Support File for ELCC Standard 4

A building-level education leader applies knowledge that promotes the success of every
student by collaborating with faculty and community members, responding to diverse
community interests and needs, and mobilizing community resources on behalf of the school
by collecting and analyzing information pertinent to improvement of the schools educational
environment; promoting an understanding, appreciation, and use of the diverse cultural,
social, and intellectual resources within the school community; building and sustaining
positive school relationships with families and caregivers; and cultivating productive school
relationships with community partners. In so doing, the building level leader ensures
effective and ample use of technology in collaborating with faculty and community
members, responding to diverse community interests and needs, and mobilizing community
resources.

Standard Artifact/Activit
Element y

Reflection

Source
(Course)

4.1

LiM Surveys

4.3

PTA Meetings

Country Oaks
Elementary Lim
Lighthouse Team
Country Oaks
Elementary

4.1, 4.2,
4.3, 4.4,
4.5
4.3, 4.4

Marketing
Presentation

Work with the Leader in Me

Lighthouse team to analyze staff,
student, and family perception data.
Attend and participate in PTA
Board and General Membership
Meetings.
Worked with a group to create a
presentation that marketed the West
Bloomfield School District
Coordinated a school-wide
fundraiser that partnered with
Chrysler and Szott Automotive
Group
Collaborated with PTA to support
this fundraiser and attended the
event to continue to foster
community relationships
Collaborated with the PTA to create
a school fundraiser where staff and
students stayed late after school to
participate in various games and
activities
Overview and analysis of Huron
Valleys budget communication
efforts

*Artifact 1

Chrysler Drive for

Kids Fundraiser
*Artifact 2

4.3

COE Silent
Auction

4.3, 4.4

COE Late Night

Extravaganza

4.1, 4.3,
4.5

District Budget
Communication
Analysis
*Artifact 3

*Artifacts are labeled and listed below.

EA 748

Country Oaks
Elementary

Country Oaks
Elementary

Country Oaks
Elementary

EA 741

Artifact 1

Artifact 2

Artifact 3

Gregory D. Ristau
Oakland University EA 741
April 4th, 2016

Budget Communications Analysis

Huron Valley tends to do a majority of its communication via electronic media. This
includes the district website, Facebook, and Twitter. Although typical budget communications
are not specifically sent out or highlighted, stakeholders are always able to find general
information using the Budget and Salary/Compensation Transparency Reporting tab located on
the Huron Valley website. The Board of Education meeting dates are also posted in advance, and
community members are able to attend to stay up to date on district business as well as share
their opinions on various initiatives including the budget. When I first started thinking about this
assignment, our district budget process and communication was moving along in its typical
fashion. On March 7th, the Board of Education Budget Sub-committee shared budget
adjustments/amendments for the current school year and these were accepted by the board. The
changes were made and posted to the transparency tab on the website. To my knowledge, the
meeting went smoothly and there was not any dissent among the stakeholders in attendance.
Everything seemed to be business as usual, but big changes were lurking on the horizon.
Two weeks after the board approved the adjustments/amendments for the 2015-16 school
year, a presentation was made by our Central Office Administration Team (COAT) that
introduced a new proposal for the 2016-17 school year. This meeting took place on Monday
evening the 21st, and initiated a new timeline and communication plan that had the district
buzzing heading into Spring Break. From what I can gather, the meeting itself was nothing more
than the next scheduled board meeting on the calendar. But at the meeting, a nineteen page

presentation was made outlining pupil/building utilization and budget projections for the
upcoming school year. This was the first step of a plan that focused on closing one of our
elementary schools and included some minor redistricting as well. I refer to this as step one,
because board approval is needed before any majors changes are made in the district. Although
nothing was voted on that evening, the proposal was made and next steps were determined. This
included informing all stakeholders and gathering information that the board required before they
would make a decision on April 18th.
The next step of the communication plan took place the following morning when the
superintendent met with the staff of the elementary school that was proposed to be closed. At
this meeting, the proposal was shared and the staff had the opportunity to ask questions and voice
concerns. Although some of the staff may have already been aware of the proposal because of
Monday nights meeting, I applaud the fact that our superintendent met face to face with them as
soon as possible before they found out through the grapevine. Rumors have a tendency to spread
quickly in Huron Valley, especially when they involve changes of this magnitude. In fact, I
heard about the possibly of this building closing from three different people not more than two
hours after this meeting took place. I was very surprised to say the least, but felt better knowing
the staff that would be affected the most already knew the information.
Moving forward, the district continued its communication plan by sending a letter to the
families of the identified school. To my knowledge, this letter was sent electronically and with
students to make sure that all families received the information. I like the decision to inform
these families first, and believe that it will help to soften the impact that this proposal may have.
After communicating with these families, a letter about the proposal, which included a link to the
board presentation, was added to the district website. This letter was also shared with local

media and was available electronically the same day. This allowed the remaining staff and
community members the opportunity to learn about the proposal.
Although this is never an easy thing to propose or carry out, I believe the district has done
an effective job thus far. From the timeline of communication to the actual presentation itself, all
stakeholders have the information they need as the process unfolds. I especially like that the
presentation is not only available to all stakeholders, but it is also user friendly. The information
is clear, and laid out in a way that is easy to understand. There are graphs, charts, current
information, future projections, and even the pros and challenges of closing a building. The
presentation also included how these changes would affect families and other schools in our
district if the building was closed. Nineteen pages is a lot of information to process, but I believe
all of it is needed for stakeholders to be fully aware of the proposal and why it is on the table.
The final piece of the puzzle remaining in this process includes all of our elementary
buildings gathering information for COAT that would outline the pros and challenges of our
buildings being at 91% capacity. This information would help address the boards request of
having a plan that would include closing two elementary buildings. Although COAT is only
proposing that one building be closed, the board wants to have enough information to evaluate
both scenarios. Regardless of the direction that the board decides to take in a couple of weeks, it
appears that changes will be happening before school resumes next fall. Based on what has
happened thus far, I expect that communication will remain consistent and clear as the process
unfolds, and that the community will have the opportunity to have their voices heard.