1 Golden Bomber Dr.
Ilion, NY 13357
Phone: 315.894.9934
Fax: 315.894.2716
Superintendent
Committee looks at school finances and building configurations
The Community Advisory Committee got a clearer look at each school district's finances and tackled the tough question of how to use buildings in a merged district at their seventh meeting on Thursday, June 9 at Herkimer BOCES (view the agenda (PDF)).
A snapshot of fiscal health
Patrick Powers of D'Arcangelo & Co, certified public accountants and consultants, presented a clear financial picture of each district—both current and future. D'Arcangelo performs internal and external audits for 50 school districts including three of the four districts involved in the merger study.
Mr. Powers' presentation was based on the latest financial data—the final 2010 audit. He explained that the fund balances may change, but that the expenditures are representative. (see the Financial Health Characteristics (PDF)).
He began by explaining that at the time of the 2011 state budget negotiations, the state wanted districts to use their fund balances to make up for cuts in state aid.
"This is just a short term solution," he warned. "It is easy to spend fund balance, but the hard part is building that back up for future needs."
Building reserves will be especially difficult to reestablish considering the anticipation of frozen or reduced state aid due to the state's poor fiscal health, the loss of federal stimulus funds, and the impending tax cap.
Mr. Powers sees a merger as critical to school survival.
"Improved efficiencies and increased state aid through a merger equals improved finances," he said.
Addressing the often asked question of whether incentive aid is guaranteed, he said expected it continue based on past practice. He warned, however, that any Gap Elimination Adjustment (state reductions to school aid to close New York's budget deficit) could reduce incentive aid proportionally.
He then compared the districts to each other. Among his observations:
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Although the schools vary in size and in total budget, the percentage each school spends on major categories (instruction, employee benefits, general support, debt service, and transportation) are similar.
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Revenues vary greatly. Ilion receives almost 75 percent of its revenue from state aid versus Frankfort-Schuyler low of 57 percent. As a result, Frankfort-Schuyler raises almost 38 percent of its revenue in taxes versus 19 percent for Ilion.
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Fund balances as a percentage of expenditures ranges from a high of 13.3 percent to a low of 3.97 percent. (Those figures fell dramatically with the 2011-12 budget season.)
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In general, the districts are fiscally similar and a merger would positively impact the districts.
Building use
In previous meetings, the CAC looked at how buildings might be used in a merged district. After an informal vote, the committee narrowed the possible choices down to four options. The district leadership teams, made up of superintendents and building administrators, reviewed the options and selected one as their clear preference. Read the leadership team's report.
The leadership team selected one of the four options, but modified it. The leadership team configuration would include one elementary school in each community, one grades 5-6 building, one grades 7-8 building, and one grades 9-12 high school.
CAC members were surprised the team had not selected on of the four options as presented and asked the superintendents present several questions related to the choice.
Why did you reject other options that the CAC ranked as better?
The new option would enable the schools to better link curriculum to student age and development. The needs, interests, and maturity of fifth and sixth graders is very different from those of seventh and eighth graders. This configuration would allow the schools to provide age-appropriate classes for each group. The leadership team also felt strongly that all students in a given grade (after PreK-4) should be in the same building to minimize any community division.
The building capacities and the projected student enrollment are very close with this option. What happen if more students show up?
The capacity figures are intentionally very conservative. The buildings can accomodate more students if necessary.
How will you address the parents of fifth and sixth graders who do not want to put their kids on a bus?
That concern is understandable; it is a big step to go from a local school to another school outside your community. But the goal is to provide the best opportunities for students and to do that will require changes. Children demonstrate a remarkable ability to adapt—even better than adults. The goal would be to keep bus rides as short as possible (our longest runs would be shorter than most in more rural school districts) and to make the transition for parents and students as smooth as possible. And regardless of the the building configuration, there will be change and change always raises concern.
Will this mean different bus routes for each building?
Transportation will be part of a future merger study meeting. Prior to the meeting, the study team will meet with the transportation coordinators for each district and look at bus routes.
Will different schools mean different start times? What will this mean for parents who rely on children to help watch over younger siblings?
Details such as start times will have to be worked out by the new school board. Until the board establishes the specifics of class schedules and bus routes, it will be difficult to know how this will impact students and their families.
Would it be possible to provide a before and after school program to help families who may struggle balancing work schedules with a new school schedule?
Again, that would be up to the new board of education. In the past, such programs have been only marginally successful. Enrollment began high, but fell quickly as parents found other ways to arrange their schedules.
Will this end the revenue some schools receive from renting extra space to BOCES?
No, the new configuration actually expands the opportunity.
Mohawk's Jarvis Junior-Senior High School is not included as a school building—why not?
Jarvis is small to be an instructional building in the new district, but its central location is ideal to house the district office. It is also an excellent site for a BOCES alternative education program.
In what state are our buildings?
All of the school buildings have undergone repairs and renovations over the last decade. They are all in good condition, but will require routine maintenance in the future. View the building conditions report (PDF).
