Next Monday looks to be a busy one for Batavia City School District, with  three meetings and a public hearing about spending more than $200,000 for repairs have been scheduled for the Board of Education.

The Audit Committee is set to meet at 4:30 p.m. in the Superintendent’s Conference Room, followed by the Policy Committee at 5:15 p.m. in the Superintendent’s Office, and a regular board meeting at 6 p.m. will also meet in the conference room on Monday at Batavia High School, 260 State St., Batavia.

The hearing is related to the proposed spending of $244,000 from the Repair Reserve Fund to pay for the replacement and repair of the public address/clock system and entry and classroom door hardware at the high school. Awarding contracts for such work is also part of the resolution that will go to the board for vote.

For in-person attendance, people are asked to arrive at least five minutes early and sign in legibly. This is an opportunity for qualified voters of the district to participate in a discussion about the repairs.

For anyone wanting to view from home, the meeting is on YouTube.

A full agenda for the meeting is not yet available.

It’s a small nuance, but a public meeting is different than a meeting in public.

And as such, each has a different protocol for those wishing to speak during the session.

Batavia City Schools Superintendent Jason Smith explained the difference during this week’s board meeting.

Board member Barbara Bowman had previously requested a discussion about the district’s policy to require people to sign up a week ahead of a meeting at which they would like to speak. A few people had hoped to speak during a recent meeting and were told it wasn’t allowable per district policy.

There’s a reason for that, Smith said. District officials may need some extra time to research the requested topic before the person addresses the board. That policy is for a meeting in public. A public hearing at the beginning of a meeting is conducted on a particular topic, and it allows for people to comment and/or ask questions during the hearing portion. Those speakers do not need to sign up a week ahead of time.

For a board meeting that is held in public, “there is no obligation to answer speakers,” Smith said, and he advised board members to not feel they should provide an answer on the spot, as the answer may not be fully known at that time, he said.

Bowman was more concerned about people who took the time to attend a meeting in order to speak.

“I think we should consistently acknowledge everyone who comes to speak,” she said.

Board member Jennifer Lendvay asked about speakers who do ask questions of the board. What happens if there is no immediate answer, she said.

“I think my track record is pretty good with (following up and) giving them an answer,” Smith said.

District Clerk Brittany Witkop confirmed that “our office gets a lot of calls” and also returns those calls with answers to residents' queries.

“I think acknowledgement is the most important piece,” Bowman said.

As for revising the current policy to sign up the week ahead of a regular Thursday meeting, Board President Alice Benedict didn’t think it should be done.

“I do know the attorney would advise us not to change our policy,” Benedict said.

2022 File photo of Batavia City Schools Board President Alice Benedict. Photo by Howard Owens

After Thursday’s Batavia City Schools board meeting and budget vote, The Batavian emailed each board member for comment about the budget itself and/or the process, plus any additional comments anyone wanted to make.

Most board members have been quiet during public budget talks, including regular meetings in March and April and a budget workshop in March. Due to the enormous depth of a $54.8 million budget, The Batavian attempted to obtain remarks about it and any particular aspects of interest that the financial plan entailed. 

Board President Alice Benedict — who has been a reliable source for comments throughout these last few months of budget talks — said the board “has had several open discussions about the BCSD budget, including our budget workshop that was streamed on YouTube.” The Batavian viewed the YouTube video of the budget workshop for a second time to make sure that some board discussion wasn’t missed the first time. Benedict was the only consistent speaker throughout the nearly two-hour session, and in subsequent board meeting talks about the budget. 

Benedict was the only board member to respond to The Batavian’s email.

Board members are elected by district residents. The trustees who didn't respond to The Batavian's request for comment are John Marucci, Jennifer Lendvay, Barbara Bowman, Michelle Hume and Chezeray Rolle.

The city schools board “is acutely aware of our responsibility to the community,” Benedict said, “and we know the economic times could not warrant a large increase in school taxes.” The group asked Superintendent Jason Smith and Business Administrator Scott Rozanski to whittle the initial 2022-23 budget and 5.5 percent increase down to meet the tax cap of 1.62 percent. 

A unanimous vote Thursday adopted the proposed $54.8 million budget and 1 percent tax levy increase. Some posters on a social media site said the increase didn’t include recently raised assessments throughout the city, so “what’s the real increase?” they asked. 

The Batavian used a property assessed at $100,000 as an example, and that would mean a property tax increase of $19 from the prior year. However, if that home has just been assessed at $30,000 more than last year, that homeowner will see an increase of $601.60 in property taxes. ($100,000 at $19.23 per $1,000 compared to $130,000 at $19.42 per $1,000 assessed value.)

“We had previously had Budget Ambassadors, but the community, in the last few years, has not wanted to participate in the budget process. So we changed the process,” Benedict said. “It was successful this year, but the Board is more than willing to extend an invitation to the community to participate if that’s their interest.

“Five out of the last 10 years, the BCSD had no increase in the tax levy, but giving an exceptional and well-rounded education costs money, so we felt, at this time it was appropriate to ask for a slight increase,” she said.

A budget hearing has been set for 6 p.m. May 5 at Batavia High School, 260 State St., to be followed by a district vote on May 17. 

Batavia High School Principal Paul Kesler

Batavia High School seniors are on the right path, Principal Paul Kesler says.

Kesler added a number along with his comment: 96. After having a graduation rate of 85 percent in 2011, fluctuating from 89 to 94 percent through 2020, seniors are at a 96 percent graduation rate, Kesler said. The increased percentage is proof that career initiatives and student attitudes are pushing kids on to greater success, he said.

“It’s a testimony of the work done in K through 12,” he said during this week’s board meeting. “We’re finding the right pathways.”

Some of those pathways include  early college opportunities with Genesee Community College and now Daemen College, which is new this year. Daemen hosted a cartooning class free of charge, with the school district paying for supplies. Students became engaged in the class, and it was a success in providing other possible avenues for them to pursue, he said.

A Leave to Learn program exposes students to various career possibilities, such as first responder, manufacturing, counseling and educational occupations. 

“Students are going to be able to select one of six buses, and on that date they’re going to have an opportunity to be with an adult and have an awesome work session,” he said.

The past two years have not only been frustrating for most, but have introduced socialization issues to district leaders, Kesler said. 

“It has caused us to realize that, not only as a district but as a nation, some of the focus needs to be on helping students be able to interact … our mental health is really important,” he said.

A post-graduation program — a Cornell University boot camp offered in collaboration with Genesee County Economic Development Center — will be available to seniors after they graduate. The camp is three days a week of concentrations in manufacturing jobs, Kesler said. Other improved partnerships include local dairy companies for hands-on learning and training, he said.

“We’re seeing more engagement of students,” he said, compared to when kids were remote due to COVID-19. 

May 2 will be “Decision Day” for graduating seniors to have the spotlight to announce their choices of college or career options. Fellow district students will be on hand to cheer them on, he said.
 

With some $6,000 less money raised due to pandemic challenges, the 2022 senior class had to take their dream trips down a notch.

After slightly more lavish possibilities of visiting Boston or Cleveland, the class has put forth two options that better meet budget constraints, Batavia High School special education teacher Lorraine Gammack says.

“We don’t have a lot of money because of COVID,” Gammack said during this week’s school board meeting. “In a class budget, a senior class typically has $10,000 at this point. We’re just $50 shy of $4,000; that’s a big deficit.”

Class President Mackenzie Lavrey reviewed the two choices made by class vote after floating the suggested ideas for a trip to Boston ($700 a person) or Cleveland (just over $600 each). Both of those trips were deemed too expensive, Gammack said. She in turn thought that a three-day visit to Allegany State Park was a great one, given that she has taken students there before. 

Due to the vast expanse of property, Gammack wanted to have a bus that could take some kids to destination spots, such as Quaker Lake, once they were at the park, but that wasn’t feasible with the current budget, she said. 

Despite the shortage of funds — or perhaps because of them — a Connect Kids to Parks grant program could potentially pay for nearly everything, she said. The grant would cover everything from a Dumpster service to laser tag activity. The trip is tentatively slated for June 15, 16, and 17 at a park facility with two dormitory complexes, a classroom, picnic pavilion, and activities of swimming, fishing, kayaking, canoeing, and laser tag. 

The trip cost is “super affordable,” she said, at “$100 per student.”  The grant is in progress, she said. There would be one chaperone for every eight students and meals will be on a creative budget, such as the beach party dinner one evening with district personnel doing some of the cooking. 

One caveat so far is that the facilities have a limit of 34 boys and 33 girls for the class of 164 students, with 38 girls and 10 boys being signed up so far, she said.

Dormitories are large and could accommodate both boys and girls in one building if necessary. 

“The dorms have an east and a west end,” she said. “We could make it work.”

The board gave preliminary approval for the trip, and a second one-day excursion to Conesus Lake, tentatively set for June 6. 

Other approvals included:

• A 2020 capital project to expand outdoor amenities at Jackson Primary School by knocking down 245 Liberty St., a former bakery donated to the district in 2017. The plan is to create additional parking and green spaces, and a pedestrian walkway adjacent to Jackson Primary School.
• A resolution that supports the state Senate bill S7600 regarding cyberbullying. This amended bill establishes that “any person who knowingly engages in a repeated course of cyberbullying of a minor is guilty of an unclassified misdemeanor punishable by a fine of not more than one thousand dollars, or by a period of imprisonment not to exceed one year, or both.” (See related article, "City schools trustees back proposed cyberbullying law.")
• The purchase of portable two-way radios as part of public safety communications in school buildings. The price to buy the radios from Saia Communications Inc. is $41,277.22.
• A proposed baseball trip to Florida. (See related article, "Spring baseball trip a go for Batavia City Schools’ athletes.")
• A revised emergency roof repair plan from Campus Construction Management and the proposed bid from Spring Sheet Metal and Roofing, LLC for Batavia High School.

Top photo: From Allegany State Park website



Junior and senior Varsity athletes can plan to resume Batavia City Schools’ annual tradition down south after the school board’s votes of approval Tuesday. 

Batavia Middle School physical education teacher and coach James Patric waxed a bit nostalgic during his presentation to the board. For at least 15 years, school athletes had taken a trip to Florida for an extensive training experience, he said.

“The feedback I get back from everybody is it’s an awesome trip,” Patric said to board members in the Batavia High School library. “They practice their skills … enjoy the good weather, they enjoy the camaraderie. It’s positive feedback.”

Once COVID-19 reared its unrelenting head, the trip was cancelled the past two years due to related restrictions, he said. He has done the legwork: research about where to go, how best to get there and what and who to take. 

“We’re here today proposing to go to Fort Pierce, Florida,” he said alongside Mike Bromley, director of health, physical education and athletics. “We haven’t stopped doing fundrasing since 2019; we have a considerable amount of money that we can contribute toward the trip.”

Patric has been working with Vincent “Vinny” Carlesi, president and director of operations at the Florida Coast Spring Training camp. Batting cages and well-groomed fields await eager athletes wanting to get in some focused practice. Carlesi is also a former professional baseball player with the Pittsburgh Pirates and a major league scout with the New York Yankees. He provides trusted guidance for how to have a successful trip, Patric said. 

It would be an estimated $800 to $900 per student, and Patric is confident that students can raise that through continued fundraising efforts. He checked into airfare, and the price tag of at least $700 a person was “not fair to ask,” he said. Air travel also didn’t have any security, which was a “risky” investment, he said, versus bus fare that is refundable. 

An alternative is ground transportation that will accommodate the junior and senior Varsity teams on a 56-passenger bus. With just over 30 people planning to attend, that will allow for space to social distance during travel, Patric said. 

The trip –– tentatively slated for early April –– would also include student tours, hotel accommodations, one scheduled stop for a driver switch, and testing participants for COVID-19 before they board the bus.

“Hopefully, all test negative and we can all go on the trip,” he said.  

Board member Alice Benedict questioned the ratio of only three chaperones for 25 kids. Patric explained that there are three paid chaperones, plus coaches and assistant coaches. Benedict agreed that six chaperones for 25 kids seemed much more reasonable. 

Another board question was about the virus: is there a plan for how to handle testing and isolation protocols while on the trip?

There is a hospital close by in case anyone needs to get tested or treated for illness, Patric said. Rooms at the hotel, a Comfort Inn, would be blocked off to allow for a positive COVID-19 case to quarantine, he said. The bus company has put up a plexiglass shield in the bus to protect healthy passengers from anyone who may be infected. 
Another option will be for parents that have also traveled to the Florida site drive students home. All of that would take “a lot of communication” with district officials, he said. 

Board member John Reigle pointed to the activity of doing things with kids.
“I think it’s a great idea,” he said. 

In other board news, newly hired Superintendent Jason Smith thanked the board, students and faculty for the “very warm welcome” he received in the form of hugs, cards, songs and a tour of each of the four city schools. He thanked Interim Superintendent Scott Bischoping for helping to make a “very smooth transition to this district,” Smith said.

More tests, revised protocols ...

The district expects to receive more COVID-19 test kits for an ongoing “test-to-stay” initiative for students. Quite simply, if someone tests positive for the coronavirus, it’s time to go home and isolate per health department guidelines. If the test is negative, students may remain in school. Updated procedures now include being able to test asymptomatic and unvaccinated students who have had close contact with someone who has tested positive for COVID-19.

This is for people in school. Household exposures are not eligible for this program at this time, per New York State.

The following protocol will be implemented at Batavia City Schools, with support and approval from the Genesee County Department of Health:

• The school nurse will test the exposed student.
• If the student tests positive, we will send the student home, report the positive test, and require the student to isolate for five (5) days. The student may return to school as long as they are asymptomatic (not showing symptoms) at the end of the period of isolation. 
• If the student tests negative and as long as they are not experiencing any COVID-19 symptoms, they may continue to attend school but will be required to: 
• Quarantine from all other activities outside of the regular school day for five (5) days (athletics, after-school clubs, etc.)
• The school nurse will test the student again six (6) days after the initial test.

Quarantine and isolation protocols include:

The isolation period for individuals who test positive for COVID-19 will be five days as long as the individual is asymptomatic (not showing symptoms) at the end of the period of isolation. Quarantine periods for individuals exposed to COVID-19 are as follows:

• Unvaccinated: Five days 
• Fully vaccinated, eligible for a booster, but not yet boosted: Five days 
• Fully vaccinated and boosted, or not yet eligible for a booster: Zero days. 

Should symptoms appear, be sure to quarantine and seek testing. If you have any questions about the new protocols, contact your child’s school nurse at 585-343-2480.

Batavia High School: Nancy Haitz – [email protected] Ext. 2004

Batavia Middle School: Jennifer Caudill – [email protected] Ext. 3003

John Kennedy Intermediate: Cheryl Wagner – [email protected] Ext. 5001

Jackson Primary: Theresa Pellegrino – [email protected] Ext. 4001

Community forum, musical role ...

Smith will be the featured guest for an online community forum at 6:30 p.m. Thursday. 40 questions had been submitted by Tuesday and he and colleagues will be answering those during the streamed event, he said. For more information, go to: https://www.bataviacsd.org/article/618522

The superintendent, a 1990 BHS graduate, will also be playing “a mean second trombone” during an upcoming BHS Alumni Jazz Ensemble at 2 p.m. on Jan. 23. Serving as a fundraiser for the BHS  Scholastic Winter Guard, the concert includes other district notables BHS Principal Paul Kesler on trumpet, and music teachers Sean Williams, Collin Murtaugh, and Stuart Mclean in the ensemble. Additional BHS alumni, including Paul Spiotta, Brandon Luce, Jackie McLean, Matt Holota, Harold McJury, Frank Panepento, Joshua Pacino, Quentin Branciforte, Mark Hoerbelt, Ross Chua, Mary Murphy, Jason Mapes and Bob Pastecki. 

Tickets for the concert are $10 for adults and $5 for students, and may be purchased at the door. Money raised from this event will defray the cost of winter guard trips in March and April. This will be the Scholastic Winter Guard’s first appearance at the WGI National Championships. 
 

Top photo: Batavia Middle School physical education teacher James Patric. BCSD staff photo.

A severe wind storm. Damage to the high school roof.  A COVID-19 pandemic. Student upheaval about not feeling safe from bullying.

For Interim Superintendent Scott Bischoping, it was six months of doing business as needed at Batavia City School District.

For Board of Education President Alice Benedict, it was impressive to watch the district leader in action, she said.

“I’ve been a board member for a number of years and been a part of having other superintendents. I have never met a calmer person  in my life, with some of the things that have gone on in this school district in the last few months,” Benedict said during Bischoping’s last official meeting Thursday at Batavia High School. “And I totally appreciate it, and I give you a lot of respect for all of the information you have given us, and the leadership. And it’s very nice knowing you.”

The board is sad to see him go, she said, but also happy to have a new permanent superintendent. The board later approved a reorganizational appointment for incoming leader Jason Smith to take on the role of superintendent and chief emergency officer Jan. 3 of next year.

”I just wanted to say a big thank you to Mr. Bischoping; this will be his last board meeting before a new superintendent comes on board,” Benedict said. 

For one of his last pieces of administrative duty, Bischoping briefed the board about recent wind damage sustained to the high school roof this past weekend. Extensive damage forced the temporary closure of the auditorium beneath it, and a three-pronged approach has been recommended for the roof’s repair, Bischoping said. 

First up is to make sure the building is watertight and immediate damage is being take care of. Work will also include covering up any holes, to the tune of “probably close to 6,000 blocks holding the roof piece down now,” he said.

The second part involves some replacement hoods that will allow dampers to work, he said. That in turn enables outside air to be brought in so the auditorium can be used.

“We’re hoping to be able to do that in the next few weeks,” he said.  

The actual repair is the third prong, which will need an estimate of cost. A section of roofing is about 20 years old, he said, and a portion of it is no longer up to code. So the repair will include removing all insulation beneath the roof and replacing it with new insulation material. Replacement insurance may cover a piece of that work, with state aid filling in the gap, he said.

As for the immediate response to the damage caused by winds up to 75 miles per hour, Bischoping credited the maintenance staff for doing “a great job.”

He also thanked the board for its work and assistance, and credited the district community for its role in his return after a prior interim stint. 

"There are great people in this district which made it very easy to come back here," he said. "This is a challenging time for school districts and for most entities, and I think we’re entering uncharted territory. This has made rookies of us all. I look forward to the work that Mr. Smith will be doing with your district and the things that will be happening at Batavia City School District." 

Top photo: Batavia City Schools Interim Superintendent Scott Bischoping conducts business during his last official Board of Education meeting Thursday at Batavia High School. Photo by Howard Owens

A Day in the Life of a Teacher

by Gretchen DiFante, mother of five and school board member

Background

     As a parent who has 13 years separating the birth of my first child from my fifth, I have witnessed, firsthand, the dramatic changes in our our schools and in the job of our teachers. When I spent time in my eldest child’s first grade classroom 15 years ago, the biggest social problems were around kids not having coats or socks in the winter. Today, we see more and more parents who are truly expecting our schools to raise their kids. As a parent myself, I admit that my expectations of a teacher’s role in the life of my children has remained the same, while I falter more in the areas of follow up for everything from sending in snacks and permission slips to monitoring television and homework like I should. In other words, I AM doing a worse job in detail management as a parent, but I am expecting my kids’ teachers to increasingly make up any slack for me. 

     As a society, we send teachers students who have little to no respect for authority at home or anywhere, and we expect our teachers to integrate these kids successfully into the classroom with no impact on their ability to teach. It seems we expect EVERYONE to matriculate into the same classrooms together and expect the teachers to manage all of the issues presented to them on a daily basis. In addition, we expect teachers to completely change the way they teach to meet common core standards, and we are increasing teacher accountability measures based on, in my opinion, a flawed system (APPR).

      Rather than try to describe my perspective on the classroom and why I think teachers need our collective support now more than ever, I have prepared a story. I refer to the story as “fictional” as it is not based on the words of any one teacher in Batavia nor anywhere else; rather it is written by me -- one parent who also happens to be a school board member. The story reflects my observations in classrooms in recent years (my five children have attended every school in Batavia including Robert Morris, Jackson, John Kennedy, St. Joseph’s, Batavia Middle School, Batavia High School and Notre Dame High School -- so I mean every school). The story focuses on the challenges of a teacher in an elementary classroom in 2013. I write the story from the elementary level, because what happens in the lives of the youngest of our students impacts those same students as they move through school and on into society. Whether teacher, parent, grandparent or friends of schools, I welcome your feedback and observations.

A Day in the Life of a Teacher

     I am an elementary school teacher in a rural district in Western New York. I became a teacher, because I wanted to do my part to contribute to society in the most powerful way I could imagine. Our children ARE our future. It is absolutely important that they read, write and perform mathematics. However, it is equally important that they gain the abilities to listen and show respect to others, to think about actions before they act, to appropriately contribute to social groups and to develop healthy value systems to which they stay grounded and use to guide positive decision-making for the rest of their lives. These are my goals, and when I went into teaching 21 years ago, it was fun to see my vision for each student come alive in the course of a single school year.

     It is much harder to see that vision realized today, and it is certainly not as much fun. Don’t get me wrong, I love my job -- and on most days I love my students; but the job of teaching has completely changed over the past two decades -- and particularly in the last five years. I stay awake many more nights to strategize how I can have an impact on a single kid when my students are the product of a society that has seen the family unit torn apart. My kids‘ parents are overworked and over-scheduled, and in many cases they are struggling to make ends meet. My students are spending three to five hours a day in front of phone, video, television and computer screens and very little time interacting socially. I constantly wonder if I’m doing all I can to make a difference. I network with other teachers, take advantage of personal and career development opportunities and devour the latest research in my field, hoping to improve my teaching and my impact. Here is an introduction to my class:

      I have 21 active students - half of them qualify for free or reduced meals, and six of them have individualized education programs or IEPs. Two of my students with IEPs have significant behavioral issues that require a great deal of my attention. In addition, I have another student who, I believe, would greatly benefit from an IEP as I believe he has both emotional disorders and cognitive challenges; however, his parents are adamantly against testing of any kind. This breaks my heart, because I know this child would benefit from his parent’s acknowledgment of his barriers to learning and growth. Acknowledgement would allow me to work with our counselor and the parents to help this student in simple, yet powerful ways. I have two students with food allergies and one student who, due to frequent illness, has missed 15 days of school so far this year. I have two students I have placed in every accelerated pull out program available in an attempt to keep them challenged, as it is clear to me that they are broadly gifted academically. I also have three students who display moderate and specific talent for mathematics, and I want to nurture that in all three of them. In fact, by the third week of school, I had identified talents in all of my 21 students that I wanted to nurture throughout the school year.

Now that you know my class, here is a snapshot from our day together:

     It is a late Tuesday morning, and it’s time for desk work. Today our desk work relates to President’s Day. We have been learning about government and the role of the executive branch, and I am excited to see the connections many of my students are making to the history we have learned and to the way government operates today. We have a packet that I will review with the group, and then the students will complete the packets individually. Snack time occurs during desk work, and each student who has a snack is eating at their desk. Three students forgot their snack, so I dig in my desk to find my stash of saltine crackers. The students need a healthy snack at this time of day, and parents are asked to supply one daily. My students are eating their usual combination of full sugar “fruit” snacks, cookies, muffins and crackers. As I pull the slides up to review the assignment on our SmartBoard, Tommy and Seth begin an altercation around which one is using the other one’s pencil. Laura is complaining that Ethan is rocking back in his chair and making her desk shake. Casey cries out that Melanie has brought peanut butter crackers -- I must intervene right away as one of my students has a severe peanut allergy. I remove the snack and dig back into my cracker stash. I make a mental note to send that parent a note, and I redirect each student back to the packet review. Sarah raises her hand and begins asking a question. As Sarah begins to speak, Joel imitates Sarah’s broken and unclear speech. Joel has made great strides this year in being sensitive to the feelings of others (one of my personal goals for him), and I am surprised at his choice. I need to put a stop to his behavior and at the same time draw attention away from Sarah whose difficulties with speech make it challenging for her in any social situation. Sarah really should be showing much more progress, but I understand from the speech therapist that Sarah’s guardian has been unable to do the daily speech exercises necessary for Sarah’s improvement. Therefore, Sarah is limited to the therapy the school can provide, and I’m beginning to worry if she will ever make progress. I finally finish the packet review, and as students begin independent work, I run over to redirect Ellie back to her separate spot where, according to her IEP, she needs to be to complete all individual work. Ellie excels at individual work when she can be free from distraction. As I’m working with Ellie, the conflict between Seth and Tommy escalates; and on my way to handle it, I am met by two students who have individual questions -- I will have to wait to help them, because Seth is clearly on his way to having one of his explosive episodes. Through trial and error and great advice from our school counselor, I have learned how to intervene to help control Seth’s explosions. However, if I intervene even a moment too late, the explosion can not be tamed. I am too late -- Seth is out of control, and I will have to call someone to help me. I hate to have to escalate this up the chain of command again, because I don’t want to be perceived as being unable to control my classroom (a real concern for all the teachers in our district and teachers everywhere). But, I just couldn’t get to Seth in time. Thank goodness -- our classroom aide has just arrived (We get her for only 60 minutes today, because we have had to cut back so much in aide hours). Since the aide is here, I can bring Seth to the principal’s office myself. 

     When I return to the classroom, Giselle is telling our aide that she doesn’t have to sit in her seat and do her work, because she can’t tell her what to do -- she isn’t the teacher. “Oh, my little Giselle.” She has no more respect for me as an authority figure than she does the aide. At times, I have worked successfully with Giselle to help her understand the importance of respecting authority, but it is difficult. She has so much potential -- but it is obvious when I observe her with her father and grandmother, that respect for authority is not something that is encouraged at home. Whoops -- two students have made their way over to Ellie’s desk, and I need to redirect.  First I stop by the desks of the two students who had questions -- one figured the answer out on his own and the other obviously lost interest and hasn’t worked on the assignment at all. She is one of my gifted students, and if she doesn’t feel challenged, she simply gives up and usually starts “drama.” I have a folder of extra assignments to give her, and I go retrieve an assignment from that folder -- her eyes light up, and she is focused and ready to work; but alas, independent work time is over, and it’s time for the students to line up for art. I estimate that less than half the class completed the independent work assignment. Its completion will be given as homework, and based on patterns this year, I expect less than half of those students to complete the homework. 

     I will have a half hour to prepare for the math block; however I have four students who have not turned in permission slips to ride the bus to the field trip next week, and I don’t want to see them left out. Two are students who are isolated naturally, and my individual goals for them include helping them to develop healthy self esteem. It must feel terrible to be the only one who doesn’t turn in a permission slip and has to miss a field trip. It can’t be good for the self esteem of a student with healthy social interaction -- and certainly not good for one who trends toward isolation. I don’t want to see these kids become easy targets for bullies in the future -- but that is where they are headed. The deadline for permission slips is today, and I really need to track down their parents. I also need to finish up the notes for the individual student learning objectives as part of our state mandated Annual Performance Plan Review or APPR. I am in support of a program that will help demonstrate my quality as a teacher; however I am confused as to how my students’ scores on any test is a complete reflection of the quality of my teaching. How can I be held accountable for the test performance of a student who needs to be separated for work in my busy classroom, and despite my best and continuous efforts is unable to work with the freedom from distraction she needs to be successful? How can I be held accountable for the test performance of a student who, due to continuous behavioral issues, has to spend significant time removed from the teaching environment? How can I be held accountable for the test performance of a student whose own parents refuse to get him the cognitive and emotional help he needs? How can I be held accountable for the test performance of a student like Alec, who although still eligible to remain in school, hasn’t been in attendance enough for me to provide the extra help he needs? I know that’s only four students, but that’s 20 percent of my class. If 20 percent of my students don’t meet performance standards on the state tests, it will be impossible for me to achieve a rating of highly effective on my APPR score. If I don’t achieve the highest rating, will parents want me to teach their kids? I can’t imagine, after all these positive and rewarding years as a teacher, becoming the teacher no parent wants their kid to have! If parents don’t want me to teach their kids, how can I make a difference in these little lives in which I see so much potential? I have to put these thoughts out of my mind and go get in touch with those parents. Like all my colleagues, I have hours of additional paperwork for the mandated APPR and common core standards. When exactly am I supposed to get all this paperwork done? Well I will have some extra time at my son’s baseball game tonight...

Highlights from the Batavia City School District (BCSD) Board of Education meeting on Feb. 26 include news and updates about the following: 

• Preliminary Budget Update
• Legislative Updates & Promoting Local Involvement
• Capital Improvement Proposal Approved

Preliminary Budget Update

Superintendent of Schools Christopher Dailey and Business Administrator Scott Rozanski have met with the Budget Ambassadors and are reviewing the ambassadors’ budget surveys. Those suggestions and comments will be brought into consideration as work on the Proposed Budget for the 2013-2014 school year continues.

Before the process began, the board of education had directed Dailey and Rozanski to contain any budget increases to no more than a 2 percent. Preliminary figures presented by Dailey indicate that a “rollover” budget -- one that maintains but does not add any new expenditures - would result in a 4.26-percent increase to the budget and a consequent 6.11-percent increase in the tax levy.

Furthermore, the superintendent noted that the calculation for our district’s Property Tax Cap Levy* equals a limit to a 5.51-percent increase (*As has been widely reported, the Property Tax Cap Levy, popularly called “the 2-percent tax cap,” is actually calculated by using the state’s eight-step formula, then adding items that the state has identified as exempt from the restriction. If a district’s proposed budget falls at or below this calculated limit, passage of its budget requires 50 percent voter approval. If a proposal exceeds the calculated limit, passage requires 60 percent voter approval. )

In order to get to a flat 2 percent tax levy increase, nearly $750,000 needs to be reduced from the preliminary budget, or, to close the gap between the 2 percent goal and the allowable threshold, nearly $638,000 needs to be cut.

Dailey and Rozanski will continue to process the ambassadors’ comments as well as all the updated figures for such things as retirements and state aid and will report to the board as progress is made toward the final budget proposal.

Legislative Updates & Promoting Local Involvement

Superintendent Dailey reported that the Genesee Valley School Boards Association Advocacy Forum and Legislative Breakfast was well attended by regional school officials and students, including several from our district.

Discussion with the legislators who were present centered on: reducing the state mandates that financially cripple districts; eliminating the GEA (Gap Elimination Adjustment which was instituted to help close the State budget deficit by taking back some of the education aid that had been promised to districts); educating voters about the aid formula that continues to provide funding for high-wealth/low-need districts, despite the increasingly high needs of low-wealth districts in meeting basic education requirements; and encouraging residents to contact their representatives including the governor to let their elected officials know the critical impact of their decisions and aid distribution.

Dailey commended BHS student and Student Ex-officio Board Member Kaitlin Logsdon for speaking to the legislators about how the loss of state aid has impacted the lives of students in our district.

Dailey, in the midst of discussion about the legislative impact on education, highlighted a few opportunities for board and community members to get more involved:

• Have staff, administrators and board members, as representatives of the school district, continue to take advantage of opportunities to meet with our elected officials. The Legislative Breakfast was one such opportunity. While in Albany this coming Tuesday, Dailey is scheduled to meet with Assemblyman Steve Hawley and Senator Michael Ranzenhoffer at which time he will discuss the impact of the GEA on our community and students. He would gladly take any notes or postcards from residents, students and staff and hand deliver them.
• Attend the Statewide School Finance Consortium’s education rally featuring Rick Timbs, Ph.D, executive director of the Statewide School Finance Consortium and a leading voice in the fight for fair and equitable education aid. This gathering will be similar to one held in the Albany area in January titled, "Your Public Schools in Fiscal Peril: Running Out of Time and Options," which served as both an educational session and advocacy rally. Our regional rally will be held at Geneseo Central School District on March 12 at 6:30 p.m. (Note: The board voted to attend the rally in place of a board of education special meeting that was originally scheduled for that evening. They will be encouraging parents, students and other community members to help them provide strong representation from our district.)
• Write, and encourage other community members to mail letters and postcards, to legislators urging them to restore aid and to distribute aid equitably so that students in our district receive the same educational opportunities as other students in the state. Actual mail is more effective than e-mails.
• For more background on the Statewide School Finance Consortium and the financial crisis facing schools, visit the SSFC Web site: http://www.statewideonline.org/

Capital Improvement Proposal Accepted

The board voted to accept the proposed $3,841,000 capital improvement project and will bring it to the voters in May.

An overview of the proposal was presented at the previous (Feb.12) board of education meeting by Jerry Young of Young and Wright Architectural. The proposal will be presented to interested community groups upon request. Please contact the Superintendent’s Office (343-2480, ext. 1000) if interested in scheduling a presentation.

Main components of that presentation (as posted with the BOE Highlights from Feb.12) included the following:

The major components of the $3,841,000 proposed project include work at Richmond Memorial Library ($1,590,000), VanDetta Stadium/Batavia High ($548,000), Batavia High School ($406,000), Jackson Primary ($621,000), John Kennedy Intermediate ($557,000), Batavia Middle School ($80,000), and Robert Morris ($39,000). Most of the items outlined and pictured by Young in his presentation addressed building deterioration or legal compliance issues.

Work at Richmond Memorial Library ($1,590,000) would include slate roof shingle replacement, flat roof replacement, masonry restoration on the original building, window and door replacements on the original building and addition, site work (including sidewalks, roadway, and parking), and interior improvements such as carpet and emergency lights.

Work at VanDetta Stadium/Batavia High ($548,000) addresses both gender-based discrimination targeted by Title IX of the federal Educational Amendments Act of 1972 as well as discrimination based on disabilities as outlined in the Americans with Disabilities Act. The scope of work includes improvements to the girls’ softball field (dugouts, scoreboard and fence) as well as improving or creating handicapped access to the bathrooms, the concession stand, the ramps to stadium seating, and handicapped seating.

Work at Batavia High School ($ 406,000) includes site work for additional parking and a sidewalk to Genesee Valley Educational Partnership, HVAC upgrades, energy-efficient lighting and a motorized curtain in the gym, new hot water heaters and gas meters, and some security improvements.

Work at Jackson Primary ($621,000) includes site improvements for the playground and parent drop-off, masonry restoration on the chimney and corners of the building, window replacement on the second floor, bathroom installation in the kindergarten wing, and some security improvements.

Work at John Kennedy Intermediate ($557,000) includes window replacement on the original building, masonry restoration, energy-efficient lighting improvements in the gym, and some security improvements.

Work at Batavia Middle School ($80,000) includes a new hot water heater, air conditioning in the cafeteria, masonry restoration on the chimney, and energy-efficient lighting improvements in the gym.

Work at Robert Morris Elementary ($39,000) includes the replacement of a sanitary line in a crawlspace.

Plans for financing the project include the use of the Capital Reserve Fund for non-aided projects such as Richmond Memorial Library and VanDetta Stadium. For the remainder of the project, the Selected Building Aid ratio for 2012-2013 is 0.799 (or 0.201 local cost) for school buildings. In addition, other financing options such as Public Library Construction Grants and State Historic Preservation Funding will be pursued for the library projects. Grant applications, however, may only be made after the public approves a project.