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Sciortino said that in making the staff comparisons between the 1998-09 and 2008-09 school years, it is important to consider the state's fiscal situation, the programs in the school district and the mandated services that the district must supply to its students.
Sciortino began with a breakdown of the grade levels. He described how in 1998- 09 kindergarten through sixth grade was housed in the present elementary school building while grades 7-12 were located in the high school.
He added that on the material provided to the board he broke down all the staff positions in each building in 1998-09 and for comparison in 2008-09, taking into account that the middle school was built during that 10-year period. He told the board members that for their ease he highlighted on their paperwork the new staff that was hired because of this addition.
Sciortino explained that the board would notice some recognizable increases, such as the increase in kindergarten teachers from two to four because of the switch from half-days to a full-day program. He said that due to increased enrollment that number then increased to six kindergarten teachers, the number currently in place.
Assistant Superintendent for Finance Margie Clarke discussed how staffing needs changed with the addition of the middle school. She noted that staff increased over time as it became evident that sharing staff between buildings was not effective, especially because of scheduling difficulties.
As for increased numbers of bus drivers, Clarke said it was because taxpayers voted to bus every child, kindergarten went to full time and the middle school was added. She said custodial help was increased because of the increased workload but she did not have an accurate record of this.
Sciortino reported that in 1998-99 there were 210 positions in the district and that in 2008-09 there were 328.6 positions.
President Teri Olson inquired about the significant rise in teacher assistants, especially in the elementary school.
Assistant Superintendent for Personnel and Curriculum Sonya Abbye Taylor explained that assistants were added for the full-time kindergarten classes to support the teachers as well as for some BOCES students who needed them.
Trustee Tom Johnson asked if the board was going to see if there was a measurable increase in student performance related to the fact that staff has increased in the same amount that the student population increased. He added that he would like to know this so it can be explained to the taxpayers.
Sciortino responded. "If you give us an opportunity to talk about these things, then you'll get our spin on it." He then pointed the board members to the three documents they had that listed each staff member and what they do for all three schools.
Sciortino then explained that education no longer follows a linear approach but has moved to a standards-based format that would benefit all children in each classroom more to prepare them for the future.
Sciortino explained that education is moving students in directions where they would develop higher level thinking skills that would further enhance all areas of their education. He said that the district is raising the ladder so that each student would achieve and graduate as well as be able to attend any college or graduate school they wanted to.
Abbye Taylor discussed how these new education practices require more support to achieve the desired results.
New initiatives
Abbye Taylor addressed the new initiatives that have occurred in the school district since the 1998-09 school year that has resulted in staffing changes. These include the following:
All day kindergarten
Addition of middle school building
Summer program
Fundations for K-2 (phonics skills)
Wilson Reading Program for 3-12 (specialized reading)
Aussie Balanced Literacy (small groups to better identify individual needs)
Co-teaching
Early childhood special education
Expanded PACE program
RTI Program
Additional advanced placement courses
Additional access to technology and assisted technology
Door-to-door transportation for K-12
Abbye Taylor discussed each one. She said it was an important cost savings to keep even severely handicapped children in the district and that it teaches other children about diversity. She said the PACE Program is similar in effect.
Director of Special Education George Newman explained how these children are part of the school system and enhance it.
Abbye Taylor described the response-to-intervention program that requires initial instruction to children in the general classroom that is monitored to see what additional support each student needs. This system requires instruction be given at multiple levels in each classroom.
Sciortino added that each teacher must document all strategies used before a special education referral can be made. He said this is proving to be successful by combining individual instruction, focused instructional practices and the best teaching practices for what that child needs. He also said it is meeting the district's fiscal needs as well.
Johnson asked him how it meets the fiscal needs.
Sciortino said that if the student's needs are being met in the classroom then another teacher does not have to be hired to teach them if they are classified. He added that this is not something that would show immediately, that it takes time for the effects to be seen.
Sciortino commented on the fact that students in Pawling have been having trouble in decoding and that there are certain core skills all children should have. He said to that end all teachers are required to teach to these skills to make sure each child has them even if they have to learn new techniques to do so.
Mandates
Sciortino talked about state and federal mandates including the following:
Academic intervention services (students who score 1 or 2 are mandated)
RTI Mentoring for new teachers
Professional development for all teachers (minimum of 175 hours every five years)
Data collection and reporting
Period-by-period attendance reporting requirements
Standards-based testing (grades 3-8) Increased number of Regents exams (Regents for all students) Increased special education certification teaching requirements (co-teaching covers a lot of this)
No Child Left Behind
Individual with Disabilities Education Improvement Act
Servicing private school students (those in local area must be provided with certain services)
Cost reductions
Sciortino went on to discuss how the district is taking proactive steps to reduce costs:
Improved special education and reading has reduced legal fees.
By hiring occupation and physical therapists versus contracting out for these services has increased the capacity to provide these services without increasing the net cost.
By bringing back high-needs special education students to the district including reevaluating outside placements regularly. - Newman reported that the total number of special education students has decreased.
Reviewing special education IEPs to see if special services are needed or education can be provided by classroom teacher.
Increased professional development through conjunction with other districts, grants and BOCES.
Reduction in staff - looking at eliminating two classroom positions and possible retirement incentives.
Olson pointed out that a primary reason for the rise in staff numbers appears to be because of the programs. She estimated that 72 of the 111 new hires were due to program changes.
