Transcript BOE Meeting Presentations January 27 2015x

Board of Education Meeting
January 27, 2015 - Draft
7:00pm
Bright Spots
Student & Staff Recognition
 School Counselor Week
 High School Science Fair
 Teacher – Mr. Snitchler
 Clinton Hockey Night
High School Science Fair
Clinton Hockey
Bright Night
Spots @ Library
Student & Staff Recognition
Hockey Night at Kirkland Library
“Just wanted you to know that Ben Owens, Tyler
Jury, Joe Bonanza, Damien Cannistra & Brett
Grabeldinger were terrific ambassadors for
CCS. They did a great job helping out with
children’s activities and interacting with all who
attended.”
Anne
Mrs. Anne Dibraggio
Director of the Kirkland Library
Eighth Grade Trip to NYC
Eighth Grade Team
8th Grade Field Trip
New York City
May 8, 2015
“Making Connections”
Intrepid Sea, Air
& Space Museum
9/11 Memorial and
Museum
Agenda
Departure times are tentative
• Depart Clinton Middle School at 4:45 a.m.
• Breakfast (New York State Thruway Travel Plaza) (7:30-8:00 a.m.)
• Intrepid Sea, Air & Space Museum (10:00 a.m.)
• Group 1
• Guided tour (10:30-11:30)
• Lunch/ self-guided tour (11:30-1:00)
• Group 2
• Self-guided tour/lunch (10:30-11:30)
• Guided tour (11:30-12:30)
• Self-guided tour (12:30-1:00)
• Travel to 9/11 Memorial & Museum (1:15-1:45 p.m.)
• 9/11 Memorial & Museum (2:00 p.m.)
• Self-guided walking tour (2:00-4:45)
• Depart New York City at 5:00 p.m.
• Dinner (Sloatsburg Travel Plaza) (6:30 p.m.)
• Arrive at Clinton Middle School 11:00 p.m.
Intrepid Sea, Air & Space Museum
http://intrepidmuseum.org
• USS Intrepid aircraft carrier, now a National Historic Landmark, which served tours of
duty in World War II and Vietnam
• Space Shuttle Pavilion: The home of Enterprise, the world’s first space shuttle, and a
shining example of American ingenuity
• USS Growler: The world’s oldest existing nuclear missile-carrying submarine and the
only American diesel-powered strategic missile submarine open to the public
• British Airways Concorde: The fastest commercial aircraft to ever cross the Atlantic
Ocean
• 27 authentically-restored aircraft: Includes the Lockheed A-12 Blackbird, the world’s
fastest military jet and spy plane; propeller-driven planes that flew in World War II; jets
that flew in Vietnam; and helicopters that recovered NASA astronauts
• An 18,000-square-foot education center
• Pier 86, a publicly-accessible pier that is part of the Hudson River Park Trust
9/11 Memorial & Museum
http://www.911memorial.org/
• Located at the World Trade Center site, the memorial and
museum focuses on the terrorists attacks of September 11,
2001 and February 26, 1993.
• Tells the story of what happened on 9/11, including events at
the World Trade Center and the Pentagon and the story of
Flight 93.
• Explores the background leading up to the events and examines
their aftermath and continuing implications.
• Honors the nearly 3,000 victims of these attacks and all those
who risked their lives to save others.
U.S. History Objectives
• To understand why World War II began and how it changed the
lives of millions of people
• To be aware of the much different world left as a legacy of
World War II
• To investigate key turning points in New York State and United
States history and explain why these events or developments
are significant
• To understand the relative importance of United States
domestic and foreign policies over time
• To analyze the role played by the United States in international
politics, past and present
• To describe historic events through the eyes and experiences of
those who were there
U.S. History Standards
• History of US and New York
• The study of New York State and United States history requires an analysis of the development of
American culture, its diversity and multicultural context, and the ways people are unified by many values,
practices, and traditions.
• Important ideas, social and cultural values, beliefs, and traditions from New York State and United States
history illustrate the connections and interactions of people and events across time and from a variety of
perspectives.
• Study about the major social, political, economic, cultural, and religious developments in New York State
and United States history involves learning about the important roles and contributions of individuals and
groups.
• The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh
the importance, reliability, and validity of evidence; understand the concept of multiple causation;
understand the importance of changing and competing interpretations of different historical
developments.
• World History
• The study of world history requires an understanding of world cultures and civilizations, including an
analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the
human condition and the connections and interactions of people across time and space and the ways
different people view the same event or issue from a variety of perspectives.
• Establishing timeframes, exploring different periodizations, examining themes across time and within
cultures, and focusing on important turning points in world history help organize the study of world
cultures and civilizations.
• Study of the major social, political, cultural, and religious developments in world history involves learning
about the important roles and contributions of individuals and groups.
• The skills of historical analysis include the ability to investigate differing and competing interpretations of
the theories of history, hypothesize about why interpretations change over time, explain the importance
of historical evidence, and understand the concepts of change and continuity over time.
U.S. History Standards
• Geography
• Geography can be divided into six essential elements which can be used to analyze important
historic, geographic, economic, and environmental questions and issues. These six elements include:
the world in spatial terms, places and regions, physical settings (including natural resources), human
systems, environment and society, and the use of geography.
•
Economics
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•
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The study of economics requires an understanding of major economic concepts and systems, the
principles of economic decision making, and the interdependence of economies and economic
systems throughout the world.
Economics requires the development and application of the skills needed to make informed and
well-reasoned economic decisions in daily and national life.
Civics, Citizenship, and Government
•
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The study of civics, citizenship, and government involves learning about political systems; the
purposes of government and civic life; and the differing assumptions held by people across time
and place regarding power, authority, governance, and law.
The state and federal governments established by the Constitutions of the United States and the
State of New York embody basic civic values (such as justice, honesty, self-discipline, due process,
equality, majority rule with respect for minority rights, and respect for self, others, and property),
principles, and practices and establish a system of shared and limited government.
Central to civics and citizenship is an understanding of the roles of the citizen within American
constitutional democracy and the scope of a citizen's rights and responsibilities.
The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and
answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate
evidence, formulate rational conclusions, and develop and refine participatory skills.
U.S. History Common Core
Learning Standards
• 8.6 World War II: The aggression of the Axis powers threatened the
United States security and led to its entry into World War II. The
nature and consequences of warfare during World War II transformed
the United States and the global community. The damage from total
warfare and atrocities such as the Holocaust led to a call fro
international efforts to protect human rights and prevent future wars.
(Standards: 1, 2, 3; TCC, GOV, TECH, EXCH)
• 8.7 FOREIGN POLICY: The period after World War II has been
characterized by an ideological and political struggle, first between
the United States and communism during the Cold War, then between
the United States and forces of instability in the Middle East.
Increased economic interdependence and competition, as well as
environmental concerns, are challenges faced by the United States.
(Standards: 1, 2, 4, 5; Themes: TCC, GEO, ECO, EXCH
ELA Common Core
Learning Standards
• ELA Common Core Module 3 is the basis for
this interdisciplinary unit between ELA and
social studies. The field trip incorporates
Common Core Learning Standards:
• Reading Informational Text
• RI 8.1, 8.2, 8.3, 8.4
• Writing
• W 8.2, 8.3, 8.9
• Speaking and Listening
• SI 8.1
• Listening
• L 8.1, 8.2, 8.3
“Making Connections: Past to Present”
• 8th Grade Culminating ELA/Social Studies Task
• Students will conduct research on a historical social,
political, economic, or cultural event to develop an
informative essay.
• Students will link the historical topic to a present day
current event.
• The informative essay will be the culminating
assessment for both ELA and social studies.
Assistant Superintendent for Business
Report
Mr. Joe Barretta
Assistant Superintendent for Business
Budget Update
Capital Project Update
2015 – 2016 Budget
Executive Budget Analysis
and Budget Update
January 27, 2015
2015 – 16 Executive Budget Analysis
◦ $1.1 billion increase in school aid (4.8% from 2014
- 2015)
◦ Contingent on the Legislature’s acceptance of the
governor’s reform proposals
◦ If the Legislature rejects the Governor’s proposal
then there will be no increase in state aid
◦ Division of Budget will not release state aid runs
Governor’s Reform Proposals
 Teacher and Principal Evaluations
 50% on student scores on state tests
 50% on classroom observations
 Five Years for Tenure
 Effective or highly effective
 Reform 3020a Process
 Expedited removal of teachers
 Increase Cap of Charter Schools
 Mayoral Control in Cities with Chronic Problems in
Education
 Implement a State Intervention Mechanism Similar to
a Model Used in Massachusetts
Property Tax Credit Program
 $1.66 billion property tax credit program
 Enhanced “circuit breaker” for homeowners and
renters
 Property taxes exceed 6% of a taxpayer’s income
 Taxpayers with incomes under $250,000
Budget Assumptions
 Contractual increase in salaries ($582,000)
 Benefits
 6% Increase in Health Insurance ($328,000)
 13.5% TRS Rate ($243,000)
 18.2% ERS Rate ($14,000)
 BOCES Increase by 3% ($153,000)
 Interfund Transfers ($101,000)
 Debt Service
 New Principal and Interest Payment ($529,000)
 New Revenue
 Building Aid ($410,387)
 Rental ($45,000)
2015 – 2016 Budget
Estimated Revenue
Estimated Expenditures
$24,600,522
$26,331,574
Budget Gap
$ 1,731,052
Additional Information
 Calculation of the Property Tax Cap
 Final Health Insurance Rate
 BOCES Service Requests
 Teacher Retirements (breakage)
 State Aid Runs
Tax Cap Video
http://www.capitalregionboces.org/taxlevycap/
Next Steps
Capital Project Update
Mr. Joe Barretta
Assistant Superintendent for Business
Administrator Reports
 Elementary School
 Middle School
 High School
 Director of Special Education and Instruction
Superintendent’s Report
 Coordinator of Athletics and Communications
 Pathways to Graduation:
http://vimeo.com/109237474
 2015-2016 Proposed Calendar
 School Tool Parent Portal
 Single Point of Entry – Status/Feedback/Next Steps