Board of Education AGENDA Agenda Changes B Special Report ...2014BOEAgenda-Packet.pdf · 8/14/2014...

8/14/2014

A Regular Meeting Call to Order EnclosuresPledge to the flagAgenda Changes

B Special Report/Discussion1 NSCA sports merge2 Board Goals & Strategic Action Plan 1

C Regular Reports1 Student Liaison to the Board Reports2 Administrative Reports3 Superintendent's Report4 President's Report

D Public Comments/GuestsE Consent Items

1 Approve the Minutes of 7/1/2014, 7/12/2014 22 Approve CPSE Minutes of 7/22 3

F Financial Reports1 Receive Budget & Revenue Status 42 Transfer Report 53 Treasurers Report June 64 Student Accounts June 7

Student Accounts July 8G Executive SessionH Recommendations of the Superintendent 9I Items for Board Discussion

1 Athletic Code of Conduct2 Form Committees for 2014/15 10

J Audit CommitteePolicy CommitteeBudget CommitteeNegotiations Committee

K Items for Board Action1 Approve Tax Warrant Reso 112 Athletic Merger with NSCA Reso

L Public Comments/GuestsM Executive SessionN Communications and Dates

August 28 - BOE Workshop

Middle School Library

Board of Education

AGENDASpencer-Van Etten Central School

Revised August 27, 2013

Strategic Action Plan

2011-2012- Completed 2012-2013 - Completed 2013-2014 2014-2015 2015-2016 T – Inventory software, hardware, and

renewable subscriptions. Create a SharePoint document for needs by building.

T –Increase BOCES Network Technology Specialist time

C/C & C/O – Create a district Public Information Coordinator (PIC)

C/C – Offer professional development for School Tool

A/P – Survey students and teachers to determine interest and qualifications for elective course offerings.

A/P – Implement NWEA testing 3-9.

A/P – Provide training and data analysis for NWEA assessment.

A/P – Initiate existing formal elementary school RTI plan.

A/P – Evaluate current staffing configurations and schedule to determine additional needs for the planning and implementation of RTI in each building.

A/P – Evaluate class size and staffing needs as it impacts the ability to deliver differentiated instruction.

A/P - Explore flexible schedule to include common planning time with special education, instructional support, reading, and or math support teachers with the general education teachers.

A/P – Develop curriculum mentor schedule for aligning common core standards in all curricular areas

C/C – Establish a distinguished alumni committee, which will be the umbrella for an athletic hall of fame.

T – Research Wi-Fi options for Middle and Elementary School.

T – Embed technology standards/outcomes into the curriculum development.

C/C – Explore schedules to provide additional extracurricular opportunities for students.

A/P – Create an efficient student tracking system that contains historical data and is available to both parents and staff.

A/P – Provide a time for teachers and students to analyze assessments in combination with previous year information to determine strengths and weaknesses.

C/C & C/O – Hold three parents education nights, one in each building (PIC in collaboration with Building Principal).

A/P - Explore flexible schedule to include common planning time with special ed, instructional support, reading, and or math support teachers with the general education teachers.

B/G – Explore district/building feasibility and consolidation study.

A/P – Investigate ½ day work-study opportunities for seniors.

A/P – Implement local based assessment testing in grade pk-11.

A/P – Explore technology options for implementation of online assessments.

A/P – Align common core standards in grades 3-8 for Math/ELA including local assessments.

A/P –Improve elementary school RTI plan.

C/O - Identify strategies to communicate with all groups within the district.

T- Purchase barcode scanner to use for inventory and online technology requests

T - Research dark fiber project

C/C & C/O – Develop, Define Public Information Coordinator (PIC)

B/G – Review energy audit bids

BOE Goal: Promote universally high standards and expectations while providing opportunities for growth and discovery.

C/C – 75% of students will be involved in extracurricular activities.

C/C – Research the possibilities of implementing a student court.

A/P – Align common core standards in grades Pre-K-12 for Science and Social Studies including local assessments

C/O - Create district-wide rules of engagement for the use of social networks as a communication tool.

A/P – Implement formal Pre-K-12 RTI plan.

Begin developing next strategic plan.

Continue to evolve the PIC position.


A/P – Begin piloting RTI plan in additional content areas.

Time for teachers and students to analyze assessments in combination with previous year information to determine strengths and weaknesses will be embedded into our culture.

C/C – Create an employee recognition program.

C/C – Review and finalize student code of conduct and post at athletic sites.

T –Share/Develop Trend Data for home technology access.

C/C – Explore and investigate the capabilities of College Tracker program

C/C – Explore and investigate the use of Cohort Tracker

C/O - Create a communication plan to get information out to public and for collecting perceptive data from the community.

BOE Goal: Foster an environment conducive to developing civic responsibility, leadership, pride, problem solving, and self-discipline.

C/C – Establish a student centered anti-bullying character education program – aligned to Dignity for All.

C/O - Investigate the benefits and liabilities of creating social networking opportunities.

B/G – Review and implement energy conservation plans.


BOE Goal: Deliver a comprehensive, consistent, high quality Pre-K– 12 curriculum anchored to Common Core State Standards.

T & A/P – Embed staff development into the regular education day, replacing conference day model – utilizing curriculum mentors and local talent, focusing on researched based best practices and data driven instruction.

o Provide release time to allow teachers to shadow, collaborate, and reflect, including grade level teaming Pre-K-12.

T – Increase BOCES instructional technology budget – train turn-key staff for ongoing staff dev.

T – Research 1:1 initiative with the intent to supply a device for every child in grades 5-12.

A/P – Create formal middle school and high school RTI plan.

A/P – Explore preseason instruction for RTI (possibly during same ESY time frame)

A/P – Reassess staffing configurations and schedule to determine additional needs for RTI in each building.

A/P – Align common core standards in grades Pre-K-12 for Math and ELA including local assessments.

A/P – Sustain time for teachers and students to analyze assessments in combination with previous year information to determine strengths and weaknesses.

Re-evaluate the ES RTI plan to ensure 100% students reading at grade level.

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Revised August 27, 2013

All curriculums will be aligned to encompass Common Core State Standards.

Ongoing Initiatives

B/G – Monitor energy usage

T - Annual evaluations of technology infrastructure

T - Provide continuous professional development opportunities for the use of educational technology – share best practices, NYSCATE

T - District leadership will encourage and assess the use of educational technology by all staff.

C/C – Prepare student activity fairs for students and parents during 1 annual lunch, open house, parent/teacher conferences

C/C – Use Athletes as Role Models (ARM) as a vehicle increase student participation in athletics across the district.

B/G, C/C & C/O – Survey stakeholders on various school topics – revise B.O.E. policies, handbooks, building goals, district goals, building usage aligning goals to district mission

A/P – Based on survey information course offerings will include an elective in each subject area dependent on budget and if the budget does not allow they will be provided on a rotating basis.

A/P – Explore alternative course offerings through non-traditional instruction

A/P – Explore flexible scheduling for teachers to allow students the opportunity to choose additional electives.

A/P – Support the ACE/AP certification process.

A/P – Develop a schedule for assessment analysis by grade level.

A/P – Provide data analysis training for staff for local assessments.

A/P – Staff training on differentiating instruction

A/P – Unit plans will include scaffolding and enrichment

C/C – Track attendance at Open Houses and Parent/Teacher Conferences

Annual Occurrences T – Inventory software, hardware, and renewable subscriptions. Create a SharePoint document for needs by building.

C/C – District website will be regularly maintained (PIC).

B/G, C/C, C/O – Create and share survey on communication and culture – surveying all stakeholders.- Include in Public Information Coordinator job description

A/P – End of the year transition meetings, focusing on student needs and preparation for the upcoming school year

A/P – Evaluate class size and staffing needs as it impacts the ability to deliver differentiated instruction

Review/Update strategic plan including fiscal impacts

KEY

T Technology Vision

C/C Climate and Culture

B/G Facilities

C/O Communication and Community Outreach

A/P Academic Program

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QUALITY SCHOOLS RUBRIC

1

2

Effective School Board and Superintendent

Visionary Strategic Leadership Student Centered Resourceful and responsible w/Finances In Compliance Data Based Decision Making Open/Accessible Reflective/Self-Improving Collaborative & Respectful w/Staff Cohesive

District Organization

Effective Organizational Design

Idealistic Organizational Culture

Improves Administration Has Clear Lines of Authority Is well communicated Is Self-Improving Evidenced by Satisfied Clients Reflects Community Pride

Striving for Excellence Staying Informed Open to Suggestions/Criticism Data Driven

Student Achievement &

Well Being

A Supportive Community Relationship

High Quality Instructional Program

High Quality System for

Approved by parents & students Provides diverse teaching & learning opportunities/makes effective use of technology Provides engaging instruction Provides challenging instruction Valid & reliable

Aligned Useful

Welcoming Collaborative Connected Supportive

Community Relationship

Mission/Vision

1

man R ources

Systematic Pro sional Developm t

Effective Staff R uitment

Fair & Helpful E ployee Supervision/Evalua

Employee Sati

Well anaged Scho District

Assessing Student Learning

High Quality School District

Focused on high student achievement Provides a safe learning environment

Defines Clear Expectations & procedures Provides quality professional development to support district goals Evaluates professional development Based on a culture of learning and development Facilitates collegial exploration & implementation of new learning Monitors and support the implementation of new ideas Displays a desire for ongoing self improvement Actively pursues their own professional development Committed to using new professional learning

Clear standards and procedures Effective staff recruiting & hiring are explicit and produce a highly capable, diverse staff

Defines & maintains clear evaluation standards and procedures Intended to help employees improve

Effective Financial

Effective Adminis(B&G, Food Servic

fesen

ecr

m
tion System
sfaction

Management

trative Operations es, Transportation)

job performance Makes Decisions Based on Data

Serious collection & evaluation of data Responsive

Managed systema lly Efficient Responsive Self-improving

Strategic resource allocation Systematic management of resources Efficient/resourceful In compliance

Mol

Hues

tica

QUALITY SCHOOLS RUBRIC

Table of Contents Table of Contents ........................................................................................................................................3 District Organization ..................................................................................................................................5

An Effective Organizational Design ..........................................................................................................5 Improves Administration & Operations.................................................................................................5 Has Clear Lines of Authority and Responsibility ..................................................................................6 Well-Communicated ..............................................................................................................................6 Self-Improving .......................................................................................................................................7 Evidenced by Satisfied Clients ..............................................................................................................7 Reflects Community Pride .....................................................................................................................7

An Idealistic Organizational Culture .........................................................................................................8 Striving for Excellence...........................................................................................................................8 Staying Informed....................................................................................................................................8 Open to Suggestions and Criticism........................................................................................................9 Data-Driven............................................................................................................................................9

An Effective School Board: Superintendent ............................................................................................10 Visionary..............................................................................................................................................10 Strategic ...............................................................................................................................................10 Leadership ............................................................................................................................................11 Student/ Classroom Centered...............................................................................................................11 Resourceful and Responsible with Finances........................................................................................12 In Compliance ......................................................................................................................................12 Data Based Decision-making...............................................................................................................12 Open/Accessible...................................................................................................................................12 Reflective/Self-improving....................................................................................................................13 Collaborative and Respectful with Superintendent and Staff ..............................................................13 Cohesive...............................................................................................................................................14

Community Relationship..........................................................................................................................15 Supportive Community Relationship.......................................................................................................15

Welcoming ...........................................................................................................................................15 Collaborative ........................................................................................................................................15 Connected.............................................................................................................................................16 Supportive ............................................................................................................................................16

Student Achievement and Well Being.....................................................................................................17 High Quality Instructional Program.........................................................................................................17

Approved by Parents and Students ......................................................................................................17 Provides Diverse Teaching and Learning Opportunities & Makes Effective Use of Technology ......17 Provides Engaging Instruction .............................................................................................................18 Provides Challenging Instruction.........................................................................................................18

High Quality System for Assessing Student Learning.............................................................................19 Valid & Reliable ..................................................................................................................................19 Aligned.................................................................................................................................................19 Useful ...................................................................................................................................................20

High Quality School District....................................................................................................................21 Focused on High Student Achievement...............................................................................................21

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QUALITY SCHOOLS RUBRIC Revised 1/14/04

Provides A Safe Learning Environment ..............................................................................................21 Human Resources, Development & Planning and Staff Development ................................................22

Systematic Professional Development.....................................................................................................22 Defines Clear Expectations and Procedures ........................................................................................22 Provides Quality Professional Development Opportunities to Support District Goals .......................22 Evaluates Professional Development Activities ..................................................................................23 Based on a Culture of Professional Learning and Development .........................................................23 Facilitates Collegial Exploration & Implementation of New Learning ...............................................24 Monitors and Supports the Implementation of New Ideas...................................................................24 Display a Desire for Ongoing Self-Improvement ................................................................................25 Actively Pursue Their Own Professional Development ......................................................................25 Committed To Using New Professional Learning ...............................................................................26

Effective Staff Recruiting ........................................................................................................................27 Requires Clear Standards and Procedures............................................................................................27 Effective Staff Recruiting and Hiring are Explicit and Produce a Highly Capable, Diverse Staff......28

Fair and Helpful Employee Supervision/Evaluation System...................................................................29 Defines and Maintains Clear Evaluation Standards and Procedures ...................................................29 Intended to Help Employees Improve Job Performance......................................................................30 Makes Decisions Based on Data ..........................................................................................................30

Attentive to Employee Satisfaction..........................................................................................................31 Serious Collection and Evaluation of Data ..........................................................................................31 Responsive ...........................................................................................................................................31

Well Managed School District .................................................................................................................32 Effective Financial Management .............................................................................................................32

Strategic Resource Allocation..............................................................................................................32 Systematic Management of Resources ................................................................................................32 Efficient/ Resourceful ..........................................................................................................................32 In Compliance ......................................................................................................................................32

Effective Administrative Operations (Buildings/Grounds; Food Services; Transportation)...................33 Managed Systematically ......................................................................................................................33 Efficient................................................................................................................................................33 Responsive ...........................................................................................................................................33 Self-Improving .....................................................................................................................................34

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5 QUALITY SCHOOLS RUBRIC Revised 1/14/04 District Organization

An Effective Organizational Design

Criteria:

Exemplary Accomplished Needs Improvement Assessment Tool

Improves Administration &

Operations

The design promotes efficiency; decision making, problem solving and assignment completion involve the fewest positions, and the least coordination of departments The design facilitates communication by making it clear for each situation who needs to be involved in making decisions, solving problems, and completing work The design of the organization clarifies responsibilities and makes it easier to hold elements of the system accountable

In general, the organizational design promotes efficiency, but there are some redundancies, where people/ offices are unnecessarily involved in decision making, problem solving or completing work assignments The design tends to facilitate communication; however, where the official design does not reflect reality, communication is actually impeded or delayed Overall, the organizational design facilitates accountability, though where the official design is inaccurate, accountability is not aided

The organization is designed more for control than for efficiency; a few key positions/offices are involved in most of the work and/or decisions, creating a bottleneck that limits productivity The design of the organization does not affect communication because all communication has to flow through the few critical positions or offices that control decision making The design does not promote accountability, because of the differences between the official design and reality

1. Staff and community surveys reflect high satisfaction with district operations.

2. Per pupil costs as detailed in SED comparison reports indicated rates at or below the median.

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6 QUALITY SCHOOLS RUBRIC Revised 1/14/04 District Organization An Effective Organizational Design

Criteria:

Exemplary Accomplished Needs Improvement Assessment Tools

Has Clear Lines of Authority and

Responsibility

The structure of the organization is easily understood and clearly details the lines of authority from the board, through the superintendent, to all departments and staff positions; it clearly defines the responsibilities of each department and employee

The organizational structure is clearly defined and mostly accurate and useful, but there are a few aspects of district operations where the formally defined structure deviates from the informal, real-world authority and responsibility

There is a clearly defined, easily understood structure for the organization, however, it is significantly different from the real structures of authority and responsibility that determine priorities, make decisions, etc.

Staff survey indicates that staff are able to not only identify but easily access appropriate staff.

Well-Communicated

The organizational structure of the district, and the rationale underlying the design, are shared with employees, parents, and community members in a variety ways on an ongoing basis

There is a formal definition and explanation of the organizational structure of the district, and it is accessible to all and its availability is communicated

Neither the district organizational structure, nor an explanation of it, are believed to be of importance by district staff, so it is not well-presented and not widely shared in the community

Staff survey indicates that staff members are able to not only identify but easily access appropriate staff.

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7 QUALITY SCHOOLS RUBRIC Revised 1/14/04 District Organization An Effective Organizational Design

Criteria Exemplary

Accomplished Needs Improvement Assessment Tools

Self-Improving

The board and district staff review organizational effectiveness at regular intervals, and they modify the design to improve effectiveness

The board and district staff review organizational effectiveness informally and consider modifying it, but the system resists change

The board and district staff occasionally discuss changing the design of the organization, but usually to serve special interests

Survey data from community, service groups, and staff indicate high satisfaction with organizational format and effectiveness.

Evidenced by

Satisfied Clients

Parents are pleased with the education their children are receiving, and are very satisfied with district programs and activities.

Most parents are pleased with their children’s education, and with district programs and activities; a few parents are concerned about their own children’s progress related to the district’s ability to meet the child’s needs.

Many parents are pleased with their children’s education, but a number are dissatisfied with district programs and activities; some praise the district, but there are many concerns expressed.

Reflects

Community Pride

The district is a source of pride for parents and for the community, which they demonstrate by volunteering to help in district activities, donating to the district, attending/participating in district events, and by voting to support the district.

Parents and the community are generally pleased and supportive of the district and the schools; some programs have active, vocal supporters.

There are a few district programs, particularly athletics and the performing arts, that have strong support among parents and the community, but the district and its instructional program are not a source of pride and are not well supported.

1. Community groups, such as the Chamber of Commerce, or WABO or GATES, routinely endorse the budget proposed.

2. Yearly budgets, which reflect program initiatives are routinely suggested and passed.

3. Community groups frequently seek participation of student groups at community activities.

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8 QUALITY SCHOOLS RUBRIC Revised 1/14/04 District Organization An Idealistic Organizational Culture

Criteria Exemplary Accomplished Needs Improvement Assessment Tools

Striving for Excellence

District staff display great pride in the organization, and they maintain an attitude of continuous improvement: rather than being satisfied, staff are always seeking ways to improve instructional programs, operations, and services to students and the community. It is understood and agreed to by all that the way that excellence is defined must be primarily based on district effectiveness in promoting students’ learning, growth, and development.

District staff take pride in the organization, and they display a desire to maintain or even improve the quality of district programs, operations and service to students/community; however, anxiety about change and/or loss of community support inhibits action. Everyone agrees that excellence in student learning is the focus of the district, and it is given the highest priority in decision making, but other priorities/values can dilute decisions or delay progress.

District staff are proud that the current status of district programs, operations and services are quite adequate; the district and staff participate in required improvement planning and professional development activities, but with no sense of need or urgency. There is considerable discussion of excellence in student learning, but because of an underlying belief that current results areas good as can be achieved, other considerations determine most decisions.

Staying Informed

In order to inform planning and decision making to achieve excellence, the district is vigilant and systematic in pursuing useful information, in the areas of state regulations and guidelines, developments in curriculum/instruction, financial and business trends and opportunities, and customer satisfaction.

In order to inform planning and decision making to improve the quality of schooling, the district regularly pursues/ discovers, evaluates and considers new information relevant to all areas of operations; there is a tendency to rely on traditional forms of information and methods of finding it, and the effort could be given higher priority.

As part of improvement planning and decision making processes, the district engages in information gathering in all areas of operation; but the effort is minimal, or poorly conducted, and there is a tendency to seek out information that supports preferred choices, so useful information is missed.

1. Student Performance Data

indicates achievement at or above similar schools.

2. Student performance data indicates continuous improvement in year-to-year comparisons.

3. Curriculum audits by PPC reviews compliance with local, state and federal standards. Recommendations for revision are implemented.

4. A review of reports to the Board of Education as well as the budget process indicate data is routinely used to make critical decisions.

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District Organization An Idealistic Organizational Culture Criteria:


Open to Suggestions and

Criticism

In order to be responsive to changing needs or desires of the community, the district maintains a number of ways and encourages students, parents and community members to share concerns and ideas. In order to improve operations, the district is open to and encourages staff to share concerns or suggestions for improving the workings of the district.

District staff desire to be responsive to clients and the community, and they have established ways for students, parents and community members to have input into planning and decision making. The district solicits input from staff, and regularly surveys staff to inform planning and decision making, but some staff members are uneasy about criticizing.

The district maintains official channels for providing input into planning and decision making, but it isn’t encouraged nor highly regarded by the board and staff members. The district has official channels for staff members to express concerns or make suggestions, but staff generally do not take advantage of the opportunity.

Data-Driven

Decisions are based on in-depth and comprehensive analysis of data/information related to student achievement and school climate, as well as employee and client satisfaction.

Decisions are based on the analysis of relevant data/information on school and district effectiveness, but it sometimes seems to take a great deal of evidence to change the status quo.

Decisions are rarely based on significant analysis of data or information, seeming instead to be based on a combination of the status quo, personal opinions/perspectives, and the influence of different interests.

1. Student Performance Data

indicates achievement at or above similar schools.

2. Student performance data indicates continuous improvement in year-to-year comparisons.

3. Curriculum audits by PPC reviews compliance with local, state and federal standards. Recommendations for revision are implemented.

4. A review of reports to the Board of Education as well as the budget process indicate data is routinely used to make critical decisions.

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10 QUALITY SCHOOLS RUBRIC Revised 1/14/04 District Organization An Effective School Board: Superintendent Criteria:


Visionary

With community input the board develops, updates and communicates a clear mission and vision. The board consistently uses its vision and mission as a basis for decision making.

The board has a well-defined mission and vision, which is well communicated to the community and staff. The board primarily uses its vision and mission as a basis for decision making.

The board has statements of purpose and concepts of district excellence, but they are not clearly articulated. The board’s vision and mission are primarily exercises in public relations and do not serve as a primary basis of decision making.

1. Community Survey 2. Staff Survey 3. Board of Education Self-

Assessment

Strategic

The board sets challenging but achievable long and short-term goals for the district, and defines concrete action plans for achieving goals through processes that allows for staff/community input, and that develops support for goals/plans. The board places its goals and plans at the center of decision making and of district development efforts.

The board has meaningful short and long-term goals for the district, and has developed plans for achieving them. Board decisions are almost always based on district goals/plans, but politics are considered.

The board has set goals for the district, but achieving them is limited by vagueness in the goals or the action plans, and/or lack of board support. The board’s goals/mission serves as a public relations purpose, but local opinion and politics are the primary basis for decision making.


Assessment

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11

District Organization An Effective School Board: Superintendent Criteria:


Leadership

The board consistently demonstrates an awareness of its policy-making role, leaving management decisions and processes to the superintendent and his/her staff. The board participates in county and state organizations to advocate for our students and public education as a whole.

The board is generally good about leading and not managing. Occasionally the board becomes involved in managing rather than setting policy.

The board often monitors and questions staff so much about district programs/efforts that they seem to be trying to micro-manage, not lead.

Staff Survey

Student/

Classroom Centered

The board uses the benefits to students and learning as the criteria by which all decisions are made and communicated.

The board requires staff to provide a rationale for all recommendations that show how the recommended action will benefit student learning and aligns with the district Mission/Vision and long and short-term goals.

The board uses benefits to students/learning as the most important criteria and communicates it well. The board most often decides on the educational benefit as it relates to student learning.

The board often uses criteria other than students/learning to make decisions. There is little communication about decisions. The board often accepts or rejects staff recommendations based on criteria other than benefits to students/learning.

1. Parent Survey 2. Staff Survey 3. Board of Education Self-

Assessment

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12



Resourceful and Responsible with

Finances

The board pursues all reasonable opportunities to increase resources available to support teaching/learning, including seeking grants, partnerships with business/industry, and lobbying for increased government support. The board holds cost-effectiveness and efficiency of operation as the highest financial value, working to maximize the value of expenditures while maintaining its focus on student learning.

The board devotes time and directs staff to pursue outside resources. Ongoing demands sometimes limit the amount of time/energy available for this purpose. The board frequently makes cost-effective decisions that benefit student learning.

The board seeks to increase available resources, but does not support staff in their efforts. The board frequently makes cost-effective decisions that benefit student learning. There are times when other factors come into play.

Budget Data

In Compliance

The board consistently monitors decisions, policies and operations to assure that the district is in compliance with local, state and federal rules, regulations and guidelines.

The board regularly monitors decisions, policies and operations to assure that the district is in compliance with local, state and federal rules, regulations and guidelines.

The board does not systematically monitor procedures to assure compliance with rules/regulations, and often has to remedy deficit situations.

1. Board of Education Self-Assessment

2. State and Federal Audits

Data Based

Decision-making

The board consistently considers all relevant data, and uses this data to make decisions regarding policy, personnel, goal setting, evaluation and finances.

The board regularly considers all relevant data, and uses this data to make decisions regarding policy, personnel, goal setting, evaluation and finances.

The board has relevant data available, but often forms their own opinion based on personal opinion and politics.


Assessment

Open/Accessible

The board is open and accessible to parents and community members and is open minded about other points of view in the district, including alternative ideas and criticisms of practices and decisions. Board seeks out alternative points of view, particularly those that tend to be critical of the district and the board.

The board is accessible and mostly open to honest views of the district. The board is always available to hear and discuss honest criticism, but does not seek it out.

The board is generally open to the community but tends to be resistant to criticism and other points of view about the board or the school district. The board does not seek out alternative points of view nor is it particularly receptive to it.

1. Community Survey 2. Staff Survey

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Reflective/Self-improving

The board regularly reflects on its decisions, actions and processes and takes action to improve when necessary. The board consistently monitors progress on district initiatives and endeavors, making adjustments in plans, timelines, resource allocations, priorities, etc., in order to better achieve district goals.

The board regularly reviews the consequences of its decisions and uses it when planning for the future. The board monitors progress on district initiatives and endeavors.

The board rarely reflects on the results of its deliberations or decisions, tending to hold staff accountable instead. The board rarely monitors progress on district initiatives and endeavors and therefore rarely uses this information to make adjustments to plans and policies.


Assessment

Collaborative and Respectful with Superintendent

and Staff

Board members view themselves as partners with each other, the superintendent, and district staff. Board members are respectful of the superintendent and the staffs showing appreciation for their hard work on which the district depends. Problems/mistakes are recognized as part of the process; the board works with the superintendent and with district staff to resolve problems without needing to assign fault or blame.

The board works closely with each other, the superintendent and with the staff. Board members almost always separate emotion about issues from affect about the superintendent and staff. Most mistakes are accepted as part of the operation and the problem-solving process.

It often appears that the board is working on a different agenda than the superintendent and staff. Board members get involved in controversial issues and are not respectful of the superintendent or staff. Board members treat mistakes or problems as occasions for questioning the motives or abilities of the superintendent and staff, inhibiting motivation and initiative.

1. Staff Survey 2. Board of Education Self-

Assessment

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Cohesive

Public debate about policy decisions are lively, civil and respecting of the opposing points of view. Once established there are a few disagreements among board members about policy or decisions. Once a direction is established the board acts as a single cohesive body with one voice.

Public debates about policy decisions are most often lively, civil and respecting of opposing points of view. Once established there are some disagreements among board members about policy or decisions. After a direction is established the board most often speaks with one voice.

Board members are frequently impolite or disrespectful. Board members often make disagreements public. Board members often speak as individuals, independent of the majority opinion of the board.


Assessment

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15

Community Relationship Supportive Community Relationship


Welcoming

District staff understands that the foundation of a supportive community relationship and collaboration is mutual respect and an ability and expectation to work together as partners. Staff make every effort to make parents and community members feel welcome and comfortable, conveying the message, “You are important to us; we’re happy to see you here.”

District staff value parent/community support for the district and involvement in the educational program, and they want these people to feel welcome and comfortable in the schools and district offices; parents and community members are viewed as potential resources/helpers rather than as partners.

Although district staff knows that effective education requires a partnership with parents, and that a successful district depends on the support of its community; some staff is guarded in their interactions with parents. Parents/community members are welcome to participate in limited roles, but are not seen as partners.

1. Website Feedback 2. Community Survey 3. Touch-pad/computer survey at

special events

Collaborative

The district uses parents/community members as a way to gather input and feedback from the broadest range possible to hear everyone’s voice. District staff welcomes parent/community participation in planning, decision making and evaluation activities because their ideas and community perspective are valued. A wide variety of parents and community members, from across the community, readily volunteer their time and skills to district and school activities/efforts.

The district seeks input/feedback from all school families and the community: through advisory committees, questionnaires, phone calls, and collecting feedback from visitors District staff involves parents/community members in planning, decision making, and evaluation to benefit from their community knowledge and to gain their support. There are almost always sufficient numbers of parent/community member volunteers to meet school/district needs, usually from a core of dedicated and valued supporters.

The district has formal processes for parents or community members to provide input into planning/decision making or to provide feedback about district operations/programs Parents/community members are included in planning, decision making, and/or evaluation activities to the extent required by statute or school board directive. There are many parents/community members who volunteer their time and help for school activities/efforts, but more are needed and it is sometimes difficult to meet school needs.

1. Committee Participation Survey 2. Participation rate(s) on

district/building Shared Decision Making teams and other committees

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Community Relationship Supportive Community Relationship


Connected

Communications from the district to parent and non-parent residents are timely, clear and useful, and are distributed through a variety of channels; the community knows what is going on and how to obtain any needed information. District staff are responsive; they may not always agree with concerns expressed or problems identified, but they treat clients/constituents with respect, try to improve situations and to provide thorough explanations of the situation and the actions taken by staff.

Communication from the district to parents and non-parents are generally effective and useful. The district relies on mail or web site to disseminate information. Residents do not necessarily know whom to contact to have a question answered. District staff are responsive; they take concerns/questions seriously and work with clients/constituents; yet other responsibilities sometimes take priority and limit the efforts that can be made; while explanations may not always please, but they are complete and honest.

There are numerous communications from the district, however, they are not always crafted well/clearly; it is also difficult for those seeking to obtain information from the district; the community does not feel that it is as informed as it could be. District staff attempt to respond to concerns/ questions of clients and constituents, wanting to solve problems if they can; however, efforts are limited and explanations often unsatisfying.

1. Communications audit 2. Exit poll or touch-pad survey

at Annual Budget Vote

Supportive The community consistently passes the school budget

The community supports the school budget Failure of the budget to pass is an anomaly. When an additional vote takes place, it passes by a two-thirds majority.

The community organizes to defeat the school budget on a regular basis.

Consistently passed school budget

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Student Achievement and Well Being High Quality Instructional Program


Approved by Parents and

Students

Students and parents believe that the district curriculum and instructional program are focused on important ideas, information and skills that students will need and that will prepare them for their life beyond schooling.

Students and parents believe that the district curriculum/instructional program addresses important ideas and lifelong skills, as well as more traditional school learning.

Students and parents are concerned that the district curriculum/instructional program is too focused on traditional school knowledge and skills, with too little emphasis on learning to learn and other lifelong skills.

1. Parent Survey 2. Student Survey

Provides Diverse Teaching and

Learning Opportunities & Makes Effective

Use of Technology

Teachers regularly use a number of different instructional strategies, based on different approaches or modes, to accommodate as many learning styles as possible. To the greatest extent possible, teachers provide learning options of a variety of types from which students select those that match their interests and the ways they learn best. Instruction provides students with opportunities to use computers and technology to learn, gather information/ideas and create performances and or products, mirroring the use of these tools by Accomplished adults.

Teachers use a set of varied instructional approaches that meets the needs of most students. Teachers often provide students with the option of choosing among alternative learning activities, but there are also a few times when students must adapt to those learning activities determined by the teacher. Instruction often makes use of computers and technology in classes other than those with a technology focus, and often in realistic ways and for authentic purposes, but also many times as an adjunct to traditional instruction.

Teachers tend to use the same basic instructional approaches for all students. Teachers generally develop a common set of learning activities and assignments for all students independent of learning and performance styles/preferences. Computers and other technology are used primarily in technology classes, or when students choose to use them on their own time; teachers rarely build the use of technology into their course requirements.

1. Staff Survey 2. Quality Schools Team 3. Tracking Student

Performance Data (SPD) (i.e. writing portfolio)

4. Teacher Evaluation

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Student Achievement and Well Being

High Quality Instructional Program


Provides Engaging

Instruction

Teachers make extensive effort to engage students in learning, using questions to arouse curiosity, demonstrating relevance, and having students use their learning in realistic situations for authentic purposes.

An increasing proportion of teachers and of the instructional program are incorporating elements designed specifically to engage students, including using essential questions and authentic learning/assessment tasks.

Teachers make little/no attempt to create interesting/engaging teaching/learning activities.

1. Student Survey 2. Staff Survey 3. Quality School Team 4. Tracking SPD 5. Teacher Evaluation

Provides Challenging Instruction

Across the K-12 instructional program students are challenged to think, to solve problems, and to apply their learning in realistic situations; assigned work requires students to stretch, but is within their capability to accomplish successfully.

The focus of the district instructional program is shifting to a more application/ thinking skill/problem solving orientation; the concept of instructional “challenge” is also changing, with students at all levels being required to independently use their learning.

The K-12 instructional program is concerned with teacher-guided student learning of specific information and skills; challenge is achieved by increasing the amount to be learned, rather than by asking students to do something challenging with their learning.

1. Parent Survey 2. Student Survey 3. Staff Survey 4. Quality School Teams 5. Tracking SPD 6. Teacher Evaluation

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High Quality System for Assessing Student Learning


Valid & Reliable

Assessments are directly/explicitly linked to curriculum standards and the assessment system gathers evidence related to each important learning goal. Classroom/school assessment systems ensure accuracy/reliability by gathering multiple and varied assessment data, anchored by tasks that require students to use their learning and to display their understanding, thinking, and decision making. Validity of assessment is enhanced by the use of authentic tasks requiring students to use their learning in ways analogous to those of Accomplished adults.

Assessments are linked to curriculum standards; students are assessed on learning related to most standards, but not always on those requiring evidence that is complex or difficult to obtain. Classroom/school assessment systems gather a balance of assessment data of varying types, including those requiring learning products or performances; the district could make more use of performance assessment across the curriculum. The school/district is beginning to consider and explore the link between the validity of assessment and the need to see if students can apply their learning in real world situations and problems.

Assessment is based on district curriculum standards, but because most assessments are tests, those standards requiring complex or difficult evidence of learning are not assessed. Classroom/school assessment systems are not well balanced; they are dominated by traditional test methods; use of performance assessment is sporadic and not fully integrated into the system leaving some learning goals not assessed. There is little concern with the validity of assessment beyond the traditional logic of testing except in those curriculum areas that are naturally focused on performance (e.g., the arts, vocational, etc.).

1. Staff Survey 2. Quality Schools Team 3. Tracking SPD 4. Tracking Program Data

(standardized assessments) 5. Teacher Evaluation

Aligned

Assessment and instruction are linked and aligned with district curriculum standards. The sequence of teaching and learning activities prepares students to be successful.

Assessment and instruction are loosely aligned with district curriculum standards; the sequences of learning activities do not consistently prepare students to be successful.

Assessment and instruction are not aligned with district curriculum standards. Learning activities are not sequential and do not lead to student success.

1. Staff Survey 2. Quality Schools Team 3. Tracking SPD 4. Tracking Program Data Teacher Evaluation

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Student Achievement and Well Being High Quality System for Assessing Student Learning


Useful

Teachers consistently and skillfully use assessment data to understand their students learning needs, to modify assignments and lesson plans, and to provide instructional feedback to students. Students regularly use peer and self-evaluation methods. Students consistently use assessment feedback to improve their own works.

Teachers sometimes use assessment data to understand their students learning needs, to modify assignments and lesson plans, and to provide instructional feedback to students. Students frequently use peer and self-evaluation methods. Students occasionally use assessment feedback to improve their own works.

Assessment data is not used to understand students’ learning, to modify assignments and lesson plans or to provide feedback to students. Students sporadically use peer and self-evaluation methods. Students do not use assessment feedback to improve their own works.

1. Staff Survey 2. Quality Schools Team 3. Tracking SPD 4. Teacher Evaluation

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High Quality School District

Criteria Exemplary Accomplished Needs Improvement

Assessment Tools

Focused on High Student

Achievement

Student results from standardized tests/assessments are higher than comparable districts, with the majority of students scoring at or above national averages. Academic portfolios of complex student work products and performances provide convincing evidence of students' ability to use school learning in realistic situations to solve problems/make reasoned judgments.

The majority of students perform above national averages and at levels comparable to order schools with similar demographics on standardized tests and assessments. Academic portfolios are beginning to be used to document students’ abilities/learning beyond traditional indicators, and they show evidence of students using their learning to solve real world problems/make reasoned judgments.

Student results from standardized tests/assessments generally reflects the demographic makeup of the district; many students do well, but there is a persistent group of low achievers. If there are academic portfolios, they are made up of traditional tests, reports, essays and projects, and they provide little or no evidence of students’ ability to use their learning as related to real-life situations.

1. Staff Survey 2. Quality Schools Team 3. Tracking SPD – Indicator B 4. Tracking Program Data –

Indicator A 5. Teacher Evaluation – Indicator

B

Provides A Safe Learning

Environment

Students and parents are satisfied that school environments are very safe from and that they are sufficiently orderly to minimize even accidental harm from happening to students. Students and parents are satisfied that district/school officials are vigilant about student safety; that they have implemented well-designed safety measures, test these regularly, and continuously look for new ideas to increase safety.

Students and parents believe that the school is safe from any external threats, and they believe the schools in generally orderly; occasional conflicts among students cause some worry about accidental harm. Students and parents believe that district/school officials have planned for student safety and have implemented a number of effective measures; a few people wish that safety were a higher priority in the district, but most are satisfied.

Students and parents believe school environments are generally safe, but there is some concern about orderliness and security. Students and parents are aware that school and district officials have implemented strategies for insuring student safety; possibilities and plan for them.

1. Parent Survey 2. Student Survey 3. Quality Schools Team –

Indicator B

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Human Resources, Development & Planning and Staff Development

Systematic Professional Development A Central Component That

Criteria: Exemplary Accomplished Needs Improvement Assessment Tools

Defines Clear Expectations and

Procedures

Planning and Staff Development (PSD) works with staff to define expectations for PSD that focus on using new ideas obtained from PSD, not just participating in training or workshops PSD defines user-friendly procedures for PSD participation; staff are clear about how to enroll and about the documentation they need to submit to maintain records and be able to prove compliance with regulations

PSD works actively with school and central leaders to set high expectations for staff participation in PSD, distinguishing the varying needs of different job situations PSD clearly defines an efficient process for participating in and documenting PSD activities; any problems that occur with enrollment or documentation are minor and easy to solve to the employee’s satisfaction

PSD translates state requirements and district guidelines into clear regulations detailing the minimum time staff must spend participating in PSD PSD has made an effort to define procedures for participating in PSD, including enrollment and documenting participation, but a lack of clarity often leads to confusion, lost opportunities, and/or missing records

1. Teacher Survey 2. Professional Staff

Development (PSD) Audit

Provides Quality

Professional Development

Opportunities to Support District

Goals

PSD works with staff to identify PSD needs and preferences through a process that allows for the maximum staff input PSD annually provides a set of high-quality PSD programs to meet local staff needs and to promote district goals PSD uses a comprehensive approach to PSD, providing offerings of varying types to accommodate different learning styles, and employing follow-up training and support

PSD works with a representative committee to identify PSD needs and preferences PSD annually provides PSD programs related to district goals and instructional initiatives; staff are generally satisfied with the quality PSD relies heavily on the workshop format, but for critical district initiatives different forms and types of PSD are offered to meet the needs of all learning styles

PSD administers an needs assessment/survey to staff to identify PSD needs/preferences PSD annually provides PSD programs, but evaluations reveal that staff think many offerings were off-topic or poorly delivered PSD tends to consistently utilize the same approach to PSD, offering workshops or a conference –format with multiple sessions, independent of staff learning needs

1. Teacher Survey 2. PSD Audit (to include student

performance data)

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Effective Human Resource Development/Planning and Staff Development Systematic Professional Development


Evaluates Professional Development

Activities

PSD collects and analyses evaluation data from participants for all district PSD offerings and uses this data improve the quality of presenters, topics, and formats PSD attempts to collect feedback about non-district PSD offerings from district staff who participated, in order to guide other staff members considering participation in these PSD opportunities

PSD collects evaluation data from staff on district PSD offerings, and attempts to learn how to improve district PSD from the data, especially on PSD related to district goals PSD attempts to collect feedback about the most popular non-district PSD offerings, to insure that they are providing training consistent with district views, and to guide staff members considering these PSD options

PSD collects evaluation data on district PSD offerings from participants as required, but there is little attempt to learn how to improve district offerings from this data PSD staff do not believe that they are responsible for PSD opportunities provided outside the district; evaluating and selecting these options is seen as a staff responsibility

PSD Audit

Based on a Culture of

Professional Learning and Development

Staff share a commitment to continuous improvement of their programs/practices, and they expect to learn about new ideas and methods, as well as how to refine current practice, from quality PSD programs Staff share an expectation that new ideas and methods obtained from PSD will be explored for possible incorporation into the instructional program: PSD is viewed as a valued opportunity, both for the individuals involved and for the school as a whole

Staff are relatively satisfied with their programs/practices, though there are a few areas of the school program they would like to improve; they actively participate in selected PSD activities to meet specific goals For those areas of school- or department-wide interest for which PSD is viewed as an opportunity for improvement, staff expect to share and use new ideas/methods; in areas of individual or small group interests, expectations are not so clear

Staff are relatively content with their current programs/practices and are not seeking ideas about changes to be made; staff do not expect PSD to change their professional practices or lives Staff expect that PSD will rarely provide useful/practical ideas or methods for significantly improving instruction, though it might provide smaller, more specific tools, such as teaching activities or materials; PSD is seen as an obligation

Teacher/Principal Survey (Site Survey)

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Effective Human Resource Development/Planning and Staff Development Systematic Professional Development A School-Level Support System that…,


Facilitates Collegial

Exploration & Implementation of New Learning

The school creates time/opportunities for staff to meet and work together, to refine their understanding of new ideas/methods obtained from PSD, and to develop plans for exploring and using these innovations Most staff collaborate when implementing new ideas/methods, sharing their experiences, providing feedback to each other, and learning to use innovations effectively

The school can sometimes create opportunities for teachers to work together, when it is a school-wide initiative, or many staff are involved; otherwise staff must make their own arrangements to collaborate Many staff members collaborate when implementing a new initiative related to school goals and help each other learn to use innovations effectively

The school finds it difficult to create opportunities for teachers to work together, and collaboration on new ideas/methods is not expected; teachers who want to share learning, do it with friends on their own Staff generally works to understand and to use new ideas/methods on their own, rarely seeking feedback.

Site Survey.

Monitors and Supports the

Implementation of New Ideas

Administrators/supervisor/mentors participate in PSD in order to understand innovations well enough to monitor progress and to find ways to support staff School leaders make it a priority to support staff in their work with new ideas/methods learned in PSD; they persevere to obtain the time, resources, and expertise that is needed to make implementation successful

A representative administrator/supervisor participates in PSD and/or learns from participants in order to be able to provide leadership and support to staff When an initiative is important to the school, the administrator assigned to monitor and lead the effort works diligently to support staff with innovations, though there are other responsibilities

Administrators/supervisors tend not to participate in PSD intended for staff, though they provide leadership for innovations and are expected to support staff in their efforts Supporting staff in learning about and using new ideas/methods from PSD is one of many responsibilities for school leaders; they provide what support they can as they meet their many professional obligations

1. Site Survey 2. PSD Audit

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Effective Human Resource Development/Planning and Staff Development Systematic Professional Development And Individuals Who…


Display a Desire for Ongoing Self-

Improvement

Staff members share an attitude of striving for excellence, recognizing that maintaining quality will require continuous learning and refinement of practice Staff members seek feedback about the effectiveness of their practice, from data, students and peers, and they plan their own personal PSD based on analysis of this data

Staff members display an attitude of confidence in the quality of their practice, combined with awareness that new learning could help them polish/refine what they do Staff members examine data and observe student results for feedback on practice, but tend to be reluctant to seek or to receive feedback from peers or supervisors

Staff members display an attitude of contentment with their professional practice, showing little interest in PSD beyond that required by regulations Staff members do not seek, nor are they receptive to feedback from others about their practice, and they are skeptical of data when it disagrees with their own perception

1. Teacher Survey 2. Supervisor Survey

Actively Pursue Their Own

Professional Development

Staff members develop PSD plans that reflect an awareness of personal growth needs, and that address knowledge, skill, and understanding related to district goals, initiatives, and priorities Staff members sustain a PSD focus over time, using their PSD opportunities and resources in a number of different ways to develop skill and expertise in a few areas Staff members participate in numerous and varied PSD activities, beyond what is required, including inconvenient choices and those that require an investment of personal time

Staff members select PSD opportunities and activities based on their sense of personal growth needs, and to develop competence related to district goals/priorities; could be more systematic in the choices made Staff members attempt to focus their PSD on specific needs or opportunities, but often find it difficult to make consistent choices when there are so many useful offerings Staff members are guided by state/district requirements, but they participate in many PSD activities of a variety of kinds, including non-district offerings

Staff members select PSD opportunities somewhat randomly, on such bases as what seems most interesting or fun at the time, what is most convenient, or to participate with friends or colleagues Staff members tend not to be participating in PSD in order to make changes in their practice, so there is no particular motive to focus PSD choices over time Staff members participate in the minimal amount of PSD required, and they tend to select the same kind of PSD activity—the one that makes them feel comfortable


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Effective Human Resource Development/Planning and Staff Development Systematic Professional Development


Committed To Using New

Professional Learning

Staff members actively seek out ongoing assistance of a number of types and from different sources, to help them learn to use new ideas/methods effectively Staff are perseverant with new ideas or methods, allowing their understanding and skill to mature as they make adjustments in practice to improve effectiveness

Staff members are open to assistance with implementing new ideas or methods, especially from peers, but they tend not to seek out help and admit that they need it Staff tend to get frustrated when they are not successful with new ideas/ methods; they persevere primarily when there are clear signs that they are making progress

Staff members are not concerned about implementing new ideas/methods and are not particularly receptive to feedback or assistance Staff tend not to be patient with new ideas or methods; either something new works practically from the beginning, or it is quickly abandoned in favor of prior practice


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Effective Human Resource Development

Effective Staff Recruiting

Criteria:


Requires Clear Standards and

Procedures

The Human Resources department (HR) assists school and administrative leaders to define clear, high qualifications for positions to be filled, and also helps them with the preparation of job descriptions and position advertisements. HR has created a carefully specified and standardized candidate selection process, and the department assists school/central leaders to use it, particularly in setting up interviews and with background checks. The HR department closely monitors candidate selection to insure compliance and to find ways to improve the process.

The HR department reviews and advises schools/departments in defining qualifications for positions to be filled; the department assists schools/departments to adapt these for particular situations, and prepares position advertisements. HR has created a standardized candidate selection process for use throughout the district; the department assists school/ central leaders to use the process when requested. HR observes some candidate selection to gather information that might be useful in refining the selection process.

The HR department has established a set of job descriptions and advertisements for each type of position in the district; schools/departments must do any adapting themselves, as HR primarily sees its role as one of managing documentation. The HR department has developed a generalized process to be used by all in selecting candidates; except for making the job offer and completing the contract, HR does not assist in the use of the procedure. HR does not get involved in the selection process for other departments/schools, nor does it try to refine the established process.

1. Staff Survey (targeted) 2. Dialogue/Feedback through

Leadership Forums 3. BEDS 4. Network w/business community

HR Depts. For contemporary market standards/procedures

5. Quality Schools Team counterpart for HR

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Effective Human Resource Development Effective Staff Recruiting

Criteria:


Effective Staff Recruiting and

Hiring are Explicit and

Produce a Highly Capable, Diverse

Staff

HR works closely with schools/central departments to anticipate employment needs, and to develop plans/strategies for locating and attracting quality candidates. HR is aggressive in the pursuit of quality, culturally diverse candidates for district positions to enhance ethnic diversity. Using a clearly defined selection process, based on high standards of preparedness and experience, newly hired staff is of the highest quality.

HR uses a set of strategies to locate and attract candidates to available jobs; staff works with schools/departments to develop plans to meet special employment needs. Staff participates in a number of employment events and monitor likely sources of candidates. Because of the recruitment effort, the standards for candidates, and the attractiveness of the district, newly hired staff tends to be of above average quality. Staff is recruited to enhance excellence and sometimes diversity.

HR uses a standard approach to recruiting, primarily relying on job advertisements. Staff believes that the candidates they see are typical of the profession in general. Staff is recruited/hired from a restricted pool without regard for diversity.


Leadership Forums 3. BEDS 4. Network w/business community

HR Depts. For contemporary market standards/procedures


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Fair and Helpful Employee Supervision/Evaluation System

Criteria:


Defines and Maintains Clear

Evaluation Standards and

Procedures

HR works with appropriate staff to clearly define high job performance standards for all positions in the district. HR works with school/department leaders to identify or create assessment tools consistent with their view of quality work performance and to define procedures that are practical and fair to everyone involved. HR helps all staff learn to understand/use the personnel evaluation system, providing initial training and follow-up assistance. HR maintains complete/accurate personnel documentation (e.g., observation/evaluation records, and correspondence) in a system that is easily accessible and understandable.

HR works with appropriate staff to define job descriptions that reflect district values/priorities; these need to be refined/clarified to be standards. HR helps school/central leaders select appropriate evaluation instruments and define fair evaluation procedures; these could be better linked to local views of quality work performance. HR provides training sessions to evaluators and staff on the evaluation tools and procedures. HR maintains complete personnel documentation, but the record-keeping system is somewhat confusing and difficult to use.

HR maintains a set of stock job descriptions, but they don’t reflect district values, and they aren’t clearly stated as performance standards. HR and school/central leaders select a standard evaluation instrument with no concern for local views, and they define evaluation procedures on the basis of convenience, not fairness. HR develops written materials to help evaluators and staff learns to use the personnel evaluation system. HR documentation is minimal at best, and the system is so disorganized that it is difficult to determine if records are complete and accurate.


Leadership Forums 3. BEDS 4. Network w/business

community HR Depts. For contemporary market standards/procedures


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Effective Human Resource Development Fair and Helpful Employee Supervision/Evaluation System

Criteria:


Intended to Help Employees

Improve Job Performance

Supervisors/evaluators perceive and use the observation/evaluation system primarily to monitor staff performance and to develop feedback for staff that will lead to improved job performance. Employees believe that the goal of the evaluation system is to help them improve job performance, and that they are receiving useful feedback from the system.

Supervisors/evaluators perceive the evaluation system as vital with untenured staff, and they are starting to use it with tenured staff to identify weaknesses/improve performance. Employees tend to see the evaluation system as a required ritual, but some are seeing the feedback based on the system as helpful to their work.

Supervisors/evaluators perceive the evaluation system as useful only for assessing/making decisions about untenured staff; with tenured staff it is seen as a necessary ritual. Employees are concerned that the evaluation system is either a waste of time, or a process for collecting information to use against them.

1. Analysis of Observation/Evaluation Instruments

2. Review process for the Analysis of Job Descriptions

3. Internal Process Survey

Makes Decisions Based on Data

The evaluation system provides ample and useful evidence for helping to make and support necessary decisions about personnel and employment status.

In general, the evaluation system provides adequate useful evidence for making and supporting personnel and employment status decisions.

The evaluation system provides required personnel/employment status evidence, but often more/better information would have been useful.

1. Analysis of Observation/Evaluation Instruments

2. Review process for the Analysis of Job Descriptions

3. Internal Process Survey 4. Existence of Audit Instruments

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Attentive to Employee Satisfaction

Criteria:


Serious Collection and Evaluation of

Data

District leaders view employee satisfaction as critical to its success, so the collection of satisfaction data is considered a priority; satisfaction data is regularly collected and analyzed to provide valuable feedback useful for district planning and improving operations, as well as for addressing employee concerns, ideas and needs. HR works with staff to insure that the formal collection of employee satisfaction data is sensitive to current local issues, and that employees are comfortable with the mechanisms for them to express their individual concerns, questions or ideas for improvement of the district.

District leaders view employee satisfaction as important, and they see the collection of data as providing information that can be used to improve and maintain satisfaction. HR works with representative staff on a regular basis to develop tools and procedures for formally monitoring employee satisfaction, as well as a system for employees to express concerns, identify issues, and make suggestions for improvement more informally, and at their discretion.

HR analyzes employee satisfaction data and makes it available to department heads/school leaders, the superintendent

District leaders want employees to be satisfied in their work, but the maintenance of satisfaction is not viewed as a district responsibility; employee satisfaction data is collected/examined primarily when there are crises/divisive issues or when the district needs to develop staff and community support for initiatives/new programs. HR summarizes employee satisfaction data when making it available to district leaders and the School Board, but does not invest much energy in carefully analyzing the data. District leaders are aware of employee satisfaction data, but

1. Staff surveys (targeted and random, intake and exit, event driven)

2. Longitudinal Assessment Survey (targeted)

3. Staff Retention Rates. 4. Quality School Team

Responsive

Employees believe that district leadership is responsive to their concerns and ideas; criticisms/suggestions are accepted and are seriously considered/addressed in planning and in changes in operations, and complete explanations are provided when issues cannot be addressed.

Staff participate in providing feedback/ input to district leadership because they feel that when there is widespread concern about an issue, or broad support for an idea/ suggestion, district leadership will respond, addressing the issue or providing a complete explanation of why it cannot be changed.

Employees do not believe that it is worth their while to provide feedback/input to district leadership because there is usually little/no positive response to concerns and ideas; planning does not usually reflect employee concerns and explanations are not usually provided to staff.

1. Staff surveys (targeted and random, intake and exit, event driven)

2. Longitudinal Assessment Survey (targeted)

3. Staff Retention Rates. 4. Quality School Team

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Well Managed School District Effective Financial Management

Criteria: Exemplary Accomplished Needs Improvement

Assessment Tools

Strategic Resource Allocation

Financial resources are allocated strategically—decisions about the allocation of funds are justified in terms of their promotion of district goals and objectives; these reasons take precedence even when difficult choices must be made.

Decisions about the allocation of funds are primarily based on consideration of the effects on achievement of district goals and objectives, but a few programs, services or operations are supported for other reasons believed to be important to district success.

Decisions about the allocation of funds are discussed in the language of district goals, but the primary bases of decision making are traditional/past practice, personal and political opinion, and special interests.

Systematic Management of

Resources

Management of resources is systematic, with clear and ambitious goals, a well-conceived plan for achieving them, a process for monitoring and adjusting operations, and a plan for collecting evaluation data to be used in future goal setting and planning.

Management of resources is systematic. In priority areas, staff is able to use the process to improve the effectiveness of operations.

Management of resources is primarily guided by tradition/past practice; goals are generally the same as the previous year. Operational changes result more from external pressure than from improvement efforts.

(Data is linked to Board Goals) 1. Audit Reports 2. Community Survey 3. Budget Vote 4. Analysis of Financial Reports 5. State Analysis 6. Per Pupil Spending Comparisons

Efficient/ Resourceful

The district is constantly looking to increase available financial resources from regional, state, and federal sources. Expenditures/purchases are studied to discover cost savings/efficiencies, and all opportunities for grant monies and donations are pursued.

District staff goes through regular cycles of searching for additional revenues: often additional savings and/or resources cannot be found, but, in times of financial crisis, great effort is made to realize savings/other resources. Grants are sometimes investigated.

District staff expends very little energy pursuing additional resources; purchases are not studied. Staff believes they are making the best possible decisions. Grants are not investigated.

1. Audit Reports 2. Community Survey 3. Budget Vote 4. Analysis of Financial Reports 5. State Analysis 6. Per Pupil Spending Comparisons 7. Review Bidding Procedures

In Compliance

The district holds themselves to the highest standards – Generally Accepted Accounting Principles (GAAP). The district staff operates beyond minimal compliance when and where appropriate.

The district uses Generally Accepted Accounting Principles (GAAP), and insures compliance with all local, state and federal regulations; any discrepancies are minor, temporary, and quickly remedied.

The district is not in compliance with Generally Accepted Accounting Principles (GAAP), regional, state or federal regulations. Compliance issues are not studied.

1. Audit Reports 2. Community Survey 3. Budget Vote 4. Analysis of Financial Reports 5. State Analysis 6. Per Pupil Spending Comparisons 7. Independent Audit Reports

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Well Managed School District Effective Administrative Operations (Buildings/Grounds; Food Services; Transportation)

Criteria:


Managed Systematically

Management of operations is systematic, with clear and ambitious goals, a well-conceived plan for achieving them, a process for monitoring and adjusting operations, and a plan for collecting evaluation data to be used in future goal setting and planning.

Management of operations is systematic. In priority areas, staff is able to use the process to improve the effectiveness of operations. Other areas are maintained.

Management of operations is primarily guided by tradition/past practices. Goals are generally the same as the previous year. Operational changes resulting more from external pressure than from improvement efforts.

Efficient

District operations are managed with a constant concern for efficiencies, providing most reasonable cost and the best possible service. Staff is vigilant in monitoring for new ways to save funds.

Long-term facilities/equipment costs are minimized through a specified maintenance and replacement program that maximizes usage and function.

District operations are managed with a balance of concern: staff is cost-conscious, but they are also concerned with ease of operations. Occasionally, the staff looks at new ways to save or stretch funds. Long-term facilities/equipment costs are contained through a regular maintenance program, but replacement is sometimes not anticipated or budgeted.

District operations are not managed with a concern for quality of operations and reducing costs. Unanticipated facilities/equipment costs are not met because of an inconsistent maintenance program. Planning for replacement is not anticipated or budgeted.

Responsive

Staff responds effectively to parent/community member questions, concerns, and suggestions. These interactions are viewed as an opportunity to improve district operations.

Staff responds effectively to parent/community member questions, concerns and suggestions. When reasonable and feasible changes are made and clients are provided with a rationale when changes are not desirable.

Staff view parent/community member questions, concerns and suggestions as somewhat of an inconvenience that must be endured when administering district operations. Staff is courteous and attentive to some degree, but does not engage the client in the problem solving process.

Buildings and Grounds 1. Student Surveys 2. Staff Surveys 3. Community Surveys 4. Long-range Facilities Plan 5. Preventative Maintenance

Schedule 6. Review of Minutes from

Community Interest Groups (Tools for Schools, Safety Committee)

7. Budget Transportation 1. Student Surveys 2. Staff Surveys 3. Community Surveys 4. Preventative Maintenance

Schedule 5. SED Audits Food Services 1. Student Surveys 2. Staff Surveys 3. Community Surveys 4. SED Audits

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Self-Improving

Staff always monitors and evaluates operations. They use data to continuously improve operations.

Staff sometimes monitors and evaluates operations to provide data for planning and improving services.

Staff rarely monitors and evaluates operations. The data obtained isn’t considered important

1

SPENCER VAN ETTEN CENTRAL SCHOOL DISTRICT JULY 1, 2014

MIDDLE SCHOOL LIBRARY 7 PM

Members Present: Don Johnson, Sean Vallely, Casey Fish, Karen Johnson, Matt Connor, Brian Cornell, Rick Rogers (arrived at 7:06 pm), Cealan Haney

Members Absent: President: Administration: Joe Morgan, Jane Bradley, Tina Lampila, Missy Jewell, Eric Knolles Guests Present: Chris Miller, Liz King, Bill Baldwin, Heather Sexton, Member of the Press District Clerk: Laurie Cooper

A. Pledge to the Flag Regular Meeting called to order 7:00 PM Agenda Changes

B. Election 1. Election of President of Board of Education

Nomination by Sean Vallely, for Don Johnson Nomination by Matt Connor, for Casey Fish Paper ballots done, resulting in Don Johnson receiving 6 votes. Congratulations Don Johnson.

2. Election of Vice President of Board of Education Nomination by Casey Fish, for Sean Vallely Nomination by Sean Vallely, for Matt Connor Paper ballots done, resulting in Sean Vallely receiving 6 votes. Congratulations Sean Vallely.

C. Appointment of Officers Title 2014-15 1 District Clerk L. Cooper 2 Treasurer R. Wylie 3 Deputy Treasurer M. Leach 4 Tax Collector P. Bilinski 5 Claims Auditor & Alternate CBO Motion made by Casey Fish, Second by Sean Vallely, 6/0

D. Other Appointments Title 2014-15 1 School Physicians Guthrie – Sayre 2 School Attorney Sayles – Evans 3 Auditory, Extra – Classroom Acc’t M. Jewell

2

4 Student Accounts Treasurer J. Trumpfheller 5 Attendance Officer J. Horvath 6 External Auditor Ciaschi, Dietershagen, Little, Mickelson 7 Person to Certify Payroll J. Morgan 8 Purchasing Agent A. Frisbie 9 District Chemicals Officer Lance Cundy 10 APPR Lead evaluators J. Morgan, E. Knolles, M. Jewell, T. Lampila Motion made by Casey Fish, Second by Sean Vallely, (Rick Rogers entered meeting at 7:06) 7/0

E. Board Discussion 1. Regular Monthly Meetings

Regular meeting 2nd Thursday of each month, workshop/committee meetings – as needed, on the 4th Thursday of month, July through June. Motion Casey Fish, Second by Rick Rogers, 7/0

F. Designations 1 Official Bank Depositories Tioga State Bank, Chase, M & T, Citizens 2 Regular Monthly Meetings Determined in E1. 3 Official Newspaper Star Gazette and Random Harvest Motion made by Casey Fish, Second by Sean Vallely, 7/0

G. Authorizations 1 Authorization for Board members and employees to attend conferences, conventions and/or workshops. Meal reimbursement shall be limited to $15.00/breakfast, $20.00/lunch, $30.00/dinner including gratuity for overnight stay only. Official conference events are not included in this amount. Motion made by Sean Vallely, Second by Rick Rogers, 7/0 2 Authorization to establish Petty Cash Accounts Amy Bishop Elem School $100 Caroline Frisbie Middle School $100 Holly Perry High School $100 Susan Vargo Instruct. Support $100 Anne Frisbie District Office $100 Jerry Carr Food Service $100 John Horvath Transportation $100 Sam Davison Athletics $200 Lance Cundy Facilities/Maintenance $100 Motion made by Sean Vallely, Second by Brian Cornell, 7/0 3 Require signature of Treasurer or Deputy Treasurer to disburse funds. Motion made by Casey Fish, Second by Sean Vallely, 7/0 4 Authorize Superintendent to file applications and otherwise represent the district in regard to federal programs Motion made by Casey Fish, Second by Rick Rogers, 7/0

2

5 Authorize the President of the Board to apply for School Lunch Program, and Treasurer or School Lunch Manager to sign all reports and claims in the administration of the School Lunch Program. Motion made by Casey Fish, Second by Rick Rogers, 7/0

H. Bonding of Personnel 1 District Clerk $100,000 2 District Treasurer $1,000,000 3 Deputy Treasurer $1,000,000 4 District Tax Collector $1,000,000 5 Employee Bland Bond - REMOVE $0 6 Student Activity Treasurer $100,000 7 Claims Auditor $100,000 Motion made by Casey Fish, with removal of H5, Second by Matt Connor, 7/0

I. Other Items 1 Re-adoption of all policies and Code of Ethics in effect previous year 2 Establish IRS Business mileage reimbursement rate 3 Non Resident Student Tuition rate as per SED Motion made by Casey Fish taking 1-3 together, Second by Brian Cornell, 7/0

J. Special Report/Discussion 1 Sam Davison – none - report in august 14th meeting

K. Public Comments/Guests Chris Miller – NSCA– We have talked with Section 4 and the NYS Public high school assoc. SVE is Class C in all sports except football which is Class D. Will count in BEDS - will take 30 % of 6 kids (last year was 6), none being outside SVE district, This agreement has to get approved every year. Questions for next meeting: How are NSCA covered by insurance? How to enforce SVE guidelines? What would it take to move us up into another section? What are our existing numbers? Invite Sam Davison to next meeting. Add resolution to next meeting Action items. Bill Baldwin - Excellent choice of Caelan Haney for the student liaison to the Board. Caelan Haney - Thanks Mrs. Jewell. Will there be a place for the student liaison to give a report within the agenda? Board decided to add it to admin reports. Caelan joined board meeting.

L. Consent Items 1. Approve the Minutes of 6/24/2014 2. Receive Budget & Revenue Status 3. Receive Budget Transfer Report 4. Receive May Treasurers Report

Motion made by Casey Fish, Second by Matt Connor, 7/0 M. Recommendations of the Superintendent

Motion made by Sean Vallely, Second by Casey Fish, 7/0

2

N. Regular Reports 1. Administrative Reports Tina Lampila – Received $3700 grant from Triangle Fund. Missy Jewell – Sam Davison had meeting about athletic eligibility procedures, would like it done and approved by August 19. Eric Knolles – Scheduling for next year, wrestling camp in MS Cealan Haney – school is out and students are happy! Brian Cornell proposed to move Regular Reports prior to first public comments, Second by Casey Fish, 7/0

2. Superintendent’s Report Thank you to all who volunteered for the interview committee. Thanks Missy Jewell for great graduation. Missy – Jim Trumpfhellar did a great job. 3. President’s Report Thanks for electing me president, I will do my best.

O. Items for Board Discussion 1 NSCA Sports Merge – See item K.

P. Items for Board Action 1 Authorize $0.10 increase in student lunch & breakfast price effective 9/01

Motion made by Karen Johnson, Second by Matt Connor, 6/1 Casey Fish 2 Accept CSE/CPSE List Motion made by Casey Fish, Second by Sean Vallely, 7/0 3 Accept Outside Evaluator List Motion made by Casey Fish, Second by Sean Vallely, 7/0 4 Accept 2014/15 BOCES Contract for Services Motion made by Casey Fish, Second by Sean Vallely, 7/0

Q. Public Comments – B. Brumson asked to be notified when the Elementary principal position had been filled.

R. Communications and Dates S. Executive Session –

Motion to enter Executive Session at 8:50 pm for specific personnel made by Casey Fish, Second by Rick Rogers, 7/0 Motion to exit Executive Session at 9:15 pm made by Casey Fish, Second by Sean Vallely, 7/0

T. Adjournment Meeting adjourned at 9:16 PM Respectfully submitted,

Laurie Cooper Laurie Cooper District Clerk

2

SPENCER VAN ETTEN CENTRAL SCHOOL DISTRICT JULY 12, 2014

District Office 4:45 PM

Members Present: Sean Vallely, Casey Fish, Karen Johnson, Matt Connor, Brian Cornell, Rick Rogers Members Absent: Don Johnson President: Administration: Joe Morgan

A. Special Meeting Called to order 4:46 PM

Moment of Silence Pledge to Flag

B. Recommendations of the Superintendent Motion made by Casey Fish, Second by Rick Rogers, 6/0

C. Accept Milk, Bread & Ice Cream Bid Motion made by Rick Rogers, Second by Casey Fish, 6/0

D. Boundary Line Agreement Resolution Motion made by Casey Fish, Second by Karen Johnson, 6/0

Meeting adjourned without exception at 5:15 PM Respectfully submitted, Laurie Cooper Laurie Cooper District Clerk

2

Committee Recommendations for Board of Education Review with Details (August 12, 2014)

Meeting Alt ID# Age Committee Grade Reason Decision Disability Recommended School

07/22/2014 2402694 2:11 CPSE N/A Initial Eligibility DeterminationMeeting

ClassifiedPreschool

Preschool Student with a

Disability Spencer-Van Etten ElementarySchool

Program/Service Start Date End Date Ratio Freq. Period DurationSpeech/Language Therapy 09/04/2014 06/25/2015 Individual 2 Weekly 30 mins

07/22/2014 2402693 4:6 CPSE Preschool Initial Eligibility DeterminationMeeting

ClassifiedPreschool


Disability Spencer-Van Etten ElementarySchool


07/22/2014 2402266 2:11 CPSE N/A Initial Eligibility DeterminationMeeting

ClassifiedPreschool


Disability Home


Report - Recommendations for BOE (v03b) w/o Student Name with Program Details - Printed 7/24/2014 9:42:14 AM page 1 of 1

3

Budget Status Report As Of: 07/31/2014

Page 1

Fund: A GENERAL FUND

Spencer VanEtten Central School

Fiscal Year: 2015

04:25:36 pm

August 11, 2014

Budget Account Description BudgetInitial

BudgetCurrent

ExpendituresYear-to-Date

OutstandingEncumbrances

BalanceUnencumbered Available

BalancePending

Encumbrance

1010 Board Of Education

0.001010-400-0-00 BOE - CONTRACT& OTHER 1,138.00 1,138.00 750.00 388.00 0.00 0.00

720.001010-401-0-00 BOE- MEMB & CONF. 5,260.00 5,260.00 600.00 3,940.00 720.00 0.00

-97.701010-406-0-00 BOE - PRINT & PUBL. 300.00 300.00 18.50 379.20 -97.70 0.00

245.611010-450-0-00 BOE- SUP & MAT 400.00 400.00 67.00 87.39 245.61 0.00

7,098.00 7,098.00 1,435.50 4,794.59 867.91 0.00 867.911010 Board Of Education - Function Subtotal

1040 District Clerk

0.001040-160-0-00 DIST. CLERK- SALARY 2,500.00 2,500.00 208.34 2,291.66 0.00 0.00

0.701040-401-0-00 District Clerk- Confer 720.00 720.00 150.00 569.30 0.70 0.00

0.001040-450-0-00 DIST. CLERK- SUP & MAT. 150.00 150.00 0.00 150.00 0.00 0.00

0.001040-454-0-00 DIST. CLERK - POSTAGE 750.00 750.00 0.00 750.00 0.00 0.00

4,120.00 4,120.00 358.34 3,760.96 0.70 0.00 0.701040 District Clerk - Function Subtotal

1060 District Meeting

500.001060-400-0-00 DIST. MTG. - CONT & OTH. 500.00 500.00 0.00 0.00 500.00 0.00

0.001060-406-0-00 DIST. MTG. - PRINT. & PUB 2,190.00 2,190.00 0.00 2,190.00 0.00 0.00

2,850.001060-417-0-00 DIST. MTG - VOTING 2,850.00 2,850.00 0.00 0.00 2,850.00 0.00

5,540.00 5,540.00 0.00 2,190.00 3,350.00 0.00 3,350.001060 District Meeting - Function Subtotal

1240 Chief School Administrator

1.001240-150-0-00 CHIEF ADMIN - SALARY 134,735.00 134,735.00 11,227.84 123,506.16 1.00 0.00

1.001240-160-0-00 CHIEF ADMIN - SUPPORT SAL 34,480.00 34,480.00 2,873.26 31,605.74 1.00 0.00

61.001240-401-0-00 CHIEF ADMIN-MEMB.& CONFER 6,015.00 6,015.00 79.00 5,875.00 61.00 0.00

600.001240-450-0-00 CHIEF ADM.- SUP & MATERIA 600.00 600.00 0.00 0.00 600.00 0.00

-561.341240-454-0-00 CHIEF ADM - POSTAGE 3,120.00 3,120.00 406.34 2,475.00 238.66 800.00

178,950.00 178,950.00 14,586.44 163,461.90 901.66 800.00 101.661240 Chief School Administrator - Function Subtotal

1310 Business Administration

667.501310-160-0-00 BUS. ADM- SUPPORT-SALARY 79,407.00 79,407.00 6,561.62 72,177.88 667.50 0.00

547.051310-400-0-00 BUS ADMIN - CONT & OTHER 6,741.00 6,741.00 2,100.00 4,093.95 547.05 0.00

1,000.701310-401-0-00 BUS ADMIN - MEMB & CONF 1,820.00 1,820.00 0.00 719.30 1,100.70 100.00

0.001310-440-0-00 BUS ADMIN - CONTRACTS 1,900.00 1,900.00 0.00 1,900.00 0.00 0.00

648.951310-450-0-00 BUS ADMIN- SUP & MATERIA 1,914.00 1,914.00 57.00 1,009.44 847.56 198.61

-650.001310-454-0-00 BUS. ADMIN - POSTAGE 4,000.00 4,000.00 2,000.00 2,650.00 -650.00 0.00

0.001310-490-0-00 BUS ADMIN - BOCES 350,169.00 350,169.00 0.00 350,169.00 0.00 0.00

445,951.00 445,951.00 10,718.62 432,719.57 2,512.81 298.61 2,214.201310 Business Administration - Function Subtotal

1320 Auditing

0.001320-400-0-00 AUDITING 20,000.00 20,000.00 0.00 0.00 20,000.00 20,000.00

20,000.00 20,000.00 0.00 0.00 20,000.00 20,000.00 0.001320 Auditing - Function Subtotal

1330 Tax Collector

1,000.001330-400-0-00 TAX COLL. - OTH & CONTR. 5,200.00 5,200.00 0.00 4,200.00 1,000.00 0.00

0.001330-406-0-00 TAX COLL. - PRINT & PUBL 126.00 126.00 0.00 126.00 0.00 0.00

5,326.00 5,326.00 0.00 4,326.00 1,000.00 0.00 1,000.001330 Tax Collector - Function Subtotal

WinCap Ver. 14.08.06.2085

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Page 2



Fiscal Year: 2015

04:25:36 pm

August 11, 2014


BudgetCurrent




BalancePending

Encumbrance

1380 Fiscal Agent Fee

0.001380-400-0-00 FISCAL AGENT FEES 10,000.00 10,000.00 0.00 10,000.00 0.00 0.00

10,000.00 10,000.00 0.00 10,000.00 0.00 0.00 0.001380 Fiscal Agent Fee - Function Subtotal

1420 Legal

7,375.001420-400-0-00 LEGAL SERVICES-OTH & CONT 20,000.00 20,000.00 0.00 12,625.00 7,375.00 0.00

20,000.00 20,000.00 0.00 12,625.00 7,375.00 0.00 7,375.001420 Legal - Function Subtotal

1430 Personnel

-94.251430-406-0-00 Contractual and Other 0.00 0.00 94.25 0.00 -94.25 0.00

0.001430-490-0-00 PERSONNEL - BOCES 53,053.00 53,053.00 0.00 53,053.00 0.00 0.00

53,053.00 53,053.00 94.25 53,053.00 -94.25 0.00 -94.251430 Personnel - Function Subtotal

1480 Public Information and Services

0.001480-160-0-00 Noninstructional Salaries 32,464.00 32,464.00 2,705.34 29,758.66 0.00 0.00

0.001480-406-0-00 PUB. INFO - PRINT & PUB 961.00 961.00 0.00 0.00 961.00 961.00

0.001480-490-0-00 PUB INFO - BOCES- ST AID 21,224.00 21,224.00 0.00 21,224.00 0.00 0.00

54,649.00 54,649.00 2,705.34 50,982.66 961.00 961.00 0.001480 Public Information and Services - Function Subtotal

1620 Operation of Plant

21,997.001620-160-0-00 OPER SCH - SALARY 363,555.00 363,555.00 28,463.20 313,094.80 21,997.00 0.00

14,474.081620-161-0-00 OPER SCH.- EX/OT 15,000.00 15,000.00 525.92 0.00 14,474.08 0.00

2,400.001620-165-0-00 OPER SCH - HEALTH BUYOUT 2,400.00 2,400.00 0.00 0.00 2,400.00 0.00

2,450.001620-169-0-00 CLOTHING ALLOWANCE 2,450.00 2,450.00 0.00 0.00 2,450.00 0.00

18,694.951620-180-0-00 OPER SCH - SUBSTITUTE 20,000.00 20,000.00 1,305.05 0.00 18,694.95 0.00

70,000.001620-200-0-00 OPER SCH - EQUIPMENT 70,000.00 70,000.00 0.00 0.00 70,000.00 0.00

1,500.001620-400-0-00 OPER SCH - OTH & CONT. 35,800.00 35,800.00 6,809.56 27,490.44 1,500.00 0.00

0.001620-407-4-00 OPER SCH-FUEL-SP 58,000.00 58,000.00 5,679.20 52,320.80 0.00 0.00

0.001620-407-5-00 OPER SCH-FUEL-VE 85,000.00 85,000.00 0.00 85,000.00 0.00 0.00

0.001620-407-6-00 OPER SCH-FUEL-HS 65,000.00 65,000.00 5,657.87 59,342.13 0.00 0.00

0.001620-408-4-00 OPER SCH-ELEC-SPENCER 60,000.00 60,000.00 8,024.33 51,975.67 0.00 0.00

0.001620-408-5-00 OPER SCH-ELEC-VAN ETTEN 40,000.00 40,000.00 5,562.13 34,437.87 0.00 0.00

0.001620-408-6-00 OPER SCH-ELEC-HIGH SCHOOL 70,000.00 70,000.00 11,297.42 58,702.58 0.00 0.00

0.001620-409-4-00 OPER SCH-TELEPHONE-SP 4,490.00 4,490.00 392.52 4,097.48 0.00 0.00

2.991620-409-5-00 OPER SCH-TELEPHONE-VE 2,870.00 2,870.00 216.72 2,650.29 2.99 0.00

3.631620-409-6-00 OPER SCH-TELEPHONE-HS 15,200.00 15,200.00 1,104.00 14,092.37 3.63 0.00

0.001620-411-5-00 OPER SCH.- WATER- VE 10,100.00 10,100.00 0.00 10,100.00 0.00 0.00

7,200.001620-450-4-00 OPER SCH-SUP&MAT-SP 21,000.00 21,000.00 0.00 13,800.00 7,200.00 0.00

6,200.001620-450-5-00 OPER SCH-SUP&MAT-VE 17,500.00 17,500.00 0.00 11,300.00 6,200.00 0.00

8,932.041620-450-6-00 OPER SCH-SUP&MAT-HS 23,500.00 23,500.00 0.00 14,567.96 8,932.04 0.00

0.001620-490-0-00 OPER SCH-BOCES 3,120.00 3,120.00 0.00 3,120.00 0.00 0.00

984,985.00 984,985.00 75,037.92 756,092.39 153,854.69 0.00 153,854.691620 Operation of Plant - Function Subtotal

1621 Maintenance of Plant

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Page 3



Fiscal Year: 2015

04:25:36 pm

August 11, 2014


BudgetCurrent




BalancePending

Encumbrance

0.001621-160-0-00 MAINT. - SALARY 156,989.00 156,989.00 13,082.42 143,906.58 0.00 0.00

525.001621-169-0-00 CLOTHING ALLOWANCE 525.00 525.00 0.00 0.00 525.00 0.00

12,827.721621-400-0-00 MAINT - OTH & CONTR. 38,200.00 38,200.00 0.00 25,372.28 12,827.72 0.00

1,000.001621-401-0-00 MAINT- INSERV. TRAIN. 1,000.00 1,000.00 0.00 0.00 1,000.00 0.00

2,061.261621-440-0-00 MAINT. - CONTRACTS 18,601.00 18,601.00 7,939.74 8,600.00 2,061.26 0.00

3,546.471621-450-0-00 MAINT.-SUP & MAT- 20,000.00 20,000.00 600.00 15,784.53 3,615.47 69.00

6,400.081621-451-0-00 MAINT- SUP& MAT-- GROUNDS 11,700.00 11,700.00 0.00 5,299.92 6,400.08 0.00

247,015.00 247,015.00 21,622.16 198,963.31 26,429.53 69.00 26,360.531621 Maintenance of Plant - Function Subtotal

1910 Unallocated Insurance

0.001910-418-0-00 UNALLOC. INS.- LIAB&FIRE 72,000.00 72,000.00 0.00 72,000.00 0.00 0.00

0.001910-420-0-00 STUDENT ACCIDENT 12,400.00 12,400.00 0.00 12,400.00 0.00 0.00

84,400.00 84,400.00 0.00 84,400.00 0.00 0.00 0.001910 Unallocated Insurance - Function Subtotal

1920 School Association Dues

0.001920-413-0-00 SCHOOL DUES - NYS SCH BD. 7,710.00 7,710.00 0.00 7,710.00 0.00 0.00

-95.001920-414-0-00 SCHOOL DUES - NYSCOSS 1,050.00 1,050.00 0.00 1,145.00 -95.00 0.00

0.001920-418-0-00 SCHOOL ASSN. DUES 525.00 525.00 0.00 525.00 0.00 0.00

9,285.00 9,285.00 0.00 9,380.00 -95.00 0.00 -95.001920 School Association Dues - Function Subtotal

1964 Refund on Real Property Taxes

2,000.001964-400-0-00 REFUND REAL PROP TAXES 2,000.00 2,000.00 0.00 0.00 2,000.00 0.00

2,000.00 2,000.00 0.00 0.00 2,000.00 0.00 2,000.001964 Refund on Real Property Taxes - Function Subtotal

1981 BOCES Administrative Costs

0.001981-490-0-00 ADMIN CHARGE-BOCES- 220,331.00 220,331.00 0.00 220,331.00 0.00 0.00

220,331.00 220,331.00 0.00 220,331.00 0.00 0.00 0.001981 BOCES Administrative Costs - Function Subtotal

1983 BOCES Capital Expenses

0.001983-490-0-00 ADMIN -BOCES-CAPITAL 67,688.00 67,688.00 0.00 67,688.00 0.00 0.00

67,688.00 67,688.00 0.00 67,688.00 0.00 0.00 0.001983 BOCES Capital Expenses - Function Subtotal

2010 Curriculum Devel and Suprvsn

0.002010-150-0-00 Instructional Salaries 35,010.00 35,010.00 2,917.50 32,092.50 0.00 0.00

128.102010-160-0-00 Noninstructional Salaries 8,787.00 8,787.00 721.58 7,937.32 128.10 0.00

0.002010-490-0-00 BOCES Services 32,125.00 32,125.00 0.00 32,125.00 0.00 0.00

75,922.00 75,922.00 3,639.08 72,154.82 128.10 0.00 128.102010 Curriculum Devel and Suprvsn - Function Subtotal

2020 Supervision-Regular School

82,285.002020-150-0-00 SUPERV- INSTR. SALARY 259,390.00 259,390.00 15,185.00 161,920.00 82,285.00 0.00

3,612.002020-155-0-00 SUPERV- HEALTH BUYOUT 3,612.00 3,612.00 0.00 0.00 3,612.00 0.00

-750.502020-160-0-00 SUPERV - SUPPORT SALARY 128,323.00 128,323.00 10,756.12 118,317.38 -750.50 0.00

1,000.002020-161-0-00 SUPERV. SUPPORT EX/OT 1,000.00 1,000.00 0.00 0.00 1,000.00 0.00

1,200.002020-165-0-00 SUPERV - HEALTH BUYOUT 1,200.00 1,200.00 0.00 0.00 1,200.00 0.00

3,500.002020-180-0-00 SUPERV - SUBSTITUTES 3,500.00 3,500.00 0.00 0.00 3,500.00 0.00

0.002020-400-1-00 SUPERV - OTH&CONT - SP 1,500.00 1,500.00 0.00 1,500.00 0.00 0.00

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04:25:36 pm

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BudgetCurrent




BalancePending

Encumbrance

0.002020-400-2-00 SUPERV - CONT&OTH- VE 1,920.00 1,920.00 0.00 1,920.00 0.00 0.00

0.002020-450-2-00 SUPRV.-SUP&MAT-VE 176.00 176.00 0.00 176.00 0.00 0.00

1,000.002020-450-3-00 SUPRV.-SUP&MAT-HS 1,000.00 1,000.00 0.00 0.00 1,000.00 0.00

2,000.002020-454-1-00 SUPRV.-POSTAGE-SP 4,000.00 4,000.00 1,500.00 500.00 2,000.00 0.00

0.002020-454-2-00 SUPRV.-POSTAGE-VE 1,500.00 1,500.00 1,000.00 500.00 0.00 0.00

0.002020-454-3-00 SUPRV.-POSTAGE-HS 2,500.00 2,500.00 1,000.00 1,500.00 0.00 0.00

409,621.00 409,621.00 29,441.12 286,333.38 93,846.50 0.00 93,846.502020 Supervision-Regular School - Function Subtotal

2070 Inservice Training-Instruction

29,861.002070-150-0-00 INSERV TRNG - INST. SALAR 29,861.00 29,861.00 0.00 0.00 29,861.00 0.00

2,800.002070-400-0-00 INSERV TRNG - CONT&OTH 5,000.00 5,000.00 0.00 2,200.00 2,800.00 0.00

-193.282070-450-0-00 INSERV.-SUP&MAT- 250.00 250.00 0.00 443.28 -193.28 0.00

8,000.002070-490-0-00 INSERV TRNG -BOCES- 14,677.00 14,677.00 0.00 6,677.00 8,000.00 0.00

49,788.00 49,788.00 0.00 9,320.28 40,467.72 0.00 40,467.722070 Inservice Training-Instruction - Function Subtotal

2110 Teaching-Regular School

37,235.002110-100-8-00 Teacher Salaries, Pre-k 135,371.00 135,371.00 0.00 98,136.00 37,235.00 0.00

83,352.092110-120-0-00 TEACHER SALARIES - K-3 1,312,048.00 1,312,048.00 0.00 1,228,695.91 83,352.09 0.00

-189,023.002110-121-0-00 TEACHER SALARIES - 4-6 668,539.00 668,539.00 0.00 857,562.00 -189,023.00 0.00

34,314.002110-125-0-00 TCH SAL - K-6 -HLTH BUYOU 34,314.00 34,314.00 0.00 0.00 34,314.00 0.00

149,053.502110-130-0-00 TEACHER SALARIES-7-12 1,863,841.00 1,863,841.00 0.00 1,714,787.50 149,053.50 0.00

18,060.002110-135-0-00 TCH SAL- HLTH BUYOUT 18,060.00 18,060.00 0.00 0.00 18,060.00 0.00

90,000.002110-140-0-00 SUBSTITUTE TCH SALARY 90,000.00 90,000.00 0.00 0.00 90,000.00 0.00

14,872.002110-141-0-00 TUTORS 15,000.00 15,000.00 128.00 0.00 14,872.00 0.00

4,705.002110-160-0-00 TEACHING-SUPPORT SALARY 25,429.00 25,429.00 0.00 20,724.00 4,705.00 0.00

100.002110-161-0-00 TEACHING-SUPPORT EX/OT 100.00 100.00 0.00 0.00 100.00 0.00

375.002110-169-0-00 CLOTHING ALLOWANCE 375.00 375.00 0.00 0.00 375.00 0.00

900.002110-180-0-00 TCHNG-SUPPORT SUBSTITUTE 900.00 900.00 0.00 0.00 900.00 0.00

0.002110-400-0-15 TCHNG- OTH&CONT- MUSIC 720.00 720.00 0.00 720.00 0.00 0.00

1,000.002110-400-3-00 TCHNG- OTH&CONT.-HS 1,585.00 1,585.00 85.00 500.00 1,000.00 0.00

10,320.002110-402-0-00 TUITION REIMBURSEMENT 15,000.00 15,000.00 0.00 4,680.00 10,320.00 0.00

150.002110-405-0-15 EQUIP SERVICE 5,180.00 5,180.00 1,463.40 3,566.60 150.00 0.00

0.002110-405-3-15 TCH EQUIP SRVCE MUSIC-HS 0.00 500.00 0.00 500.00 0.00 0.00

182.002110-405-3-19 TCH EQUP SRVCE SCIENC-HS 0.00 880.00 698.00 0.00 182.00 0.00

0.102110-450-0-02 TCHNG.-SUP&MAT.-ART 790.00 790.00 0.00 789.90 0.10 0.00

1,449.922110-450-0-15 TCHNG.-SUP&MAT.-MUSIC 0.00 0.00 0.00 -1,449.92 1,449.92 0.00

754.002110-450-0-17 TCHNG.-SUP&MAT.-PHYS ED 754.00 754.00 0.00 0.00 754.00 0.00

1,635.932110-450-1-00 TCHNG.-SUP&MAT.-SPENCER 10,598.00 10,598.00 715.90 8,137.68 1,744.42 108.49

0.392110-450-1-15 TCH MAT&SUPPLY MUSIC- SP 4,651.00 5,011.00 0.00 5,010.61 0.39 0.00

557.112110-450-2-00 TCHNG.-SUP&MAT.-VE 14,565.00 14,565.00 1,368.16 12,639.73 557.11 0.00

21.402110-450-2-02 TCH MAT&SUPPLY ART - VE 178.00 178.00 156.60 0.00 21.40 0.00

317.242110-450-3-00 TCHNG.-SUP&MAT.-HS 13,398.00 12,518.00 428.50 11,627.24 462.26 145.02

0.222110-450-3-02 TCH MAT&SUPPLY ART - HS 1,074.00 1,074.00 0.00 1,073.78 0.22 0.00

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Fiscal Year: 2015

04:25:36 pm

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BudgetCurrent




BalancePending

Encumbrance

0.302110-450-3-06 TCH MAT&SUPPLY ENGLISH-HS 173.00 173.00 0.00 172.70 0.30 0.00

0.262110-450-3-14 TCH MAT&SUPPLY MATH - HS 1,581.00 1,581.00 0.00 1,580.74 0.26 0.00

291.482110-450-3-15 TCH MAT&SUPPLY MUSIC - HS 3,738.00 3,738.00 0.00 3,446.52 291.48 0.00

12.952110-450-3-16 Materials & Supplies 0.00 0.00 0.00 -12.95 12.95 0.00

91.652110-450-3-17 TCH MAT&SUPPLY PE - HS 1,233.00 1,233.00 0.00 1,141.35 91.65 0.00

361.172110-450-3-19 TCH MAT&SUPPLY SCIENCE-HS 3,794.00 3,794.00 0.00 1,517.39 2,276.61 1,915.44

5,000.002110-471-0-00 TCHNG-TUITION 5,000.00 5,000.00 0.00 0.00 5,000.00 0.00

0.002110-473-0-00 Payment to Charter School 10,808.00 10,808.00 0.00 10,808.00 0.00 0.00

44.012110-480-0-53 TEXTBOOK- PRIVATE SCHOOLS 0.00 62.00 0.00 0.00 62.00 17.99

20,431.332110-480-1-00 TCHNG-TXTBKS-SP 28,820.00 28,594.00 0.00 8,162.67 20,431.33 0.00

409.342110-480-2-00 TCHNG-TXTBKS-VE 5,298.00 5,298.00 2,743.59 2,145.07 409.34 0.00

15,472.952110-480-3-00 TCHNG-TXTBKS-HS 22,035.00 22,035.00 2,351.02 4,211.03 15,472.95 0.00

-7.142110-482-2-18 TCHNG--ASSESS.TESTS-VE 370.00 534.00 183.77 357.37 -7.14 0.00

0.002110-490-0-00 TCHNG -BOCES- 103,820.00 103,820.00 0.00 103,820.00 0.00 0.00

4,419,140.00 4,420,000.00 10,321.94 4,105,050.92 304,627.14 2,186.94 302,440.202110 Teaching-Regular School - Function Subtotal

2250 Prg For Sdnts w/Disabil-Med Elgble

-10,501.322250-150-0-00 PRG/HC INSTR. SALARY 1,053,499.00 1,053,499.00 4,539.58 1,059,460.74 -10,501.32 0.00

20,589.002250-155-0-00 PRG- HEALTH BUYOUT 20,589.00 20,589.00 0.00 0.00 20,589.00 0.00

-19,050.102250-160-0-00 PRG/HC SUPPORT SALARY 20,204.00 20,204.00 1,683.68 37,570.42 -19,050.10 0.00

1,000.002250-200-0-00 PRG/HC - EQUIPMENT 1,000.00 1,000.00 0.00 0.00 1,000.00 0.00

1,550.002250-400-0-00 Prg/HC - OTH& CONTRACT 76,850.00 76,850.00 787.50 74,512.50 1,550.00 0.00

419.952250-450-0-00 PRG/HC MAT& SUPPLY 1,225.00 1,225.00 0.00 805.05 419.95 0.00

1,500.002250-454-0-00 POSTAGE 1,500.00 1,500.00 0.00 0.00 1,500.00 0.00

0.002250-490-0-00 PRG/HC - BOCES 828,013.00 828,013.00 0.00 828,013.00 0.00 0.00

2,002,880.00 2,002,880.00 7,010.76 2,000,361.71 -4,492.47 0.00 -4,492.472250 Prg For Sdnts w/Disabil-Med Elgble - Function Subtotal

2280 Occupational Education(Grades 9-12)

2,146.002280-150-0-00 OCC ED - INSTR SALARY 142,320.00 142,320.00 0.00 140,174.00 2,146.00 0.00

468.822280-450-3-11 OCC ED MAT&SUPP TECH - HS 4,750.00 4,750.00 0.00 0.00 4,750.00 4,281.18

0.002280-490-0-00 OCC ED -BOCES- 447,999.00 447,999.00 0.00 447,999.00 0.00 0.00

595,069.00 595,069.00 0.00 588,173.00 6,896.00 4,281.18 2,614.822280 Occupational Education(Grades 9-12) - Function Subtotal

2610 School Library & AV

46,331.002610-150-0-00 LIBRARY/AV-INSTR SALARY 46,331.00 46,331.00 0.00 0.00 46,331.00 0.00

-5,857.002610-152-0-00 Instr. Salary Teach Asst. 51,711.00 51,711.00 0.00 57,568.00 -5,857.00 0.00

0.002610-450-1-00 LIB/AV MAT&SUPPLY - SP 76.00 76.00 0.00 76.00 0.00 0.00

0.002610-450-3-00 LIB/AV MAT&SUPPLY - HS 39.00 39.00 0.00 0.00 39.00 39.00

500.002610-452-1-00 LIBRARY-PERIODICALS-SP 500.00 500.00 0.00 0.00 500.00 0.00

250.002610-452-2-00 LIBRARY-PERIODICALS-VE 250.00 250.00 0.00 0.00 250.00 0.00

300.002610-452-3-00 LIBRARY-PERIODICALS-HS 300.00 300.00 0.00 0.00 300.00 0.00

2,000.002610-460-1-35 LIBRARY-NEW ADOPT. - SP 2,000.00 2,000.00 0.00 0.00 2,000.00 0.00

2,000.002610-460-2-35 LIBRARY-NEW ADOPT. - VE 2,000.00 2,000.00 0.00 0.00 2,000.00 0.00

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04:25:36 pm

August 11, 2014


BudgetCurrent




BalancePending

Encumbrance

2,000.002610-460-3-35 LIBRARY-NEW ADOPT. - HS 2,000.00 2,000.00 0.00 0.00 2,000.00 0.00

0.002610-490-0-00 LIBRARY/AV -BOCES- 22,916.00 22,916.00 0.00 22,916.00 0.00 0.00

128,123.00 128,123.00 0.00 80,560.00 47,563.00 39.00 47,524.002610 School Library & AV - Function Subtotal

2630 Computer Assisted Instruction

20,132.002630-220-0-00 State Aided Comp Hardware 20,132.00 20,132.00 0.00 0.00 20,132.00 0.00

26,442.002630-450-0-00 COMPUTER -SUP & MATERIALS 27,000.00 27,000.00 0.00 558.00 26,442.00 0.00

2,886.412630-462-0-00 COMPUTER SOFTWARE 14,441.00 14,441.00 2,808.71 7,250.88 4,381.41 1,495.00

12,000.002630-490-0-00 COMPUTER -BOCES- 513,742.00 513,742.00 0.00 501,742.00 12,000.00 0.00

575,315.00 575,315.00 2,808.71 509,550.88 62,955.41 1,495.00 61,460.412630 Computer Assisted Instruction - Function Subtotal

2810 Guidance-Regular School

196.002810-150-0-00 GUIDANCE-INSTR. SALARY 133,343.00 133,343.00 0.00 133,147.00 196.00 0.00

379.802810-151-0-00 Ch. Admin. Ex/OT 13,684.00 13,684.00 6,652.10 6,652.10 379.80 0.00

-749.002810-160-0-00 GUIDANCE - SUPPORT SALARY 43,695.00 43,695.00 3,703.66 40,740.34 -749.00 0.00

0.002810-490-0-00 GUIDANCE -BOCES- 28,661.00 28,661.00 0.00 28,661.00 0.00 0.00

219,383.00 219,383.00 10,355.76 209,200.44 -173.20 0.00 -173.202810 Guidance-Regular School - Function Subtotal

2815 Health Srvcs-Regular School

-1,139.002815-160-0-00 HEALTH - SUPPORT SALARY 89,201.00 89,201.00 0.00 90,340.00 -1,139.00 0.00

2,500.002815-180-0-00 HEALTH - SUBSTITUTE 2,500.00 2,500.00 0.00 0.00 2,500.00 0.00

0.882815-400-0-00 HEALTH SERV-OTH&CONT 15,649.00 15,649.00 0.00 15,648.12 0.88 0.00

240.142815-450-1-00 HEALTH -SUP&MAT- SP 200.00 200.00 66.11 -106.25 240.14 0.00

59.292815-450-2-00 HEALTH -SUP&MAT- VE 1,083.00 1,518.00 16.32 1,442.39 59.29 0.00

200.002815-450-3-00 HEALTH -SUP&MAT-HS 200.00 200.00 0.00 0.00 200.00 0.00

108,833.00 109,268.00 82.43 107,324.26 1,861.31 0.00 1,861.312815 Health Srvcs-Regular School - Function Subtotal

2820 Psychological Srvcs-Reg Schl

549.002820-150-0-00 PSYCHOLOGICAL - INSTR SAL 69,328.00 69,328.00 0.00 68,779.00 549.00 0.00

-20.952820-151-0-00 Psychological Ex/OT 3,418.00 3,418.00 1,719.48 1,719.47 -20.95 0.00

72,746.00 72,746.00 1,719.48 70,498.47 528.05 0.00 528.052820 Psychological Srvcs-Reg Schl - Function Subtotal

2825 Social Work Srvcs-Regular School

672.002825-150-0-00 Social Work-Instruct Sal 57,399.00 57,399.00 0.00 56,727.00 672.00 0.00

57,399.00 57,399.00 0.00 56,727.00 672.00 0.00 672.002825 Social Work Srvcs-Regular School - Function Subtotal

2850 Co-Curricular Activ-Reg Schl

38,620.002850-150-0-00 CO-CURRICULARY- SALARY 39,000.00 39,000.00 0.00 380.00 38,620.00 0.00

39,000.00 39,000.00 0.00 380.00 38,620.00 0.00 38,620.002850 Co-Curricular Activ-Reg Schl - Function Subtotal

2855 Interscholastic Athletics-Reg Schl

111,079.002855-150-0-00 INTERSCHOL.- INSTR.SALAR 152,563.00 152,563.00 0.00 41,484.00 111,079.00 0.00

3,311.002855-400-0-00 INTERSCHOL ATHL - CONT&OT 55,000.00 55,000.00 51,689.00 0.00 3,311.00 0.00

19,425.252855-450-0-00 INTERSCHOL ATHL MAT&SUPP 20,000.00 20,000.00 144.75 430.00 19,425.25 0.00

0.002855-490-0-00 INTERSCHOL ATH. -BOCES- 2,944.00 2,944.00 0.00 2,944.00 0.00 0.00

230,507.00 230,507.00 51,833.75 44,858.00 133,815.25 0.00 133,815.252855 Interscholastic Athletics-Reg Schl - Function Subtotal

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Fiscal Year: 2015

04:25:36 pm

August 11, 2014


BudgetCurrent




BalancePending

Encumbrance

5510 District Transportation Services

-2,337.005510-160-0-00 TRANSP- SUPPORT SALARY 426,021.00 426,021.00 16,640.86 411,717.14 -2,337.00 0.00

48,257.905510-161-0-00 TRANSP. - EX/OT 50,000.00 50,000.00 1,742.10 0.00 48,257.90 0.00

2,400.005510-165-0-00 TRANSP - HEALTH BUYOUT 2,400.00 2,400.00 0.00 0.00 2,400.00 0.00

2,025.005510-169-0-00 CLOTHING ALLOWANCE 2,025.00 2,025.00 0.00 0.00 2,025.00 0.00

15,000.005510-180-0-00 TRANSP - SUBSTITUTES 15,000.00 15,000.00 0.00 0.00 15,000.00 0.00

1,000.005510-200-0-00 TRANSP - EQUIPMENT 1,000.00 1,000.00 0.00 0.00 1,000.00 0.00

0.005510-210-0-00 TRANSP - BUS PURCHASE 0.00 400,000.00 0.00 400,000.00 0.00 0.00

3,738.005510-400-0-00 TRANS. - CONT&OTH 24,000.00 24,000.00 413.40 19,848.60 3,738.00 0.00

2,313.555510-416-0-00 TRANS. INSERVICE 2,000.00 2,000.00 0.00 -313.55 2,313.55 0.00

2,026.855510-450-0-00 TRANSP. -SUP&MAT- 1,500.00 1,500.00 0.00 -526.85 2,026.85 0.00

18,229.975510-450-0-70 TRANS -SUP&MAT- AUTO PART 45,000.00 45,000.00 870.15 25,899.88 18,229.97 0.00

0.005510-450-0-71 TRANS -SUP&MAT- GASOLINE 32,000.00 32,000.00 0.00 32,000.00 0.00 0.00

1,155.005510-450-0-72 TRANS -SUP&MAT- OIL 2,500.00 2,500.00 0.00 1,345.00 1,155.00 0.00

11,104.315510-450-0-73 TRANS -SUP&MAT- TIRES 19,000.00 19,000.00 0.00 7,895.69 11,104.31 0.00

0.005510-450-0-74 TRANS -SUP&MAT- DIESEL 120,000.00 120,000.00 0.00 120,000.00 0.00 0.00

1,000.005510-450-0-75 TRANS -SUP&MAT- OFF. SUP. 1,000.00 1,000.00 0.00 0.00 1,000.00 0.00

0.005510-490-0-00 TRANSP. -BOCES- 2,766.00 2,766.00 0.00 2,766.00 0.00 0.00

746,212.00 1,146,212.00 19,666.51 1,020,631.91 105,913.58 0.00 105,913.585510 District Transportation Services - Function Subtotal

5530 Garage Building

2,000.005530-200-0-00 GARAGE BLDG - EQUIPMENT 2,000.00 2,000.00 0.00 0.00 2,000.00 0.00

5,571.505530-400-0-00 GARAGE BLDG. - CONT&OTH 5,500.00 5,500.00 370.00 -441.50 5,571.50 0.00

9,000.005530-407-0-00 GARAGE BLDG -FUEL 9,000.00 9,000.00 0.00 0.00 9,000.00 0.00

0.005530-408-0-00 GARAGE BLDG - ELEC- 8,300.00 8,300.00 844.67 7,455.33 0.00 0.00

500.005530-411-0-00 GARAGE BLDG - WATER 500.00 500.00 0.00 0.00 500.00 0.00

750.005530-450-0-00 GARAGE BLDG -SUP & MATERI 750.00 750.00 0.00 0.00 750.00 0.00

26,050.00 26,050.00 1,214.67 7,013.83 17,821.50 0.00 17,821.505530 Garage Building - Function Subtotal

9010 State Retirement

200,000.009010-813-0-00 EMPLOYEE RETIREMENT 200,000.00 200,000.00 0.00 0.00 200,000.00 0.00

107,616.009010-813-0-50 EMP.RETIREMENT-TRANS 107,616.00 107,616.00 0.00 0.00 107,616.00 0.00

307,616.00 307,616.00 0.00 0.00 307,616.00 0.00 307,616.009010 State Retirement - Function Subtotal

9020 Teachers' Retirement

1,114,576.009020-811-0-00 TEACHER RETIREMENT 1,114,576.00 1,114,576.00 0.00 0.00 1,114,576.00 0.00

1,114,576.00 1,114,576.00 0.00 0.00 1,114,576.00 0.00 1,114,576.009020 Teachers' Retirement - Function Subtotal

9030 Social Security

4,757.209030-815-0-00 SOCIAL SECURITY 558,472.00 558,472.00 10,337.43 543,377.37 4,757.20 0.00

45,000.009030-815-0-50 SOCIAL SECURITY -TRANSP 45,000.00 45,000.00 0.00 0.00 45,000.00 0.00

603,472.00 603,472.00 10,337.43 543,377.37 49,757.20 0.00 49,757.209030 Social Security - Function Subtotal

9040 Workers' Compensation

1.009040-800-0-00 WORKER'S COMPENSATION 132,969.00 132,969.00 0.00 132,968.00 1.00 0.00

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Fiscal Year: 2015

04:25:36 pm

August 11, 2014


BudgetCurrent




BalancePending

Encumbrance

0.009040-800-0-50 WORKER'S COMP. - TRANSP. 12,353.00 12,353.00 0.00 12,353.00 0.00 0.00

145,322.00 145,322.00 0.00 145,321.00 1.00 0.00 1.009040 Workers' Compensation - Function Subtotal

9050 Unemployment Insurance

6,561.029050-801-0-00 UNEMPLOYMENT INSURANCE 25,000.00 25,000.00 1,021.68 17,417.30 6,561.02 0.00

25,000.00 25,000.00 1,021.68 17,417.30 6,561.02 0.00 6,561.029050 Unemployment Insurance - Function Subtotal

9055 Disability Insurance

0.009055-814-0-00 DISABILITY INSURANCE 4,210.00 4,210.00 997.22 3,212.78 0.00 0.00

0.009055-814-0-50 DISABILITY INSURANCE-TRAN 2,200.00 2,200.00 525.56 1,674.44 0.00 0.00

6,410.00 6,410.00 1,522.78 4,887.22 0.00 0.00 0.009055 Disability Insurance - Function Subtotal

9060 Hospital, Medical, Dental Insurance

0.009060-816-0-00 HEALTH INSURANCE-STAFF 1,844,573.00 1,844,573.00 273,826.75 1,570,746.25 0.00 0.00

0.009060-816-0-50 HEALTH INSURANCE-TRANSP. 93,732.00 93,732.00 15,476.75 78,255.25 0.00 0.00

49,348.129060-816-0-80 HEALTH INSURANCE-RETIREES 889,784.00 889,784.00 131,300.78 709,135.10 49,348.12 0.00

0.009060-816-0-82 HEALTH INSURANCE-FLEX 298,700.00 298,700.00 0.00 298,700.00 0.00 0.00

3,126,789.00 3,126,789.00 420,604.28 2,656,836.60 49,348.12 0.00 49,348.129060 Hospital, Medical, Dental Insurance - Function Subtotal

9711 Serial Bonds-School Construction

2,085,000.009711-600-0-00 SB SCH CONST PRINCIPAL 2,085,000.00 2,085,000.00 0.00 0.00 2,085,000.00 0.00

546,757.009711-700-0-00 SB Sch Const Interest 546,757.00 546,757.00 0.00 0.00 546,757.00 0.00

2,631,757.00 2,631,757.00 0.00 0.00 2,631,757.00 0.00 2,631,757.009711 Serial Bonds-School Construction - Function Subtotal

9712 Serial Bonds-Bus Purchases

180,000.009712-600-0-00 SB-BUS-PRINCIPAL 180,000.00 180,000.00 0.00 0.00 180,000.00 0.00

19,944.009712-700-0-00 SB BUS INTEREST 19,944.00 19,944.00 0.00 0.00 19,944.00 0.00

199,944.00 199,944.00 0.00 0.00 199,944.00 0.00 199,944.009712 Serial Bonds-Bus Purchases - Function Subtotal

9770 Revenue Anticipation Notes

4,880.009770-710-0-00 RAN INTEREST 6,175.00 4,880.00 0.00 0.00 4,880.00 0.00

6,175.00 4,880.00 0.00 0.00 4,880.00 0.00 4,880.009770 Revenue Anticipation Notes - Function Subtotal

9785 Install Purch Debt-State Aided Hardware

116,209.009785-700-0-00 INSTALLMENT PURCH INTRES 116,209.00 116,209.00 0.00 0.00 116,209.00 0.00

116,209.00 116,209.00 0.00 0.00 116,209.00 0.00 116,209.009785 Install Purch Debt-State Aided Hardware - Function Subtotal

9789 Other Debt (specify)

11,150.009789-600-0-00 OTHER DEBT - PRINCIPAL 11,150.00 11,150.00 0.00 0.00 11,150.00 0.00

1,564.009789-700-0-00 OTHER DEBT - INTEREST 1,564.00 1,564.00 0.00 0.00 1,564.00 0.00

12,714.00 12,714.00 0.00 0.00 12,714.00 0.00 12,714.009789 Other Debt (specify) - Function Subtotal

9901 Transfer to Other Funds

50,000.009901-950-0-00 Transfer-Special Aid Fund 50,000.00 50,000.00 0.00 0.00 50,000.00 0.00

50,000.00 50,000.00 0.00 0.00 50,000.00 0.00 50,000.009901 Transfer to Other Funds - Function Subtotal

Total GENERAL FUND 20,522,363.00 20,922,363.00 698,138.95 14,610,746.77 5,613,477.28 30,130.73 5,583,346.55

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Page 9



Fiscal Year: 2015

04:25:36 pm

August 11, 2014

Selection Criteria

Criteria Name: Last Run

Fund: A

Budget type: Current Year

As Of Date: 07/31/2014

Suppress budgetcodes with no activity

Sort by: Fund/Function

Printed by Anne Frisbie

WinCap Ver. 14.08.06.2085

4


Revenue Status Report As Of: 07/31/2014


Fiscal Year: 2015

August 11, 2014

04:31:32 pm

Revenue Account Subfund Description

Original

Estimate

Current

Estimate Year-to-Date

Anticipated

Balance

Excess

Revenue

Current

Cycle

1001.000 Real Property Taxes 5,567,246.00 5,567,246.00 0.00 5,567,246.00 0.00

1081.000 Other Pmts in Lieu of Taxes 91,279.00 91,279.00 0.00 91,279.00 0.00

1085.000 STAR Reimbursement 985,000.00 985,000.00 0.00 985,000.00 0.00

1090.000 Int. & Penal. on Real Prop.Tax 15,000.00 15,000.00 0.00 15,000.00 0.00

1320.000 Summer School Tuition (Indivi) 0.00 0.00 1,200.00 1,200.00 1,200.00

1410.000 Admissions (from Individuals) 4,500.00 4,500.00 0.00 4,500.00 0.00

2401.000 Interest and Earnings 3,500.00 3,500.00 129.83 3,370.17 129.83

2401.100 Interest-Unemployment Reserve 0.00 0.00 7.35 7.35 7.35

2401.200 Interest-Employee Benefit Rese 0.00 0.00 30.12 30.12 30.12

2401.300 Interest-Repair Reserve 0.00 0.00 7.19 7.19 7.19

2401.400 Interest -Tax Cert Reserve 0.00 0.00 0.34 0.34 0.34

2401.600 Interest-Retirement Contr Rese 0.00 0.00 40.56 40.56 40.56

2413.000 Rental of Real Property, BOCES 3,000.00 3,000.00 3,000.00 3,000.00

2690.000 Other Compensation for Loss 0.00 0.00 95.00 95.00 95.00

2701.000 Refund PY Exp-BOCES Aided Srvc 150,000.00 150,000.00 0.00 150,000.00 0.00

2703.000 Refund PY Exp-Other-Not Trans 45,000.00 45,000.00 0.00 45,000.00 0.00

2770.000 Other Unclassified Rev.(Spec) 70,000.00 70,000.00 54.00 69,946.00 54.00

3101.000 Basic Formula Aid-Gen Aids (Ex 10,534,452.00 10,534,452.00 0.00 10,534,452.00 0.00

3101.100 Basic Formula Aid-Excess Cost 384,131.00 384,131.00 0.00 384,131.00 0.00

3102.000 Lottery Aid 1,003,448.00 1,003,448.00 0.00 1,003,448.00 0.00

3102.100 Lottery Aid - VLT Grant 500,000.00 500,000.00 0.00 500,000.00 0.00

3103.000 BOCES Aid (Sect 3609a Ed Law) 1,069,869.00 1,069,869.00 0.00 1,069,869.00 0.00

3260.000 Textbook Aid (Incl Txtbk/Lott) 56,619.00 56,619.00 0.00 56,619.00 0.00

3262.000 Computer Sftwre, Hrdwre Aid 33,219.00 33,219.00 0.00 33,219.00 0.00

3263.000 Library A/V Loan Program Aid 6,100.00 6,100.00 0.00 6,100.00 0.00

Total GENERAL FUND 20,522,363.00 20,522,363.00 4,564.39 20,519,179.17 1,380.56 4,564.39

Selection Criteria

WinCap Ver. 14.08.06.2085

* Estimated revenue for Carryover Encumbrances from the prior fiscal year will not be realized.

These are estimates to balance the budget

4


Revenue Status Report As Of: 07/31/2014


Fiscal Year: 2015

August 11, 2014

04:31:32 pm

Revenue Account Subfund Description

Original

Estimate

Current

Estimate Year-to-Date

Anticipated

Balance

Excess

Revenue

Current

Cycle

Criteria Name: Last Run

As Of Date: 07/31/2014

Suppress revenue accounts with no activity

Show Actual revenue in 'As Of' cycle

Sort by: Fund/Revenue Code


WinCap Ver. 14.08.06.2085

* Estimated revenue for Carryover Encumbrances from the prior fiscal year will not be realized.

These are estimates to balance the budget

4

August 11, 2014

04:26:51 pm

Fiscal Year: 2015


Budgetary Transfer Report

Current Appropriation - Effective From: 07/01/2014 To: 07/31/2014

Page 1

Effective

Date Trans ID

Transaction

Description Budget Account Description

Amount

Transferred

From

Amount

Transferred

To

Approval

Level

Fund: A - GENERAL FUND

07/14/2014 000420 To pay for addition of dehumidifier to piano at HS per Jane. Posted

A9770-710-0-00 R RAN INTEREST -500.00

A2110-405-3-15 R TCH EQUIP SRVCE MUSIC-HS 500.00

07/14/2014 000421 To cover textbook purchase for private school per Jane Posted

A2110-480-1-00 R TCHNG-TXTBKS-SP -62.00

A2110-480-0-53 R TEXTBOOK- PRIVATE SCHOOLS 62.00

07/14/2014 000422 To cover music supplies for MS per Jane Posted

A9770-710-0-00 R RAN INTEREST -360.00

A2110-450-1-15 R TCH MAT&SUPPLY MUSIC- SP 360.00

07/14/2014 000423 To cover increase in assessment testing materials for ES per Jane Posted

A2110-480-1-00 R TCHNG-TXTBKS-SP -164.00

A2110-482-2-18 R TCHNG--ASSESS.TESTS-VE 164.00

07/14/2014 000424 To cover Nurse's Office supplies for ES per Jane Posted

A9770-710-0-00 R RAN INTEREST -435.00

A2815-450-2-00 R HEALTH -SUP&MAT- VE 435.00

07/24/2014 000690 To correct budget code for microscope maintenance/repair per Jane Posted

A2110-450-3-00 R TCHNG.-SUP&MAT.-HS -880.00

A2110-405-3-19 R TCH EQUP SRVCE SCIENC-HS 880.00

Total for Fund A - GENERAL FUND -2,401.00 2,401.00

WinCap Ver. 14.08.06.2085

5

August 11, 2014

04:26:51 pm

Fiscal Year: 2015


Budgetary Transfer Report

Current Appropriation - Effective From: 07/01/2014 To: 07/31/2014

Page 2

2,401.00Total Current Appropriation

Selection Criteria

Type: Current Appropriation

Fund: A

Date From: 07/01/2014

Date To: 07/31/2014

Date Used: Effective in Budget


5

REC 6/1/14

Spencer – Van Etten Central School

Student Account Financial Report

June 2104

Cash Book Balance: $57,116.60 _

Checking Account (Bank Statement): $40,279.21 __

Outstanding Checks (Number/Amount/Date Written)

$ 250.00 11740 3/21/2014 $ 250.00 11742 3/21/2014 $ 15.00 11809 6/13/2014

$ 5.00 11811 6/13/2014 $ 5.00 11812 6/13/2014 $ 5.00 11813 6/13/2014

$ 5.00 11814 6/13/2014 $ 10.00 11815 6/13/2014 $ 10.00 11817 6/13/2014

$ 30.00 11818 6/13/2014 $ 191.34 11819 6/15/2014 $348.00 11823 6/23/2014

$ 16.17 11827 6/30/2014 $1,275.01 11828 6/30/2014 $400.00 11829 6/30/2014

$3,894.33 11830 6/30/2014 $ 396.00 11831 6/30/2014 $ 30.08 11832 6/30/2014

$ 223.62 11833 6/30/2014

Total Outstanding Checks: $7,359.55 ___

Corrected Bank Balance (Checking Account Bank Statement minus Outstanding Checks) $32,919.66 _

Savings Account (Bank Statement) $24,196.94 __

Total Balances (Corrected Bank Balance) + (Savings Account) $57,116.60 _

Activity Balances

Class of 2013 $ 0.00 Green House Club - MS $4,189.60

Class of 2014 – Senior $3,141.52 Student Council - MS $2,073.40

Class of 2015 – Junior $7,823.23 Snack Shack - MS $1,341.78

Class of 2016 – Sophomore $6,485.48 Work Study Pepsi - MS $ 572.93

Class of 2017 – Freshman $2,322.11 Yearbook - MS $2,693.25

Class of 2018 – 8th Grade $ 703.84


Art Club - HS $1,059.38

Key Club - HS $2,008.80 Athletics $5,711.96

Music $9,568.35

Panther Pride - HS $ 462.53

Snack Hut - HS $1,590.43 Sales Tax $3,042.66

Student Council - HS $ 629.70

Yearbook - HS $ 151.37

SADD $ 388.05 Outstanding $ (258.06)

Life Matters $ 66.24 (Tioga State Bank Check Fee - Ordered Checks - $258.06)

Sportsman $ 750.54

Total Activity Balance $57,116.60 _

Respectfully submitted,

James Trumpfheller, Central Treasurer

Student Activity Funds

7

REC 8/1/14

Spencer – Van Etten Central School

Student Account Financial Report

July 2014

Cash Book Balance: $56,758.81 _

Checking Account (Bank Statement): $37,134.98 __

Outstanding Checks (Number/Amount/Date Written)

$ 250.00 11740 3/21/2014 $ 250.00 11742 3/21/2014 $ 5.00 11813 6/13/2014

$ 5.00 11814 6/13/2014 $3,894.33 11830 6/30/2014 $ 169.19 11835 7/1/2014

Total Outstanding Checks: $4,573.52 ___

Corrected Bank Balance (Checking Account Bank Statement minus Outstanding Checks) $32,561.46 _

Savings Account (Bank Statement) $24,197.35 __

Total Balances (Corrected Bank Balance) + (Savings Account) $56,758.81 _

Activity Balances

Class of 2014 $2,912.33 Green House Club - MS $4,189.60

Class of 2015 – Senior $7,823.23 Student Council - MS $2,073.40

Class of 2016 – Junior $6,485.48 Snack Shack - MS $1,341.78

Class of 2017 – Sophomore $2,322.11 Work Study Pepsi - MS $ 572.93

Class of 2018 – Freshman $ 703.84 Yearbook - MS $2,693.25


Class of 2020– 7th Grade $ 0.00

Art Club - HS $1,059.38

Key Club - HS $2,008.80 Athletics $5,581.96

Music $9,568.35

Panther Pride - HS $ 462.53

Snack Hut - HS $1,590.43 Sales Tax $3,042.67 (transferring caused rounding added one

penny from 2013-14 account) Student Council - HS $ 631.10

Yearbook - HS $ 151.37

SADD $ 388.05 Outstanding $ (258.06)

Life Matters $ 66.24 (Tioga State Bank Check Fee - Ordered Checks - $258.06)

Sportsman $ 750.54

Total Activity Balance $56,758.81 _

Respectfully submitted,

James Trumpfheller, Central Treasurer

Student Activity Funds

8

RECOMMENDATIONS OF THE SUPERINTENDENT

Date of Meeting 8/14/2014

1. Leave of Absence

Deb Youngling ½ Time Art Teacher

Effective: September 2, 2014 – June 30, 2015

2. Resignation

3. Retirement

4. Appointments

Enock Francois Special Education Teacher – MS

Salary: $40,500/year

Effective: September 2, 2014

Justin Cole Secondary Math Teacher – HS

Salary: $41,500/year

Effective: September 2, 2014

Katherine Manion Tutor

Effective: August 7, 2014

Coaching

Gary Holmes Boys Varsity Soccer Coach

Stipend: $4,330


Ashley Seigard Girls JV Volleyball

Stipend: $2,938


Matt Seamon Volunteer Varsity Football Coach

Ricky Lindblad Volunteer JV Football Coach

Mentor

Leslee Lindhorst – Mentor Mallory Ryan

Emily Meyer

Stipend: $1,600

Rob Myers – Mentor Enock Francois

Stipend: $800

5. Position or Change

_________________________________ ________________

Joseph Morgan, Superintendent Date

9

Spencer-Van Etten Middle School

Eric Knolles, Principal

P.O. Box 369, 1 Center St Spencer, New York 14883 (607) 589-7120 Fax (607) 589-3020

7/28/14

Spencer-Van Etten Board of Education,

It is with great pleasure that I recommend Enock Francois for hire as a special education teacher for the S-VE Middle School. Enock comes with the highest recommendations from the West Point Director of Operations who states that this candidate’s character and dedication to education is impeccable. He has a Masters Degree in special education from the University of the Cumberlands, graduating with a 3.83 along with a Bachelor of Arts in psychology with a concentration in social work. Enock’s philosophy of education mirrors the qualities and attributes which align with our District’s mission and belief statements. Enock comes to us from his position as the assistant wrestling coach at the United States Military Academy. His experiences both in and outside of the classroom will be an asset to the middle school. We believe Enock has the character and drive to be an outstanding special educator in our district.

Sincerely,

Eric Knolles

Principal Spencer-Van Etten Schools

M.S. K-12 Educational Leadership

B.S. 7-12 Social Studies

9

Superintendent’s Recommendation Board of Education

August 14, 2014

Enock Francois Teacher – Special Education

Effective:

September 2, 2014

Salary:

$40,500

Prior Experience:

Director/Asst Coach

West Point, NY 2012-Present

Graduate Asst Coach

Williamsburg, KY 2010-2012

Address:

New Windsor, NY

Education:

A.S.A. Northwestern College

B.A.

California Baptist University 2010

M.A.T.

University of the Cumberlands 2014

References:

Dr. John Farr Professor of Engineering

West Point, NY

Col. Tom Cook, Ph.D. Chief of Operations

West Point, NY

Maurice Roberson Associate Athletic Director

Riverside, CA

John Wilke General Manager

Lake Park, FL

9

Spencer-Van Etten High School Melissa Jewell, Principal

P.O. Box 307, 16 Dartts Crossroad Spencer, New York 14883 (607) 589-7140 Fax (607) 589-3011

To: Dr. Joseph Morgan, Superintendent From: Melissa Jewell, High School Principal Re: Recommendation for Justin Cole – Secondary Mathematics Teacher Date: August 14, 2014 It is with great pleasure that I recommend Mr. Justin Cole to fill the secondary mathematics teaching position vacant due to the movement of Mrs. Pamela Brock. Justin graduated from Elmira College in 2010 with a Bachelor of Science degree in Adolescence Education: Mathematics and in 2012 he graduated from Cortland State with a Master’s degree also in Mathematics. He holds a provisional certification in the area of 7-12 Mathematics. Justin is an alumni of Newark Valley and is very familiar with our area and small rural school districts. He did a long term substitute position in Algebra II/ Trigonometry two years ago in Newark Valley and had the child of one of our math educators. She has only great things to say about him as her son’s teacher. This is the level of mathematics he will be teaching for S-VE and I am confident he will be able to handle this level with ease. He is currently teaching for Waverly and after consulting with several of his references, it is evident that Justin has a tremendous amount to offer to our district. We are confident that Mr. Justin Cole will be a valuable asset to our SVE team.

9

Superintendent’s Recommendation Board of Education

August 14, 2014

Justin Cole Teacher – Secondary Mathematics

Effective:

September 2, 2014

Salary:

$41,500

Prior Experience:

8th Grade Math Teacher

Waverly, NY 2014-Present

LTS/Algebra & Trig Newark Valley, NY

2012-2013

Summer School Teacher Binghamton, NY

2012

Substitute Teacher Newark Valley, NY

2010-2014

Address:

Birkshire, NY

Education:

B.S. Elmira College

2010

M.S. SUNY Cortland

2012

References:

Diane Arkes Principal

Newark Valley, NY

Ed Merber Math Teacher/Dept Chair

Newark Valley, NY

Sherrill Ward Teacher

Newark Valley, NY

Leslee Lindhorst Teacher

Newark Valley, NY

9

These are my added recommendations for approval to the Superintendent and the Board of Education for our 2014 fall sports season. These recommendations are for the August 14th, 2014 B.0.E. Boys Varsity Soccer: Mr. Gary Holmes. He is a certified Teacher of Music Education and works in the Candor School District of 2 years. He is up to date on all his necessary coaching certifications and has filled out an application for coaching at Spencer Van Etten. Girls JV. Volleyball Coach: Miss Ashley Siegard. Ashley has been our girls JV. Volleyball coach for the past Three years. She is currently working on some course work for her coaching license with NYSED. Volunteer Coaches in the S-VE football program; Varsity Football – Mr. Matt Seamon. Matt works at Borg Warner and has been a volunteer coaching assistant in our modified football program for the past two years. Modified Football – Mr. Ricky Linblad. Ricky has been hired at the Spencer Van Etten Middle school as a teaching assistant. Thank you. Sam D. Sam Davison S-VE Athletic Director 607-589-7253

9

BOE Committees 2013/14

Audit Committee: Karen Johnson, Matt Connor

Policy Committee: Don Johnson, Kermit Bossard, Sean Vallely

Budget Committee: Casey Fish, Sean Vallely, Karen Johnson

Negotiations Committee: Jim Loomis, Don Johnson, Kermit Bossard

Ad Hoc Committee for Building Condition Survey: Don Johnson, Sean Vallely, Casey Fish

10

August 14, 2014

Page 1 of 2

RESOLUTION RE: Tax Warrant

WHEREAS, Chapter 73 of the laws of 1977 amended Section 1318 subdivision 1 of the Real Property Tax Law requires the tax warrant to state the amount of unappropriated fund balance, and The undesignated, unappropriated, unencumbered fund balance at 6/30/14 is $820,895. BE IT ADDITIONALLY RESOLVED AS FOLLOWS: To the Tax Collector of the Spencer – Van Etten Central School District, Towns of Baldwin, Chemung, Erin, Van Etten, Cayuta, Barton, Spencer, Tioga, Danby and Newfield, Counties of Chemung, Schuyler, Tioga and Tompkins in New York State, You are hereby commanded: 1. To give notice and start collection on September 1, 2014 (in accordance with the provisions

of Section 1322 of the Real Property Tax Law). 2. To give notice that tax collection will end on October 31, 2014. 3. To collect taxes in the total sum of $6,552,246 in the same manner that collectors are

authorized to collect town and county taxes in accordance with the provision of Section 1318 of the Real Property Tax Law.

4. To make no changes or alterations in the tax warrant or the attached tax rolls but shall return the same to the Board of Education. The Board may recall its warrant and tax roll for correction of errors or omissions in accordance with the provisions of Section 1316 of the Real Property Tax Law.

5. To forward by mail to each owner of real property listed on the tax rolls within ten days after the start of collection a statement of taxes due on his/her property in accordance with the provisions of Section 922 of the Real Property Tax Law. To forward by mail, without interest penalties, to the office of the county treasurer a detailed tax bill of all state land parcels liable for taxes on the school tax rolls in accordance with provisions of Section 540 and 544 of the Real Property Tax Law.

6. To receive from each of the taxable corporations and natural persons the sums listed on the

attached tax rolls without interest penalties when such sums are paid before the end of the month of the tax collection period. To add two percent interest penalties to all taxes collected during the second month of the tax collection and to account for such sums as income due to the school district.

11

August 14, 2014

Page 2 of 2

7. To issue upon request receipts only on forms provided by the school district in acknowledgement of receipt of payments of taxes as required by Section 986 of the Real Property Tax Law.

8. To promptly return the warrant at its expiration and, if any taxes on the attached tax rolls shall be unpaid at that time, deliver an accounting thereof on forms showing by town the total assessed valuation, tax rate, the total tax levy, the total amounts remaining uncollected as required by Section 1330 of the Real Property Tax Law. The warrant is issued pursuant to Section 910, 912, and 914 of the Real Property Tax Law and is delivered in accordance with Section 1306 and 1318 of this law. It is effective immediately and after it is properly approved by a majority of the Board of Education. The warrant shall expire on the date stated above unless a renewal or extension has been endorsed on the face of this warrant in writing in accordance with Section 1318, subdivision 2, of the Real Property Tax Law.

Member Vote Donald Johnson Voting ____________________ Sean Vallely Voting ____________________ Kathleen Fish Voting ____________________ Karen Johnson Voting ____________________ Matt Connor Voting ____________________ Brian Cornell Voting ____________________ Rick Rogers Voting ____________________

11

SPENCER-VAN ETTEN CENTRAL SCHOOL DISTRICT

TAX RATES

for the 2014-15 School Year

As of 2014-15 Dollar Percent

8/1/2014 Total Taxable STAR STAR 2014-15 Tax Rate 2013-14 Amount Tax Rate

Assessed Exempt Exempt Equalization True Percent School per $1,000 Tax Rate Increase/ Increase/

Town Value Assessment Revenue Rate(1&2) Value of Levy Levy of Assessed per $1,000 (Decrease) (Decrease)

Baldwin 128,012$ 22,272$ 25,372$ 1.60% 8,000,750$ 2.226% 145,831$ 1,139.197$ 1,158.647$ (19.45) -1.68%

121 parcelsChemung 819,891 248,400 4,528$ 100.00% 819,891 0.228% 14,944$ 18.22714$ 17.72730$ 0.50 2.82%

15 parcelsErin 33,326,205 6,946,341 143,877$ 88.00% 37,870,688 10.536% 690,275$ 20.71267$ 20.14466$ 0.57 2.82%

458 parcels Van Etten 82,339,946 16,540,464 301,485$ 100.00% 82,339,946 22.908% 1,500,822$ 18.22715$ 17.72825$ 0.50 2.81%

1175 parcelsCayuta 3,116,888 745,200 13,583$ 100.00% 3,116,888 0.867% 56,812$ 18.22715$ 17.72730$ 0.50 2.82%

66 parcelsBarton 12,803,821 2,210,630 45,788$ 88.00% 14,549,797 4.048% 265,201$ 20.71267$ 18.85883$ 1.85 9.83%

163 parcelsSpencer 161,167,445 28,367,239 538,598$ 96.00% 167,882,755 46.707% 3,060,023$ 18.98661$ 18.27557$ 0.71 3.89%

1781 parcelsTioga 635,722 117,675 31,542$ 6.80% 9,348,853 2.601% 170,403$ 268.0463$ 253.24718$ 14.80 5.84%

96 parcelsDanby 27,140,576 3,750,800 68,366$ 100.00% 27,140,576 7.551% 494,695$ 18.22715$ 17.72730$ 0.50 2.82%

306 parcelsNewfield 8,369,198 1,480,600 26,987$ 100.00% 8,369,198 2.328% 152,547$ 18.22715$ 17.72730$ 0.50 2.82%

95 parcels 6,551,553$ Prior Year Omitted Taxes 692.64$ Total 329,847,704$ 60,429,621$ 1,200,127$ 359,439,341$ 100.000% 6,552,246$

2014-15 2013-14 inc. (dec.)True Value Tax Rate 18.229 17.727 2.83%

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Board of Education AGENDA Agenda Changes B Special Report ...2014BOEAgenda-Packet.pdf · 8/14/2014...

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