campbell savona central school...education accepts the letter of intent to retire from richard...

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CAMPBELL-SAVONA CENTRAL SCHOOL

BOARD OF EDUCATION

AGENDA

September 15, 2014

6:00 pm meeting in room 1058 at the high school

1. Call to Order

2. Pledge of Allegiance

3. Set Agenda

4. Presentations/Reports

A. Superintendent’s Report

B. Assistant Superintendent of Management Services’ Report

C. Audit Committee’s Report

D. Curriculum and Instruction Supervisor’s Report

Review of ELA, Math and Science 3-8 data

Review of Opening Day 2014

E. Director of Pupil Personnel Services’ Report

F. Elementary Principal’s Report

G. High School Principal’s Report

5. Action on Minutes

A. Proposed Resolution: to accept the following minutes as presented:

August 25, 2014 Regular Meeting

6. Business Matters

A. Proposed Resolution: upon the recommendation of the Superintendent that the Board of

Education accepts the financial reports as presented in writing.

B. Proposed Resolution: upon the recommendation of the Superintendent that the Board of

Education dissolves the extra-curricular accounts for the Class of 2013 and the Class of

2014.

C. Proposed Resolution: upon the recommendation of the Superintendent that the Board of

Education accepts the donation of $1,000.00 from Crystal Lanes Bowling Center to

increase the District’s budgeted amount in the GST BOCES Arts in Education service

and, furthermore, that the General Fund budgeted expenditures for 2014-2015 be

increased by $1,000.00 at budget code A-2110-490-04-00-00 (Regular Education BOCES

Services) and GST BOCES coser 401.001 be increased by $1,000.00.

D. Proposed Resolution: upon the recommendation of the Superintendent that the Board of

Education declares the items in the attached list as obsolete, surplus, or unusable by the

District and approves the disposal of such items by the Superintendent in such a

manner that is advantageous to the District.

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7. Personnel Matters


Education accepts the letter of intent to retire from Richard VanTreese, Custodian,

effective October 30, 2014.


Education accepts the letter of resignation from Nicole Housel, Spanish Teacher,

effective September 3, 2014.


Education appoints Elaine Gorman as a School Psychologist beginning September 8,

2014 through September 30, 2014 at the rate of $375.00 a day.


Education acknowledges Kaitlyn Spikes as a practicum student in school psychology

completing her field period from Alfred University who will be placed with Nicole

Blodgett-Clarke beginning September 15, 2014 through May 7, 2015.

E. Proposed Resolution: upon the recommendation of the Superintendent that the Board of

Education makes the following appointments:

Name: Denice Thompson

Position: Bus Monitor

Probationary Period Begins: September 4, 2014

Probationary Period Ends: March 3, 2015

Hourly Rate: $9.40

Name of Appointee: Kathleen Tedone

Tenure Area: Elementary


Probationary Period Ends: August 11, 2016

Certification Status: Permanent – Pre Kindergarten,

Kindergarten and Grades 1-6

Salary Step: Step 13, pending verification

Salary: Per Negotiated Contract

Name of Appointee: Steven Tedone

Tenure Area: School Psychologist



Certification Status: Permanent – School Psychologist


Name: Robert Davis

Position: Cleaner


Probationary Period Ends: March 3, 2015

Hourly Rate: $9.60

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Name of Appointee Position

Denise Ross Grade 1 Team Leader

Cheryl Wright Grade 6 Team Leader

Ashley Jones Elementary Math Department Chair

Stephanie Cleveland Substitute Teaching Assistant and Aide PK – 6

Karl VanAmburg Substitute Teacher PK – 12

Krystal Blencowe Substitute Teacher PK – 12

John Wood Substitute Cleaner

Roger Graham Substitute Cleaner

James Gardner Substitute Bus Driver

Clifford Ellison, III Girls JV Soccer Coaches Aide

Base Camp Enrichment Facilitator or Tutor at the hourly rate of $26.20:

Lisa Bailey

Amy Chaffee

Tammy Clark

Dave Cranmer

Trisha Daningburg

Nicole Hoag

Joe McKenna

Michael Larrabee

Tom Scolaro

Laura Sutphen

Laura Wright

Base Camp Chaperone at the hourly rate of $14.10:

Caitlin Boughan

Tom Scolaro

8. Other Business

9. Public Comment

10. Discussion Items

A. Board of Education 2014-2015 Retreat and self-evaluation

11. New Business


Education designates Thomas Hauryski as its voting delegate for the Annual Business

Meeting of the New York State School Boards Association to be held on October 27,

2014.


Education approves the first reading of Board of Education Policy #2060 entitled

‘Purchasing’ and Regulation #2060R entitled ‘Purchasing Regulations’ as presented in

writing.



“Disposal of District Property” as presented in writing.

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“Protected Reporting” as presented in writing.

E. Proposed Resolution: upon the recommendation of the Superintendent that the Board of


“Cellular Telephones” as presented in writing.

F. Proposed Resolution: upon the recommendation of the Superintendent that the Board of

Education approves the first reading of Board of Education Policy #2620 entitled “Free

and Reduced Price Food Services” as presented in writing.

G. Proposed Resolution: upon the recommendation of the Superintendent that the Board of

Education approves the second reading and adoption of the following Board of

Education policy as presented in writing:

3120 Technology Access for Staff

H. Proposed Resolution: upon the recommendation of the Superintendent that the Board of

Education approves the second reading and adoption of the following Board of

Education policy as presented in writing:

4075 Technology Access and Use by Students

12. Executive Session to discuss matters made confidential by state or federal law – Special

Education classification and placements and collective negotiations pursuant to Article 14

of the Civil Service Law.


Education accepts the Committee on Special Education classifications and placements

as presented in writing.


Education leaves executive session and reconvenes in open session.

13. Proposed Resolution: upon the recommendation of the Superintendent that the Board of

Education approves the terms and conditions of employment as set forth by the individual

bargaining agreement between the Superintendent and the following as presented in writing.

Name Term

Steven Tedone September 30, 2014 – June 30, 2016

14. Adjournment

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VISITORS WISHING TO ADDRESS THE BOARD

The Campbell-Savona Central School District welcomes public comment. Visitors are asked to

sign in. Visitors wishing to address the Board should indicate so below. In addition please

indicate the topic you wish to address the Board on and contact information so the district may

contact you in terms of your question or issue. Anyone addressing the Board with a question or

concern will be contacted as soon as possible, following the meeting, by either the Board clerk

or an administrator in regards to your question or concern.

In general, Board comments should be kept to three (3) minutes. The Clerk will notify you when

30 seconds remain.

The Board will listen to your comments carefully. This is an opportunity to provide your

thoughts so the Board may include concerns in its consideration of the item you address.

Board members will not answer specific questions or engage in a dialogue or debate. If you

have a question or request further discussion of an issue, the Clerk will take your contact

information so that the appropriate staff member can respond at a later time.

PUBLIC EXPRESSION AT BOARD MEETINGS

As it is important to us that you feel free to express yourself, you should be aware of the

following:

Discussion involving individual District personnel or students is not permitted. Such

matters should be presented to the appropriate person beginning with the Building

Principal.

Upon being recognized by the President, speakers should identify themselves and any

organization they may be representing.

Comments should be addressed to the President of the Board.

Speakers may comment on any matter related to District business.

Speakers are expected to conduct themselves in a civil manner. Obscene language,

malicious statements, threats and statements of a prejudicial nature are all unacceptable.

At the President’s discretion, in order to allow all who wish to address the Board an

opportunity to do so, statements may be limited to 3 minutes per statement and one

statement per person.

The President has the right to discontinue any presentation which is contrary to the above

conditions or is otherwise seen as inappropriate.

The Board will listen to your comments, but may not respond at this time. This may be to

afford enough time for all who wish to comment to do so; or to give your remarks due

consideration and form the best course of action or response to the issue presented.

Thank you for your participation.

Campbell Savona Board of Education Report September 15, 2014

Kelley Meade, Curriculum and Instruction Supervisor

Rigorous Learning Community

Overview of Opening Day (September 2, 2014)

o The Premier of our Newly Defined Vision, Mission and Beliefs

The Opening Day Power Point, 2014-2015 Coming Attractions and History of

our Vision, Mission and Beliefs have been added to our Video Library page

under the Community Channel. The following link will take you directly to the

video library: http://www.cscsd.org/Page/185 . You will see all options for video

on the left hand side of the page. Please take a moment and watch if possible.

o Review of Café Data from all stakeholders

Breakout session to review other stakeholders beliefs and perspectives

Debrief focused on commonalities and differences

o Rigor and Relevance Workshop Outcomes

Create a common definition and understanding of rigor and relevance

Know what rigor and relevance looks like in the classroom

Use the Rigor/Relevance Framework as means for communicating about

instruction

o Teachers’ Commitments to Action

Grade level teams were given time to reflect on the vision, mission and beliefs,

café data from all stakeholder groups and the rigor and relevance framework

After reflecting, they were asked to make a commitment to action – see attached

responses

Overview of 3-8 ELA, Math and Science Data

o Chart has been updated to include BOCES rankings – see attached

o Developing plan to address the ELA needs

ELA committee formed

Create common definition of balanced literacy K-6

Have flexibility in adapting the modules

Capture adaptations and revisions in curriculum map

Demonstrating increased opportunities for writing, independent reading,

conferencing, etc.

The Campbell Savona Central School District will strive to become a rigorous learning community that develops:

collaborators

critical thinkers

creative problem solvers

effective communicators

Our graduates will be successful citizens who make a positive difference in their community, country and world.

http://www.cscsd.org/Page/185

2014-2015 School Improvement Goals

o In July the SIP Team met for a full day and had great discussions around this year’s

priorities and the following goals were developed and shared at Opening Day

Students will demonstrate growth over time in acquiring and using 21st century

skills (collaboration, communication, critical thinking, and creative problem

solving) as evidenced by district wide grade/age appropriate rubrics

Teachers will be supported in the development of:

Rigorous and relevant instruction

Formative assessment tools and techniques

Developing the 4C’s:

Assessing 21st Century Skills

o K-6 report card has section to assess students’ “Qualities for Success”

o Teachers are discussing the 4C’s with their students and allowing opportunities for

students to self-evaluate and discuss what each attribute looks like in their classroom

Examples

5th grade Qualities for Success

7th grade

Teachers’ Commitments to Action from Opening Day

September 2nd

, 2014

In the afternoon on Opening Day, grade levels were given time to reflect as a team on the vision, mission and

beliefs, café data from all stakeholder groups and the rigor and relevance framework. After reflecting, they were

asked the following questions:

How is what I learned today going to impact my instruction?

Synopsis of Responses

Raise the level of questioning, revise assessments to be more relevant and rigorous, and

create more quadrant D moments across classrooms

Specific Responses

Plan more rigorous questions to ask (ahead of time)

Plan ways/projects to get students to engage in deeper thinking/analyzing

Plan for students to teach a lesson/concept/learning game to peers

More backwards design and planning alongside assessments

Raising the level of questioning - create a list of higher level questions that can be used on a daily basis.

Refine end-of-module performance tasks to be more project-based with students working to solve a

problem – try to include community (ex: ELA Module 1 –How do people access books/reading around the

world? – set up a project w/ the local library on students creating a new way for people to access learning,

etc…)

Integrate Science content with Math to solve a problem.

Some ELA modules can align w/ Science content (Water module and “Water Around the World” ELA

Module)

Keep the rigor and relevance chart and ideas handy when creating assessments, lessons, and performance

tasks.

By looking at the different levels of questions, we have decided to use higher level questioning in our

instruction and assessments.

When planning, we can use the various quadrants to help us incorporate rigor and relevance.

As the year progresses, we will sequence the units so that they increase rigor and relevancy.

Be more mindful of the types of questions we ask and the level of thinking they require.

Scaffold the quadrants for all students.

Push students to be more responsible for their learning.

Have students be more involved in their learning.

Use the rigor/relevance model when revising assessments.

To help with planning – to ensure rigorous lessons

Quadrants – seeing transition between A, B, C, D

Seeing how lessons could be tweaked to move to a higher quadrant

Think more about wording of questions

More thought will be placed on how questions are worded.

Projects will be problem-based and included within the learning environment.

Technology will be used with purpose and not for the sake of using technology.

Adapt questioning strategies

Focus on higher levels of knowledge (Blooms)

Across the subjects, we feel that the majority of instruction and state objectives and assessments are in C

quadrant; however, we also believe we already pose questions and ask students to do things that are in D

quadrant.

With the integration of STEM, student learning experiences will shift to D quadrant.

We can use this knowledge taxonomy to help drive instruction by asking ourselves, “How can I increase

rigor and relevance?”

Related to above, we want to be cognizant of the questions that we’re asking our students; that we move

away from less rigorous questions to questions that allow students to demonstrate a mastery of challenging

tasks.

It will give us a positive attitude

Planning lessons/topics using the four quadrants to move up in rigor/relevance as we go

We saw over and over that students want more voice/choice so keeping this in consideration where and

when applicable

We saw that the need for technology and using technology is high on all our list of priorities, but it’s going

to be a matter of choosing relevant technology and using it as a means, not an end. We feel strongly that we

need more PD in what we can DO with the technology we have available, and time to explore that.

We will use the rubric from today’s presentation to guide our planning to ensure our instruction is both

rigorous and relevant.

Use of essential questions/enduring understandings to frame authentic learning and build coherence across

subject areas and encourage transfer of conceptual understandings. These will establish more of an

inquiry-based approach to engage and empower active student learning throughout each unit.

Look closely at assessments to ensure quality/rigor of questions – backward plan to include same level of

rigor and repeated opportunities for practice throughout instructional sequence, opportunities for feedback

and self-evaluation

Continue to be more of a facilitator to promote active engagement, allow students to struggle and persevere

through learning process

We plan to use the questions from the C and D quadrants while the children are in centers.

Teaching conflict – resolution to strategies to our students

Teaching soft skills – manners, appropriate talk and appropriate behavior, respect

The framework brings rigor and relevance to the forefront of instructional planning. The framework will

encourage us to modify lessons and units to move across quadrants.

What will I do differently as a result of today?

Synopsis of Responses

Be more aware and purposeful in my questioning, have students take more active role in

their learning, and increase collaboration

Specific Responses

Change the way I ask questions (higher level questions)

Put students in different roles (facilitator, leader, etc)

Create more group collaboration activities

Be more aware of questioning

Keep in mind the actions that students will exhibit to show the different levels of rigor and relevancy.

The taxonomy will help us reflect on our current levels of questions and help to improve upon them.

We will post the question stems to help us create lessons and assessments.

Be more mindful of the types of questions we ask and the level of thinking they require as we plan.

Be more mindful of student needs as we scaffold the quadrants.

Hold students to be more responsible for their learning.

Plan activities that promote student engagement.

Use the rigor/relevance model when revising assessments and planning weekly lessons.

Using wording / questions on quadrant to develop lessons and assessments.

Target lessons/assessments to more real world applications/situations

Use handout as a reference

Use questioning techniques to help scaffold questions

An increase in collaboration and cross-curricular planning.

Content will focus more on local businesses and community.

Adapt our lessons to reflect the questioning techniques

Team approach hold each other accountable and provide feedback

We need to seek out ways to move to more rigorous and relevant thinking to meet higher achievement

goals.

Use the time in the mornings to communicate and collaborate with grade level teachers and plan to support

or so that there is less overlap in projects and technology use, etc.

We will strive more to reach levels C & D

Increase rigor, relevance

Keep the rigor and relevance framework visible for reference

Consider more project-based learning opportunities

We will be more conscious about the different quadrants and how they drive our instruction.

Be more mindful of the level of questions being asked for all students.

Collaborate with special areas (PE, music) to strengthen interdisciplinary focus – scope and sequences built

this summer will be helpful here to share with special area teachers and plan proactively

Incorporate project-based learning opportunities with authentic and relevant tasks – could be used as

additional source of assessment data besides paper pencil assessments

We will word questions differently.

We would provide more resources for our students to allow for rigor and relevancy.

We will use the framework in lesson design and planning. Our goal is to try to strive toward quadrant D.

One way to do this is through interdisciplinary units and emphasis on technology. We think that it’s good

that framework allows for our own analysis and interpretation

3-8th Grade ELA Results

The % is the percent passing with a 3 or above and/or a 65% and above

The number in parenthesis ( ) is where CSCS’s score ranked in the GST BOCES

3-8th Grade Math Results

The % is the percent passing with a 3 or above and/or a 65% and above


3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

3-6 Average

7-8 Average

Average ALL

Algebra Regents

2012-13 24% (16)

25% (8)

24% (6)

16% (15)

17% (6)

31% (2)

22.3% (11.25)

24% (4)

23% (8.8)

83.8% (9)

2013-14 27% (14)

35% (8)

13% (20)

27% (10)

24% (10)

24% (5)

25.5% (13)

24% (7.5)

25% (11.2)

88.5% (5)

Cohort growth or decline in percentage

+11%

-12%

+3%

+8%

+7%

+3.2%

+2%

+5.3%

Cohort growth or decline in BOCES rank

+8

-12

-4

+5

+1

-1.75

-3.5

-2.4

+4

4th and 8th Grade Science Data The % is the percent passing with a 3 or above and/or a 65% and above


4th Science 8th Science Average

2008-9 86% (18) 84% (10) 14

2009-10 85% (16) 84% (9) 12.5

2010-11 81% (20) 79% (12) 16

2011-12 81% (19) 88% (4) 11.5

2012-13 87%(17) 84% (10) 13

2013-14 85% (17) 61% ( 16 ) 16.5

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

3-6 Average

7-8 Average

Average ALL 3-8

ELA Regents

2012-13 28% (14)

13% (13)

22% (8)

27% (11)

19% (11)

43% (4) 22.5% (11.5)

31% (7.5)

25% (10)

75.4% (9)

2013-14 15% (20)

23% (13)

16% (16)

21% (15)

26% (6)

37% (5)

18.75% (16)

31.5% (5.5)

23% (12.5)

86.6% (9)

Cohort growth or decline in percentage

-5%

+3%

-1%

-1%

+18%

-2.75%

+.5%

-2%

+11.2%

Cohort growth or decline in BOCES rank

+1

-3

-7

+5

+6

-5.5

+2

-2.5

Student Name: _________________________

Please use the scale below to rate yourself for each behavior and skill.

4 – Exceeds current grade level expectations

3 – Meets current grade level expectations

2 – Approaching current grade level expectations

1 – Well below grade level expectations

21st Century Qualities for Success

BOY

MP1

MP2

MP3

MP4

Collaborates: Works well with others

Self-directed and takes initiative for own learning

Displays a positive attitude

Demonstrates perseverance: works hard, does not give

up on task

Respects the ideas of others to further learning

Organized and prepared for learning

Demonstrates grade level appropriate oral and written

communication skills

Uses technology as a learning tool

Demonstrates flexible thinking and creativity in

problem solving

STEALTH 7 Growth Card

1: Almost Never 2: Sometimes 3: Often 4:Very Often 5: Almost Always

Marking period

1 2 3 4

Creative Problem Solving Looks for and suggests solutions to problems Persists and thinks flexibly when the answer is not

immediately known

Self-Assessment

Teacher Score

Attitude and Reflection Is not publicly critical of the work of others Always has a positive attitude about the task(s) Open to continuous learning or changing ways of thinking

when presented with new information Self-awareness/self-advocacy (reflective learner) Thinks before acting

Self-Assessment

Teacher Score

Collaboration Fulfills individual responsibilities to contribute to the group Tries to keep people working well together as an

interdependent team Continually supports the efforts of others and encourages

team members to grow Demonstrates understanding and empathy

Self-Assessment

Teacher Score

Communication Is able to communicate with various audiences both orally

and in writing.

Self-Assessment

Teacher Score

Attentiveness Consistently stays focused on the task and what needs to be

done. Manages time effectively Self-directed learner

Self-Assessment

Teacher Score

Critical Thinking Work reflects this student’s best efforts Asks questions to enhance learning

Self-Assessment

Teacher Score

Transitional skills Able to organize effectively Employs various strategies and skills necessary to be

successful in the content area classroom (study skills, note taking, test taking strategies…)

Self-Assessment

Teacher Score

Student Name: _____________________________ Marking Period: _____________

Regular Meeting Page 24 Board of Education Campbell-Savona High School Room 1058 August 25, 2014 Present: President Tom Hauryski, Sara Rosplock, Greg Cacace, Rick Salvagin, Craig Smith, Paul

Seager Attending: Timothy Allard, Kathleen Hagenbuch, Kelly Costa, Lisa Hawken, Angela Pavlick, Jim

Anderson, Kelley Meade, Sara Balliett, JoeAnn Kimball, Keith Miller Absent: Vice President Bill Caudill The meeting was called to order by President Tom Hauryski at 6:01 pm in room 1058 at the high school building followed by the Pledge of Allegiance. The agenda was set for the evening. Reports were given by the: Superintendent:

Summer School and BASE Camp update

State Grant update

New Board Member Orientation update

Building Project update

STEM Implementation update

Jared Allen’s performance update

Opening Day update Assistant Superintendent of Management Services:

Tax Levy update

Building Project update

GST BOCES Deputy Treasurer update Audit Committee: Greg Cacace reported that he is waiting for confirmation from the auditors on the status of the 2013-2014 external audit and will set up a time to meet once it is complete. Curriculum and Instruction Supervisor:

Summer Curriculum Workshops update

Shared Decision Making Plan update

3-8 Test Data update

Technology Use Plan Presentation – Sara Balliett Director of Pupil Personnel:

School Psychologist update

AIS Schedule update

CSE Student Enrollment update Elementary Principal:

Gearing up for the 2014-2015 school year

Thanked Bob Wilson and his crew for their hard work this summer getting the building prepared for the new school year.

2014-2015 Hiring update

Regular Meeting Page 25 Board of Education Campbell-Savona High School Room 1058 August 25, 2014 High School Principal:

Student Scheduling update

Thanked Bob Wilson and his crew for their hard work preparing for the new school year.

Announced upcoming parent meetings

Morning Traffic Map update

Summer School update

Athletic Club New Point System presentation – JoeAnn Kimball On a motion by Smith, seconded by Seager, and carried by all members present that the Board of Education accepts the following minutes, as presented: July 21, 2014 Regular Meeting

August 12, 2014 Savona Free Library Special Vote Vote: 6 Yes 0 No Motion Carried On a motion by Cacace, seconded by Smith, and carried by all members present that the Board of Education accepts the financial reports as presented in writing.

Vote: 6 Yes 0 No Motion Carried On a motion by Rosplock, seconded by Smith, and carried by all members present that the Board of

Education confirms the tax rolls and authorizes the tax levy as follows:

WHEREAS, the Board of Education has been authorized by the voters at the Annual

Meeting to raise for the current budget of the 2014 - 2015 school year a sum not to

exceed $23,399,013; and

WHEREAS, the tax levy for the 2014-2015 school year shall be fixed at $4,755,516 for

school taxes and $45,500 for library taxes; therefore

BE IT RESOLVED, that the board fix the tax rates by towns and confirm the extension

of the taxes as they appear on the following described tax roll:

Regular Meeting Page 26 Board of Education Campbell-Savona High School Room 1058 August 25, 2014

2014-15 TAX RATES (SCHOOL TAX LEVY)

Municipality EQ Rates Taxable

+Exemptions Full Value Levy

Percent Levy Amount 14-15 Tax

Rate ADDISON 100.00% $2,143,880 $2,143,880 0.8791% $41,808.11 $19.501144

SAVONA 46.00% $9,853,670 $21,421,022 8.7842% $417,734.43 $42.393791

BATH 46.00% $23,300,092 $50,652,374 20.7712% $987,779.23 $42.393791

BRADFORD 93.00% $8,414,476 $9,047,824 3.7103% $176,442.91 $20.968972

CAMERON 100.00% $424,600 $424,600 0.1741% $8,280.19 $19.501144

CAMPBELL 2.87% $2,884,849 $100,517,387 41.2196% $1,960,204.02 $679.835851

ERWIN 100.00% $2,943,751 $2,943,751 1.2072% $57,406.51 $19.501144

THURSTON 3.76% $2,132,201 $56,707,473 23.2543% $1,105,860.60 $519.012568

TOTAL $52,097,519 $243,858,310 100.0000

%

$4,755,516 $19.501144

2014-15 TAX RATES (LIBRARY LEVY)

Municipality EQ Rates Taxable

+Exemptions

Full Value Levy

Percent

Levy Amount 14-15 Tax

Rate ADDISON 100.00% $2,143,880 $2,143,880 0.8791% $400.01 $0.186584

SAVONA 46.00% $9,853,670 $21,421,022 8.7842% $3,996.81 $0.405617

BATH 46.00% $23,300,092 $50,652,374 20.7712% $9,450.91 $0.405617

BRADFORD 93.00% $8,414,476 $9,047,824 3.7103% $1,688.18 $0.200628

CAMERON 100.00% $424,600 $424,600 0.1741% $79.22 $0.186584

CAMPBELL 2.87% $2,884,849 $100,517,387 41.2196% $18,754.91 $6.504558

ERWIN 100.00% $2,943,751 $2,943,751 1.2072% $549.26 $0.186584

THURSTON 3.76% $2,132,201 $56,707,473 23.2543% $10,580.69 $4.965827

TOTAL $52,097,519 $243,858,310 100.0000% $45,500 $0.186584


BE IT HEREBY DIRECTED, that the tax warrant of this board, duly signed, shall be

affixed to the above-described tax rolls authorizing the collection of said taxes to

begin September 1, 2014 and end October 31, 2014 giving the tax warrant an effective

period of 61 days at the expiration of which time the tax collector shall make an

accounting in writing to the board; and

IT IS FURTHER DIRECTED that the delinquent tax penalties shall be fixed as follows:

September 1, 2014 – September 30, 2014: 0%

October 1, 2014 – October 31, 2014: 2%

After October 31, 2014: 3%

Vote: 6 Yes 0 No Motion Carried On a motion by Cacace, seconded by Smith, and carried by all members present that the Board of Education executes the tax warrant as presented in writing.

Vote: 6 Yes 0 No Motion Carried On a motion by Cacace, seconded by Seager, and carried by all members present that the Board of Education accepts the donation of $500 from The Institute for Human Services, Inc. 2110-450-01-00-36 for the 6

th grade musical and, furthermore, that the General Fund budgeted expenditures for

2014-2015 be increased by $500 at budget code A-2110-450-01-00-36 (Regular Education Elementary Supplies – Sixth Grade).

Vote: 6 Yes 0 No Motion Carried

On a motion by Cacace, seconded by Seager, and carried by all members present that the Board of Education that Lindsey Groome, presently employed by GST BOCES Central Business Office, be designated and appointed Deputy to the School District Treasurer, as provided in Section 2503 (15) of the Education Law, with power to act during the temporary absence from duty of the School District Treasurer, the term of such appointment to this title to be for the 2014-2015 school year.

Vote: 6 Yes 0 No Motion Carried On a motion by Cacace, seconded by Seager, and carried by all members present that the Board of Education delegates Kathy Hagenbuch as the Chief Administrative Officer to act as its agent with regard to entering into contracts and agreements for the Child Nutrition Programs.

Vote: 6 Yes 0 No Motion Carried On a motion by Rosplock, seconded by Cacace, and carried by all members present that the Board of Education accepts the letter of resignation from Kathryn Tumia, School Psychologist, effective August 5, 2014.


Regular Meeting Page 28 Board of Education Campbell-Savona High School Room 1058 August 25, 2014 On a motion by Rosplock, seconded by Cacace, and carried by all members present that the Board of Education accepts the letter of resignation from Bonnie Kohler, Food Service Helper, effective August 15, 2014.

Vote: 6 Yes 0 No Motion Carried On a motion by Rosplock, seconded by Cacace, and carried by all members present that the Board of Education accepts the letter of resignation from Robert Sherburne, Elementary Teacher, effective September 12, 2014.

Vote: 6 Yes 0 No Motion Carried On a motion by Rosplock, seconded by Cacace, and carried by all members present that the Board of Education amends the tenure date for Meghan Gross from August 31, 2017 to August 31, 2016.

Vote: 6 Yes 0 No Motion Carried On a motion by Rosplock, seconded by Cacace, and carried by all members present that the Board of Education abolishes a 1:1 Aide position.


On a motion by Rosplock, seconded by Cacace, and carried by all members present that the Board of Education creates a Classroom Aide position.

Vote: 6 Yes 0 No Motion Carried On a motion by Rosplock, seconded by Smith, and carried by all members present that the Board of Education creates a Receptionist position.

Vote: 6 Yes 0 No Motion Carried On a motion by Smith, seconded by Cacace, and carried by all members present that the Board of Education makes the following appointments:

Name of Appointee Caitlin Boughan

Position Receptionist

Probationary Period Begins August 25, 2014

Probationary Period Ends February 24, 2015

Hourly Rate: $10.00/hr.

Name of Appointee Carrie Koehler

Position Full Time Classroom Aide

Probationary Period Begins September 1, 2014

Probationary Period Ends: February 28, 2015

Hourly Rate: $10.05/hr.


Name of Appointee: Samantha Marsh




Certification Status: Professional – Childhood Education

(Grades 1-6)

Salary Step: Step 7


Name of Appointee: Kristy Kimball




Certification Status: Permanent – Pre Kindergarten,

Kindergarten and Grades 1-6

Salary Step: Step 13


Name of Appointee Position

Chris McCann Boys Modified Soccer Coach

Greg Cacace Girls Varsity Soccer Coaches Aide

Stephanie Cleveland Substitute Food Service Helper

Bonnie Kohler Substitute Food Service Helper


On a motion by Smith, seconded by Cacace, and carried by all members present that the Board of

Education appoints the following as mentors for the 2014-2015 school year:

Sarah Mussack – Meghan Gross

Ashley Jones – Kristy Kimball

Erica Machuga – Samantha Marsh

Heidi Crooker – Laura Sutphen

Muriel Herron – Zach Sutton

Rob Hesch – Lauren Spaulding

Trisha Daningburg – Corey Nicholson Vote: 6 Yes 0 No Motion Carried

On a motion by Smith, seconded by Cacace, and carried by all members present that the Board of Education appoints Shannon Dorsey as a long term substitute for Nicole Housel for the 2014-2015 school year.


Regular Meeting Page 30 Board of Education Campbell-Savona High School Room 1058 August 25, 2014 On a motion by Smith, seconded by Cacace, and carried by all members present that the Board of Education approves the medical leave request for Kristin Hunt-Noteware beginning September 2, 2014 through November 25, 2014.

Vote: 6 Yes 0 No Motion Carried On a motion by Smith, seconded by Cacace, and carried by all members present that the Board of Education appoints Myia Sokira as a long term substitute for Kristin Hunt-Noteware beginning September 2, 2014 through November 25, 2014.

Vote: 6 Yes 0 No Motion Carried On a motion by Smith, seconded by Cacace, and carried by all members present that the Board of

Education makes the following appointment of tenure:

Name of Appointee: Cassie Seymour

Tenure Area: Elementary Teacher

Date of commencement of

service on tenure: October 3, 2014

Vote: 6 Yes 0 No Motion Carried On a motion by Smith, seconded by Cacace, and carried by all members present that the Board of Education approves the substitute list for the 2014-2015 school year as presented in writing.

Vote: 6 Yes 0 No Motion Carried Public comment: No comment On a motion by Smith, seconded by Rosplock, and carried by all members present that the Board approves the first reading of the following Board of Education policy as presented in writing:

3120 Technology Access and Use by Staff

Vote: 6 Yes 0 No Motion Carried On a motion by Smith, seconded by Rosplock, and carried by all members present that the Board

approves the first reading of the following Board of Education policy as presented in writing:

4075 Technology Access and Use by Students

Vote: 6 Yes 0 No Motion Carried On a motion by Smith, seconded by Rosplock, and carried by all members present that the Board re-adopts the Code of Conduct as presented in writing.


Regular Meeting Page 31 Board of Education Campbell-Savona High School Room 1058 August 25, 2014 On a motion by Seager, seconded by Smith, and carried by all members present that the Board approves the Campbell-Savona Central School District Shared Decision Making Plan for the 2014-2015 and 2015-2016 school years as presented in writing.

Vote: 6 Yes 0 No Motion Carried On a motion by Seager, seconded by Smith, and carried by all members present that the Board approves the Campbell-Savona Central School District vision, mission, and belief statements as follows:

Vision

The Campbell-Savona Central School District will strive to become a rigorous learning

community that develops:

collaborators

critical thinkers

creative problem solvers

effective communicators

Our graduates will be successful citizens who make a positive difference in their

community, country and world.

Mission

The mission of the Campbell-Savona Central School District is to establish a

community centered environment that engages and empowers all students and all

staff to become independent, flexible problem-solvers fully prepared to reach their

highest potential. Rigorous and relevant authentic learning experiences serve as the

vehicle through which our students learn the importance of integrity, perseverance,

collaboration and communication. Our entire school community values continuous

reflection as an opportunity to successfully learn, grow, and adapt to an ever-changing

world.


Beliefs

We believe students are our highest priority and all decisions are centered around

their needs.

We believe the school is a vital component of the community in which all

stakeholders are actively involved, aware and engaged.

We believe in establishing trusting relationships where students develop social,

emotional, physical and academic skills, enabling them to be self-directed owners

of their future.

We believe in creating learning experiences that are rigorous and relevant to

students beyond school, promote interdisciplinary study across various subject

areas, and incorporate real-world resources and technologies, including

community partnerships.

We believe in establishing a respectful, caring environment and empowering

students and staff to take risks, persevere and grow as individuals.

We believe in providing leadership opportunities for students and staff by giving

them voice and choice.

We believe that collaboration and life-long learning are a shared responsibility of all school community members and students.


On a motion by Salvagin, seconded by Rosplock, and carried by all members present that the Board of Education leaves open session at 7:24 pm and reconvenes in executive session to discuss matters made confidential by state or federal law – Special Education classification and placements and collective negotiations pursuant to Article 14 of the Civil Service Law. Vote: 6 Yes 0 No Motion Carried Respectfully submitted, Kelly J. Costa District Clerk

Regular Meeting Page 33 Board of Education Campbell-Savona High School Room 1058 August 25, 2014 On a motion by Cacace, seconded by Seager, and carried by all members present that the Board of Education appoints Kathy Hagenbuch as Clerk Pro Tem.

Vote: 6 Yes 0 No Motion Carried On a motion by Smith, seconded by Salvagin, and carried by all members present that the Board of Education accepts the Committee on Special Education classifications and placements as presented.


On a motion by Rosplock, seconded by Seager, and carried by all members present that the Board of Education leaves executive session and reconvenes in open session at 8:00 pm.

Vote: 6 Yes 0 No Motion Carried On a motion by Smith, seconded by Cacace, and carried by all members present that the Board of

Education approves the terms and conditions of employment as set forth by the individual

bargaining agreements between the Superintendent and the following as presented in writing.

Name Term

Nichole Blodgett-Clarke July 22, 2014 – June 30, 2016 Vote: 6 Yes 0 No Motion Carried

On a motion by Salvagin, seconded by Rosplock, and carried by all members present that the Board of Education approves the Superintendent’s goals for the 2014-2015 school year as presented in writing.

Vote: 6 Yes 0 No Motion Carried On a motion by Smith, seconded by Cacace, and carried by all members present that the meeting be adjourned at 8:10 pm.


_________________________________ _________________________________ Tom Hauryski, President Sara Rosplock ABSENT _________________________________ Bill Caudill, Vice President Gregory Cacace _________________________________ _________________________________ Craig Smith Paul Seager Rick Salvagin

GENERAL: CAPITAL:

Beginning - $619,884.95 Beginning - $2,486,011.04

Receipts - $303,250.83 Receipts - $159.69

Expenditures - $653,214.52 Expenditures - $435,813.05

Ending - $269,921.26 Ending - $2,050,357.68

SCHOOL LUNCH: TRUST AND AGENCY:

Beginning - $140,363.35 Beginning - $35,294.64

Receipts - $41,387.95 Receipts - $183,625.23

Expenditures - $8,633.58 Expenditures - $192,874.33

Ending - $173,117.72 Ending - $26,045.54

SPECIAL AID: DEBT SERVICE:

Beginning - $211,116.06 Beginning - $764,452.82

Receipts - $12.40 Receipts - $48.55

Expenditures - $11,475.56 Expenditures - $0.00

Ending - $199,652.90 Ending - $764,501.37

Worker's Compensation Reserve:

Unemployment Insurance Reserve:

Employee Benefit Reserve:

Insurance Reserve:

Capital Reserve:

Tax Certiorari Reserve:

Retirement Contribution Reserve:

Total Reserves:

FUNDS SUMMARY FOR AUGUST 2014

$93,119.80

$1,976,328.67

$357,604.50

$119,705.94

$1,024,253.35

$215,145.49

$116,474.40

$50,025.19

Total amount of checks: $653,214.52

Top 10 or over $2,000:Purpose Amount

Steuben Area Schools Emp. Benefit Health insurance premiums (1 month) $207,202.00

Payroll Salaries and stipends $155,802.35

NYS Public Schools Statewide Trust Annual workers comp premium $102,978.00

Hunt Building Condition Survey $21,101.40

American Equipment, LLC Tractor and loader $17,215.00

The Legend Group/ADSERV Payment for unused sick days $12,291.50

FICA Social security tax $10,348.44

Vasco Brands, Inc. Cleaning supplies $10,158.93

Energy Cooperative of America Electricity $7,593.94

IAT Interactive Earth Science textbooks $6,263.92

Follett School Solutions Books for ELA and social studies $5,892.91

B&H Photo Video Cameras and photography supplies $5,863.62

Water Wise, Inc. Boiler water treatment contract (1 year) $5,341.95

Sanico Cleaning supplies $5,007.68

Pump Doctor, The Repairs to bus garage pump and well $4,350.00

School Outfitters Chairs $4,182.24

Hillyard Floor Care Supply-NY Floor cleaning supplies $4,176.33

NYSEG Electricity service $3,935.15

DBM Controls Motors and parts $3,824.90

Wenger Corporation Music stands $3,138.00

Postmaster, Corning Bulk mailing fees for year $3,000.00

Pitsco Education Tech supplies $2,753.76

Catholic Charities Counselor (1 month) $2,555.74

FICA Medicare Social security Medicare tax $2,420.30

Day Automation Systems, Inc. Maintenance of controls $2,200.47

NYSSBA Annual membership dues $2,070.00

Total Funds by Hasler Postage meter refills $2,000.00

Total: $613,668.53

Percent of total amount: 93.9%

MONTHLY GENERAL FUND WARRANT SUMMARY REPORT

August 2014

Vendor


CAMPBELL, NEW YORK

September 15, 2014

TO: Board of Education

FROM: Kathy Hagenbuch, Superintendent

SUBJECT: Acceptance of Donation

Pertinent Information

The district has received a donation of $1,000.00 from Crystal Lanes Bowling Center and the

Kids Bowl Free Summer Bowling Program. The press release for the donation is attached and

states that “Principal Jim Anderson can put the scholarship money to work in the best manner

that he chooses.” Mr. Anderson has decided to use it to increase the District’s budgeted amount

in the GST BOCES Arts in Education service.

Evaluation/Analysis

Gifts to the district are not foreseen and, therefore, are not reflected in the budget approved by

the Board of Education. The New York State Uniform System of Accounts requires that the

donations be accounted for as revenue. To expend the funds, the Board of Education must

formally increase the budget and designate the expenditure for which the funds may be

expended. Furthermore, the Board is required to approve the donation for it to be accepted.

Recommendations

That the Board of Education accepts the donation of $1,000.00 from Crystal Lanes Bowling

Center to increase the District’s budgeted amount in the GST BOCES Arts in Education service

and, furthermore, that the General Fund budgeted expenditures for 2014-2015 be increased by

$1,000.00 at budget code A-2110-490-04-00-00 (Regular Education BOCES Services) and GST

BOCES coser 401.001 be increased by $1,000.00.

TRA

Campbell-Savona Elementary School Wins $1000 Scholarship

This past summer Crystal Lanes Bowling Center of Corning, NY partnered in the nationally acclaimed Kids Bowl Free Summer Bowling Program. Crystal Lanes along with over 1,000 other bowling centers from coast to coast provided children with the opportunity to bowl two free games a day all summer long. Over the past six summers, over eight million children have participated in this program which provides an opportunity for youth in the summer with an activity that is fun, social and active. Since over 30,000 schools yearly help in various ways to provide information to parents about the program, the Kids Bowl Free program coordinators created a grant program through which 50 schools win grants of $1,000. This program is part of the program’s continued commitment to schools through which our efforts, over the last three years, have provided more than $200,000 in educational grants at the elementary and middle school level. Only schools nominated by centers participating in the Kids Bowl Free program were eligible for the drawing. Crystal Lanes nominated the Campbell-Savona Elementary school.

Crystal Lanes chose to become a participant in the Kids Bowl Free Summer Bowling Program and thereby became a local sponsor of the Bowling to Schools Grant Program which allowed us to nominate your school. The Kids Bowl Free Summer Bowling Program has been recognized on all the major news networks, it has been endorsed by many city mayors, as well as the President’s Council of Fitness as providing a way for children to qualify for the President’s Active Lifestyle Award, plus this program allows youth to be easily exposed to the lifetime sport of bowling. Crystal Lanes President, Mickey Sullivan says, “Locally we had over 2000 children participate in the Kids Bowl Free program. It was great to see so many families enjoy the lifetime sport of bowling this past summer. I am excited that one of our schools, Campbell Savona Elementary was chosen for a $1000 scholarship and that Principal Jim Anderson can put the scholarship money to work in the best manner that he chooses.”


CAMPBELL, NEW YORK

September 15, 2014

TO: Board of Education

FROM: Kathy Hagenbuch, Superintendent

SUBJECT: Approval to dispose of District property

Pertinent Information Board of Education policy 5250 states, in part:

No school property shall be sold without prior approval of the Board of Education.

School District equipment that is obsolete, surplus, or unusable by the District shall be

disposed of in such a manner that is advantageous to the District.

The Superintendent will be responsible for selling the equipment in such a way so as to

maximize the net proceeds of sale which may include a bona fide public sale preceded by

adequate public notice.

Bob Wilson, Director of Facilities and Operations, and Amanda Kisler, Band Director, have

compiled the attached list of District property that is obsolete, surplus, or unusable by the

District.

Evaluation/Analysis The declaration of these items as obsolete, surplus, or unusable by the District allows the

Superintendent to proceed with the disposal of the property. Some of the items will be listed and

sold on the Auctions International website while the disposal of the rest is undecided at this time.

Recommendation That the Board of Education declares the items in the attached list as obsolete, surplus, or

unusable by the District and approves the disposal of such items by the Superintendent in such a

manner that is advantageous to the District.

LIST OF ITEMS THAT ARE OBSOLETE, SURPLUS, OR UNUSABLE BY THE DISTRICT

(1) 1996 Chevrolet 3500 series dump truck

(1) 2008 Ford E-150 7-passenger van

(2) 2010 Ford F150 pickup truck

(1) 4-drawer file cabinet, 14.5 x 28.5, tan

(2) 36”x 72” metal wood grain top tables, adjustable height

(2) 30” x 72” metal wood grain top tables, adjustable height

(1) Hotpoint 4-burner electric stove

(1) Frigidaire 4-burner gas stove

(1) Hotpoint dishwasher

(2) Kenmore sewing machines in tables

(8) 4’x8’x1” Chem lab proof top oak tables.

(2) Double bowl metal sinks with faucet sets and 48”base cabinet

(1) Porcelain sink with faucet set

(1) 48” sink base cabinet

(5) 18” metal framed black chairs.

(3) Philips-Magnavox 25” Smart-Series TVs

(1) Realistic direct-drive turntable

(??) Numerous CDs & old cassettes of pop music and stage play musicals.

(2) Old roll tape projectors

(1) Rosh Behring Electric guitar with cloth case

(3) Yamaha keyboards

(1) Casio CZ-5000 keyboard

(10) Acoustic guitars

(2) Marching quads

(1) Drum set

(1) Keyboard

(1) Timpani cover

(3) Timpani

TRA

PPOOLLIICCYY Campbell Savona Central School

Board of Education

#2060

Page 1 of 5

2014

SUBJECT: PURCHASING The Board of Education views purchasing as serving the educational program by providing necessary supplies, equipment and related services. Purchasing will be centralized in the business office under the general supervision of the Purchasing Agent designated by the Board. It is the goal of the Board to purchase competitively, without prejudice or favoritism, and to seek the maximum educational value for every dollar expended. Competitive bids or quotations shall be solicited in connection with purchases pursuant to law. The General Municipal Law requires that purchase contracts for materials, equipment and supplies involving an estimated annual expenditure exceeding $20,000 and public work contracts involving an expenditure of more than $35,000 will be awarded only after responsible bids have been received in response to a public advertisement soliciting formal bids. Purchases of the same commodity cannot be artificially divided for the purpose of avoiding the threshold. Similar procurements to be made in a fiscal year will be grouped together for the purpose of determining whether a particular item must be bid. The district's purchasing activity will strive to meet the following objectives:

1. to effectively supply all administrative units in the school system with needed materials, supplies, and contracted services;

2. to obtain materials, supplies and contracted services at the lowest prices possible consistent with the quality and standards needed as determined by the Purchasing Agent in conformance with state law and regulation and in cooperation with the requisitioning authority. The educational and physical welfare of the students is the foremost consideration in making any purchase;

3. to ensure that all purchases fall within the framework of budgetary limitations and that they are consistent with the educational goals and programs of the district;


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2014

4. to maintain an appropriate and comprehensive accounting and reporting system to record and document all purchasing transactions; and

5. to ensure, through the use of proper internal controls, that loss and/or diversion of district property is prevented.

Opportunities shall be provided to all responsible suppliers to do business with the school district. Suppliers whose place of business is situated within the district may be given preferential consideration only when bids or quotations on an item or service are identical as to price, quality and other factors. Purchases will be made through available cooperative BOCES bids, state contracts of the Office of General Services or county contracts whenever such purchases are in the best interests of the district. In addition, the district will make purchases from correctional institutions and severely disabled persons through charitable or non-profit-making agencies, as provided by law. In accordance with law, the district shall give a preference in the purchase of instructional materials to vendors who agree to provide materials in alternative formats. The term “alternative format” shall mean any medium or format for the presentation of instructional materials, other than a traditional print textbook, that is needed as an accommodation for a disabled student enrolled in the district (or program of a BOCES), including but not limited to Braille, large print, open and closed captioned, audio, or an electronic file in a format compatible with alternative format conversion software that is appropriate to meet the needs of the individual student.

The Board is also aware of the need to reduce exposure of students and staff to potentially harmful chemicals and substances used in cleaning and maintenance. In accordance with law, regulation and guidelines set forth by the Office of General Services (OGS), the district will purchase and utilize environmentally sensitive cleaning and maintenance products in its facilities whenever feasible. Cleansers purchased must, first and foremost, be effective so that the district may continue to purchase non-green products as necessary. Environmentally sensitive cleaning and maintenance products will be procured in accordance with standard purchasing procedures as outlined in this policy and regulation.


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In order to ensure that the district avails itself of advantageous purchasing opportunities, the Board authorizes the Purchasing Agent to represent the district in applying for federal programs designed to discount prices for goods and services. Specifically, the Purchasing Agent will abide by the rules and regulations associated with applying for telecommunications service discounts through the Universal Service Fund (E-Rate), in addition to complying with the local purchasing policies set forth by the Board. As with all purchasing activity, appropriate documentation of the application and purchase through any federal program will be maintained by the business office. Competitive Bidding Purchase contracts and public works contracts subject to competitive bidding will be awarded to the lowest responsible bidder, however, the Board authorizes that purchase contracts may be awarded on the basis of best value, as defined in State Finance Law §163. The district shall comply with the requirements of General Municipal Law §103-g, which prohibits, with few exceptions, competitive bidding contracts with entities that invest significantly in the Iranian energy sector, as outlined in the accompanying regulation. Competitive bidding, even if the dollar value of the purchase meets the threshold established above, is not required in the following circumstances:

1. emergencies where time is a crucial factor; 2. procurements for which there is no possibility of competition (sole

source items); or 3. professional services that require special skill or training (see policy

6741 for guidance on purchasing professional services).


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2014

Purchasing when Competitive Bidding Not Required Goods and services which are not required by law to be procured by the district through competitive bidding will be procured in a manner so as to ensure the prudent and economical use of public monies, in the best interests of the taxpayers, to facilitate the acquisition of goods and services of maximum quality at the lowest possible cost under the circumstances, and to guard against favoritism, improvidence, extravagance, fraud and corruption. Alternative proposals or quotations will be secured by requests for proposals, written or verbal quotations or any other appropriate method of procurement, except as permitted by state law for procurements:

1. under a county contract; 2. under a state contract; 3. under a federal contract; 4. under a contract of another political subdivision; 5. of articles manufactured in state correctional institutions; or 6. from agencies for the blind and severely disabled.

The district will provide justification and documentation of any contract awarded to an offeror other than the lowest responsible dollar offeror, setting forth the reasons why such award is in the best interests of the district and otherwise furthers the purposes of section 104-b of the General Municipal Law. General Purchasing Provisions The Superintendent of Schools, with the assistance of the Purchasing Agent, shall be responsible for the establishment and implementation of the procedures and standard forms for use in all purchasing and related activities in the district. Such procedures shall comply with all applicable laws and regulations of the state and the Commissioner of Education. No Board member, officer or employee of the school district shall have an interest in any contract entered into by the Board or the district, as provided in Article 18 of the General Municipal Law.


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Comments will be solicited from those administrators involved in the procurement process before enactment of the district’s policies regarding purchasing and from time to time thereafter. The policies must then be adopted by Board resolution. All district policies regarding the procurement processes will be reviewed by the Board at least annually.

The unintentional failure to fully comply with the provisions of section 104-b of the General Municipal Law or the district’s policies regarding procurement will not be grounds to void action taken nor give rise to a cause of action against the district or any officer or employee of the district. Ref: Comprehensive Iran Sanctions, Accountability, and Divestment Act of

2010 (Public Law 111-195) Education Law §§305(14); 409-i; 1604(29-a); 1709(4-a)(9)(14)(22);

2503(7-a); 2554(7-a) General Municipal Law §§102; 103; 103-g; 104; 104-b; 109-a; 800 et seq.

State Finance Law §§97-g(3), (4), (5); 163; 163-b; 165-a County Law §408-a(2)

Adoption date: 10/20/14

RREEGGUULLAATTIIOONN Campbell Savona Central School

Board of Education

#2060-R

Page 1 of 10

2014

SUBJECT: PURCHASING REGULATIONS The following sets forth the procedures for the procurement of goods and services by the district: I. Definitions

Best value: optimizing quality, cost and efficiency. The basis for best value shall reflect, whenever possible, objective and quantifiable analysis, and may also take into consideration small businesses or certified minority- or women-owned businesses as defined in State Finance Law §163. Purchase Contract: a contract involving the acquisition of commodities, materials, supplies or equipment

Public Work Contract: a contract involving services, labor or construction

II. General Municipal Law

The General Municipal Law requires that purchase contracts for materials, equipment and supplies involving an estimated annual expenditure exceeding $20,000 and public work contracts involving an expenditure of more than $35,000 will be awarded only after responsible bids have been received in response to a public advertisement soliciting formal bids. Similar procurements to be made in a fiscal year will be grouped together for the purpose of determining whether a particular item must be bid.

(Continued)


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III. Competitive Bidding Required

A. Method of Determining Whether Procurement is Subject to Competitive Bidding

1. The district will first determine if the proposed procurement is

a purchase contract or a contract for public work. 2. If the procurement is either a purchase contract or a contract

for public work, the district will then determine whether the amount of the procurement is above the applicable monetary threshold as set forth above.

3. The district will also determine whether any exceptions to the

competitive bidding requirements (as set forth below) exist. 4. All advertised bids shall include the following statement

required by General Municipal Law 103-g: “By submission of this bid, each bidder and each person signing on behalf of any bidder certifies, and in the case of a joint bid each party thereto certifies as to its own organization, under penalty of perjury, that to the best of its knowledge and belief that each bidder is not on the list created pursuant to paragraph (b) of subdivision 3 of section 165-a of the state finance law.”

B. Contract Combining Professional Services and Purchase

In the event that a contract combines the provision of professional services and a purchase, the district, in determining the appropriate monetary threshold criteria to apply to the contract, will determine whether the professional service or the purchase is the predominant part of the transaction.

(Continued)


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C. Opening and Recording Bids; Awarding Contracts

The Purchasing Agent will be authorized to open and record bids. Contracts will be awarded to the lowest responsible bidder or a purchase contract bid of best value (as recommended by the Purchasing Agent), who has furnished the required security after responding to an advertisement for sealed bids.

In order to be considered a responsible bidder, entities must certify that they are not on the list created and maintained by the State Office of General Services cataloging significant investment in the Iranian energy sector. Such statement may be submitted electronically pursuant to General Municipal Law §103(1). Entities that cannot make this certification may only be awarded the bid if: 1. The entity’s investment activities in Iran were made before

April 12, 2012; the investment activities in Iran have not been expanded or renewed after that date; and the entity has adopted, publicized, and is implementing a formal plan to cease the investment activities in Iran and to refrain from engaging in any new investments in Iran; or

2. The district makes a determination, in writing, that the goods or services are necessary for the district to perform its functions and that, absent such an exemption, the district would be unable to obtain the goods or services for which the contract is offered.

D. Documentation of Competitive Bids

The district will maintain proper written documentation which will set forth the method in which it determined whether the procurement is a purchase or a public work contract.

(Continued)


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#2060-R

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E. Purchase of Instructional Materials In accordance with Education Law the district shall give a

preference in the purchase of instructional materials to vendors who agree to provide materials in alternative formats (i.e., any medium or format for the presentation of instructional materials, other than a traditional print textbook, that is needed as a accommodation for a disabled student enrolled in the district, including but not limited to Braille, large print, open and closed captioned, audio or an electronic file in an approved format.)

The district will establish and follow a plan to ensure that every student with a disability who needs his or her instructional materials in an alternative format will receive those materials at the same time that they are available to non-disabled students.

F. Leases of Personal Property

In addition to the above-mentioned competitive bidding requirements, section 1725 of the Education Law requires that the district will be subject to competitive bidding requirements for purchase contracts when it enters into a lease of personal property. Documentation: The district will maintain written documentation such as quotes, cost-benefit analysis of leasing versus purchasing, etc.

G. Environmentally-Sensitive Cleaning and Maintenance Products The district will purchase and utilize environmentally sensitive

cleaning and maintenance products whenever feasible. The purchasing agent will consult with the Green Guidelines provided by the Office of General Services.

Any legal issues regarding the applicability of competitive bidding requirements will be presented to the school attorney for review.

(Continued)


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2014

IV. Exceptions to Competitive Bidding Requirements

The district will not be subject to competitive bidding requirements when the Board of Education, in its discretion, determines that one of the following situations exists:

A. emergency situations where:

1. the situation arises out of an accident or unforeseen

occurrence or condition; 2. a district building, property, or the life, health, or safety of an

individual on district property is affected; or 3. the situation requires immediate action which cannot await

competitive bidding.

However, when the Board passes a resolution that an emergency situation exists, the district will make purchases at the lowest possible costs, seeking competition by informal solicitation of quotes or otherwise, to the extent practicable under the circumstances. Documentation: The district will maintain records of verbal (or written) quotes, as appropriate;

B. when the district purchases surplus or second-hand supplies,

materials or equipment from the federal or state governments or from any other political subdivision or public benefit corporation within the state.

Documentation: The district will maintain market price comparisons (verbal or written quotes) and the name of the government entity;

(Continued)


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C. when the Board separately purchases eggs, livestock, fish and dairy products (other than milk), juice, grains and species of fresh fruits and vegetables directly from producers or growers. The amount expended in any fiscal year by the district may not exceed an amount equal to fifteen cents multiplied by the number of days in the school year multiplied by the total enrollment of the district.

Documentation: The district will maintain documentation consistent with section 114.3 of the Regulations of the Commissioner of Education;

D. when the Board separately purchases milk directly from licensed

milk processors employing less than forty (40) people. The amount expended in any fiscal year by the district may not exceed an amount equal to twenty-five cents multiplied by the number of days in the school year multiplied by the total enrollment of the district or exceed the current market price.

Documentation: The district will maintain documentation consistent with section 114.4 of the Regulations of the Commissioner of Education;

E. when the district purchases goods, supplies and services from

municipal hospitals under joint contracts and arrangements entered into pursuant to section 2803-a of the Public Health Law.

Documentation: The district will maintain the legal authorization, Board authorization and market price comparisons; or

(Continued)


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F. when there is only one possible source from which to procure goods or services required in the public interest.

Documentation: The district will maintain written documentation of the unique benefits of the item or service purchased as compared to other items or services available in the marketplace; that no other item or service provides substantially equivalent or similar benefits; and that, considering the benefits received, the cost of the item or service is reasonable, when compared to conventional methods. In addition, the documentation will provide that there is no possibility of competition for the procurement of the goods.

G. when the district purchases professional services that require special skill or training, such as but not limited to, audit, medical, legal or insurance services, or property appraisals.

Documentation: The district will keep proper documentation in

accordance with policy 2065. V. Quotes When Competitive Bidding Not Required

Goods and services which are not required by law to be procured by the district through competitive bidding will be procured in a manner so as to ensure the prudent and economical use of public monies in the best interests of the taxpayers. Alternative proposals or quotations will be secured by requests for proposals, written or verbal quotations or any other appropriate method of procurement, as set forth below.

A. Methods of Documentation

1. Verbal Quotations: the telephone log or other record will set

forth, at a minimum, the date, item or service desired, price quoted, name of vendor, name of vendor’s representative;

(Continued)


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2. Written Quotations: vendors will provide, at a minimum, the date, description of the item or details of service to be provided, price quoted, name of contact. For example, with regard to insurance, the district will maintain documentation that will include bid advertisements, specifications and the awarding resolution. Alternatively, written or verbal quotation forms will serve as documentation if formal bidding is not required.

3. Requests for Proposals: the district will utilize RFP’s to engage professional services providers in accordance with policy 2065.

B. Purchases/Public Work: Methods of Competition to be Used for

Non-Bid Procurements; Documentation to be Maintained

The district will require the following methods of competition be used and sources of documentation maintained when soliciting non-bid procurements in the most cost-effective manner possible:

1. Purchase Contracts up to $20,000

a. Contracts from $1,000 to $3,000: Verbal quotes Documentation will include notations of verbal quotes.

b. Contracts in excess of $3,000 to $20,000: Written quotes

2. Public Work Contracts up to $35,000 a. Contracts from $1,000 to $10,000: Verbal quotes

Documentation will include notations of verbal quotes. b. Contracts in excess of $10,000 to $35,000: Written

quotes

(Continued)


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VI. Quotes Not Required When Competitive Bidding Not Required

The district will not be required to secure alternative proposals or quotations for those procurements as permitted by state law:

1. under a county contract; 2. under a state contract; 3. under a federal contract; 4. under a contract of another political subdivision; 5. of articles manufactured in state correctional institutions; or 6. from agencies for the blind and severely disabled.

VII. Procurements from Other than the “Lowest Responsible Dollar Offeror”

The district will provide justification and documentation of any contract awarded to an offeror other than the lowest responsible dollar offeror, setting forth the reasons why such award is in the best interests of the district and otherwise furthers the purposes of section 104-b of the General Municipal Law.

VIII. Internal Control

The Board authorizes the Superintendent of Schools, with the assistance of the Purchasing Agent, to establish and maintain an internal control structure to ensure, to the best of their ability, that the district’s assets will be safeguarded against loss from unauthorized use or disposition, that transactions will be executed in accordance with the law and district policies and regulations, and recorded properly in the financial records of the district.

Comments will be solicited from those administrators involved in the procurement process before enactment of the district’s regulations regarding purchasing and from time to time thereafter. The regulations must then be adopted by Board resolution. All district regulations regarding the procurement processes will be reviewed by the Board at least annually.

(Continued)


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The unintentional failure to fully comply with the provisions of section 104-b of the General Municipal Law or the district’s regulations regarding procurement will not be grounds to void action taken or give rise to a cause of action against the district or any officer or employee of the district. Adopted: 10/20/2014


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SUBJECT: DISPOSAL OF DISTRICT PROPERTY Building administrators and support staff supervisors are responsible for identifying obsolete or surplus equipment and supplies within their area(s) of responsibility. Each year, a determination shall be made of which equipment, supplies and/or materials are obsolete and cannot be salvaged or utilized effectively or economically by the school district. Such equipment, supplies, or materials shall be sold through bid procedures, if possible, for the highest possible price. The School Business Manager shall be authorized to dispose of obsolete or surplus equipment and supplies in the following manner:

1. reassign the items, as needed, to other locations within the school district;

2. centralize the storage of items of potential usefulness; and/or 3. discard or sell as surplus those items determined to be of no further

use or worthless.

Following approval by the Board of Education, items may be sold in the following manner:

1. offer to sell the items to local municipalities or local non-profit organizations;

2. sell items at a public sale or on a Board-approved public online auction site. In the event of a public sale, notice of availability of such equipment, supplies and materials and requests for bids shall be disseminated through announcements in local newspapers and such other appropriate means. The general public, as well as staff members who are not Board members, officers, or involved in the purchasing function, shall be eligible to bid on the equipment, supplies and/or materials; and

3. sell remaining items as scrap for the best obtainable amount or discard in the safest, least expensive manner.


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Ref: General Municipal Law §§51; 800 et seq. Ross v. Wilson, 308 NY 605 (1955) Matter of Baker, 14 EDR 5 (1974) Op. St. Compt. 58-120 Adoption date: 10/20/14


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SUBJECT: PROTECTED REPORTING Any employee of the district who has reasonable cause to suspect that a fiscal practice of another school district employee or an officer of the school district is in violation of any local, state, or federal law or rule or regulation, relating to the financial practices of the district and who in good faith reports such information to an official of the district, to the Office of the State Comptroller, or to a law enforcement agency shall have immunity from any civil liability that may arise from making such report. No employee or officer of the district shall take, request, or cause a retaliatory action against any employee who in good faith makes a report regarding illegal or inappropriate financial practices as provided for in this policy. Adoption date: 10/20/14


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SUBJECT: CELLULAR TELEPHONES The Board of Education recognizes that certain district employees will be required to carry district-supplied cellular telephones due to the need to contact such employees at all times for work-related emergencies. A list of job titles requiring district-supplied cellular telephones shall be reported to and approved by the Board of Education each year at the district’s reorganization meeting in July. District-supplied cellular telephones are considered “listed” property as defined in Internal Revenue Code §280F(d)(4). As such, personal use of the cellular telephone is not excludable from an employee’s wages. All district-supplied cellular telephones are to remain the property of the district. District-supplied cellular telephones shall be returned immediately upon the employee’s termination of employment or upon request. Employees who fail to return a district-supplied cellular telephone upon termination of employment or at the district’s request will be billed for the actual cost of the cellular telephone and for all charges made after termination of employment or the district’s request. As with any district-supplied equipment, employees must take proper care of district-supplied cellular telephones and take all reasonable precautions against damage, loss, or theft. Any damage, loss, or theft must be reported immediately to the Business Office.

At least once each year, the Purchasing Agent shall evaluate the district’s cellular telephone plan and shall recommend any appropriate modifications thereto. Adoption date: 10/20/14


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SUBJECT: FREE AND REDUCED PRICE LUNCH SERVICES The Board of Education recognizes that the nutrition of district students is an important factor in their educational progress. The Board therefore shall participate in federally funded school lunch programs, and shall provide free or reduced price food services to qualified district students. Availability, Application & Notification: Notice of the availability of the free and reduced price meal programs will be sent to the homes of students. Any child who is a member of a family unit whose income is below the federally established scale shall be eligible to receive such services. To apply for the free or reduced meal program:

1. Application forms will be available in the main office of each school building and on the district web site and can be completed and submitted at any time during the year.

2. Completed forms must be submitted to the Cafeteria Manager of

the school which the student attends prior to any determination of eligibility.

3. The parent or guardian will be informed of the Cafeteria Manager’s

determination within one week of receiving a properly completed application.

Applications will be kept confidential. Upon written request, the Superintendent or her designee will hear appeals of determinations regarding such services in compliance with federal regulations governing the National School Lunch Program. In addition, in order to reach students who are eligible for free and reduced price meals and to comply with state law, three times per school year the Cafeteria


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Manager will review the list made available by the State Education Department of children ages three to 18 who are in households receiving federal food assistance or Temporary Assistance for Needy Families (TANF) to identify students within the district. The district will send a notice to those families apprising them of their student’s eligibility to participate in the school meal programs without further application. Parents may decline participation by informing the district in writing. If the service is declined, the student will be removed from the eligibility list. Children in Head Start, or who have been determined to be homeless, migrant or runaway, or in foster care can be directly certified to participate in the district free and reduced price meal program. The Building Principal in conjunction with the Cafeteria Manager will establish meal time procedures that both protect the anonymity of the student and allow for proper accounting. Ref: National School Lunch Act of 1946, as amended, (42 U.S.C. §§1751-

1760) Child Nutrition Act of 1966, as amended, (42 USC §§1771 et seq.)

7 CFR Part 245 (245.2, Definitions; 245.5, public announcement; 245.6, categorical eligibility and direct certification/verification.) Social Services Law §95(7)

Adoption date: 10/20/14

POLICY Campbell Savona Central School

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SUBJECT: TECHNOLOGY ACCESS AND USE FOR STAFF The Board of Education directs the Superintendent or his/her designee to develop the District’s Acceptable Use Plan for employee computer and technology use. The plan will be reviewed on an annual basis to determine efficacy. Adopted:


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SUBJECT: TECHNOLOGY ACCESS AND USE FOR STUDENTS The Board of Education directs the Superintendent or his/her designee to develop the District’s Acceptable Use Plan for student computer and technology use. The plan will be reviewed on an annual basis to determine efficacy. Adopted:

NEW YORK STATE SCHOOL BOARDS ASSOCIATION

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Campbell-Savona School Board Self Evaluation

Governance Team Procedures

0310-E

Campbell-Savona Central School District

Instructions to complete the evaluation:

Each team member should complete the evaluation form. Please consider, for each item listed: Does this

procedure need attention?

Answer yes, if:

You believe that discussion of this procedure is an important step in improving Board/governance team

effectiveness, and/or

The procedure has been a source of confusion, inefficiency or conflict.

Answer no, if:

The procedure is well understood and is being followed, and/or

The procedure is not a source of conflict among the Board/governance team.

NOTE: If you don’t know enough about the procedure to check yes or no, check the last column.

Team Operations

Team Communication

Does this procedure need attention?

YES

NO

I don’t

know

1) Putting an item on a Board meeting agenda.

2) Communicating with each other between board meetings

3) Visiting schools as a board member

4) Responding to community or employee complaints

5) Communicating with the media

6) Properly using e-mail

Board Meetings


YES NO

I don’t

know

7) Preparing for meetings

8) Requesting information about an agenda item

9) Managing public comment sessions

10) Participating in discussion, debate, and voting

11) Responding to inquiries about executive session

12) Electing board officers

13) Selecting and operating board committees


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School Board Self Evaluation

Governance Team Procedures (Continued)

Team Development


YES

NO

I don’t

know

14) Orienting new members

15) Planning professional development for the Board

16) Conducting a Board self-evaluation

17) Expressing opinions about another board member's performance or behavior

18) Behaving respectfully and with civility

Governance and Oversight Tasks

Planning


YES NO

I don’t

know

19) Requesting information not routinely provided by district administration

20) Establishing and reviewing the district’s vision, mission, and annual goals

21) Developing and adopting the district budget

22) Developing and/or reviewing district policy

Personnel


YES NO

I don’t

know

23) Evaluating the superintendent

24) Communicating opinions about the superintendent’s performance (apart from formal evaluation process)

25) Hiring personnel other than the superintendent

Please identify which of the items above is the highest priority (indicate the number associated with the item(s)):


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1. What issues are presenting obstacles to governing as a cohesive team (if any)? Are there any recent actions, behaviors, or issues that have occurred which would be helpful for members of the board to openly discuss?

2. Do board members communicate openly and share information with all members?

Yes No

If NO, what do you perceive are the obstacles to open communication?

3. When there is conflict among governance team members, is the team able to resolve it

satisfactorily?

Yes No

If NO, please describe the barriers to conflict resolution:


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4. What would you identify as the strengths of the governance team?

5. As a result of attending this upcoming board retreat, are there learning objectives or topics you

would like the team to address?

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