2009-10 Budget
Questions and Answers
from February 2009 Community Forums
Janice White,
superintendent of schools, held a series of five
community forums in February, when district residents were
invited to share their suggestions for maintaining a quality
educational program despite difficult economic times. Answers to
questions asked by community residents are listed below.
To submit a question of general interest related to the
educational program or budget considerations, please
contact
us.
Click on a question below to view the answer, or scroll down to read the entire list of questions and answers.
- What are the class-size guidelines for elementary schools/middle school/high school?
- How are field trips funded?
- Is there a plan to continue/expand elementary foreign language instruction?
- Will athletics and after-school activities be affected in budget reduction?
- What initiatives are we involved with for career development?
- What partnerships are we pursuing in business and tech industries?
- What is the delivery of gifted/talented services in grades three to six?
- What are our costs for staff development? Are there economies that can be/will be made?
- What is the Universal Pre-Kindergarten program we operate? How many classes and students are involved?
- What are the mandates for health education, and how do we deliver this instruction? Can parents "opt out?"
- Can the amount of paper sent home with students be reduced through the use of technology?
Technology
- What is the purpose of technology in the instructional program?
- What is the plan and implementation process for the SMARTBoard technology? Is teacher training involved?
- Can we save energy use by turning off computers/monitors on nights and weekends?
Transportation
- How is the efficiency of routes determined?
- What are the state requirements for transportation of students? What is the district policy?
- How are bus stops determined?
- What is the bus replacement cycle and how many buses are in our fleet currently?
Food Service
- How is the School Lunch Program funded? What is the reimbursed cost of meals by the federal government?
- How is the district complying with the Wellness Policy?
- Why do we have snack/drink machines in the district and what is in them?
- Why do we sell snacks in the school cafeterias? What guidelines are used to determine what snacks can be sold?
- Why do we use plastic and Styrofoam instead of reusable trays?
Facilities and Operations
- How are the heating and ventilation systems operated in the buildings for maximum efficiency?
- Why does "cool" air blow out of the classroom units during the winter?
- Can lights be turned off during the day for energy savings?
- Do surge protectors save energy?
- What is the composition/goal of the District Energy and Conservation Task Force?
- What is the use of facilities by outside groups? Is there a way to allow more use of gymnasiums by community recreation groups?
Human Resources
Communications
Instruction
What are the class-size
guidelines for elementary schools/middle school/high school?
Class size guidelines for student in grades kindergarten through
grade five are as follows
- Kindergarten & Grade 1: 21
- Grade 2: 25
- Grade 3-5: 27
There are no guidelines for class size limits at the middle or the high school. Both the middle school and high school principals report that for the most part class size numbers range from 25 – 27. There is an attempt to keep class size numbers down in the area of technology, other specialty areas like music and physical education, and to meet the needs of special education students.
How are field trips funded?
Field trips are funded through an allocation from the district
budget. Each building’s allocation is calculated by multiplying
the projected enrollment of a building by the per pupil
allocation.
Is there a plan to
continue/expand elementary foreign language instruction?
During this challenging fiscal time, all programs are being
evaluated to determine whether they will be included in our next
school budget. Foreign language is currently being offered in
each of our grade two classrooms for a 30-minute period on a
weekly basis. The continuance of this program will be carefully
reviewed during the budget-building process and evaluated along
with a multitude of other non-mandated programs in relation to
their instructional value and cost.
Will athletics and
after-school activities be affected in budget reductions?
In terms of athletics we are estimating a reduction of
approximately 150 fewer games for next season across the board
(different levels/ different sports). The Interscholastic
Athletic Budget was reduced more than 10% from last year (13.6%
reduction). The Director of Athletics
budget was reduced by 10%.
What initiatives are we
involved with for career development?
Students at our middle school and high school have participated
in several Nano Career Day Field Trips to the College of
Nanoscale Science and Engineering at the University at Albany. A
number of our elementary schools hold Career Days and our middle
school will be holding a Career Awareness Program on April 2,
2009. At the high school, students can enroll in the Career
Exploration Internship Program (CEIP), which provides
opportunities for hands-on experience in areas of interest
through internships at local businesses. The district is working
to partner with local businesses to develop
programming for students and parents in the area of career
pathways.
What partnerships are we
pursuing in business and tech industries?
The District has a solid partnership with the Workforce
Consortium for Emerging Technologies (WCET) and has participated
in a number of projects including the writing of nanotechnology
curriculum for a proposed high school course. High school and
middle school teachers have participated in curriculum
development partnerships with RPI and Semi High Tech U, which is
funded by a consortium of high-tech companies. Our Project Lead
the Way Program is one of the best in the area and continues to
grow with the potential addition of a biotechnology course
proposed for 2009 – 2010. At the district level, both the
Superintendent of Schools and Assistant Superintendent for
Secondary Education are involved in a BOCES-facilitated
committee called the Tech Valley Standing Committee. The
committee is working on a number of initiatives, including a
Tech Valley Mathematics course in conjunction with local
institutions of higher education such as Hudson Valley Community
College, Adirondack Community College and Schenectady County
Community College.
What is the delivery of
gifted/talented services in grades three to six? How are
Saturday Scholars and Project Enrich funded?
Students in grades four and five participate in the Young
Scholars Program. Students are selected based on their
performance on the SCAT Test; scores must be in the 70th
percentile or higher for students to participate. A student may
qualify to participate in a half-day or full-day program which
meets once per week. A student with scores qualifying them for
participation in both the verbal and analytical sections of
Young Scholars can attend a full-day pull-out program staffed by
a BOCES Gifted and Talented Teacher. A student who qualifies in
one of the areas can participate in a half-day pull-out program
staffed by a BOCES Gifted and talented Teacher.
Students in grade six who were previously identified for the
grade four and five Young Scholars Program are serviced during
one period of the two-period Language Arts block with a
combination of push-in and pull-out provided by a BOCES Gifted
and Talented Teacher. Students may also opt to attend Socratic
Forum during their flex period every other day, which is a
problem-based enrichment experience taught by a BOCES Gifted and
Talented Teacher.
Students pay $54.00 per course for Saturday Scholars and $53.00
per course for Project Enrich, which pays for the BOCES
instructors. The district provides the Saturday
Scholars Administrative Coordinator position.
What are our costs for
staff development? Are there economies that can be/will be made?
The total cost for staff development in 2008-09 is $347,431, but
about 77 percent of that is covered by federal grants. Possible
cost reductions for next year and future years would include
more limitations on attendance at outside conferences and
determining on a case-by-case basis whether to use in-house
staff or consultants, based on which option is most economical.
The use of technology such as IEP Direct to accomplish some
tasks which had previously been done by clerical staff is also
reducing costs included in the staff development budget.
What is the Universal
Pre-Kindergarten program we operate? How many classes and
students are involved?
We currently have 120 Universal Pre-Kindergarten (UPK) students
enrolled in our program. The UPK program is funded through a New
York State grant with annual approval from the state
Legislature. UPK students are currently housed at the following
locations:
|
Location |
Number of Classes |
Number of Students |
|
Senior High School |
2 – Full Day |
29 |
|
Jefferson Terrace |
1 – Full Day |
12 |
|
Greenfield Elementary |
1 – Full Day |
17 |
|
YMCA |
4 – Half Day |
62 |
What are the mandates for health education, and how do we deliver this instruction? Can parents "opt out?"
What are the mandates for health education, and how do we deliver this instruction? Can parents "opt out?"
While the state does not mandate a specific curriculum for health education and Family Life Education, both programs incorporate instruction that is mandated by New York State.
The Family Life Education program includes child sexual abuse prevention education, which is mandated by the state Board of Regents for all students in kindergarten through sixth-grade. That program is taught by a Family Life Educator, who holds a master's degree and state certification as a health teacher for grades K-12.
The state also requires that all students meet the Learning Standards for Health at the elementary, intermediate and commencement levels. Those standards are incorporated into Family Life Education at the elementary level and health courses in the middle and high schools.
While the instruction outlined above is required by the state, local school boards determine how the instruction is delivered, and whether to incorporate other elements, such as sexuality instruction. All schools K-12 are required to provide appropriate instruction concerning acquired immune deficiency syndrome (AIDS) as a part of the sequential health education program.
Students enrolled in district schools must participate in health education. Parents or legal guardians may have their children “opt out” of instruction regarding the methods of prevention of AIDS, but they may not “opt out” of the instruction concerning the nature of the disease and methods of transmission.
Can the amount of paper
sent home with students be reduced through the use of
technology?
Our six elementary schools have been working diligently to
reduce the amount of paper being used for students, staff and
parents. All of our elementary schools now post their monthly
newsletters on Edline. Parents who do not have Internet access
are still able to receive a paper copy of the newsletter by
request. Additionally, all of our elementary schools are
nurturing an ever-expanding recycling program that allows paper
and cardboard to be recycled for future use. And finally, our
elementary staff is utilizing more and more e-mail in order to
cut down on the use of paper for staff-to-parent communication.
Technology
What is the purpose of
technology in the instructional program?
Educational technology is a tool for enhancing the educational
process. It is instrumental in preparing our students for the
21st century. Educational technology promotes student engagement
in learning. It also supports differentiated instruction for a
student-centric curriculum. Saratoga Springs City School
District has Educational Technology Standards for students K-12.
Students and teachers will use educational technology in the
pursuit of academic excellence in their development as lifelong
learners.
What is the plan and
implementation process for the SMARTBoard
technology? Is teacher
training involved?
Interactive Whiteboards (SMARTBoards) were implemented this year
for all fifth-grade teachers and all math teachers at the 6-12
level. Aforementioned teachers have boards mounted in their
classrooms and have participated in SMARTBoard training.
Teachers will continue to receive support and further training
as time goes on. Collaboration among trained staff is ongoing as
teachers modify curriculum to incorporate this new technology.
The high school will also be receiving SMARTBoards for the
majority of its classrooms in the spring of 2009. Funding for
this initiative is through the district’s EXCEL Project. A
teacher from each major curriculum area, along with Information
Technology staff will be further trained to support teachers in
the spring implementation.
Can we save energy use by
turning off computers/monitors on nights and weekends?
This procedure is currently being evaluated. Turning off and
turning back on over 2000 computers without the disruption of
educational use for students and staff has several drawbacks.
Low/non-use times are valuable for critical software updates,
anti-virus and anti-spyware scans. The nightly
update/maintenance is critical to ensure minimal interruptions
to faculty and students, and must occur when the computers are
not being used for educational tasks. The district continues to
look at options including putting computers and monitors to
“sleep” (low power mode) during non-use times. This is currently
taking place with monitors in the district.
The district, through its computer replacement recycle, is
replacing CRT (glass picture tube) monitors with LCD (flat
panel) monitors. LCD monitors draw less than half the power of a
CRT monitor for the same screen area. The amount of heat
generated by an LCD monitor is also less than a CRT monitor. New
computers and servers have been developed and deployed with
energy conservation in mind.
Transportation
How is the efficiency of
routes determined?
We monitor bus loads, route times and bus stop locations on an
ongoing basis. Drivers maintain student counts on a daily basis
and we assess regularly through the use of a computerized
routing system. We also adapt as needed based on the interaction
between the drivers who drive the routes and the routing
specialist. The routing system also allows us to look at
“dead-head mileage.” This is the mileage recorded on a bus when
there are no students on the bus, such as driving from the
transportation facility to the first stop. We try to reduce this
where possible. The efficiencies in routing also require us to
look at the needs of the students we are transporting, such as
disabled children or students who live in the outskirts or hilly
areas. These students might require a smaller bus or a better
equipped bus to traverse the various locations.
What are the state
requirements for transportation of students? What is the
district policy?
Based on the New York State Education Department, city school
districts are legally required to transport pupils with
disabilities only, but may also transport students without
disabilities. In addition, city school districts are not
required to transport to schools located outside the city.
However, pupils residing in the enlarged portion of an enlarged
city school district (such as the Saratoga Springs district) are
entitled to transportation to schools outside the city up to 15
miles from their homes. In all cases, where transportation is
provided, it must be provided in a reasonably safe, economical
and efficient manner.
Boards of Education of non-city school districts are required by
Education Law to provide transportation for all eligible
resident pupils in grades K-8 who live more than two miles from
school and for pupils in grades 9-12 who live more than three
miles from school, up to a distance of 15 miles. However, just
about all school districts, with the approval of voters, have
adopted eligibility distances of less than the mandated two and
three mile distances. Any changes to a district’s eligibility
distances, in both small city and non-city districts, require
voter approval of a separate proposition. This information can
be found on the New York State Education Department’s Web site.
The district policy is to furnish transportation to those
students residing the following distances (measured by
established streets, roads or highways) from school:
• Kindergarten through three (K-3) 3/10 mile
• Grades four and five (4 and 5) 5/10 mile
• Grades six and seven (6 and 7) 5/10 mile
• Grades eight through twelve (8-12) 1.0 mile.
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How are bus stops
determined?
Bus stops are based on safety, the age of students, students’
needs, the location, and walk/ride distance (according to
district policy). Bus stops are centralized as much as possible.
What is the bus replacement
cycle and how many buses are in our fleet currently?
We have a five-year replacement plan with a ten-year cycle of
replacement that can vary based on the condition and mileage of
the vehicle. We currently have 95 buses in our fleet.
Food Service
How is the food service
department funded? What is the reimbursed cost of meals by the
federal government?
The school lunch program is predominately self supporting. We
receive income from the sale of meals, a la carte sales and meal
reimbursement from the state and federal governments. Last year
we received support from the district of $40,000 to help us
provide healthier foods for students. Our district has
approximately 16% free and reduced eligible students. A free
meal is reimbursed at $2.57 from the federal government and
.0599 cents from the state government. A reduced price meal
costs 25 cents and is reimbursed by the federal government at
$2.17 and .1981 cents from the state. A full pay meal is
reimbursed from the federal government at 24 cents from the
federal government and .0599 cents from the state government.
The state reimbursement rate was cut by eight percent this year.
How is the district
complying with the Wellness Policy?
The school lunch program meets and exceeds USDA guidelines for
meals. The a la carte foods that are sold in addition to the
meal meet specific guidelines as well. The School Nutrition
Association established Choose Sensibly Guidelines for snacks.
The guidelines include 7 grams or less of fat, 2 grams or less
from saturated fat, 15 grams or less from sugar, 360 milligrams
or less from sodium and one serving per package.
Why do we have snack/drink
machines in the district and what is in them?
We have vending machines in the high school. We have ice cream
(all choices meet Choose Sensibly Guidelines), Diet Snapple,
water and a “Healthy Food Vendor” that we own. The vending
machine we own was acquired through a grant from the American
Dairy Council. We vend a variety of foods that include yogurt,
fruit, snacks, milk, and sandwiches. We have vending to provide
food for students in after-school activities.
Why do we sell snacks in
the school cafeterias? What guidelines are used to determine
what snacks can be sold?
We provide snacks to students who choose to purchase them to
supplement the school lunch income. This income allows us to
keep the price of a healthy school lunch low. Our goal is for
all students to be able to afford a healthy school meal. Studies
have shown that students who choose a school lunch will have a
more nutritious meal than a bagged lunch. Snacks meet the Choose
Sensibly Guidelines established by the School Nutrition
Association.
Why do we use plastic and
Styrofoam instead of reusable trays?
Our policy is to use permanent ware trays at all times with a
couple of exceptions. If we have staff out and cannot man the
dish room we allow the use of disposable trays. If a class is
eating in the classroom or someone requests it we provide
disposables. Greenfield Elementary School has purchased a
permanent spork and soup bowl which is used in place of
disposables. Caroline Street Elementary is purchasing permanent
silverware for us to use and other schools are looking into this
option. We are working to reduce the use of disposables.
Facilities and Operations
How are the heating and
ventilation systems operated in the buildings for maximum
efficiency?
All systems are now controlled by computer to alert staff to
problems throughout a building. These systems control
temperature and exterior lighting. Room temperature is dictated
by this method with minor adjustments made as necessary to
achieve desired uniformity. All buildings have a regular
maintenance schedule for equipment in our ongoing struggle to
keep all facets of this equipment operational in as efficient
condition as possible.
Why does “cool” air blow out
of the classroom units during the winter?
Ninety-five percent of all classrooms are heated and cooled by
the use of room unit ventilators. In the summer/winter these
units either have hot or cold water introduced into the coils of
these devices. A fan distributes air through the coil,
modulating between interior and exterior air, to achieve the
desired room temperature and required room air exchange. In
winter, room temperature thermostats located on the interior
wall will tell the mechanics of the unit to open valves to allow
hot water into the coil until the temperature is raised to the
desired level. After the thermostat has been satisfied, the fan
will continue to run for air exchange and to modulate the
temperature up and down to achieve temperature uniformity. The
exhaust of the unit seems cold to the hand, as the temperature
can be anywhere between 60 and 85 degrees due to what the room
thermostat is calling for, but our body temperature is 98.6
degrees, so it will always seem like cold air being emitted.
Can lights be turned off
during the day for energy savings?
The State Education Department has requirements for exit hallway
lighting, and in recent construction projects, our buildings
have been equipped with the most efficient systems available at
the time of their installation. That being said, it is our
facilities policy that all unnecessary lighting be turned off
when rooms are not utilized or being cleaned. Any additional
lighting in the classrooms can be turned off, based on the needs
of the classroom teacher.
Do surge protectors save
energy?
No, surge protectors do not conserve energy; their purpose is to
protect valuable equipment from the damage incurred through a
particular spike in current/voltage.
What is the
composition/goal of the District Energy and Conservation Task
Force?
The goal of the District Energy and Conservation Task Force is
to study potential energy savings opportunities that will reduce
energy consumption by at least 10% in the 2009 / 2010 school
year and beyond. Composed of district and outside professionals,
district support staff, and community members, this committee’s
role is to tackle conservation issues, and make recommendations
to the Board of Education for review and implementation.
What is the use of
facilities by outside groups? Is there a way to allow more use
of gymnasiums by community recreation groups?
Outside use of district facilities grows every year. Requests
are processed daily with our district policy in mind: “Our
facilities are for everyone.” The gym areas are the most
requested parts of our buildings, with numerous users inside and
outside the district accommodated whenever and wherever
possible. Our facilities-use policies and fee structures
include nominal fees for room use and
custodial services. Due to the ever-increasing costs
incurred by the district, and the tremendous number of facility
use requests, the fees are increased each
year based on the Consumer Price Index.
Human Resources
Can the Human Resources
Office move to electronic communication with candidates and
substitutes instead of mailings and paper correspondence?
Teacher applications have been available online for more than
eight years, and non-instructional applications are also online.
We do process paper applications for candidates who do not have
access to a computer. We also use the On-line Application
System for Educators ((https://www.pnwboces.org/teacherapplicationSSL/),
an Internet-based application serving school districts in
several regions of New York State for teacher and administrative
applications.
Our substitute teaching application will be online during the
Spring of 2009.
There are forms for employment which need to be completed in
person: fingerprinting, the employment eligibility form (I-9),
payroll forms, such as W-4 and IT 2104, and the Civil Service
application. All need original
signatures.
The HR Office is also responsible for sending "Letters of
Reasonable Assurance" which must be delivered through certified
mail. To protect the district from fraudulent unemployment
claims, our insurance carrier insists on sending certified
letters.
In the 1980's, the HR Office participated in the BOCES Sub
Calling Service, but later initiated its own sub calling
service, which has been both cost-efficient and effective.
Communication
Can the budget
"Focus on Education"
newsletter and other "Focus"
publications be online only to save mailing costs?
The district newsletter, “Focus on Education,” is posted online
here in addition to being mailed to more than 24,000 locations in the
school district five times each year. The online archives date
back to 2001. The school district is eligible for non-profit,
bulk mailing rates, so the newsletter is mailed at the lowest
possible cost: .068 cents per issue, for a total postage cost
per household of 34 cents for five issues in 2008-2009. While
eliminating postage costs would save money, it could also
significantly reduce the number of people who receive important
information about the school district.