BUDGET FORUM Q&A
In January, the Board of Education hosted a Community
Budget Forum at the James Harmon Community Center that provided a means for
community members to state what they value about the Hastings School system, to
express their concerns for the Board to consider as we prepare the budget for
the 2008-2009 school year, and to ask questions to gain an understanding of the
budget and how it is created. In addition to voicing many good ideas and
suggestions, participants posed dozens of questions about the budget to us. We
found that these questions fell into four categories:
• Program
• Faculty/Staff Salaries and benefits
• Operations and Facilities
• Board Advocacy with Village,
Town and State
What we heard loud and clear that evening was that many people
consider the school system to be the heart of the community. Many see the
Hastings school system as a reflection of community values and widely recognize
that the quality of the school district continues to serve as a draw for young
families and contributes to maintaining local property values. Expectations for
school programs and school facilities are very high. What we also heard was an
equally strong concern about the need to keep property taxes down. Thus, our
challenge is to balance these expectations with the pressure of rising costs and
a shrinking tax base. At the Community Forum we announced the creation of the
District’s first Citizens Budget Advisory Committee. This Committee has been
provided with copies of the budget, has attended the Board of Education budget
presentations and will soon begin deliberating on specific questions presented
by the Board of Education. It is our hope that this openness and new level of
public involvement will contribute to a feeling of trust that the Board of
Education and the citizens of Hastings are working in partnership to protect
what we value. We hope that the school budget questions and answers provided in
this issue of Your Schools are helpful to the community. If you need additional
information or further clarification, please do not hesitate to contact
individual Board members or the Superintendent’s office directly. We thank you
for your participation in the school budget process.
PROGRAM
What are the Federal and State
mandates that the school district must pay for?
What areas of the budget are not strictly required by
Federal and State mandates?
What
is the balance between sports and non-sports co-curricular activities spending?
When the budget
gets tight, why are the arts the first to go?
How can
parents and students find out what co-curricular activities are available?
How is the budget allocated among the three schools in the
district? What percent of program funding does each school receive?
FACULTY/STAFF SALARIES and BENEFITS
What is the structure of teacher salaries and how is that
negotiated between the District and the Teachers’ Union?
What benefits does the District provide employees?
Does the District have to project the cost of future employee
benefits, as municipalities must?
Is there a connection between salaries and achievement?
OPERATIONS and FACILITIES
What operational budget items are not within the Board's
discretion and why?
How much does the District share resources and services
with the quad-village schools, other districts, and the Village?
How can the District improve
its energy efficiency?
What is the District’s policy regarding facilities use/rental
by outside groups?
Which groups use District facilities for free and which pay?
How are limited resources assigned (e.g., indoor gyms at 6pm)
and which groups get preference?
How are maintenance costs and liability issues handled?
What are the costs/benefits of the classrooms rented to BOCES?
Does the District evaluate the BOCES rental each year in
terms of compensation, costs incurred, potential risks, etc.?
Do the school buses that drop off the BOCES students have to
drive onto the FMS playground while kids are coming to school in the morning?
BOARD ADVOCACY with VILLAGE, TOWN
and STATE
Could the District work more closely with the Village Board
for the common good?
Will the School Board be a more vocal advocate in the community
on development issues?
What can the Board do to push for more equitable assessment?
How are our education needs represented in Albany?
What are the Federal and State mandates that the school
district must pay for?
There are many. Those having the most direct impact on our program costs are:
What areas of the budget are not strictly required by
Federal and State mandates?
Many features of the District’s education programs are driven by the community’s
expectations for academic
excellence and services.
Small Class Sizes: General education class size and the ratio of support
staff (guidance staff, librarians, psychologists, social workers, kindergarten
classroom aides, etc) to students are not set by either federal or state
mandates. These positions are apportioned according to local community
standards.
Varied and Rigorous Classes: Foreign language and Advanced Placement (AP)
courses are other areas where Hastings’ program exceeds New York State
requirements.
Co-curricular and Sports Programs: New York State does not require the
District to provide athletic or co-curricular programs (sports teams, band,
chorus, orchestra, theatre, clubs, etc.) Hastings has traditionally supported a
rich variety of such programs and the cost of coaches, advisors, equipment and
transportation for these programs is an optional budget item.
In-district Transportation: New York State only requires school
districts to transport students who live more than two miles from school. In
Hastings no student lives that far away. Despite that, Hastings provides bus
service for all kindergarten students regardless of distance, for all students
in grades 1-4 who live more than a half mile from school and for 5th grade
students who live more than a mile from school. Attempts to limit this local
busing policy in the past have been met with strong community opposition. Bus
monitors are also not required but Hastings provides this additional service.
What is
the balance between sports and non-sports co-curricular activities spending?
Sports: The athletic department currently offers over 60 boys and girls
teams in the middle and high school. This includes 23 varsity, 14 junior
varsity, 21 modified, and 5 club teams. Many students participate in the teams,
with some competing in more than one sport during the year. In 2006-07 there
were over 350 players in each of the fall and spring seasons and more than 250
in the winter season. During that year the district paid $207,031 in coaching
stipends and had a total expenditure of approximately $438,000.
Co-curricular: Co-curricular activities are found in each of the schools,
though there are many more alternatives available in middle and high school than
in elementary school. They cover a broad range of interests, from math and
debate to knitting and pottery. In the 2006-07 school year, the district paid
$258,065 in advisor stipends and had a total expenditure of approximately
$327,000 in this category.
When the budget gets tight, why are the arts the first to go?
Many of the district’s offerings in art and music are not found in the
co-curricular area, but are an integral part of the general curriculum. In the
past few years there has been a restructuring of the art curriculum and courses
have been added in music, fine art and digital art. There have been no cuts in
the arts curriculum. In fact, one additional art teaching position, 6 art
classes, a music theory class, additional choral sections, and a new middle
school art room have been funded through the budget in the past three years. The
2008-09 proposed budget includes plans to offer three additional art electives
as part of an expanded high school arts curriculum. Music lessons continue to be
offered throughout the school day and band, chorus and orchestra are offered to
students in grades 3-12.
How can parents and students find out what co-curricular activities are
available?
The middle and high schools hold club assemblies at the beginning of the year
for students to learn about the various clubs and activities. They also provide
co-curricular information in their newsletters, which are distributed at
back-to-school night and sent directly to student’s homes. Information about
both athletic and co-curricular activities is available on the school web site
and through the middle and high school offices. Similarly, at the elementary
school, parents receive the information in the newsletter, at back-to-school
night, and through direct communication through the school year.
How is the budget allocated among the three schools in the district? What
percent of program funding does each school receive?
We use a formula to provide for discretionary funding (contract services,
supplies, textbooks) for each school and it is school-based and enrollment
driven. The elementary school receives $200 per pupil and the middle and high
schools each receive $275 per pupil. If a school is implementing a new program,
the District will provide appropriate funding for these programs.
What is the structure of teacher salaries and how is that negotiated between the
District and the Teachers’ Union?
The Hastings teachers’ contract specifies starting salaries, annual increases
and compensation for educational credits and length of service. Presently, the
Board of Education negotiates a three-year teachers’ contract, which includes
the terms and conditions of employment (annual salary increases, benefits, and
stipends). The District has long been committed to attracting and retaining the
most experienced and highest quality staff.
What benefits does the District provide employees?
State and federal laws require certain employee benefits, including the New York
State Retirement Fund, social security and worker’s compensation. The District
is required to pay into the Teacher Retirement Fund at a rate set by NY State.
This fund is heavily invested in the stock market, so when the market drops, the
fund must be made whole. This is a large and growing cost the Board cannot
control. Additionally, the current teacher and staff contracts provide all
employees who are considered full time with health and life insurance. All
employees contribute toward the cost of their health insurance, based on the
amount set during contract negotiations.
Does the District have to project the cost of future employee benefits, as
municipalities must?
NY State has mandated that all public school districts determine the projected
costs of future health care benefits for retired faculty and staff. For 2008-09
we are required to hire an actuary to calculate these costs, although we will
not be reimbursed for the actuary’s professional fees.
Is there a connection between salaries and achievement?
The District does not currently have a merit pay system as part of the teachers’
contract. The NY State tenure system requires a 2- or 3-year probation period
for new teachers depending on whether they had tenure in another New York
district before coming to Hastings. During this probation period their
performance is critically evaluated. Tenure is then awarded by the Board based
on recommendations from the administrators and superintendent. Once a teacher is
granted tenure, he/she is evaluated on an annual basis. The primary focus of the
teacher evaluation model is to examine and consider improvement in teaching and
performance. Administrators are also evaluated annually and any salary increases
are based on performance.
What operational budget items are not within the Board's discretion and why?
There are a number of budget items over which the Board has no control:
Legal: Research and litigation expenses, especially in the area of
Special Education, continue to grow and are not optional.
Auditors: NY State mandates that all school districts have both Internal
and External Auditors to scrutinize the District’s finances.
Insurance and Utilities: Insurance, maintenance, heat, electricity, phone
and water are growing expenses every homeowner faces. We face these same
expenses on a much larger scale.
Tax Refunds: Tax certiorari refunds for commercial entities that appeal
their tax bills are a real and growing problem. The District must reserve money
for these settlements as they arise.
How much does the District share resources and services with the
quad-village schools, other districts, and the Village?
We share our out-of-district transportation bid and services with the other
quad-village districts. The transportation coordinator is hired through BOCES
but is shared among the districts. We participate in various cooperative bidding
and purchasing services through Westchester County and BOCES to purchase
supplies, technology and network services, telecommunications, special and
occupational education, staff development, transportation, athletic officials,
and administration. The District partners with the Village for use of facilities
and fields and for purchasing maintenance equipment and supplies. Also, the
District participates in a variety of cooperative insurance programs (including
health, workers compensation, liability, property, and benefits) with other
districts to save money and to provide greater efficiencies in administrative
time. To increase the rate of return on invested funds, the District
participates in CLASS, an educational cooperative for investing. The District
shares a swim team with Ardsley and continues to look for sports partners to
increase participation opportunities and reduce costs. We participate in the
Inter-Village Continuing Education consortium, which provides a broad range of
education options for all community members.
How can the District
improve its energy efficiency?
The District installed energy efficient light bulbs and ballasts, a building
automation system, and energy efficient motors. Paper, cardboard, plastic,
aluminum and metal cans, and printer cartridges are recycled. Custodians are
instructed to turn lights out. In response to our request, the New York Power
Authority (NYPA) prepared an energy survey. The results indicated that the
District was operating efficiently and recommended looking at solar, wind and
geothermal power. The District has discussed these opportunities with an
architect and is awaiting information from NYPA.
What is the District’s policy
regarding facilities use/rental by outside groups?
The District’s policy on “Community Use of District Facilities, Equipment and
Labor” is listed in Section 3280 of the Policy Manual. Briefly, it allows
outside groups to use school facilities to improve the instructional
opportunities of the District or to provide a benefit to the District and its
students, as long as the use is permitted under NYS Education law. Reasonable
and careful usage of property is required. Dangerous activities are prohibited.
District facilities may not be used by community groups for aiding any religious
purpose or for any denominational doctrine, instruction or service. The District
reserves the right to accept, refuse, modify or cancel any requests and renter
charges.
Which groups use District
facilities for free and which pay?
Groups allowed to use school facilities fall into three categories:
1. School-sponsored groups (such as District employee groups and official
student groups), Hastings PTSA, Hastings SEPTA, Hastings Education
Foundation, and the Inter-Village Continuing Education
Program are not charged custodial or rental fees, unless under special
circumstances.
2. Nonprofit community service organizations, and/or governments (i.e. Hastings
Recreation Department) are charged custodial overtime at prevailing
contractual rates. The Board may charge rental or special use
fees under certain circumstances, such as under a contingency budget, or if
there are
admission fees and/or fundraising purposes.
3. Individuals and organizations who, in the judgment of the Board, use school
premises to further or improve the instructional opportunities of the
District or to provide a benefit to the District and its
students are charged custodial, rental and/or special use fees.
How are limited resources
assigned (e.g., indoor gyms at 6pm) and which groups get preference?
First priority is given to school groups and space is only rented to outside
groups if the District has no facility need at that time. Village needs are then
considered and the Village determines its own order of priorities within its
allotted block of time. Finally, requests from other groups eligible to use
district facilities are met on a first come, first served basis. Whenever a
school-sponsored group or team’s request for use of a facility conflicts with
that of an outside group, even if the outside group had previously reserved the
facility, the school-sponsored group is given preference.
How are maintenance costs
and liability issues handled?
All non-school groups that use school premises may be charged special use fees
to cover the District's maintenance costs and are required to have liability
insurance.
What are the costs/benefits of
the classrooms rented to BOCES?
Each year the District evaluates its classroom needs based on enrollment to
determine whether there is excess capacity and to ensure that renting space to
BOCES does not result in overcrowding of District classrooms. The District
currently rents six classrooms to a BOCES program and receives over $200,000 in
revenue for this use. The net benefit is that the District receives revenue in
excess of its costs for providing this space and is helping BOCES to provide a
vital educational service for District and non-District students who would
otherwise have to attend more costly programs.
Does the District evaluate
the BOCES rental each year in terms of compensation, costs incurred, potential
risks, etc.?
Yes. The contract is negotiated each year with BOCES and cost increases are
factored into the renewal rental fee. Security risks are addressed by ensuring
that BOCES students have an appropriate level of adult supervision.
[TOP]
Do the school buses that drop
off the BOCES students have to drive onto the FMS playground while kids are
coming to school in the morning?
The District’s Superintendent of Buildings and Grounds closely monitors the
timing of the arrival of BOCES buses to ensure that they do not conflict with
the arrival of District students who walk to school. The alternative of
requiring BOCES buses to discharge students on Hillside Avenue next to the FMS
playground is deemed inadvisable due to safety and traffic hazards at that
location (Hillside Avenue north of the Farragut complex has been designating a
“No Stopping Zone” by the Village).
Could the District work more
closely with the Village Board for the common good?
In 2007, the School Board established the Joint School Board/Village Board
Sub-Committee, comprised of the Superintendent, two school board members, the
Village Manager and two village board trustees. Our intention is to work more
closely with the village on issues that impact the schools, such as future
development, and to share resources with the village whenever possible. The
School Board also appoints a liaison to the Village Safety Council. The
Community Leaders Group was established by the District and includes
representatives from the village government, youth council, youth advocate,
recreation department, local religious leaders, PTSA/SEPTA, Hastings Education
Foundation, and the police and fire departments. These groups meet with the
Superintendent and school board members to work together to resolve issues
facing the young people of the village.
Will the School Board be a more
vocal advocate in the community on development issues?
The School Board has made great strides in keeping abreast of current events in
the village and continues to participate and play an active role via work
sessions on village initiatives such as the Transportation Plan and the Local
Waterfront Revitalization Plan. The School Board plans to meet with the
Village’s Comprehensive Planning Committee as well. The Board continues to
examine how future development in the village may impact student enrollment,
economics and taxes.
[TOP]
What can the Board do to push
for more equitable assessment?
The Assessor for the Town of Greenburgh determines the property tax assessments
for all school, village and town taxes. A full revaluation of property
assessments can only be undertaken with the agreement of the Greenburgh town
government and all municipalities within the town (Hastings, Dobbs Ferry,
Ardsley, Irvington, Elmsford, and Tarrytown). The Board works with these other
school boards to urge the Assessor to provide equitable assessments and to
assign new properties their fair share of the property tax burden.
[TOP]
How are our education needs
represented in Albany?
Our Board maintains membership in both the New York State School Boards
Association (NYSSBA) and the Westchester Putnam School Boards Association (WPSBA).
Both organizations provide us with a wealth of information via mailings, emails
and websites, which enables us to keep abreast of issues developing in the State
Legislature and Education Department. We have a voice via their annual meetings
where we can cast our ballots to support lobbying efforts in Albany. The Board
appoints a legislative liaison to take on the responsibility of getting
background information to better educate us regarding issues that we need to
examine more closely in order to support a resolution. The District also
communicates with local legislators for support. We collaborate with other
school districts in northern and southern Westchester to propose and/or support
resolutions. In addition to WPSBA, we communicate with both Rockland and Duchess
County school board associations. In the past we have supported the Governor’s
Campaign for Fiscal Equity and have voiced our opinion to NY state and county
legislators regarding sharing of additional revenue from increased sales tax.
The District is also active in the Lower Hudson Educational Coalition and Lower
Hudson Council of School Superintendents.