionals.

Collaborative Relationships

In an improving district/school, stakeholders understand and support the mission and goals of the district/school and have meaningful roles in the decision-making process. Collaboration results from a culture of participation, responsibility, and ownership among stakeholders from diverse community groups. Educators in the system develop and nurture a professional culture and collaborative relationships marked by mutual respect and trust inside and outside of the organization. The system works together with balance between district direction and school autonomy. Evidence includes, but is not limited to, the following: Instructional staff is provided opportunities for interaction to focus on professional issues. Instructional staff constructively analyzes and critiques practices and procedures including content, instruction, and assessment. Instructional staff follows established procedures to resolve professional conflicts, solve problems, share information about students, and communicate student information to parents. Processes and procedures that invite and respect stakeholder input, support, and interaction are implemented by the district/school. Parents are involved as partners in the educational process. Positive alliances among school staff, students, parents, and diverse community groups are created and nurtured.

Noted Strengths: Interviews with general education and special education teachers indicated a respect for each other. The groups commented on the communication between them. Specifically, time is set aside for them to discuss strategies.

The District has submitted a Title I parent involvement policy and parent-school compact that comply with federal standards. Title I teachers interviewed reported an approximate 80% attendance rate at their first Title I family night. Plans are in place to make this an annual event.

The district has been proactive in seeking out and communicating with community members and parents. Examples included: The superintendent indicated that the district takes the proactive initiative of contacting families (through current board members) who have open enrolled out of the district to discover why they chose to do so and to encourage them to come back to Montezuma. Parents and teachers commented on the positive communication network the school has created with parents and community. Parents appreciated the timely response to emails and phone call. Preschool parents appreciated the weekly newsletter describing the activities of the classroom and how parents can support learning at home. Elementary teachers use the student planners for daily communication with parents. At the secondary level, it was noted the advisory teacher provides parents weekly updates. The Parent Advisory Committee (PAC) is an organization composed by parents of students K-6. All funds raised by PAC go toward such educational opportunities as field trips, speakers, and mini-grants for teachers at the elementary level. PAC was organized by parents after a need was identified to supplement the curriculum and opportunities provided by district funds. It was conveyed to the site visit team the district has always been supportive of their efforts and welcome the involvement of PAC. There is also a Preschool Advisory Committee which helps the district make decisions about preschool programming. School Improvement Advisory Committee (SIAC) and Career and Technical Education Committee (CTEC) have strong diverse make up of the members on the committees. The

members feel valued and their voices are heard. They commented Montezuma provides a quality education for all students.

The board commented on the following sharing opportunities. School facilities provided for a newspaper writer workshop and a dance company. Students presenting to the Lions club Student tours of the nursing home. Student workplace learning opportunities with local businesses.

Recommendations for Improvement:

Currently the district is using the Teaching Strategies GOLD (GOLD) online assessment system in the preschool. The district is encouraged to expand the use of GOLD to become a two-way communication with preschool families. Also as families use the GOLD online system, the district is encouraged to provide parent education on developmentally appropriate practice in preschool including an assessment overview. For more information please contact Judy Russell at [email protected]

It is not evident from teacher interviews or the district website that the District satisfies the federal requirement of “Parents’ Right-To-Know.” Districts receiving Title I funds are required by federal legislation to provide annual notification to parents of their right to know teacher qualifications. A process must be in place to notify parents if their child has been assigned to or has been taught for four or more consecutive weeks by a teacher who is not highly qualified. To fulfill this requirement, the District must provide this information to parents in a language and form they are able to understand that ensures notification will occur should a child be taught for four or more weeks by a teacher who is not highly qualified. At this time, this will be cited as a recommendation. However, to avoid future non-compliance citation, the “Parents’ Right-To- Know” must be in place within the District. For additional information please contact Susan Shelby at [email protected].

Learning Environment

In an improving district/school, the school environment is conducive to teaching and learning. The environment is safe, orderly, purposeful, and free from threat of physical, social, and emotional harm. Teachers are familiar with students’ cultures and know how to work effectively in a multi-cultural setting. Students are guided to think critically about learning and have opportunities to apply learning to real world situations. Classrooms are integrated with diverse learners (i.e., gender, race, special needs, at-risk, gifted). Evidence includes, but is not limited to, the following: Rules and procedures for behavior and consequences are clearly communicated and consistently administered. School facilities are physically accessible and school routines enhance student learning. Materials, resources, technology, programs, and activities reflecting diversity are available to all students. The district/school provides a clean, inviting, welcoming environment. A clearly understood crisis management plan is established, communicated, and implemented when necessary. Teaching and learning are protected from external disturbances and internal distractions. The district/school reflects the contributions and perspectives of diverse groups and preserves the cultural dignity of staff, students, and parents.

Noted Strengths:

Through document review and interviews with the learning supports staff it was evident the district has placed a strong emphasis on ensuring student success. Examples include: Parallel program to help students achieve a diploma Oasis program to help at risk youth. Success plans with elementary students. Elementary classroom guidance sessions.

The district makes a concerted effort to provide a continuum of support to students throughout periods of transition. Examples include: kindergarten round-up, opportunities for middle school students to go through their class schedules prior to the beginning of school, career exploration courses, opportunities to enroll in college level classes, covering costs for students taking the ACT, and utilization of the AEA transition coordinator.

To help students become college and career ready, the district requires all freshmen to take a career and computer application course. In addition, the school pays for the ACT for any junior interested in completing the assessment. To measure career and college readiness of graduates one of the TLG has studied the percent of students completing postsecondary education. As a result of the review they have created a SMART goal to increase the percent of students that complete postsecondary education.

The district implements a variety of strategies to ensure a safe environment. Parents noted the following: changes in arrival and dismissal times. outside supervision with the addition of aides with walkie-talkies. visitors check in upon entry. security cameras. restricted access during student release time.

Parents commented the "Blue and White" booster club is not only for the athletics, it also includes the fine arts. This combination has helped to promote the district’s strong commitment for students to be involved in the co-curricular activities. This was evident with 91% of secondary students participated in co-curricular activities.

During classroom visit the visiting team noticed the preschool staff provides a respectful and positive learning environment for preschool children. This was evident by the district’s commitment to providing inclusive preschool programming.

Recommendations for Improvement:

During the student interview, the group expressed some physical improvements to the facilities that they would like to see considered. These included: improved heating and cooling system in building synchronized clocks. desks in good condition. chairs that don't pinch. access to more technology including mobile labs and printers. The students commented the school board and administrators were aware of their concerns and were working to make improvements.

Multiple interview groups, including parents, indicated the district is working hard to meet the needs of all students. However, they would like to see the district continue to explore additional strategies to challenge advanced students throughout grade levels, and provide more supports for struggling students. The district may want to consider the following questions: How are teachers using the data to meet the needs of students within their classrooms? Are teachers differentiating to meet the needs of all students?

During the overview the district has taken action to review bullying at various grade levels However, students and parents interviewed did not express knowledge of the policy and procedures. The district is encouraged to review the bullying/harassment policy and procedures with the students, parents, and staff to ensure an understanding of what it is and how to get help if needed.

Curriculum and Instruction

In an improving school, curriculum challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity. There is an emphasis on principles of high quality instruction, clear expectations for what is taught, and high expectations for student achievement. Educators have a common understanding of quality teaching and learning. Instruction is designed to accommodate a wide range of learners within the classroom. Teachers have knowledge and skills need to effectively implement characteristics of effective instruction. The staff accepts responsibility for the students’ learning of the essential curriculum (e.g., Iowa Core Curriculum). Instructional time is allocated to support student learning. Evidence includes, but is not limited to, the following: Educators implement effective instructional practices for each and every student. School and classroom tasks and activities are inherently engaging, relevant, and lead to applying knowledge to authentic tasks. Content, instruction, assessments, and policy are aligned. A shared vision of effective instruction is held by all instructional staff. Curriculum and instruction reflect contributions from diverse racial, ethnic, and personal backgrounds. Students are provided opportunity and time to learn. Teachers are provided with an instructional framework that employs research-based strategies for use with diverse learner characteristics. Instructional decisions utilize a process of collecting, analyzing, and summarizing data.

Noted Strengths:

Teachers indicated the district is proactive with curriculum and instruction. The following strategies have been implemented district wide: identifying essential learnings. using a curriculum manager tool to organize their assessments, essential learnings and curriculum.

A review of the preschool program indicated the following strengths in curriculum and instruction: the preschool teacher is certified in both special education and early childhood. the preschool classroom provides a learning environment rich in vocabulary, language and experiences that stimulate children to think and problem solve. the GOLD online assessment system is used effectively to individualize instruction for all children. the district has allocated time for preschool staff to plan and discuss child assessments and alignment of the curriculum and individualized instruction. pre-academic skills are evidenced and are embedded in the preschool day through developmentally appropriate practices and activities.

Students and the district overview noted the success of Future Farmers of America (FFA). The program has won several state and national awards. In addition, the program provides opportunities for students to take on leadership roles through the greenhouse project. The project is entirely run by the students from beginning to end.

The District implements a targeted assistance Title I program that provides services in reading for students in grades K-6. Documentation of program compliance was compiled and presented for

verification. Services are supplemental to the District curriculum as evidenced through application narratives and staff interviews.

Title I staff was able to describe a process for program evaluation that is conducted annually in the spring. Surveys are the primary mode of feedback used for evaluation. As a result of this annual evaluation, Title I staff described such changes to the program as modifications to scheduling to meet student need and an awareness of the need for increased communication with classroom teachers and parents. The Title I staff are to be commended for taking an active role in the evaluation of the Title I program and initiating changes to the program.

Recommendations for Improvement:

Students indicated a desire to have teachers move away from a lecture/note taking approach to more group work and a project based approach. Students indicated they wanted more opportunities to demonstrate their learning beyond tests and quizzes. The district is encouraged to review project based learning during staff development time or in TLGs. For assistance please contact Sandra Dop at [email protected].

During the building tour it was noted the district has two libraries. However, the high school library is shared with other programs. The district is encouraged to review the following question to ensure all students are receiving library services. How do the district library services help staff to provide instruction in informational literacy and inquiry based, project based learning by students?

Professional Development

In an improving district/school, staff is qualified for assignments and engages in ongoing learning opportunities to improve effectiveness. Student achievement and other sources of data are used to set goals for professional development. The district provides professional learning opportunities that include theory, demonstration, practice, and coaching. Evidence includes, but is not limited to, the following: Professional development focus is determined through the analysis of student achievement and performance data. Professional development is focused and based on research-based strategies. Professional development sessions build on one another, are distributed throughout the school year, and are sustained over time. Time is provided for teachers to collaborate and apply new content and pedagogical knowledge. An established system provides support to monitor and evaluate implementation of professional development and its impact on student learning. Formative student data and teacher implementation data are used to adjust professional development and guide instructional decisions. All school staff members, instructional and non-instructional, are provided professional development to support job roles and functions. Professional development activities contribute to the capacity of all school staff to develop cultural competence and to reflect and respect diversity in classroom and work environments.

Noted Strengths:

During the overview by the administrators and teachers the implementation of the TLG was discussed. To help implement the TLG the school has: sent staff to Lincolnshire for training. implemented a modified block schedule at the secondary level allowing team time for teachers. provided common planning time for teachers at the elementary.

The elementary principal meets monthly with paraprofessionals to provide professional development on Daily 5. The paraprofessionals stated this has given them background knowledge and has allowed them to have clear knowledge of expectations, routines, and language, which in turn helps them support students. (See item number 36.)

Teachers indicated the district has provided opportunities for professional development to improve instruction. Opportunities include: attending conferences that apply to their content area and visiting other districts to review best practices and curriculum.

Recommendations for Improvement:

The district has made a strong effort to include new technology in the classrooms. This includes mimeo boards and document cameras. However interviews indicated staff is ready for professional development on how to use and integrate technology into their classroom. The district is encouraged to survey staff to determine technology needs and develop a plan to provide training.

Professional development is offered to paraprofessionals in the elementary school. However, it would also benefit the paraprofessionals in the secondary setting to receive coordinated

professional development related to their particular setting. Input could be garnered from paraprofessionals, teachers and administrators.

In order to accommodate the needs of preschool children with challenging behavior and to explicitly teach social/emotional skills, it is recommended the district provide professional development and ongoing support for all preschool staff in Early Childhood-Positive Behavior Interventions & Supports (EC-PBIS) including Module 4 which addresses more challenging behaviors. For assistance, please contact Judy Russell at [email protected].

During the visit it was evident the district has been proactive in providing support to staff regarding TLGs. The district plans to use the TLGs as one of the methods to deliver professional development to staff. As the district continues to move forward please consider the following: Review the possibility of creating a TLG for foreign language and preschool with surrounding school districts. As new staff members join the Montezuma schools team review the purpose of PLCs to ensure they understand its purpose and role. Continue to ask the TLGs what student data do you need to measure student success and what professional development do you need to help to ensure all student’s needs are met.

Monitoring and Accountability

In an improving district/school, the district/school establishes a comprehensive system that monitors and documents performance of student progress, curriculum, instruction, programs, and initiatives. Results from assessments drive the goal setting and decision-making processes. Leadership supports a system that regularly analyzes student performance and program effectiveness. Instructional decision-making utilizes a process of collecting, analyzing, and summarizing data. Evidence includes, but is not limited to, the following: A system for district-wide student assessments, including multiple measures that are valid and reliable, is implemented. Decision-making for the continuous improvement of instruction and student learning using student achievement and teacher implementation data is employed. The district’s/school’s cycle of program evaluation as noted in its CSIP is implemented. Summative evaluation processes are used to determine whether professional development has resulted in improved student learning. Noted Strengths: The district overview and interviews with teachers and administrators stated how instruction is driven by student achievement. Teachers commented they knew where each student was in regards to the student achievement goals. A specific example is kindergarten students knew an average of 20 site words during the 2010-2011 school year. This year the goal was for 80% of the students to identify 75 sight words. During the visit staff noted close to 80% of students have met the goal.

Although individual student areas of noncompliance were identified during the district’s Special Education program procedural compliance review completed last fall, evidence has been submitted as of January 24, 2011 that these corrections have been made. The DE has also received a copy of the AEA letter stating that the district level corrective action plan has been fully implemented within the required timelines and all requirements have been met.

BEDS data and site interviews indicate that appropriate HQT components appear to be implemented with integrity in the district. Special education teachers are using the consultative model to provide instructional and support services to special education students. Students are benefiting from the combined expertise of general and special education teachers.

District teachers are aware of student data. Data was used by each TLG to set Specific Measurable Attainable Realistic Timely (SMART) goals. Once goals were set, the TLG used Measures of Academic Progress (MAP) data to determine RIT bands students are in so they can plan for upcoming student instruction designed to move students to higher RIT bands. Progress on the SMART goals will be evaluated by using spring data.

The district special education numbers are below the level required to be reported out to the community. However, in the interview with the special education directors it was noted they were monitoring data and knew the needs of all students.

The Title I program is driven by student achievement data. Selection criteria are based from multiple sources of data and identified by each grade level as evidenced by documented procedures and staff interviews. Students considered for services are identified by teacher recommendation, DIBELS, and curriculum-based probes. Students demonstrating the greatest

need are selected for services. Title I staff indicated that all students who meet eligibility criteria are able to be served. Discontinuation criteria are based on the same sources of student data as entrance criteria.

The previous site visit report noted the district was below the state average of students proficient in mathematics, reading and science. The charts below reported proficiencies in the 2010-2011 Annual Progress Report (APR) that exceeded state and/or AEA averages.

Percentage of Students Proficient in Reading Grade Montezuma AEA 267 State 3 79.49 75.02 77.30 5 82.22 76.72 79.98 6 79.17 67.02 69.23 8 78.95 73.05 74.55 11 79.55 76.51 76.89 Source: 2010-2011 Annual Progress Report (APR)

Percentage of Students Proficient in Mathematics Grade Montezuma AEA 267 State 3 89.74 75.46 77.66 5 80 76.38 79.51 6 80.43 71.57 74.24 8 81.58 74.59 76.57 11 88.64 77.59 76.54 Source: 2010-2011 Annual Progress Report (APR)

Percentage of Students Proficient in Science Grade Montezuma AEA 267 State 3 89.74 80.14 81.63 4 86.84 81.72 82.51 5 88.89 80.23 81.90 6 85.11 73.01 75.72 7 93.33 81.27 82.76 8 83.78 82.64 83.57 11 90.91 82.39 81.32 Source: 2010-2011 Annual Progress Report (APR)

Recommendations for Improvement:

The percentage of the school’s students scoring in the proficient range of achievement on the Iowa Tests is lower than AEA 267 and/or State of Iowa averages in reading, mathematics, and science in some reported grade levels. The following charts indicate these areas are:

Percentage of Students Proficient in Reading Grade Montezuma AEA 267 State 4 73.68 79.77 81.65 7 73.33 71.06 74.18 Source: 2010-2011 Annual Progress Report (APR)

Percentage of Students Proficient in Mathematics Grade Montezuma AEA 267 State 4 68.42 80.50 81.38 7 73.33 78.08 79.06 Source: 2010-2011 Annual Progress Report (APR)

It would be beneficial to complete an in-depth disaggregated data analysis of non-proficient performers to identify whether common characteristics exist (e.g., similar skill deficit or similar demographics), identify potential barriers to learning, and provide an additional source of data for school improvement planning. Reviewing students’ performance on all district-wide assessment instruments (i.e., triangulating data) to determine validity and reliability of results (as well as the validity and reliability of district-developed assessments) is also recommended (e.g., Are there students who are not proficient on the Iowa Tests, but are on other assessments?) In addition, the school is encouraged to: Continue analysis of disaggregated data and communication of results to improve instruction. Increase the use of cohort data (including subgroup cohorts) to identify trends and patterns over time, inform instructional decisions, and determine effectiveness of interventions. Include broad involvement of teachers, SIAC members, administrators, school board, and instructional support staff in discussion of assessment data to increase understanding and ownership of the process

Montezuma District’s Compliance Status for Applicable Federal Programs:

Title IIA (Teacher and Principal Training and Recruiting Fund)

The district has no citations of Title IIA non-compliance identified during this visit.

Title IID (Enhancing Education through Technology, E2T2)

The district has no citations of Title IID non-compliance identified during this visit.

Title III (English Language Learners)

The district has no citations of Title III non-compliance identified during this visit.

Title IVA (Safe and Drug Free Schools)

The district has no citations of Title IVA (SDFSC) non-compliance identified during this visit.

Title XC (Education of Homeless Children and Youth)

The district has no citations of Title XC non-compliance identified during this visit.

Areas of Non-Compliance: Chapter 12

The district shall submit a plan of correction for each non-compliance item listed below to the Site Visit Team Leader within 45 business days of the receipt of this report. Evidence of corrective action for non-compliance(s) may be submitted with the plan or at a later date in accordance with the noted timeline. The district may choose to use the following matrix as a format for the development of an action plan or develop its own.

Chapter 12 Non- Additional Details Plan of Correction Timeline for compliance Issues Completion CL8. Graduating seniors are Completed being released more December 15, than five days early, 2011 excluding weather related extensions. 281—IAC 12.1(7)

Areas of Non-Compliance: Outside of Chapter 12

Outside of Chapter 12 Additional Details Plan of Correction Timeline for Non-compliance Issues Completion The district does not have Completed a nondiscrimination December 15, 2011 notification in major written publications: Parent, student, employee handbooks, Registration handbook, Coaches handbooks, Brochures about the district, Web site, and School newsletters Section 504 34 CFR 104.8 Title IX 34 CFR 106.9, OCR Guidelines IV.O and V.C.

August 16, 2011 Iowa Department of Education Director Jason Glass directed School Improvement Consultants to modify the site visit accreditation process to include the following:

The site visit team leader shall meet with the superintendent to review the non-compliance matrix draft prior to exiting the district. Following the review of the non-compliance matrix draft, the superintendent and consultant shall sign and date. The Department shall send the district a copy of the signed non-compliance matrix draft by registered return receipt within five (5) business days.

This process should be implemented beginning with the accreditation schedule beginning October, 2011.

Superintendent (Principal or Director) Date

Montezuma Community School Board Meeting March 21, 2012 Agenda Item: J. Discussion

Information: This item is for Board Members to discuss topics that have come up after they have received their Board materials. No action can be taken on any item discussed.

Montezuma Community School Board Meeting March 21, 2012

Agenda Item: K. Adjournment of meeting

Information: Concludes the meeting.

Recommended Motion: That the Board adjourns the meeting.

Alternate Motion:

Record of Vote:

Y/N

_____ Pete Ross ______

_____ Doug Johnston ______

_____ Steve Audas ______

_____ Stacie Cameron ______

_____ Vince Johnson ______