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A FEASIBILITY STUDY FOR THE PURPOSE OF CONSOLIDATION OF THE CANTON CENTRAL SCHOOL DISTRICT AND THE POTSDAM CENTRAL SCHOOL DISTRICT Western New York Educational Service Council 222 Baldy Hall University at Buffalo Buffalo, New York 14260 (716) 645-2932 www.wnyesc.org Robert Christmann, Executive Director June 2014
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A FEASIBILITY STUDY FOR THE PURPOSE OF … FEASIBILITY STUDY FOR THE PURPOSE OF CONSOLIDATION OF THE CANTON CENTRAL SCHOOL DISTRICT AND THE POTSDAM CENTRAL SCHOOL DISTRICT Western

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Page 1: A FEASIBILITY STUDY FOR THE PURPOSE OF … FEASIBILITY STUDY FOR THE PURPOSE OF CONSOLIDATION OF THE CANTON CENTRAL SCHOOL DISTRICT AND THE POTSDAM CENTRAL SCHOOL DISTRICT Western

A FEASIBILITY STUDY FOR THE PURPOSE OF

CONSOLIDATION OF THE

CANTON CENTRAL SCHOOL DISTRICT

AND THE POTSDAM CENTRAL SCHOOL DISTRICT

Western New York Educational Service Council

222 Baldy Hall – University at Buffalo

Buffalo, New York 14260

(716) 645-2932

www.wnyesc.org

Robert Christmann, Executive Director

June 2014

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Table of Contents

Acknowledgements ....................................................................................................................... 3

1. Introduction .............................................................................................................................. 5

2. Enrollment History and Projections .................................................................................... 15

3. Curriculum and Instruction.................................................................................................. 28

4. Athletic Programs and Extra-Curricular Opportunities ................................................... 53

5. Facilities .................................................................................................................................. 69

6. Support Services..................................................................................................................... 92

7. Employee Contracts ............................................................................................................. 111

8. Staffing .................................................................................................................................. 135

9. Fiscal Condition of the Districts ......................................................................................... 149

10. Key Findings and Recommendations ............................................................................... 175

List of Tables and Figures ........................................................................................................ 191

Appendix ........................................................................................ Separate Attached Document

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Acknowledgements

A successful Feasibility Study of this magnitude depends on the guidance and support of

many individuals, and we begin our report by acknowledging their contributions. First, the

members of the Canton and Potsdam Boards of Education deserve credit for understanding both

the imperatives that drove the initiation of this study, as well as the potential benefits to be

derived from it. Their on-going interest, presence, and support have been evident throughout our

process. Equally important have been the contributions of Canton Central School District

Superintendent William Gregory and Potsdam Central School District Superintendent Patrick

Brady. They complied with an endless stream of data requests and were active participants in

every phase of this study. Given the quality of leadership they demonstrate, it is no surprise that

the Canton and Potsdam School Districts are among the finest in New York State.

We asked much of the 28 Joint Advisory Committee members who were enlisted to

represent internal and external constituencies of the school districts and communities. They were

thoughtful, insightful, and committed to the best interests of students throughout a long and

exhaustive process. Their collective wisdom allowed us to create a series of recommendations

that we believe better reflect the Canton and Potsdam communities. Our thanks, therefore, to the

following members of the Joint Advisory Committee:

Representative Group Canton Potsdam

Teachers Meg McGovern Emily Brouwer

Teachers Thomas Van de Water Robin Hart

Parents – Elementary Christopher Downs Maureen Moose

Parents – Middle School Janet Warner Kimberly Busch

Parents – High School Ronda Curtis Natalie Higley

Students Sarah Rivers Bill Sokol

Administrators Joseph McDonough Joann Chambers

Arts Paul Doty Theresa Witmer

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Athletics John Taillon Mindi Sharlow

Business Jessica Zuhlsdorf Rob Bicknell

Higher Education Patrick Hanns Melissa Cummings

Higher Education Justin Sipher Brian Grant

Retired Citizens Varick Chittenden Elizabeth Fogarty

School Staff Gary Cougler Allison Adams

Throughout this process we met with numerous staff members from both districts who

provided the depth of understanding required for us to comprehend fully the data we collected.

Our thanks, therefore, to the business managers, principals, special education supervisors,

athletic directors, food service, transportation, and buildings and grounds supervisors,

information technology coordinators, and union leadership. In addition to the above, staff

members representing agriculture, arts, family and consumer sciences, music, science, and

technology departments aided us in our review of both Districts’ facilities. Our thanks go to all

for volunteering their time and expertise. In addition, the superintendent’s administrative

assistants provided secretarial support, often at a moment’s notice, which we very much needed

and appreciated.

We would also thank St. Lawrence-Lewis BOCES District Superintendent, Mr. Thomas

Burns, for his support of this study, in particular for the BOCES Communication Specialist

Services which played a key role in the Districts’ communication plan. We would also thank Mr.

Roy McMaster of Capital Marketing Advisory, LLC whose work was a key component of our

fiscal analysis. Finally, we thank Ms. Suzanne Spear, Office of Educational Management

Services of the NYS Education Department. Her ongoing direction and willingness to share

critically important information throughout this process has been very much appreciated.

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1. Introduction

Background

The challenges facing school districts across the State and nation have become more

intense within the last several years. On the one hand, there is increasing pressure to raise the

academic standards and student success rates, as witnessed by the adoption in New York State of

the federal Common Core Learning Standards. More rigorous curricula, student assessments,

and professional performance standards have followed. On the other hand, financial challenges

have continued to plague our State and local communities. As local districts attempt to meet the

higher academic standards, they are required to do so with significantly fewer resources. Not

only has state aid to schools declined precipitously with the advent of the GAP Elimination

Adjustment, the ability of local districts to make up the difference through increased local

funding has been severely constrained by the tax cap legislation. All of this comes at a time

when expenses such as mandated contributions to the State retirement systems and district

contributions to health care plans have continues to increase.

The Canton and Potsdam School Districts have not been immune to these challenges.

Both are excellent school districts that continue to gain recognition for stellar academic

achievement. Witness the fact that U.S. News and World Report has ranked them both among

the best in the nation, or that the Buffalo-based Business First publication has ranked them

within the top three among the 33 North Country schools. Their ability to sustain this level of

achievement, however, is questionable. Since 2008, both districts have significantly reduced the

level of services and the number of employees due to the budgetary constraints noted. During

this period, over 100 positions have been cut from the two districts, resulting in significant

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reductions in curricular, extra-curricular, and athletic programming for students. As noted in the

districts’ Local Government Efficiency Grant application, “Should this trend continue, we will

become fiscally insolvent as we will not have the fund balances needed to bridge the $2+ million

budget gaps with which we have grappled. This will force us to make crippling staff and

program cuts that will preclude us from providing minimally acceptable, much less rich,

educational programs for our students. We will thus be rendered educationally insolvent as

well.”1

It is within this context that the Canton and Potsdam Boards of Education agreed to

pursue a reorganization feasibility study to determine if merging the two districts would result in

enhanced educational opportunities for students, delivered more efficiently and cost effectively.

The districts applied for and were granted a Local Government Efficiency Grant to undertake the

study. In October 2013, the boards awarded a contract to conduct the study to the Western New

York Educational Service Council. Members of the consulting team charged with undertaking

the task were Dr. Thomas Coseo, Dr. Roger Gorham, and Mr. Douglas Hamlin. The consultants

are retired superintendents with extensive experience in teaching, educational leadership, and

school organizational analysis.

Merger Process and Methodology

The concept of merging or consolidating school districts to improve educational

programming and/or reduce costs is not new. Rapid consolidation occurred during the 1940’s

and 1950’s. For example, the voters in 31 school districts agreed to merge to form the Canton

Central School District in 1945, and in 1954 the voters in 24 school districts agreed to form the

1 Local Government Efficiency Program, NYS Consolidated Funding Application, Number 28448, p. 5.

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Potsdam Central School District.2 From that point forward interest in consolidation waned

considerably until the imperatives mentioned above have served to renew interest in the concept

by smaller school districts across the State. As a local example of this renewed interest, in

October 2011 the St. Lawrence-Lewis BOCES completed a Regional Consolidation,

Reorganization, and Shared Services Feasibility Study. The Study provided several

recommendations to improve the quality and efficiency of the regional educational delivery

system. As a second example, in June 2013, Hermon-DeKalb, Heuvelton, and Morristown

Central School Districts completed a Regional High School Tuitioning Merger Study. The Study

pointed out how educational opportunities for students could be enhanced and costs reduced in a

regional high school.

As defined by the New York State Education Department, the purpose of a merger

feasibility study is to develop information that describes how the districts involved would

operate if reorganization were to be implemented. The report generated serves several audiences

including school district boards of education, administrators, faculty, staff, community members,

and the Commissioner of Education. It can inform all groups as to what reorganization would

mean for the districts and can assist them in reaching a decision relative to their support of such a

proposition. In addition, the Commissioner will use the report to determine whether the proposal

has enough advantages to warrant issuing the appropriate formal order(s) so that the districts can

proceed through the subsequent legal steps to implement the reorganization. The State Education

Department requires that all feasibility studies must address several areas, including:

Current and projected enrollments;

Current and projected professional staffing plans;

Current and projected housing plans;

2 http://babel.hathitrust.org/cgi/pt?id=coo.31924013071331;view=1up;seq=8.

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A plan for education programs and curricula in the proposed district;

A plan for transportation in the proposed district; and

Fiscal implications of the reorganization, including changes in state aid, expenditures,

and local tax effort.

Consistent with these State requirements, the Canton and Potsdam School Districts

requested proposals for a feasibility study in August 2013. The essential question to be answered

by the study was, “Would educational opportunities be sustained or enhanced for all students at

similar or reduced costs to taxpayers by combining the two districts?” In responding to this

question, the consultants were asked to examine school governance, student enrollment,

instructional programming, co-curricular and extra-curricular programs, personnel, finance,

facilities, and transportation.

Upon selection in September 2013, the consultants from the Western New York

Educational Service Council put in place a process that began with a joint meeting of the Canton

and Potsdam Boards of Education. This work session was designed to finalize a study process

and ascertain the specific questions the Boards wanted answered as part of the process. A mid-

study joint board of education meeting that took place in March 2014 provided an opportunity to

update the Board members on the study’s progress and to answer any questions generated by the

work to date.

Critical to the process developed was the creation of a Joint Advisory Committee (JAC)

made up of 14 representatives from Canton and 14 from Potsdam. These committee members

were selected to represent each district’s students, teachers, administrators, and support staff, as

well as community members representing the arts, athletics, business, higher education, and

retired citizens. Following an initial organizational meeting in November 2013, this group met

on a monthly basis through May 2014. Prior to each of these monthly meetings the JAC

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members were provided detailed background information generated by the consultants on each

of the topics to be discussed. Each meeting agenda provided an opportunity for JAC members to

respond and react to the information presented. In addition, to these information sessions, tours

of each districts’ facilities were scheduled so that committee members could see the physical

attributes of each district. As consultants, we found the JAC to be integral to our process, with

members acting as a sounding board to all topics under consideration and serving as key

communicators, sharing information with their constituencies.

The interactions we had with staff members from both school districts were also integral

to our process. The superintendents were gracious in their response to numerous requests for

data and met with us monthly to provide information and perspective, respond to our questions,

and review for accuracy the material being shared. They were also responsible for creating a

communication plan that included regular updates to all publics via their own websites,

Facebook and Twitter; periodic community newsletters and press releases; “Town Meeting”

public sessions in both communities; regular updates at all Board of Education meetings; and

public responses to frequently asked questions generated from the feedback received.

Throughout our process all handouts, PowerPoint presentations, and meeting minutes were

maintained and shared through the outlets noted. Finally, throughout this process we also met

with numerous staff members from both districts who provided the depth of understanding

required for us to comprehend fully the data we collected. Business managers, principals,

special education supervisors, athletic directors, food service, transportation, and buildings and

grounds supervisors, information technology coordinators, and union leadership all shared their

knowledge and reacted to information collected. In addition, staff members representing the

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agriculture, arts, family and consumer sciences, music, science, and technology departments

aided in our review of both districts’ facilities.

The Canton Potsdam Feasibility Study timeline requires that this report be submitted to

the State Education Department in May 2014, followed by a formal presentation to the Boards of

Education in June. Subsequently, both Boards will review this report, communicate its contents

to their respective communities, and allow for a lengthy and open comment period. Should both

Boards then elect to undertake a statutory reorganization process, each will hold an advisory

referendum (“straw vote”), tentatively in November 2014, to determine if both communities are

in favor of moving the consolidation process forward. If the results of these referenda are

positive in both districts, the Commissioner of Education will call for a formal centralization

referendum, which could be held as early as December 2014. In addition to the centralization

proposition, voters would also be asked to decide on the number of board members to serve the

new district (5, 7, or 9), the term of office of board members (3, 4, or 5 years). Assuming a

positive vote in both districts, the new district would become a reality, with the Commissioner

overseeing the election of a new board of education in February 2015. The new district would

officially begin operations July 1, 2015.

The Canton and Potsdam Communities

The Town of Canton was founded in 1805. Early occupations included agriculture and

lumbering. There are two incorporated villages in the Township, Canton and Rensselaer Falls.

The St. Lawrence County seat is located in the Village of Canton. The Town has a rich history

of post-secondary education and is the home of two higher education institutions, St. Lawrence

University, a private, liberal arts university with approximately 2,500 students and SUNY

Canton, a NYS public institution enrolling approximately 3,800 students.

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The Town of Potsdam was founded in 1806. Early settlers were engaged in agriculture,

lumbering, and mining. A distinctive reddish/orange vein of sandstone is located in the Town.

Like Canton, Potsdam is the home of two post-secondary institutions. SUNY Potsdam, a NYS

public institution, enrolls approximately 4,300 students in three schools: Arts and Sciences,

Education and Professional Studies, and the Crane School of Music. Clarkson University, a

small nationally-ranked research institution, enrolls approximately 3,000 students.

Table 1-1 provides comparative demographic information for Canton and Potsdam from

the US Census Bureau.3 As noted, education is a dominant factor in both communities. More

than 90% of the residents in both have high school diplomas, and almost half the population hold

bachelor’s degrees or higher. The primary industry in both communities is educational services.

The unemployment rate in both communities is higher than the statewide and national averages.

Potsdam’s per capita and median household incomes are considerably lower than Canton’s and

the number of people below the poverty level is considerably higher in Potsdam.

3 http://quickfacts.census.gov/qfd/states/36000.html.

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Table 1-1

Comparative Demographic Information

Item Village of Canton Village of Potsdam

Population 2012 Est. 6,669 9,564

Population Under 5 3.4% 2.6%

Population Under 18 10.7% 9.2%

Population 65 and Over 8.4% 6.6%

College Population 6,300 7,300

Percent white 88% 88.9%

High School Graduate or Higher 90.6% 93.5%

Bachelor’s Degree or Higher 45% 46.8%

Housing Units 1,808 2,586

Per Capita Income $21,611 $13,862

Median Household Income $51,100 $24,942

Persons Below Poverty Level 11.5% 40.5%

Unemployment Rate 9.3% 9.3%

Most Common Industry Educational Services (36%) Educational Services (41%)

School District History and Demographics

The first official year of operation for the Canton Central School District was 1945-46.

However, early records note a modest one-room school built “on the corner of the new cemetery

grounds in 1804.” The Canton Academy was built in 1831 on the corner of Pearl and Court

Streets. The Academy originally was only for boys and required tuition. In 1839, girls were

admitted. In 1868 the Academy became a Union Free School and tuition charges were dropped.

The Canton Grammar School was built in 1883 and housed various grade levels until St.

Lawrence County acquired the property in 1973. The original high school was built in 1908 on

Court Street and remained there until the new Canton Junior-Senior High School was built in

1953 on outer State Street. In 1960 Banford Elementary School was constructed at the State

Street complex and in 1969 the JM McKenney Middle School was built, completing the pre-

kindergarten through grade 12 campus.

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In 1786, the NYS Legislature authorized a survey and sale of land in the northern part of

the State. Ten towns were created, five along the St. Lawrence River and five to the south.

Alexander McComb, a fur trader, purchased the ten parcels. McComb sold various lots, and in

1802 Benjamin Raymond came to settle in what now is Potsdam. Raymond organized a group

of citizens to construct a building for worship on Sundays and education during the week. The

Academy was chartered by the Board of Regents in 1815 and eventually transitioned to SUNY

Potsdam. While many of the village children attended The Academy, there were three district

schools in the village.

In 1929 a new high school was built after the State Education Department ruled high

school students could no longer attend The Potsdam Normal School. The first official year of

operation for the Potsdam Central School District was 1954-55. In 1957 Lawrence Avenue

Elementary School was constructed adjacent to Potsdam High School, and in 1972 AA Kingston

Middle School was added, completing the pre-kindergarten through grade twelve campus in the

village.

The Canton and Potsdam Central School Districts are strikingly similar in their history,

community expectations, and academic achievements. Both are governed by nine member

boards of education. Trustees serve three-year terms. Table 1-2 provides comparative

demographic, achievement, and financial data for the two districts. The demographic

information and student performance data come from the 2011-12 (most recent) New York State

Report Card.

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Table 1-2

Comparative Demographic, Achievement, and Financial Data

Item Canton CSD Potsdam CSD

Enrollment 1,334 1,335

Average Class Size (2011-12)

*Common Branch

*Grade 8 English

Grade 10 English

19

21

19

21

21

23

Eligible Free Lunch (2011-12) 33% 25%

Racial/Ethnic Origin

*White

*Minority

96%

4%

94%

6%

Attendance Rate (2010-11) 95% 95%

Student Suspensions (2010-11) 2% 4%

Total Number of Teachers (2011-12) 111 104

Percent Teachers with Master’s Degrees Plus 30 Hours 14% 30%

Teacher Turnover Rate (2010-11) 12% 15%

Total paraprofessionals 40 35

Student Performance Percentage at Levels 3 and 4 (2011-

12)

*4th

Grade ELA

*4th

Grade Mathematics

*4th

Grade Science

*8th

Grade ELA

*8th

Grade Mathematics

*8th

Grade Science

63%

67%

98%

53%

59%

88%

75%

85%

97%

61%

62%

87%

High School Completers (2011-12)

*Total Graduates

*Percent Regents Diploma

*Percent Regents Advanced Designation

*Percent to 4 Year College

*Percent to 2 Year College

88

98%

42%

47%

34%

110

97%

45%

61%

13%

Needs Category Average Average

Combined Wealth Ratio 52.2% 61.6%

Building Aid Ratio 87.6% 84.3%

Transportation Aid Ratio 90% 80%

Budget (2013-14) $24,303,124 $27,324,782

Tax Levy (2013-14) $8,432,390 $11,844,369

Tax Rate (2013-14) $19.65 $22.74

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2. Enrollment History and Projections

Accurate student enrollment projections are essential in planning the future of any school

district. All aspects of a district’s operations, including the level of certified and non-certified

staffing, program options, facilities, finances, and support services, require knowledge of the

number of students to be served. Therefore, this study begins with an analysis of recent

enrollment trends and future enrollment projections for the Canton and Potsdam Districts, as well

as a ten-year projection of student enrollment, should these two districts merge.

To project student enrollment, the Cohort Survival Method was used. This method

calculates the survival ratios for grade-level groups or cohorts as they progress from grade-to-

grade during a defined period. These ratios are then applied to project future student enrollment

at each grade level. In a similar fashion, birth data4 for each school district are compared to

kindergarten enrollment five years later to provide a survival ratio used to calculate future

kindergarten enrollment.

More specifically, survival ratios are calculated by dividing the number of pupils in each

grade by the number of pupils who were in the preceding grade a year earlier. For example, if

there were 100 students in grade two last year and 95 students “survived” to grade three this

year, the survival ratio is .95. In this manner survival ratios are calculated for each grade level

for a period of six years of actual school enrollment. These ratios are then averaged to determine

a single survival ratio for each grade level, which can be applied to each succeeding year to

create future projections.

4 Live birth data for each school district are provided by the New York State Health Department.

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As is clear from the following tables, survival ratios typically have a value close to one.

A ratio greater than one indicates that the grade-level cohort increased in size from one grade

level to the next; conversely, a ratio less than one indicates that fewer students survived into the

next grade. These ratios reflect all the various reasons for students entering or leaving a school

district, including parent transfers, private school attendance, home schooling, or students

dropping out.

It should be noted that enrollment projections for the immediate future tend to be more

reliable than those in later years, and total K-12 projections tend to be more reliable than those

for any particular grade level. In addition, projections based on historical and current enrollment

tend to be more reliable than those based on live birth data. With regard to the latter, at this point

in time, the New York State Health Department has posted live birth data for school districts

through 2011. Thus, the consultants were able to calculate survival ratios from live births to

actual kindergarten enrollments through the six years of historical data collected (2008-09 to

2013-14). Given available live birth data through 2011, they were also able to predict

kindergarten enrollment through 2016-17. For purposes of developing a 10-year enrollment

projection, kindergarten enrollment beyond that date was estimated as an average of the first

three years of the projection.

Tables 2-1 and 2-2 illustrate Canton and Potsdam’s live birth data from 2003 through

2011 compared to actual kindergarten enrollment five years later. From this information a

cohort survival ratio was calculated and kindergarten enrollments projected, as noted.

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Table 2-1

Canton Central School District Live Births and Kindergarten Enrollment

Year Live Births Kindergarten Enrollment

5 Years Later

Cohort Survival Ratio: Kindergarten

Enrollment to Live Births

2003 95 104 (2008-09) 1.09

2004 90 95 (2009-10) 1.06

2005 89 92 (2010-11) 1.03

2006 112 101 (2011-12) .90

2007 94 83 (2012-13) .88

2008 96 84 (2013-14) .88

Projected .97 Average Ratio

2009 107 104 (2014-15)

2010 87 84 (2015-16)

2011 103 100 (2016-17)

Table 2-2

Potsdam Central School District Live Births and Kindergarten Enrollment

Year Live Births Kindergarten Enrollment

5 Years Later

Cohort Survival Ratio: Kindergarten

Enrollment to Live Births

2003 109 115(2008-09) 1.06

2004 91 120 (2009-10) 1.32

2005 111 106 (2010-11) .95

2006 113 122 (2011-12) 1.08

2007 109 101 (2012-13) .93

2008 107 92 (2013-14) .86

Projected 1.03 Average Ratio

2009 126 130 (2014-15)

2010 99 102 (2015-16)

2011 113 116 (2016-17)

Tables 2-3 and 2-4 provide six years of actual K-12 enrollment history for each district.

The top number in each box illustrates the number of students in that grade in that school year.

The bottom number is the cohort survival ratio for that grade for that year. The far right column

contains the average survival ratio for each grade level, which was used to project grade level

enrollment into the future. The ungraded elementary and secondary student population for each

district is also indicated and averaged for use in the 10-year enrollment projections.

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Table 2-3

Canton Central School District Six-Year Student Enrollment History

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

Average

Survival

Ratio

K

104

1.09

95

1.06

92

1.03

101

.90

83

.88

84

.88 .97

Gr. 1

92

97

.93

80

.84

80

.87

103

1.02

89

1.07 .95

Gr. 2

110

95

1.03

94

.97

80

1.00

83

1.04

101

.98 1.00

Gr. 3

90

107

.97

97

1.02

93

.99

81

1.01

85

1.02 1.00

Gr. 4

102

85

.94

105

.98

101

1.04

94

1.01

89

1.10 1.01

Gr. 5

107

100

.98

77

.91

101

.96

102

1.01

95

1.01 .97

Gr. 6

84

106

.99

103

1.03

82

1.06

102

1.01

107

1.05 1.03

Ungraded

Elementary

9

6

5

3

6

11

Av. of 7

Students

Gr. 7

108

93

1.11

111

1.05

112

1.09

84

1.02

110

1.08 1.07

Gr. 8

103

105

.97

84

.90

109

.98

115

1.03

82

.98 .97

Gr. 9

109

120

1.17

118

1.12

93

1.11

114

1.05

126

1.10 1.11

Gr. 10

120

100

.92

95

.79

101

.86

87

.94

94

.82 .87

Gr. 11

110

103

.86

84

.84

89

.94

87

.86

79

.91 .88

Gr. 12

90

102

.93

92

.89

89

1.06

85

.96

85

.98 .96

Ungraded

Secondary

26

21

22

16

24

26

Av. of 23

Students

Total 1,364 1,335 1,259 1,250 1,250 1,263

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Table 2-4

Potsdam Central School District Six-Year Student Enrollment History

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

Average

Survival

Ratio

K 115

1.06

120

1.32

106

.95

122

1.08

101

.93

92

.86 1.03

Gr. 1 104

112

.97

113

.94

92

.87

114

.93

108

1.07 .96

Gr. 2 114

108

1.04

97

.87

104

.92

85

.92

113

.99 .95

Gr. 3 102

109

.96

103

.95

97

1.00

100

.96

87

1.02 .98

Gr. 4 74

93

.91

107

.98

100

.97

99

1.02

100

1.00 .98

Gr. 5 91

73

.99

91

.98

102

.95

98

.98

96

.97 .97

Gr. 6 104

90

.99

76

1.04

88

.97

99

.97

100

1.02 1.00

Ungraded

Elementary 0

4

5

0

1

0

Av. of 2

Students

Gr. 7 111

106

1.02

84

.93

79

1.04

89

1.01

101

1.02 1.00

Gr. 8 119

113

1.02

102

.96

84

1.00

72

.91

91

1.02 .98

Gr. 9 121

121

1.02

118

1.04

98

.96

92

1.10

81

1.13 1.05

Gr. 10 126

123

1.02

106

.88

107

.91

96

.98

87

.95 .95

Gr. 11 117

121

.96

114

.93

104

.98

100

.93

101

1.05 .97

Gr. 12 104

116

.99

116

.96

115

1.01

107

1.03

106

1.06 1.01

Ungraded

Secondary 0

16

8

1

2

0

Av. of 5

Students

Total 1,402 1,425 1,346 1,293 1,255 1,263

Tables 2-5 and 2-6 provide 10-year enrollment projections for the Canton and Potsdam

School Districts. Table 2-7 combines these to create a 10-year enrollment projection for a

merged district. Figure 2-1 graphically compares these enrollment projections.

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Table 2-5

Canton Central School District – 10 Year Enrollment Projection

Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24

K 104 84 100 96 96 96 96 96 96 96

1 80 99 80 95 91 91 91 91 91 91

2 89 80 99 80 95 91 91 91 91 91

3 101 89 80 99 80 95 91 91 91 91

4 86 102 90 81 100 81 96 92 92 92

5 86 83 99 87 79 97 79 93 89 89

6 98 89 85 102 90 81 100 81 96 92

Ungraded

Elem. 7 7 7 7 7 7 7 7 7 7

7 114 105 95 91 109 96 87 107 87 103

8 107 111 102 92 88 106 93 84 104 84

9 91 119 123 113 102 98 118 103 93 115

10 110 79 104 107 98 89 85 103 90 81

11 83 97 70 92 94 86 78 75 91 79

12 76 80 93 67 88 90 83 75 72 87

Ungraded

Second. 23 23 23 23 23 23 23 23 23 23

Total 1,255 1,247 1,250 1,232 1,240 1,227 1,218 1,212 1,213 1,221

K-4 460 454 449 451 462 454 465 461 461 461

5-8 405 388 381 372 366 380 359 365 376 368

9-12 360 375 390 379 382 363 364 356 346 362

Ungraded

Elem. 7 7 7 7 7 7 7 7 7 7

Ungraded

Second. 23 23 23 23 23 23 23 23 23 23

Total 1,255 1,247 1,250 1,232 1,240 1,227 1,218 1,212 1,213 1,221

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Table 2-6 – Potsdam Central School District

10 Year Enrollment Projection

Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24

K 130 102 116 116 116 116 116 116 116 116

1 88 125 98 111 111 111 111 111 111 111

2 103 84 119 93 105 105 105 105 105 105

3 111 101 82 117 91 103 103 103 103 103

4 85 109 99 80 115 89 101 101 101 101

5 97 82 106 96 78 112 86 98 98 98

6 96 97 82 106 96 78 112 86 98 98

Ungraded

Elem. 2 2 2 2 2 2 2 2 2 2

7 100 96 97 82 106 96 78 112 86 98

8 99 98 94 95 80 104 94 76 110 84

9 96 104 103 99 100 84 109 99 80 116

10 77 91 99 98 94 95 80 104 94 76

11 84 75 88 96 95 91 92 78 101 91

12 102 85 76 89 97 96 92 93 79 102

Ungraded

Second. 5 5 5 5 5 5 5 5 5 5

Total 1,275 1,256 1,266 1,285 1,291 1,287 1,286 1,289 1,289 1,306

K-4 517 521 514 517 538 524 536 536 536 536

5-8 392 373 379 379 360 390 370 372 392 378

9-12 359 355 366 382 386 366 373 374 354 385

Ungraded

Elem. 2 2 2 2 2 2 2 2 2 2

Ungraded

Second. 5 5 5 5 5 5 5 5 5 5

Total 1,275 1,256 1,266 1,285 1,291 1,287 1,286 1,289 1,289 1,306

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Table 2-7

Combined Canton and Potsdam School Districts10 Year Enrollment Projection

Grade 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24

K 234 186 216 212 212 212 212 212 212 212

1 168 224 178 206 202 202 202 202 202 202

2 192 164 218 173 200 196 196 196 196 196

3 212 190 162 216 171 198 194 194 194 194

4 171 211 189 161 215 170 197 193 193 193

5 183 165 205 183 157 209 165 191 187 187

6 194 186 167 208 186 159 212 167 194 190

Ungraded

Elem. 9 9 9 9 9 9 9 9 9 9

7 214 201 192 173 215 192 165 219 173 201

8 206 209 196 187 168 210 187 160 214 168

9 187 223 226 212 202 182 227 202 173 231

10 187 170 203 205 192 184 165 207 184 157

11 167 172 158 188 189 177 170 153 192 170

12 178 165 169 156 185 186 175 168 151 189

Ungraded

Second. 28 28 28 28 28 28 28 28 28 28

Total 2,530 2,503 2,516 2,517 2,531 2,514 2,504 2,501 2,502 2,527

K-4 977 975 963 968 1,000 978 1,001 997 997 997

5-8 797 761 760 751 726 770 729 737 768 746

9-12 719 730 756 761 768 729 737 730 700 747

Ungraded

Elem. 9 9 9 9 9 9 9 9 9 9

Ungraded

Second. 28 28 28 28 28 28 28 28 28 28

Total 2,530 2,503 2,516 2,517 2,531 2,514 2,504 2,501 2,502 2,527

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2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24

Canton 1,255 1,247 1,250 1,232 1,240 1,227 1,218 1,212 1,213 1,221

Potsdam 1,275 1,256 1,266 1,285 1,291 1,287 1,286 1,289 1,289 1,306

Combined District 2,530 2,503 2,516 2,517 2,531 2,514 2,504 2,501 2,502 2,527

0

500

1,000

1,500

2,000

2,500

3,000S

tud

ent

En

roll

men

t

Figure 2-1 - Ten-Year Enrollment Projection Comparison

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Tables 2-8 and 2-9 provide some additional enrollment information for each district, as

recorded in December 2013. As noted in Table 2-8, the number of non-resident students

attending both districts has been minimal and is not perceived to be a factor in future enrollment

calculations. Table 2-9 provides information regarding the number of resident students from

Canton and Potsdam attending school elsewhere. As noted, there are differing impacts in the

two districts, with more Potsdam students being home schooled and more Canton students

attending a parochial school. Both districts have a similar number of full-time BOCES students,

as well as a small number of students attending the Little River Community School. It is

difficult to anticipate changes with regard to home schooling or private school attendance. If a

significant number of families should begin or discontinue the practice of home schooling or if a

private or parochial school should open or close, it would influence future public school

enrollments. It does not appear, however, that such possibilities would substantially impact

future planning in either district, or for a merged school district.

Table 2-8

Non-Resident Pupils Attending the Districts – 2013-14

Grade K 1 2 3 4 5 6 7 8 9 10 11 12

Canton 1 1 1

Potsdam 1 2 1 1

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Table 2-9

Resident Pupils Attending School Elsewhere – 2013-14

Number of Pupils Canton Potsdam

1. Instructed at Home

K-4 3 36

5-8 2 23

9-12 2 34

Total 7 93

2. Parochial Schools

K-4 37 3

5-8 24 5

7-12 N/A N/A

Total 61 8

3. Other Public Schools

K-4 2 0

5-8 0 2

9-12 1 1

Total 3 3

4. Full-Time BOCES

Students with Disabilities 17 22

General Education 3 0

Total 20 23

5. Little River Community

School (Private)

K-4 5 1

5-8 8 4

9-12 2 3

Total 15 8

6. Residential Placements 3 1

7. Incarcerated Youth 1 0

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On December 16, 2013 the Joint Advisory Committee received and reacted to the

enrollment data provided in this chapter. Table 2-10 contains members’ recorded responses.

The committee members also engaged in a weighted voting exercise by which they each

indicated those responses they regarded as most important to the feasibility study. The number

in parentheses at the end of some statements indicates the number of committee members who

identified the statement as of particular importance relative to all the responses recorded. While

not meant to be a “scientific” measure of importance, these numbers do give a clear indication of

priorities among the group as a whole. The responses are listed below in priority order.

Table 2-10

Joint Advisory Committee Reactions to Enrollment Data

Strengths/Opportunities Challenges/Weaknesses

Merger would provide more unique

opportunities for students (11).

In a larger system, teachers would be

able to specialize; there would be

reduced travel time for K-12 certificated

teachers (10).

A merged district would add student

diversity (5).

A merged district would provide more

competition (3).

The two districts combined would result

in the opportunity for involvement with

four colleges (1).

Transitions create new opportunities (1).

Given very comparable enrollment

projections, both districts would be

equal “dance partners” in a merged

district.

A merged district would allow for

greater parent involvement.

Greater student enrollment—loss of

personal knowledge of each student

(15).

A merged district increases the

distance to a child’s school which

could impact school involvement (8).

A merged district would create more

competition for opportunities in sports,

music, and drama programs (2).

A merged district (and separate

buildings) would result in the loss of

intergenerational student contact, for

example, interactions between middle

and high school students (1).

A merged district could adversely

affect transitions between levels.

The current configuration of students

could change.

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Key Findings:

1. The Canton District experienced a decrease in K-12 enrollment from 2008-09 to 2013-14

of 101 students (7.4 percent). Similarly, the Potsdam District experienced a decrease of

139 students during this same period (9.9 percent). The combined districts declined by

240 students (8.7 percent).

2. K-12 enrollment from 2014-15 to 2023-24 in the Canton District is projected to remain

fairly stable, decreasing by 34 students (2.7 percent). Annual enrollments are projected

to fluctuate from a high of 1,255 in 2014-15 to a low of 1,212 in 2021-22.

3. K-12 enrollment from 2014-15 to 2023-24 in the Potsdam District is also projected to

remain stable, increasing by 31 students (2.4 percent). Annual enrollments are projected

to fluctuate from a low of 1,256 in 2015-16 to a high of 1,306 in 2023-24.

4. If the Canton and Potsdam Districts were to merge, the combined K-12 student

enrollment is projected to remain extremely stable during the next ten years, decreasing

by only 3 students. Annual enrollments are projected to fluctuate from a high of 2,531 in

2018-19 to a low of 2,501 in 2021-22. Greater fluctuations can be anticipated in each of

the K-4, 5-8 and 9-12 subgroups, but none would seem to require unusual

accommodation.

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3. Curriculum and Instruction

The study of teaching and learning in the Canton and Potsdam School Districts, or in a

merged district, has to acknowledge the changing landscape of public education in New York

State and our nation. The current educational reform agenda focuses on improved outcomes for

students based on more rigorous teacher certification requirements, dramatic changes in teacher

and principal evaluation, revised expectations for students with special needs, and the

implementation of Common Core Learning Standards and assessments. These changes are

designed to address the needs of students in a 21st Century economy; that is, to prepare them for

entry into challenging post-secondary education and/or to provide them with the entry level

knowledge and skills required in a demanding and ever-changing workplace. The expectation

that schools will meet these higher standards places internal and external pressure on them to

apply the correct inputs to achieve the desired outcomes for students.

Canton and Potsdam are in no way immune to these expectations. At the same time,

however, they are struggling to manage significant increases in costs, constrictions in their

ability to raise necessary revenues, and significant decline in State support. As this study

demonstrates, over the past five to seven years both Districts have experienced sharp declines in

revenue which has limited their ability to manage rising costs and has led to significant loss of

program for the communities’ children. As the Joint Advisory Committee recognized these

realities, it had to consider the challenge of stopping these losses before it could consider

enhancing existing programs by virtue of a merged school district.

To evaluate the impact of merging all pre-kindergarten through grade 12 academic

programs, eight areas were studied in both school districts, projected to a merged district, and

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brought to the Joint Advisory Committee for study, comment, and recommendation. The areas

of study included the following:

Current Class Size, K-12

Middle School Exploratory Courses

District Music Programs

High School Program: Course Offerings

High School Program: College/College Level Courses

District Program Reductions 2007-08 to present

Special Education Placement

Student Performance

Graduation Outcomes

Data and analysis for each area are included in this chapter. Collectively, they help

determine the opportunities and challenges that will exist in a merged school district.

Current Class Size, K-12

Class-size data are presented for the current grade configurations in both districts.

Canton and Potsdam are identically configured: Pre-kindergarten through grade 4 elementary

schools; grades 5 through 8 middle schools; and grades 9 through 12 high schools. Table 3-1

displays elementary average class sizes and number of sections in both districts.

Table 3-1

Elementary School Class Sizes/Sections – 2013-14

At the time of this study, both districts have comparatively good primary class sizes in

the low 20’s per class, with the exception of Canton’s second grade, which is in the mid-twenties

per class. Canton has four sections at each grade level. Average class sizes in Potsdam are a bit

Grade Canton Potsdam

Pre-K 19/4 18/4

K 21/4 18/5

1 22/4 21/5

2 25/4 19/6

3 20/4 20/4

4 22/4 25/4

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lower, with three of the six grade levels having more than four sections. Enrollment projections

show that Canton and Potsdam’s student numbers will remain constant into the future. That

said, this analysis must consider the potential for dramatic upward shifts in class size, given

decreasing revenue trends and increasing expenses projected into the future. If the districts are

forced to continue the staffing reductions experienced in the last five to six years, these

continued reductions will have a dramatic impact on class size. For example, with the loss of

one section per grade level, Canton class sizes would increase by a range of 25% - 33%; Potsdam

class sizes have the potential to increase by 25% with the loss of one section at any grade level.

In a merged district, with the grade level enrollment divided among a greater number of

sections, class sizes could be maintained at an even more favorable level (19.3-23.5 per class,

kindergarten through grade 4) and would be more protected from dramatic increases should

financial considerations require further reductions-in-force at the elementary level.

Table 3-2 displays middle school class sizes in both districts. While class sizes are nearly

equal, there exists the same future vulnerability to larger class sizes at this level due to declining

resources. Again, with projected stability in enrollment, both districts remain exposed to staffing

losses in an environment of declining or flat revenues.

Table 3-2

Middle School (Grades 5 -8) Average Class Sizes and Class Size Ranges

2013-14

Core Course Average Class Size Class Size Range

Canton Potsdam Canton Potsdam

English 22 22 10-28 18-26

Mathematics 23 21 12-29 13-25

S. Studies 24 23 18-30 18-27

Science 23 22 16-28 14-27

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As noted in Table 3-3, the current average high school core course class sizes in both

districts are favorable (Canton 19 – 23; Potsdam 18 – 20). Class size ranges, however, are

dictated by student availability in the master schedule in any given period and tend to have a

higher than desired upper end. It is also important to keep in mind the continuing impact of

course reductions and course eliminations that have already occurred. Because reductions have

come first in non-mandated courses, future reductions will impact the core program and exert

significant upward pressure on the class sizes noted.

Table 3-3

High School (Grades 9 -12) Average Class Sizes and Class Size Ranges

2013-14

Core Course Average Class Size Class Size Range

Canton Potsdam Canton Potsdam

English 22 20 10-27 14-29

Mathematics 19 18 7-25 6-28

S. Studies 23 19 10-31 10-25

Science 23 19 16-27 13-27

Middle School Exploratory Courses

Tables 3-4 and 3-5 show middle school exploratory courses, the number of sections,

meeting frequency, and the length of classes in both districts.

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Table 3-4

J. M. McKenny (Canton) Middle School Exploratory Courses

Course # of Classes (Average Size) Frequency (Length of Class)

Music 5 4 sections (22.5) 1 of 4 day cycle (42 min)

Music 6 5 sections (21.6) 8 week rotation (42 min)

Chorus 5 1 section (60) 2 of 4 day cycle (42 min)

Chorus 6 1 section (53) 2 of 4 day cycle (42 min)

Music 7 5 sections (22.6) 8 week rotation (42 min)

Chorus 7/8 1 section (61) 2 of 4 day cycle (42 min)

Band 5 1 section (65) 2 of 4 day cycle (42 min)

Band 6 1 section (47) 2 of 4 day cycle (42 min)

Band 7/8 1 section (50) 2 of 4 day cycle (42 min)

Inst. Lessons Grades 5-6:(12); 7-8:(50) 1 /week (42 min)

Art 5 4 sections (22.5) 2 of 4 day cycle (42 min)

Art 6 5 sections (21.6) 8 week rotation (42 min)

Art 7 5 sections (21.6) 8 week rotation (42 min)

Art 8 4 sections (20.5) 10 week rotation (42 min)

P.E. 5 4 sections (22.5) 2 of 4 day cycle (42 min)

P.E. 6 2 sections (54) 2 of 4 day cycle (42 min)

P.E. 7 4 sections (27) 2 of 4 day cycle (42 min)

P.E. 8 4 sections (20.5) 2 of 4 day cycle (42 min)

Technology 7 5 sections (20.5) 8 week rotation (42 min)

Technology 8 4 sections (21.6) 10 week rotation (42min)

Home/Career 5 4 sections (22.5) 2 of 4 day cycle (42 min)

Home/Career 6 5 sections (21.6) 8 week rotation (42 min)

Home/ Career 7 5 sections (21.6) 8 week rotation (42 min)

Health 6 5 sections (21.6) 8 week rotation (42 min)

Health 8 4 sections (21.0) 10 week rotation (42min)

Character Ed 6 5 sections (21.6) 8 week rotation (42 min)

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Table 3-5

A. A. Kingston (Potsdam) Middle School Exploratory Courses

Course # of Classes (Average Size) Frequency (Length of Class)

Music 5 4 sections (25) 3/6 day cycle (40m) 20 wks.

Music 6 4 sections (24.5) 3/6 day cycle (40m) 20 wks.

Chorus 5/6 1 section (70) 3/6 day cycle (40m) 40 wks.

Music 7 4 section (25.25) 3/6 day cycle (40m) 20 wks.

Music 8 4 section (19.25) 3/6 day cycle (40m) 20 wks.

Chorus 7/8 1 section (77) 3/6 day cycle (40m) 40 wks.

Band 5/6 1 section (61) 3/6 day cycle (40m) 40 wks.

Band 7/8 1 section (55) 3/6 day cycle (40m) 40 wks.

Inst. Lessons 37 sections (3.2) 1/6 day cycle (40m) 40 wks.

Orchestra 5/6 1 section (26) 3/6 day cycle (40m) 40 wks.

Orchestra 7/8 1 sections (16) 3/6 day cycle (40min) 40 wks.

Orch. Lessons 12 (3.5) 1/6 day cycle (40m) 40 wks.

Art 5 4 sections (25) 3/6 day cycle (40m) 20 wks.

Art 6 4 sections (25.25) 3/6 day cycle (40m) 20 wks.

Art 7 4 sections (24.25) 3/6 day cycle (40m) 20 wks.

Art 8 4 sections (23.75) 3/6 day cycle (40m) 20 wks.

P.E. 5 4 sections (24.5) 3/6 day cycle (40m) 40 wks.

P.E. 6 4 sections (24.75) 3/6 day cycle (40m) 40 wks.

P.E. 7 4 sections (25) 3/6 day cycle (40m) 40 wks.

P.E. 8 4 sections (23) 3/6 day cycle (40m) 40 wks.

Technology 8 5 sections (23.50 3/6 day cycle (80m) 40 wks.

Home and Career

Skills 7

5 sections (25.25) 3/6 day cycle (80m) 20 wks.

Health 7 5 sections (25.25) 3/6 day cycle (80m) 20 wks.

A comparison of these tables indicates that, while there are some differences in the grade

levels that these exploratory courses are offered and in the scheduling configuration by which

they are taught, the districts offer approximately the same amount of instructional time, as per

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State regulation. Transition to a merged district will require some analysis and adjustment, which

should not prove difficult to accomplish.

District Music Programs

Given the interest in music instruction and performance opportunities available to

students, this section compares music programs and provides insight into the potential for

program expansion in a merged district. Table 3-6 compares courses and ensembles in each

district.

Table 3-6

Canton-Potsdam Music Program Comparison

Elementary Canton Potsdam Comment

General Music K X X

General Music 1 X X

General Music 2 X X

General Music 3 X X

General Music 4 X X

Grade 3/4 Chorus Extracurricular

Inst. Lessons 4 X

Orchestra Gr. 4 X

String Lessons 4 X

Middle School

General Music 5 X X

General Music 6 X X

General Music 7 X X

General Music 8 X

Grade 5 Chorus X

Grade 6 Chorus X

Grade 5/6 Chorus X

Grade 7 Chorus

Grade 8 Chorus

MS Chorus 7/8 X X

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Middle School Canton Potsdam Comment

Grade 6 Band X

Grade 5/6 Band X

Inst. Lessons 5 X X

Inst. Lessons 6 X X

MS Band 7/8 X X

MS Jazz Band Extracurricular

Inst. Lessons 7 X X

Inst. Lessons 8 X X

Orchestra 5/6 & 7/8 X

String Lessons 5 X

String Lessons 6 X

String Lessons 7 X

String Lessons 8 X

High School

Foundations of Music

(.5) X alternate years

Music Appreciation/

Alternatives (.5) X 2/4 day cycle

Music in Our Lives (fy) X low enrollment; may rotate

years

Technical Theater X N/A

Concert Choir (fy) X 3/6 day cycle

Treble Choir (fy) X 3/6 day cycle; Gr. 9 girls

HS Mixed Chorus (.5) X 2/4 day cycle

HS Jazz Choir X .5; 2/4 day cycle

HS Select Choir X Canta Sera

Extracurricular Canton: (.5) 2/4 day cycle

HS Voice lessons X X

HS Band X X Canton .(5); 2/4 day cycle;

Potsdam f(y); 3/6 day cycle

HS Jazz Band X Extracurricular Canton (.5); 2/4 day cycle

HS Jazz Combo X 2/4 day cycle

Band Lessons X X

String Ensemble (fy) X 3/6 day cycle

Symphonic Orchestra

(fy) X 3/6 day cycle

String Lessons X

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This comparison indicates that both districts have robust music programs with relatively

minor differences in the delivery of instruction, especially at the early stages of participation.

Potsdam offers an orchestra program starting in the 5th

grade; Canton appears to have a few more

voice opportunities. Collectively, however, the program components listed reveal the potential

for increased music programming in a merged district at all levels. We would anticipate the

formation of performance ensembles according to age, experience, and development of talent, all

of which would expand performance opportunities and enhance performance excellence.

High School Program: Course Offerings

The following tables illustrate both the current realities and the future opportunities that a

school merger would make available at the secondary level. Table 3-7 displays the current

course offerings for students in Canton High School and Potsdam High School. Table 3-8

focuses on the college and college level courses available in each high school. Tables 3-9 and 3-

10 illustrate the program reductions that have occurred in each district over the past five years.

Table 3-7

Canton High School/Potsdam High School

2013-2014 Course Offerings

Department/Course/Term Canton High School Potsdam High School

Credits for Graduation 22 22

Art

Advanced Studio Art (fy*) X X

Ceramics I&II (.5*) X

Drawing I (.5) X X

Drawing II (.5) X

Drawing & Painting I (.5) X

Drawing & Painting II (.5) X

Photography I (.5) X X

Photography ll (.5) X

Graphic Design (fy) X

Adv. Art/Metal Sculpture (fy) X

Studio Art (fy) X X

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Department/Course/Term Canton High School Potsdam High School

English

AP Eng. Lit. & Comp. X X

English 9 X X

English 9H X (may be reinstated)

English 10 X X

English 10 H X X

English 11 X X

English 12 X X

Resource ELA X

CTE/Technology

Career/Fin Mgmt. (.5) X X

Design & Drawing for Prod. (fy) X X

Digital Electronics (fy) X

Food & Nutrition (.5) X

Materials Processing (.5) X

Power Mechanics (fy) X

Intro. Engineering Design (fy) X

Civil Engineering & Arch. (fy) X

Residential Structures (.5) X

Creativity (.5) X

LOTE

French I X X

French II X X

French III X X

French IV X X

AP French V X

Spanish I X X

Spanish II X X

Spanish III X X

Spanish IV X X

Mathematics

Algebra I X X

Algebra II/Trigonometry X X

Algebra IIA X

AP Calculus X

Geometry X X

Intermediate Algebra X

Math 9 X

Pre-Calculus X X

Calculus SUPA** X

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Department/Course/Term Canton High School Potsdam High School

Financial Math X

Resource Math X

Survey of Math X

Business 101 (.5) X

Intro. to Marketing (.5) X

Music

Music in Our Lives (fy) X

Foundations of Music (.5) X

Jazz Band (.5) X Extracurricular

Jazz Combo (.5) X

Music Alternatives (.5) X

Treble Choir (.5) X

Tech Theater (.5) X

Vocal Jazz (.5) X

Concert Choir (.5) X

Select Chorus (.5) X Extracurricular

Senior Chorus (.5) X

(Senior) Band (.5) X X

Symphonic Orchestra (.5) X

String Ensemble (.5) X

Vocal Jazz Ensemble (.5) X

PE/Health

PE X X

Health X X

Lifeguard Training X

Science

Ag. Science X

Chemistry X X

Earth Science X X

Forensic Science SUPA** X X

Living Environment HS X X

Physics X X

Pre Vet Science X

AP Biology X (alt. years) X

AP Environmental Science. X (alt. years)

Greenhouse I & II (.5) X

Natural Res. Mgmt. I & II (.5) X

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Department/Course/Term Canton High School Potsdam High School

Social Studies

AP European History X

AP Government & Politics X X

AP US History X

Economics (.5) X X

Government (.5) X X

Global Studies 9 X X

Global Studies 10 X X

US History & Government X X

Civics X

Psychology (Paul Smiths) X

**SUPA = Syracuse University Project Advance

*fy = full year course; .5 = half-year course

As noted in Table 3-7, both Canton and Potsdam offer core courses in English, social

studies, science, mathematics, and languages. Within elective areas there are differences,

including the absence of some course offerings in one or both districts (for example, business

and family and consumer sciences). To understand the potential for a merged district program,

note that all courses listed in the left column (as well as additional courses) could be offered in a

merged district. This opportunity to restore courses and develop new opportunities results from

the ability to combine identical courses and use existing faculty resources.

High School Program: College/College Level Courses

Table 3-8 illustrates that nine advanced placement courses are offered in the two high

schools, as well as Project Lead The Way (PLTW), a pre-engineering program at Potsdam High

School.5 Also, a limited number of students in both high schools are able to take advantage of

open seats in area college courses. As noted, college courses are also offered in Potsdam High

5 1

st stage of Project Lead The Way only; lack of funding has prevented initiating the entire program.

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School through Syracuse University and Paul Smith’s College. A merged district would make

all of these opportunities available to all students.

Table 3-8

Canton High School/Potsdam High School

College Level Courses/Enrollments

2013-14

Advanced Placement Courses

Canton Enroll. Potsdam Enroll.

AP Calculus 7

AP Biology (alternate years) 2014-15 AP Biology 29

AP Environmental Science

(alternate years) 2014-15

AP English Language and

Composition 23

AP English Language and

Composition 33

AP English Literature and

Composition 10

AP English Literature and

Composition 37

AP Government and Politics 19 AP Government and Politics 40

AP French 5 4

AP European History 28

AP US History 31

Introduction to Engineering* 23

Principles of Engineering* 17

Civil Engineering* 9

Courses Taken at Area Colleges

St. Lawrence University Clarkson University

Calculus 1 Physics 1

Intro. to Archaeology 1 General Chemistry I 1

Intro. to Environmental Studies 2 Intro. to Computer Science 1

Introduction to Psychology 2 Calculus^ 3

Government 3

History of the Caribbean 1

SUNY Canton SUNY Potsdam

Introduction to Business 1 Human Disease 1

College Courses Taken in the High School

SUPA** Calculus 10

SUPA** Forensics 15

Paul Smith’s College Psychology 37

*Project Lead The Way Courses

**Syracuse University Project Advance

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District Program Reductions 2007-08 to present

Tables 3-9 and 3-10 track the program reductions in both Districts since 2007-08,

resulting from the reduced revenues and increased expenditures noted elsewhere in this report.

Table 3-9

Instructional Program Reductions 2007-2014

Canton Central School District

F. S. Banford Elementary School Course Reductions

Course Title Yr. Cut Budget Enrollment Comment

Grade 4 Computer Skills 2012-13 X 100 Tech teacher cut

Pre-K to Grade 4 Library

orientation and reading groups 2012-13

X 400 Elementary Library

Media Specialist cut

J. M. McKenny Middle School Course Reductions

Course Title Yr. Cut Budget Enrollment Comment

Grades 7/8 Jazz Band 2010-11 X 20 Music position cut

Grade 6 Computer Instruction 2012-13 X 100 Business teacher cut

Grade 8 FCS 2012-13 X 100 FCS teacher cut

Grade 7 Library Skills 2013-14 X 100 MS Library Media

Specialist cut

Hugh C. Williams High School Course Reductions

Course Title Yr. Cut Budget Enrollment Comment

Advanced Painting 2007-08 X 12 Art program cut

Current Events 2007-08 X 6 S. S. teacher cut

Computer Programming 2007-08 X 4 Math teacher cut

Food Science 2007-08 X 12 FCS teacher cut

Aqua Science 2008-09 X 10 Science teacher cut

Acting 2009-10 X 38 English teacher cut

Alternative Ed. Program 2010-11 X 29 SS/English tchr. cuts

Aquaculture 2010-11 X 14 Science teacher cut

Children’s Lit. 2010-11 X 10 FCS teacher cut

College Accounting 2010-11 X 5 Business teacher cut

Digital Video Prod. 2010-11 X 7 Business teacher cut

Principles of Engineering 2010-11 X 17 Science teacher cut

Psychology 2010-11 X 14 S. S. teacher cut

Weight Training 2010-11 X 15 P.E. teacher cut

Algebra II 2011-12 X 10 Math teacher cut

Business Administration 2011-12 X 5 Business teacher cut

Creative Writing 2011-12 X 10 English teacher cut

Elementary Education 2011-12 X 9 FCS teacher cut

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Course Title Yr. Cut Budget Enrollment Comment

European Cultures 2011-12 X 26 LOTE teacher cut

Fashion Design 2011-12 X 5 FCS teacher cut

Housing/Int. Design 2011-12 X 5 FCS teacher cut

Spanish V/SLU 201 2011-12 X 3 LOTE teacher cut

Child Psychology 2012-13 X 14 FCS teacher cut

Computer Applications 2012-13 X 5 Math teacher cut

French V 2012-13 X 9 LOTE teacher cut

General Physics 2013-13 X 19 Science teacher cut

Jazz Combo 2012-13 X 6 Music teacher cut

Music Theory 2012-13 X 4 Music teacher cut

Participation in Government 2012-13 X 10 S. S. teacher cut

Personal Financial Math 2012-13 X 6 Business teacher cut

Sports Marketing 2012-13 X 17 Business teacher cut

Table 3-10

Instructional Program Reductions 2007-2014

Potsdam Central School District

Lawrence Avenue Elementary School Course Reductions

Course Title Cut Budget Enrollment Comment

Title 1 Program 2011-12 X 25 .5 Rdg. reduction

Library Services 2011-12 X Cut ES LMS

A. A. Kingston Middle School Course Reductions

Course Title Cut Budget Enrollment Comment

Summer School 2010-11 X 75

Learn to Swim 2010-11 X 100 Gr. 6 PE reduction

Choices Program 2010-11 X 30 After school tutoring

Family & Consumer Science 2011-12 X NA .5 reduction;

guidance counselor

Potsdam High School Course Reductions

Course Title Cut Budget Enrollment Comment

Business Law 2009-10 X 14 Business reduction

AP Environmental Science 2009-10 X 22 Science reduction

Intro. to Mktg. & Sales 2010-11 X 10 Business reduction

Child Development 2010-11 X 17 FCS Reduction

Food & Nutrition 2010-11 X 24

Calc IIII AP/Calc BC 2010-11 X 3

Veterinary Science 2010-11 X 22 Retirement/attrition

Electricity/Electronics 2010-11 12 Replaced w/PLTW

Energy Systems 2010-11 7

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Course Title Cut Budget Enrollment Comment

Driver Education 2010-11 X 48

Library Services 2010-11 X Cut HS LMS

Advanced Photo 2011-12 X 5 Art Reduction

Sculpture 2011-12 X 15

College Marketing 2011-12 X 13 Business reduction

Keyboarding 2011-12 X 13

Housing & Environment 2011-12 X 19 FCS Reduction

Textiles & Clothing 2011-12 X 15

Accounting 2012-13 X

Business reduction

Entrepreneurship

(Paul Smith's)

2012-13 X 16

Sports Management 2012-13 X 20

Sports Mktg. 2012-13 X 23

Independent Living 2012-13 X 13

Reduction FCS Nutritional Science 2012-13 X 11

Parenting 2012-13 X 14

Latin IV 2012-13 X 56 Instructor left

Materials Processing 2012-13 10 Replaced w/PLTW

SUPA Info 2012-13 9

Architectural Drawing 2012-13 10

Basic Geometry 2013-14 12 New course path:

Intro & Pre-Calc

Introduction to Calculus 2013-14 14

Wind Ensemble X

In this period, Canton eliminated 41.7 teaching positions, while Potsdam reduced its

teaching staff by 34.8 positions (see Table 8-1 p. 136). In addition to this cumulative loss of

educational opportunity for students and loss of employment for teachers, these reductions serve

to place the districts at future risk as well. To date, reductions have taken place primarily in non-

mandated areas of instruction. This leaves few options in the future other than reducing sections

in areas of mandated instruction, thereby increasing class sizes. At the secondary level, loss of

courses also reduces flexibility in establishing a master schedule, which further exacerbates

scheduling and class size issues. With no off-setting reductions in enrollment, students find

themselves in larger classes, with fewer course options, and with more time in study halls.

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Special Education Placement

It is important to have an understanding of special education programs in Canton and

Potsdam. Table 3-11 shows the current special education classification numbers by disability,

grade level, and placement in special programs.

Table 3-11

Special Education/504 Student Placement Data

Canton Potsdam

Disability # IEP 504 # IEP 504

Autism 16 16

Deaf 0 1

ED 4 1

Hearing Impaired 3 3

Learning Disabled 87 60

MR (Intellectual Disability 5 11

Multiply Disabled 8 9

Ortho Impaired 1 2

OHI 55 43

Speech/Lang Impair 57 19

Traumatic BI 1 0

Visual Impair/Blind 0 0

Total 237 50 165 46

Grade

(Ungraded placed similar to

peers)

IEP

IEP

Ungraded

BOCES

504

IEP

IEP

Ungraded

BOCES

504

K 7 0 7 0 1

1 14 0 2 9 3 0

2 16 0 2 7 2 3

3 17 2 11 0 3

4 12 1 4 14 0 1

5 23 1 3 11 0 6

6 17 2 4 14 1 4

7 18 0 5 18 1 7

8 20 1 2 14 2 0

9 15 2 8 9 1 2

10 30 4 8 10 3 5

11 10 0 5 12 1 4

12 18 8 7 12 3 10

Total 217 20 50 148 17 46

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Canton Potsdam

Grade

(Ungraded placed similar to

peers)

IEP

IEP

Ungraded

BOCES

504

IEP

IEP

Ungraded

BOCES

504

Special Education

Self-contained

In-district classes 47 35

BOCES 17 21

Private/Resident 1 1

Home School 1 1

Parochial School 10 0

Other Districts 1 2

The percent of the student population identified by the Committee on Special Education

as requiring special education services is known as the classification rate. In 2012-13, the

Potsdam classification rate was 12.9% (near the NYSED rate of 12%); the Canton classification

rate was 15.9%. There is no precise way to identify reasons for the difference in classification

rates; it may be a difference in philosophy of the Committees on Special Education and Pre-

School Special Education. Typically, the greatest number of identified students will be either

Learning Disabled (LD) or Other Health Impaired (OHI), the latter being the classification

within which students identified as Attention Deficit Hyperactive Disorder (ADHD) are placed.

Given the difference in classification rate, the number of students in each of these specific areas

is consistent. An area for attention may be Speech/Language Impaired where there is an

apparent imbalance between the two districts.

If the Districts merge, new Committees on Special Education and Pre-School Special

Education will be formed. Transitional philosophical adjustments will be required to establish

the new district’s approach to identifying and supporting students in need of services. While it

will require thoughtful discussion, it is not seen as an obstacle to consolidation.

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Student Performance

Table 3-12 illustrates student performance in Grades 3-8 NYS English language arts,

mathematics, and science examinations in 2010-11 and 2011-12, the last two years for which

NYSED data are available. It shows the percentage of students who score in the proficient and

mastery ranges, Levels 3 and 4.

Table 3-12

Percentage of Students Scoring at Levels 3 & 4 on NYS English Language Arts,

Mathematics, and Science Achievement Tests

Grades 3 – 8

Canton Potsdam

2010-11 2011-12 2010-11 2011-12

ELA 3 63 67 73 66

ELA 4 55 63 64 75

ELA 5 65 73 63 59

ELA 6 67 61 69 73

ELA 7 53 66 64 64

ELA 8 61 53 52 61

Math 3 65 76 66 61

Math 4 69 67 78 85

Math 5 71 72 76 73

Math 6 81 65 68 69

Math 7 71 77 75 61

Math 8 77 59 60 62

Science 4 91 98 96 97

Science 8 91 98 96 97

Table 3-13 illustrates the 2010-11 and 2011-12 NYS Regents exam results in each

district, indicating the percentage of students scoring 55-64% (Level 2), 64-84% (Level 3,

Proficient), and 85-100% (Level 4, Mastery).

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Table 3-13

Percentage of Students Scoring At or Above 55%, 65% and 85% on NYS Regents Exams

These test results suggest comparable academic achievement within these two Districts.

Some student cohorts perform better on a given set of tests, some better on others. However,

there are few significant differences, and few if any conclusions relative to discrepancies

between the Districts can be drawn. It is also important to recognize that, given the relatively

small size of the student cohorts, the performance of a few students on any one test will

significantly impact district percentages. Although not illustrated on this table, it is perhaps most

important to note that both Canton and Potsdam students compare very favorably with NYS

averages. Both school communities can be justifiably proud of their student success rates on

NYS examinations.

Graduation Outcomes

Graduation data are contained in Table 3-14. The table indicates the number of graduates

in 2010-11 and 2011-12 and the percentage of those graduates earning a Regents Diploma, an

Advanced Regents Diploma, or a General Educational Development (GED) diploma. The table

Canton Potsdam

2010-11 2011-12 2010-11 2011-12

55% 65% 85% 55% 65% 85% 55% 65% 85% 55% 65% 85%

English 99 92 52 98 92 60 99 96 62 100 98 66

Int. Algebra 97 94 22 100 92 24 98 96 36 100 95 33

Geometry 99 96 34 100 99 43 95 87 37 99 95 48

Al.2 Trig 94 87 24 100 99 43 87 79 24 94 87 35

Global

History 93 86 51 96 83 42 96 92 48 96 85 57

US History 97 95 62 99 96 77 98 97 63 98 93 59

Biology 100 100 70 100 96 56 100 91 46 98 96 60

Earth

Science 100 97 54 96 90 49 93 85 31 93 86 43

Chemistry 98 82 18 100 98 27 95 85 19 100 90 37

Physics 100 100 31 100 90 30 93 93 40 100 100 50

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also indicates the number of students receiving an Individual Educational Plan (IEP) diploma

(not recognized by NYSED).

Table 3-14

Graduation Rate by Diploma

Year Graduates

%

Regents

Diploma

%

Regents

Advanced

Diploma

%

GED

#

IEP

Diploma

Canton

2010-11 97 93 55 1 5

2011-12 88 98 42 1 2

Potsdam

2010-11 111 99 68 0 6

2011-12 110 97 45 0 5

There is little difference in the graduation rates of the two districts, and their very positive

results are indicative of why these schools have been ranked among the top three among all 33

North Country school districts. It is the goal of all school districts to achieve continuous

improvement of student outcomes through the improvement of curriculum and instruction.

While both the Canton and Potsdam School Districts have lost significant program and personnel

due to serious reductions in funding, it is clear that they have managed to maintain very

competitive programs to this point. Perhaps most importantly, given the purpose of this study, it

is apparent that a merged district’s increased resources for instruction would serve to stave off

the continued loss of program experienced by both districts, and over time, serve to enhance

program offerings moving forward.

On January 8, 2014, the Joint Advisory Committee received and discussed the

Curriculum and Instruction data contained in this chapter. Members then met in small groups

with the following direction:

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Engage in a discussion of Curriculum and Instruction as presented this evening to

develop a set of recommendations of how “educational opportunities could be sustained or

enhanced” in a merged Canton-Potsdam school district.

Prioritize group recommendations for presentation to the entire Joint Advisory

Committee.

The verbatim recommendations established by each group were as follows:

Group 1

Increase Advanced Placement/challenging courses

Increase CTE program (BOCES/In-district?)

Additional language/specialized courses

Optimize class size

Use technology to increase/enhance course offerings – on-line/distance learning?

Increase team teaching/interdisciplinary learning

Reinstate special education courses/supports

Reinstate support services: Library media specialists; curricular & co-curricular

Add ScienceTechnologyEngineeringArtsMath emphasis

Increase reading/writing emphasis

Increase professional curricular coordination

Group 2

Begin foreign language instruction at younger (elementary) age

Add 3rd

language: Russian/German/Mandarin/Japanese

Expand Advanced Placement offerings

Restore & expand agriculture program

Establish ScienceTechnologyEngineeringArtsMath emphasis

Restore FACS: psychology/childhood education/parenting

Be aware of who is most (unequally) impacted by program cuts

Restore library media specialists

Consider potential for interdisciplinary models emerging from synergy of

[consolidated] faculty

Rethink academic/daily schedule

Group 3

Improve course variety

AP course offerings

Basic life skill courses [FACS}

Career skills: agriculture/engineering/business/keyboarding

Improve course variety: music/arts/sciences

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Restore library media specialists

Use on-line learning/courses

Establish managers/coordinators of curriculum outside school/program

Better preparation of students for what they choose and are required to know and

be able to do

Begin foreign language instruction at younger age

Establish community apprenticeships using community partnerships/leaders

Establish Jr. ROTC

In reporting to the entire Joint Advisory Committee, each group listed the following

priorities from among their recommendations:

Group 1

Increase challenging opportunities/number of courses at all levels

Increase AP courses

Increase academic support: Restore library media specialists

Group 2

Restore programs/courses from 2008-14 cut list

Establish/emphasize ScienceTechnologyEngineeringArtsMath studies

Reduce the number of study halls

Group 3

Restore/add programs for at-risk students

Increase AP electives. Build college connections to increase programs beyond

high school campus.

Begin foreign language instruction at younger (elementary) age/offer additional

language study

From these listed priorities and the discussion that ensued, the consultants have

established the following Curriculum and Instruction Priority List:

Restore programs for all students eliminated due to budget reductions.

Increase challenging courses/build college connections to increase opportunities

beyond the high school campus.

Establish/emphasize STEAM studies.

Begin foreign language study at earlier (elementary) age/offer additional

languages.

Increase academic support: restore library media specialists.

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Key Findings

1. Both Canton and Potsdam Districts currently have favorable class sizes in grades K-12.

Potsdam class sizes tend to be a bit smaller with more grade level sections, particularly at

the elementary level. Both districts face the possibility of dramatic increases in class size

should current financial conditions persist. If combined, the number of grade level

sections available would diminish the negative impact on class sizes resulting from

additional staff reductions.

2. Both middle schools offer essentially the same programs, though there are some

variances in class length, frequency and structure of classes, and schedules within the

school year. This does not present a barrier to consolidation should the decision be made

to do so. Because foreign language instruction is initiated differently, it may be

necessary to seek waivers from NYSED to accommodate a transitional merged program.

3. Both districts value a strong music program, reflecting the presence of the Crane School

of Music at SUNY Potsdam. A merged district may present the possibility of broadening

and deepening the music offerings to all students.

4. Both high schools continue to offer strong academic programs despite the number of

program reductions over the past five to seven years. There are nine well-subscribed AP

courses available in the two high schools, as well as a dozen courses available to selected

students through the four colleges located in the two districts.

5. There have been significant reductions in non-mandated course offerings in both districts,

including the loss of entire departments/programs such as business, family and consumer

sciences, and library media (in four of the six schools in the two districts). The impact

has been lost opportunity for students, increased class sizes in remaining courses, and an

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increase in the number and size of study halls. Given that most non-mandated courses

have been eliminated, further cuts will impact core academic areas, significantly

increasing class sizes.

6. The 2012-13 special education classification rate in Canton was 15.9%, in Potsdam

12.9%. The largest discrepancy appears to be in the Speech/Language Impairment

category where Canton has a disproportionately larger classification rate compared to

Potsdam.

7. Student assessment outcomes in Canton and Potsdam are both very positive and

demonstrate no significant differences (Potsdam ranks 1st among 33 North Country

Schools, Canton 3rd

). Consolidation should enable student access to even stronger

programs and present an environment for even more impressive academic performance.

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4. Athletic Programs and Extra-Curricular Opportunities

Athletic Programs

Because inter-scholastic athletic participation and competition is often closely connected

with community identity and pride, anticipation of merging athletic programs can be an

emotional and difficult process. Communities may resist the sense of loss that can accompany

the merging of athletic programs. Some will express concern that the consolidation of programs

will result in the reduction of participation opportunities as well as an end to lively and healthy

rivalries. With this in mind, the objectives of the study of athletic programs in a merged Canton

Potsdam school district included the following:

Consider every team in both districts;

Compare current student participation to maximum team sizes in a merged

district;

Determine the number of opportunities for student participation in interscholastic

athletics that would be gained or lost as a result of a merger; and

Evaluate appropriate coaching staff numbers for each sport and team based on

participation levels.

To meet these objectives, the current student participation numbers and the current

number of coaching positions in the two districts were compared to the maximum team sizes and

the appropriately-sized coaching staff required for merged teams. These maximum merged team

sizes and the recommended number of coaches were determined by the athletic directors from

both schools, the Section X Executive Director of Interscholastic Athletics, school administrators

from both districts, and the Western New York Educational Service Council consultants.

Table 4-1 provides an historical context for this study, demonstrating that, despite

declining enrollment over the past 20 years, both districts have increased the size of their athletic

programs. For both, the challenge has been to maintain sufficient student enrollment to field

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teams and remain competitive. More recently, program affordability has become a growing

challenge as well.

Table 4-1

Historical Perspective

School

Year

Canton

Enrollment

Canton

Varsity Sports

Potsdam

Enrollment

Potsdam Varsity

Sports

1992 - 93 2058 19 1837 19

2013 - 14 1334 20 1335 22

Table 4-2 compares the current interscholastic athletic offerings, student participation

levels, and coaching staffs for each team in both Canton and Potsdam. The number in each box

indicates the number of students participating on that team; a parenthesis indicates that it is a

“merged” team with the enclosed number representing the participants from another area school

district. Wrestling is the only sport for which Canton and Potsdam have merged with each other

to form a team. A “V” next to a number in the coaches’ column indicates an unpaid, volunteer

coach.

Table 4-2

2013-2014 Athletic Programs Comparison

Canton Potsdam

Sport # Students # Coaches # Students # Coaches

Fall 2013

Cross Country-Boys Mod 7 (1) .5 4 .5V

Cross Country-Girls Mod 6 2 .5V

Cross Country-Boys Var 5 (1) .5/2V 10 .5

Cross Country-Girls Var 6(2) 7 .5

Football-Modified 18 (4) 1/1V 40 (10) 1/3V

Football-JV 23 (3) 1V 19 (5) 1/1ass’t/1V

Football-Varsity 13 (4) 1/2V 36 (14) 1/1ass’t/1V

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Canton Potsdam

Sport # Students # Coaches # Students # Coaches

Fall 2013

Soccer-Boys Modified 28 1 22 1

Soccer-Boys JV 22 1/1V 15 1

Soccer-Boys Varsity 19 1/1V 20 1/1V

Soccer-Girls Modified 32 1 23 1/1V

Soccer-Girls JV 17 1/2V 20 1

Soccer-Girls Varsity 29 1/1V 18 1

Swimming-Girls Mod 12 1 23 1

Swimming-Girls Varsity 27 1 14 1

Volleyball-Girls Mod 10 1

Volleyball-Girls JV 11 1

Volleyball-Girls Varsity 14 1 8 1

Total Fall Sports 306 13/10V 291 14/2ass’t/9V

Winter 2014

Basketball-Boys Mod 24 1 26 1 – 2 teams

Basketball-Boys JV 15 1/1V 10 1

Basketball-Boys Varsity 12 1/1V 11 1

Basketball Girls Mod 19 1/2V 28 2 -- 2 teams

Basketball-Girls JV 13 1 14 1

Basketball-Girls Varsity 12 1/1V 8 1

Ice Hockey-Boys Varsity 24 1 21 1/2V

Ice Hockey-Girls Varsity 16 (4) 1/1V 10 (6) 1/1V

Indoor Track-Boys Mod 3 1 9 1

Indoor Track-Girls Mod 9 3

Indoor Track-Boys Var 18 1/2V 21 .5

Indoor Track-Girls Var 24

Wrestling-G/B Modified 10/0 1

Wrestling-G/B Varsity 8/1 1

Total Winter Sports 215 12/8V 167 10.5/3V

Spring 2014

Baseball-Modified 30 1/1V 13 1/1V

Baseball-JV

Baseball-Varsity 16 1/1V 16 1/2V

Golf-Boys/Girls 12 2V

Lacrosse-Boys Modified 22 1 23 1

Lacrosse-Boys JV

Lacrosse-Boys Varsity 29 1/1V 28 1/2V

Lacrosse-Girls Modified 26 1

Lacrosse-Girls JV

Lacrosse-Girls Varsity 19 1 21 1

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Canton Potsdam

Sport # Students # Coaches # Students # Coaches

Spring 2013

Softball-Modified 30 1 13 1/1V

Softball-JV

Softball-Varsity 16 1/1V 16 1

Track-Boys Modified 13 1 10 1

Track-Boys Varsity 19 1V 24 1/1V

Track-Girls Modified 15 13 .5

Track-Girls Varsity 27 1/1V 24 1/1V

Golf 12 1V

Total Spring Sports 253 12/6V 199 10.5/11V

Total 2013-14 Sports 774 37/24V 657 35/2ass’t/22V

Total Canton Potsdam

Combined 1431 Students

73.5 Head Coaches; 2 Ass’t

Coaches; 57 Vol. Coaches

Table 4-3 expands the comparison. For each sport and team currently offered by either

school district, the combined total of student participants is compared with the number of

participant opportunities determined to be the maximum for a merged district team. In the last

column, the number of opportunities gained or lost in a merged district is presented.

Table 4-3

Current and Merged Interscholastic Athletic Opportunities

Sport/Team Current

Canton

Current

Potsdam

Combined

Total

Merged

Team

Gain/

Loss (-)

Fall

Cross Country

Modified -- Boys 7 (1) 4 11 20 9

Modified -- Girls 6 2 8 20 12

Varsity – Boys 5(1) 10 15 20 5

Varsity – Girls 6(2) 7 13 20 7

Cross Country Total 24 23 47 80 33

Football

Modified 18(4) 40(10) 58 65 7

JV 23(3) 19(5) 42 55 13

Varsity 13(4) 36(14) 49 175 6

Football Total 54 95 149 175 26

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Sport/Team Current

Canton

Current

Potsdam

Combined

Total

Merged

Team

Gain/

Loss (-)

Fall

Soccer

Boys – Modified 28 22 50 35 -15

Girls – Modified 32 23 55 35 -2

Boys -- JV 22 15 37 35 -2

Girls – JV 17 20 37 35 -2

Boys – Varsity 19 20 39 32 -7

Soccer Total 147 118 265 204 -61

Girls Swimming

Modified 12 23 35 36 1

Varsity 27 14 41 36 -5

Girls Swimming Total 39 37 76 72 -4

Girls Volleyball

Modified 10 10 20 10

JV 11 11 20 9

Varsity 14 8 22 20 -2

Girls Volleyball Total 25 18 42 40 17

Fall Total 289 291 579 571 99

Winter

Basketball

Modified – Boys 7/8 24 26 50 40 -10

Modified – Girls 7/8 19 28 47 40 -7

JV – Boys 15 10 25 16 -9

JV – Girls 13 14 27 16 -11

Varsity – Boys 12 11 23 16 -7

Varsity -- Girls 12 8 20 16 -4

Basketball Total 95 97 192 144 -48

Ice Hockey

Boys --Varsity 24 21 45 25 -20

Girls – Varsity 16 (4) 10 (6) 26 25 -1

Ice Hockey Total 40 31 71 50 -21

Indoor Track

Boys – Modified 3 9 12 25 13

Girls – Modified 9 3 12 25 13

Boys – Varsity 13 21 34 45 11

Girls – Varsity 21 21 45 24

Indoor Track Total 46 33 79 140 61

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Sport/Team Current

Canton

Current

Potsdam

Combined

Total

Merged

Team

Gain/

Loss (-)

Winter

Wrestling (Merged)

Modified 10/0 10/0 25 15

Varsity 8/1 8/1 30 21

Wrestling Total 18/1 18/1 55 36

Winter Total 200 161 361 389 28

Spring

Baseball

Modified 30 13 43 23 -20

JV 23 23

Varsity 16 16 32 23 -9

Baseball Total 46 29 75 69 -6

Softball

Modified 30 13 43 23 -20

JV 23 23

Varsity 16 16 32 23 -6

Softball Total 37 26 63 69 6

Lacrosse

Modified -- Boys 22 23 45 35 -10

Modified – Girls 26 26 35 9

JV – Boys 35 35

JV – Girls 35 35

Varsity – Boys 29 28 57 35 -22

Varsity – Girls 19 21 40 35 -5

Lacrosse Total 96 72 168 210 41

Track and Field

Modified – Boys 13 10 23 28 5

Modified – Girls 15 13 28 28 0

Varsity – Boys 19 24 43 40 -3

Varsity – Girls 27 24 40 40 0

Track and Field Total 74 60 134 136 2

Golf

Golf Total 12 12 15 3

Spring Total 246 199 445 489 44

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Table 4-4 provides a seasonal summary of athletic participation opportunities in Canton

and Potsdam and in a merged district athletic program, including the number of opportunities for

participation gained or lost.

Table 4-4

Current and Merged Athletic Participation Opportunities

Summary

Season

Current

Canton

Participation

Current

Potsdam

Participation

Canton

Potsdam

Total

Merged Total

Opportunities

Gain

or

Loss

Fall 289 272 561 617 +56

Winter 197 204 401 411 +10

Spring 246 199 445 489 +44

Total 732 675 1407 1517 +110

Table 4-5 presents a summary of the impact of a merger on individual athletic team

participation opportunities. The table indicates specific sports/teams that would have more

opportunity for participation, less opportunity for participation, or similar opportunity for

participation.

Table 4-5

Merged Athletics Participation

Summary

Less Opportunity More Opportunity Similar Opportunity

Soccer Cheerleading Golf

Basketball Cross Country Ice Hockey (Girls)

Ice Hockey (Boys) Football Swimming

Lacrosse (Boys Varsity) Lacrosse (added Boys and Girls JV)

Baseball (Varsity) Baseball (JV)

Volleyball (added JV and Mod.)

Wrestling

Track and Field

The current coaching arrangement in both the Canton and Potsdam School Districts

typically includes a head coach for each team. On a number of teams, an unpaid volunteer

and/or an assistant coach supports the head coach. In a merged athletic program, a

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recommended coaching scenario would maintain the head coach position for each team and add

paid assistant coach(es) when the nature of the sport and/or the number of participants on a team

would require additional teaching and supervision. Table 4-6 illustrates the current coaching

arrangement and a possible merged district coaching scenario.

Table 4-6

Current and Merged Coaching Positions

Sport/Team Canton Potsdam Merged

H. Coach Ass’t H. Coach Ass’t H. Coach Ass’t

Fall

Cross Country

Modified -- Boys 1 1V 1 1

Modified -- Girls

Varsity -- Boys 2V 1 1 1

Varsity -- Girls

Total 1 2V 1/1V 2 2

Football

Modified 1 1V 1 3V 1 2

JV 1V 1 1/1V 1 2

Varsity 1 2V 1 1/2V 1 2

Total 2/1V 3V 3 2/6V 3 6

Soccer

Modified -- Boys 1 1 1 1

Modified -- Girls 1 1 1V 1 1

JV – Boys 1 1V 1 1 1

JV – Girls 1 2V 1 1 1

Varsity – Boys 1 1 1V 1 1

Varsity – Girls 1 1V 1 1 1

Total 6 4V 6 2V 6 6

Swimming -- Girls

Modified 1 1 1

Varsity 1 1 1

Total 2 2 2

Volleyball -- Girls

Modified 1 1

JV 1 1

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Sport/Team Canton Potsdam Merged

H. Coach Ass’t H. Coach Ass’t H. Coach Ass’t

Fall

Varsity 1 1 1

Total 2 2 3

Fall Total 13 7V 14 2/8V 14 12

Winter

Basketball

Modified – Boys 7 1 1 1

Modified – Boys 8 1

Modified – Girls 7 1 2V 1 1

Modified – Girls 8 1 1

JV – Girls 1 1 1

JV -- Boys 1 1V 1 1

Varsity – Boys 1 1V 1 1

Total 6 5V 7 8

Ice Hockey

Varsity – Boys 1 1 2V 1 1

Varsity – Girls 1 1V 1 1 1

Total 2 1V 2 2V 2 2

Wrestling (Merged)

Modified 1 1

Varsity 1 1 1

Total 2 2 1

Indoor Track

Modified -- Boys 1 1 1

Modified -- Girls 1

Varsity -- Boys 1 2V 1 1 1

Varsity -- Girls 1 1

Total 2 2V 2 4 2

Winter Total 12 8V 11 2V 16 5

Spring

Baseball

Modified 1 1V 1 1V 1

JV 1

Varsity 1 1V 1 2V 1

Total 2 2V 2 3V 3

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Sport/Team Canton Potsdam Merged

H. Coach Ass’t H. Coach Ass’t H. Coach Ass’t

Spring

Softball

Modified 1 1V 1 1V 1

JV 1 1

Varsity 1 1V 1 1

Total 3 2V 2 1V 3

Lacrosse

Modified – Boys 1 1 1 1

Modified – Girls 1 1 1

JV – Boys 1 1

JV – Girls 1 1

Varsity – Boys 1 1V 1 2V 1 1

Varsity – Girls 1 1

Total 4 1V 3 2V 6 6

Track and Field

Modified – Boys 1

1 1

Modified – Girls 1 1V 1

Varsity -- Boys 1 1V 1 1V 1 1

Varsity – Girls 1 1V .5 1V 1 1

Total 3 2V 3.5 3V 4 2

Golf 1V 1V 1

Total 1V 1V 1

Spring Total 12 7V 10.5/2V 10V 17 8

Table 4-7 summarizes the current coaching staffing and proposed merged coaching staff

scenario.

Table 4-7

Current and Merged Coaching Positions

Summary

Coaching Positions Current

Canton

Current

Potsdam Total

Merged

Coaching Staff

Head Coaches (Paid) 37 35.5 72.5 50

Head Coaches (Volunteer) 1 2 3

Assistants (Paid) 0 2 2 27

Assistants (Volunteer) 23 20 43

Total 61 61.5 122.5 77 (Paid)

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The proposed merged athletic program compares favorably to similar-sized upstate

school districts. Table 4-8 provides that comparison.

Table 4-8

Comparable Upstate School Districts’

Athletic Programs

District County 2012-13

Enrollment Varsity Sports

Canton-Potsdam (current) St. Lawrence 2,502 21

Batavia Genesee 2,383 24

Cortland City Cortland 2,659 25

Evants-Bryant Erie 2,569 23

Honeoye Falls-Lima Monroe 2,384 24

Johnson City Broome 2,538 25

Lansingburg Rensselaer 2,299 16

Maine-Endwell Broome 2,478 28

New Hartford Oneida 2,613 28

Scotia-Glenville Schenectady 2,600 26

Starpoint Niagara 2,651 22

Yorkshire-Pioneer Cattaraugus 2,402 23

The analysis of similar-sized schools also suggests that a merged Canton Potsdam School

District would have the opportunity to consider additional athletic offerings and expanded

participation opportunities for students. Opportunities to explore might include:

Bowling (Girls)

Cheerleading

Skiing (Boys and Girls)

Swimming (Boys)

Tennis (Boys and Girls)

Volleyball (Boys)

On February 10, 2014, this analysis was presented to and discussed by the Joint Advisory

Committee. Members of the Committee offered the following assessments and comments on the

athletic study:

Participation numbers in a merged district seem misleading: “being on the team” will not

necessarily mean “participating.”

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Historical perspective: Students in the middle and high school have always made the

team in the past; they are used to that and would have to make the adjustment away from

“Everyone who wants to play does play.”

There would be tension between being more competitive and participating. There would

be a loss of participation in the most popular sports.

Merged teams would create additional travel between homes and practice areas for

parents and/or students. It would be important to reinstate athletic bus runs.

Over the course of time, students will recognize their own strengths and limitations and

self-select to activities that fit their skills, abilities and interests.

Athletics requires less that 2% of the total school budget. This represents an improved

program for students and is not costly.

We are all going to have to deal with change. It may be the time, for example, to offer

other life sports to students like cross-country skiing. Extra-curricular activities could

address issues such as obesity.

Key Findings (Athletics):

1. The Canton and Potsdam School Districts have generally strong athletic programs with

both heavily-subscribed sports and under-subscribed sports. Both districts have merged

with other area districts for specific teams and have merged with each other to offer a

wrestling program.

2. In general, there would be significantly greater opportunity for students to participate on

interscholastic athletic teams in a merged district, although those opportunities might not

always be the students’ first choice.

3. In a merged district, the most popular sports (soccer, basketball, ice hockey) would offer

fewer opportunities to be on a team and thus greater competition for the available

positions. However, in a merged district, there would be a significantly larger number of

alternative athletic opportunities.

4. The larger number of students in a merged district would increase the likelihood of fully

subscribed teams and would decrease the practice of age-inappropriate student placement

to fill slots on teams.

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5. Coach/athlete instruction and supervision ratios would be improved in a merged district.

Increasing the number of paid assistant coaches according to team enrollment would have

the effect of ensuring appropriate coaching ratios. The continued appointment of

interested, qualified volunteer coaches could further enhance the quality of the athletic

experience.

6. Struggling teams could become more competitive in a merged district program; currently

competitive teams might well become stronger.

7. There is the potential to add sports in a merged district.

8. There is potential to realize both fiscal savings and a stronger athletic program in a

merged district.

Extra-Curricular Activities

Tables 4-9 (Elementary School), 4-10 (Middle School) and 4-11 (High School) provide

lists of all the extra-curricular activities (excluding interscholastic athletics) available to students

pre-kindergarten through 12th

grade. All activities in both schools are included, and grade level

participation and current enrollment numbers for each district are indicated. “Inactive” denotes

that the activity is in the district program, but is not currently offered because of either low

enrollment or budget reductions.

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Table 4-9

Extra-Curricular Activity: Elementary Schools

Activity Canton Potsdam

Grade Level Enrollment Grade Level Enrollment

Chorus 3-4 (Inactive) 3-4 56

Giving Tree Inactive

Musical 3 70 3 87

Project PALS Inactive

Reading Club (boys) Inactive

Reading Club (girls) Inactive

Science Fair PK-4 75

SLU Buddies 1-4 35

Walking Club Inactive

Lego-Robotics 3-4 80

First Lego League 4 21

Mentoring Program K-4 58

Table 4-10

Extra-Curricular Activity: Middle Schools

Activity Canton Potsdam

Grade Level Enrollment Grade Level Enrollment

Art Club Inactive

Battle of Books 4-6 100

Club SLU 5-6 20

FFA Jr. 6-8 40

Homework Club 5,7,8 30

OM Inactive

Robotics Inactive

Science Olympiad Inactive

Student Council 7-8 50 5-8 39

Tram Club Inactive

Yearbook 7-8 15 5-8 20

Zumbatomic 6 60

Interact 7-8 20

Jazz Band 6-8 11

Show Choir 6-8 37

Lip Sync 5-8 50

Tech Club 8 34

Lego Robotics 5-6 10

Mentor Program 5-8 31

Intramurals 5-8 178

Drama Club 5-8 25

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Activity Canton Potsdam

Grade Level Enrollment Grade Level Enrollment

Chess Club 5-8 14

Builders Club 5-6 6

Math Counts 5-8 14

Table 4-11

Extra-Curricular Activity: High Schools

Activity Canton Potsdam

Grade Level Enrollment Grade Level Enrollment

Art Club Inactive Inactive

Environmental Club 9-12 15 9-12 15

Fall Play 9-12 30 Inactive

FFA 9-12 45 9-12 20

French Exchange 11-12 12 11-12 30

Gay Straight Alliance 9-12 12 9-12 9

NHS 11-12 35 10-12 49

Project Challenge (Clarkson) 9-11 8 Inactive

Robotics 9-12 tbd 9-12 5

Model UN 9-12 20 9-12 60

Musical 9-12 50 9-12 50

College Writers Paul Smiths 11-

12 12 SLU Inactive

Science Olympiad Inactive 9-12 20

Newspaper Inactive 9-12 8

SLU Enrichment 12 6

Student Government 9 (4 officers) 125 Inactive

Student Government 10 (4 officers) 95 Inactive

Student Government 11 (4 officers) 80 Inactive

Student Government 12 (4 officers) 84 Inactive

Student Council 9-12 21 9-12 30

Thespian 9-12 12 Inactive

Whiz Quiz 9-12 10 9-12 7

Artistic Congress 9-12 15

Canta Sera 9-12 28

French Club 9-12 20

IMPETUS 9-12 8

Jazz Band 9-12 21

Key Club 9-12 28

Mock Trial 9-12 16

Red Cross Club 9-12 30

Spanish Club 10-12 10

Speech Debate 9-12 17

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Activity Canton Potsdam

Grade Level Enrollment Grade Level Enrollment

Talented Juniors (Clarkson) Inactive

Varsity Club 10-12 26

Yearbook 9-12 12

Youth Philanthropy 10-12 11

Key Findings (Extra-Curricular Activities):

1. Extra-curricular activities provide a wide variety of opportunities for the diverse interests

of students at low cost.

2. Both districts offer a variety of activities, some of which are similar in nature. However,

several activities in each district are “inactive” due to low student enrollment in the

activity and/or budget constraints.

3. A merged district presents a larger “critical mass” of students and their interests, allowing

for more opportunities.

4. A merged student body and staff would be able to maintain traditions and create new

opportunities at minimal expense within a merged district.

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5. Facilities

Canton and Potsdam have exemplary facilities and classrooms. In both communities, the

voters have approved periodic capital improvement projects to ensure sufficient, adequate, safe,

and functional learning spaces for students. Classrooms in all school buildings appear to be

attractive, spacious, bright, and well ventilated. Information included in this chapter was derived

from the following activities:

JAC and consultant analysis of Building Condition Surveys and current capital projects;

JAC and consultant tours of all educational facilities;

Consultant interviews with both Superintendents of Buildings and Grounds;

Analysis of available classroom space in both districts and possible grade level

configurations in a merged district; and

JAC, selected faculty and staff, and consultant analysis of the high school location in a

merged district.

The Joint Advisory Committee toured the Canton facility on December 16, 2013.

Strengths/opportunities identified by the JAC for the facility included:

Adequate space at the high school allows for increased student enrollment.

The physical connection of the elementary, middle, and high schools allows for a variety

of grade level configurations and interactions among students.

The middle school layout and renovations allow for flexible utilization of space in an

attractive learning environment.

An on-site swimming pool provides physical education instructional opportunities.

Student safety and security have been improved with the recent capital project.

The JAC also noted challenges/weaknesses for the Canton facility:

While the current capital project addressed several needs, additional renovations are

required.

The middle school layout is confusing, partially due to the ongoing construction.

On January 8, 2014 the JAC had an opportunity to tour the Potsdam facilities.

Strengths/opportunities identified by the JAC for these facilities included:

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Potsdam facilities are “aging well” due to regular maintenance and periodic capital

projects.

It appears adequate technology is available to students in all three buildings.

The proximity of the building principal, school nurse, and guidance counselors in the

office suites was viewed positively.

Secure building entry systems in proximity to the main offices were preferred.

The new lighted artificial turf athletic field, high school gymnasium, science labs, green

house, and sugar bush were positively noted.

The middle school design allows for a “school within a school” adaptation.

The distinct facilities on the campus allow for future individual building expansion.

The JAC also noted challenges/weaknesses for the Potsdam facility:

The high school auditorium is dated, undersized, and needs stage lighting and equipment

upgrades.

The 1929 section of the high school requires attention. Perhaps the space can be

readapted.

While a strength, the three distinct buildings were also viewed as a challenge for

increased shared programming.

Existing Facilities, Remedial Costs, Ongoing Maintenance Costs

NYS education Law requires that a licensed architect or engineer conduct a Building

Condition Survey (BCS) for all school-related buildings every five years. The BCS is a

comprehensive assessment of all aspects of a school building including program space, building

envelope, utilities, and fire safety. The architect rates the condition of each item on a multiple

question survey. If an item is rated “unsatisfactory” or found deficient, the architect provides a

comment and an estimated cost to remediate the deficiency. Matt Monaghan of SEI Design

Group completed Canton’s BCS inspection on June 28, 2010. Because all of Canton’s buildings,

with the exception of the bus garage, are connected and situated on one site, there is only one

BCS for the three instructional buildings.

The three instructional buildings in Potsdam each have a BCS. Rick Tague of Bernier,

Carr, and Associates conducted all three surveys. The High School inspection was completed on

August 2, 2010. Kingston Middle School and Lawrence Avenue Elementary School surveys

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were completed on September 2, 2010. Table 5-1 provides a comparison of the 2010-11

Building Condition Surveys for Canton and Potsdam. The column labeled “Potsdam CSD”

represents cumulative information for the three Potsdam buildings in order to provide a clearer

comparison with the Canton information.

Table 5-1

2010-11 Canton/Potsdam Building Condition Survey Overview

Tables 5-2 through 5-5 provide an overview of the architects’ comments for the Canton

and Potsdam buildings. Estimated costs to remediate deficiencies are noted. The column labeled

School Canton

CSD

Potsdam

CSD

Potsdam HS AA Kingston

MS

Lawrence

Ave. ES

Address 99 State St.

Canton

29 Leroy St.

Potsdam

29 Leroy St.

Potsdam

54 Lawrence

Ave., Potsdam

46 Lawrence

Ave., Potsdam

Original

Construction

1953 1929 1972 1957

Gross Square

Footage

305,469 377,679 167,379 98,300 112,000

GSF All

Instructional

Classrooms

64,680 85,330 24,500 33,110 27,720

Current

Student

Enrollment

1,334 1,335 375 388 572

Space

Adequacy

Rating

Good Good Fair Good

Grades Housed PK-12 PK-12 9-12 5-8 PK-4

Overall

Building

Rating

Satisfactory Unsatisfactory Unsatisfactory Unsatisfactory

Estimated

Capital Const.

Expenses

Through 2015-

16

$16,000,000 $7,200,000 $5,735,000 $1,115,000 $350,000

Architect SEI Design

Group

Bernier, Carr,

and

Associates

Bernier, Carr,

and Associates

Bernier, Carr,

and

Associates

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“Current Status” provides an overview of the scope of the most recent capital projects and their

status. Canton voters approved a $15,000,000 capital referendum on January 31, 2012.

Potsdam voters approved an $18,000,000 capital referendum on December 12, 2012.

Table 5-2

Canton CSD 2010-11 BCS Architect’s Comments

Item Estimated

Cost to

Remediate

Current Status

Improve drainage at bus drop off

area.

$1,500 Completed in current project.

Repair parking lot deterioration.

Increase parking for school functions.

$200,000 Bus loop repaved, HS parking lot

deterioration corrected in current project;

increased parking deferred.

Replace sidewalks. $155,000 Bus loop sidewalks and curbing replaced

in current project.

Upgrade cinder running track,

improve drainage and fencing.

$500,000 Completed in current project; all-weather

track installed.

Replace ceiling tiles. $155,000 Selected areas to be replaced.

Replace pool lockers, refinish HS

corridor, ADA lockers.

$180,000 Completed in current project.

Enclose switchgear in pool pump

room.

$11,500 Completed in current project.

Provide separate pool chlorination

room.

$75,000 Completed in current project.

Repair expansion joints. $30,000 Deferred.

Replace joint sealants, repoint and

rebuild brick facade.

$230,000 Deferred.

Replace some exterior doors. $250,000 In progress, current project.

Replace MS windows. $527,000 Deferred.

Replace skylights. $28,000 Completed in current project.

Replace boilers. $450,000 Completed in current project.

Replace air conditioning. $65,000 Scheduled in current project.

Replace exhaust fans. $33,000 Completed in current project.

Replace condensate return piping. $158,000 Completed in current project.

Replace pneumatic portion of HVAC

system.

$162,000 Completed in current project.

Extend fire alarm system to storage

areas.

$50,000 Completed in current project.

Extend smoke detectors to storage

areas.

$55,000 Completed in current project.

Install emergency lights in corridors. $70,000 Completed in current project.

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Table 5-3

Potsdam High School 2010-11 BCS Architect’s Comments

Item Estimated

Cost to

Remediate

Current Status

Replace storm water management

system.

$300,000 Scheduled in current project.

Replace damaged ceiling tiles. $15,000 Scheduled in current project.

Replace lockers in 1930 area. $200,000 Scheduled in current project.

Replace doors in 1930 and 1960

areas.

$150,000 Selected replacement in current project.

Replace interior electrical supply. $350,000 Scheduled in current project.

Replace worn carpet. $15,000 Scheduled in current project.

Replace damaged floor tiles. $200,000 In house project.

Repair brick work in library area. $500,000 Scheduled in current project.

Replace exterior doors. $50,000 Scheduled in current project.

Replace deteriorated exterior steps. $50,000 Scheduled in current project.

Replace roof. $610,000 Completed in current project.

Replace water distribution system. $50,000 Completed in current project.

Replace water heaters. $15,000 In house project.

Upgrade bathroom fixtures. $40,000 Scheduled in current project.

Replace air conditioning units. $50,000 Scheduled in current project.

Replace air handling and ventilation

equipment.

$700,000 Scheduled in current project.

Replace piping in heating system. $300,000 Scheduled in current project.

Replace fire and smoke detection

system.

$100,000 Scheduled in current project.

Improve emergency lighting system. $30,000 Scheduled in current project.

Table 5-4

A.A. Kingston Middle School 2010-11 BCS Architect’s Comments

Item Estimated

Cost to

Remediate

Current Status

Repair parking lot. $100,000 Scheduled in current project.

Repair sidewalks. $30,000 Scheduled in current project.

Replace interior electrical distribution

system.

$400,000 Scheduled in current project.

Repair loading dock. $30,000 Completed.

Replace classroom air handling units. $300,000 Scheduled in current project.

Replace fire alarm and smoke

detection systems.

$35,000 Scheduled in current project.

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Table 5-5

Lawrence Avenue Elementary School 2010-11 BCS Architect’s Comments

Item Estimated

Cost to

Remediate

Current Status

Replace some lighting fixtures. $40,000 Scheduled in current project.

Replace master clock system. $25,000 No longer in use.

Replace worn carpet. $8,000 Scheduled in current project.

Replace cracked/broken floor tile. $50,000 In house project.

Repoint brick; paint fascia. $50,000 Completed in current project.

Replace exterior doors. $15,000 In house project.

Replace fire alarm and smoke

detection systems.

$75,000 Scheduled in current project.

Upgrade kitchen hood. $15,000 Scheduled in current project.

Improve emergency lighting. $35,000 Scheduled in current project.

Table 5-6 provides BCS information for the Canton and Potsdam bus garages. A more

thorough discussion of the bus garages is included in Chapter 6, Support Services.

Table 5-6

2010-11 Canton/Potsdam Bus Garage Building Condition Survey Overviews

District Canton CSD Potsdam CSD

Address 55 Sullivan Road

Canton, NY

46 Lawrence Ave.

Potsdam, NY

Original Construction 1998 1965

Total Square Footage 4,895 16,320

Mechanic Bays 2 2

Available Interior Bus Parking 2 Buses 22 Buses

Available Exterior Bus and Driver

Parking

36 bus stations w/plug in heaters,

potential for 14 more spaces

18

General Appearance Good Fair

Cleanliness Good Fair

Lighting Quality Good Good

Space Adequacy Rating Good Fair

Overall Building Rating Satisfactory Unsatisfactory

Estimated Capital Construction

Expenses Through 2015-16

$1,600,000 $785,000

Architect SEI Design Group Bernier, Carr, and

Associates

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Potsdam recently acquired a Special Education Services Building, previously known as

the Building Blocks Day Care Center. The 4,915 sq. ft. building was constructed in 1993 on a

one acre parcel of property owned by Potsdam CSD. The District entered into a ten-year lease

with the day care center, which contained a provision that the property would revert back to the

District at the end of the lease. In 2003, a ten-year lease extension was negotiated. In May 2013,

the lease agreement expired and the property reverted back to Potsdam CSD. The District is

currently negotiating a lease agreement with St. Lawrence-Lewis BOCES to use the building for

autistic education programs. If negotiations are successful and planned building renovations are

approved in a May 2014 referendum, BOCES will begin utilizing the building in the 2014-15

school year.

Tables 5-7 to 5-10 provide specific district and building comparisons.

Table 5-7

District Comparison

Item Canton CSD Potsdam CSD

Total Square Miles 127.1 94.1

Total Campus Acreage 107 80

Total Instructional Facilities

Sq. Ft.

305,469 377,679

Current Enrollment 1,334 1,335

NYSED Capacity 2,499 students 3,939 students

Buildings and Grounds

Staff

District Total (18 FTE)

*Director of Operations 1 FTE

*Head Custodian 1 FTE

*Head Building Maintenance

Worker 1 FTE

*Custodial Workers 13 FTE

*Groundskeeper 1 FTE

District Total (17.05 FTE)

*Supervisor .6 FTE (Shared w/

Norwood-Norfolk CSD)

*Maintenance Workers 4 FTE

*Custodians 2 FTE

*Custodial Worker/Bus Driver

4.45 FTE

*Custodial Worker 6 FTE

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Item Canton CSD Potsdam CSD

2012-13 Operation and

Maintenance Expenditures

*Total Salary--$768,070

*Equipment--$24,511

*Materials & Supplies--$79,344

*Natural Gas--$147,810

* Heating Cost/sq. ft.--$0.50

*Electricity--$148,523

*Electrical Cost/sq. ft.--$0.50

*BOCES Service--$36,777

*Total Salary--$570,846

*Equipment--$24,500

*Materials & Supplies--

$119,354

*Natural Gas--$202,170

* Heating Cost/sq. ft.--$0.52

*Electricity--$177,363

*Electrical Cost/sq. ft.--$0.44

*BOCES Service--$115,975

Physical Education and

Athletic Facilities

Total Gymnasiums—3

*HS—1, 2 teaching stations

*MS—1, 2 teaching stations

*ES—1, 2 teaching stations

*Wrestling room available as

auxiliary gym

*Fall athletic and practice fields

(10), spring (11)

Total Gymnasiums—5

*HS—2 (main & adapted PE),

4 teaching stations

*MS—1, 2 teaching stations

*ES—2 (main & adapted PE), 3

teaching stations

*Fall athletic and practice fields

(5), spring (5)

Total Parking Spaces District Total—306

*HS Side Lot—105

*MS Front Loop—45, Rear--72

*ES Front Loop—20, Rear--64

District Total—588 & 26

Handicap

*HS—285 & 12 Handicap

*MS—175 & 8 Handicap

*ES—128 & 6 Handicap

Leased Space None *District (8) $45,648

*HS (4) $51,495

*MS (5) $85,825

*ES (10) $171,650

Total ((27) $354,618

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Table 5-8

High School Comparison

Item Canton High School Potsdam High School

Original Construction 1953 1930

Total Square Footage 122,820 167,379

Current Enrollment 410 375

Total Number of

Classrooms

37 53

Functional Capacity @ 23

Students/Classroom

943 1,219

Total Number Student

Lockers

800 673

Auditorium *Seating Capacity—522 & 2

wheelchair

*Stage sq. ft.—1,346

*Maximum musicians on

stage—80 w/percussion

*Seating Capacity—594, 25

handicap seating in pit area

*Stage sq. ft.—1,350

*Maximum musicians on

stage—80 w/percussion

Music Classrooms *Band (1,200 sq. ft., capacity

80, flat, instrument storage with

lockers, 3 practice rooms, 1

office)

*Chorus (1,137 sq. ft., capacity

100, no storage, 1 office)

*Orchestra (644 sq. ft., capacity

50, instrument storage, 1

practice room, 1 adjacent office)

*Band (1,323 sq. ft., capacity 70,

tiered, instrument storage with

lockers, 2 practice rooms, 1

office)

*Chorus (1,012 sq. ft., capacity

80, instrument storage with

lockers, 1 office)

*Orchestra uses band or chorus

room

Art Classroom 1,200 sq. ft., photography dark

room, kiln

1,350 sq. ft., photography dark

room (350 sq. ft.), new kiln

Science Labs 6 7

Computer Labs 5 (126 student stations) 3 (80 student stations)

Library-Media Center 3,196 sq. ft., 11 computer

stations, 29 computer stations in

adjacent lab, 9,368 books

3,170 sq. ft., 38 computer

stations, 5,200 books

Gymnasium 9,265 sq. ft., 3 teaching stations,

wrestling room available for

auxiliary gym

Main gym—13,000 sq. ft., 3

teaching stations

Adapted PE—2,350 sq. ft.

Exercise Room 870 sq. ft., 6 cardio machines

and free weights

1,800 sq. ft., 10 cardio machines

and free weights

Cafeteria 2 dining areas, 2,174 sq. ft. (180

seats) and 1,410 sq. ft. (100

seats)

2,800 sq. ft., 175 seats

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Table 5-9

Middle School Comparison

Item Canton

JM McKenney Middle School

Potsdam

AA Kingston Middle

School

Original Construction 1969 1972

Total Square Footage 118,729 98,300

Current Enrollment 394 388

Current Grade

Configuration

5-8 5-8

Total Number of

Classrooms

40

41

Functional Capacity @ 22

Students/Classroom

836 902

Total Number Student

Lockers

528 546

Music Classrooms *Band (1,430 sq. ft., capacity 90,

flat, instrument storage cubbies, 2

practice rooms)

*Chorus (1,786 sq. ft., capacity 120)

*General music (1,008 sq. ft., flat,

capacity 35, instrument storage)

*Band (1,092 sq. ft.,

capacity 75, flat, instrument

storage lockers, 2 practice

rooms)

*Chorus (1,008 sq. ft.,

capacity 70, tiered,

instrument storage, 2 shared

offices

*General music uses chorus

room

Art Classroom 1,200 sq. ft., 1 bathroom, 2 sinks,

photography dark room available

1,035 sq. ft.

Science Labs 4 classrooms; 2 no laboratory

stations; 1 with teacher station and 4

lab tables; 1with teacher station and

6 lab tables

4 classrooms; 4 laboratory

stations

Computer Labs 4—99 student stations 4—66 student stations

Library-Media Center 2,216 sq. ft., adjacent computer lab

with 14 stations, 13,044 books

2,270 sq. ft., 16 computer

stations, 6,000 books

Gymnasium 6,175 sq. ft., 2 teaching stations,

wrestling room available as auxiliary

gym

6,365 sq. ft., 2 teaching

stations

Pool 5,568 sq. ft., 6 lanes N/A

Cafeteria 3,280 sq. ft., seats 326 2,940 sq. ft., seats 170

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Table 5-10

Elementary School Comparison

Item Canton

FS Banford ES

Potsdam

Lawrence Avenue ES

Original Construction 1960 1957

Total Square Footage 63,920 112,000

Current Grade Configuration PK-4 PK-4

Current Enrollment 519 572

Total Number of Classrooms 34 46

Functional Capacity @ 18

Students/Classroom PK-1 and 22

Students/Classroom Grades 2-4

600 1,020

General Music Classroom 1,024 sq. ft., bathroom 775 sq. ft., flat

Art Classroom 1,152 sq. ft., sink,

bathroom

1,065 sq. ft., kiln

Computer Labs 1-24 student stations 1-37 student stations

Library-Media Center 1,749 sq. ft., adjacent

computer lab with 24

stations, 12,229 books

2,025 sq. ft., 8

computer stations,

12,000 books

Gymnasium 3,672 sq. ft., 2 teaching

stations

*Main gym—3,675 sq.

ft., 2 teaching stations

*Adapted PE—1,820

sq. ft., 1 teaching

station

Cafeteria 3,514 sq. ft., seats 260 *Large—2,660 sq. ft.,

seats 270

*Small—1,025 sq. ft.,

seats 96

Both Canton and Potsdam have significant capital assets. The 2012-13 independent audit

conducted by Poulsen & Podvin, CPA, established Canton capital assets at $23,110,173. The

Potsdam auditor, D’Arcangelo&Co., LLP, noted the District capital assets to be $47,842,693.

Table 5-11 provides information regarding estimated capital construction costs through 2015-16,

the amount of current capital projects, 2012-13 actual operation and maintenance expenditures,

and 2013-14 appropriated operation and maintenance expenditures. It should be noted both

districts rely on buildings and grounds staff to perform normal maintenance tasks.

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Table 5-11

Comparison of Projected Capital Expenditures

Item Canton CSD Potsdam CSD

BCS Estimated Capital Costs to 2015-16 $16,000,000 $7,200,000

Current Capital Project $15,000,000 $18,000,000

Estimated Additional Capital Costs to 2015-16 $1,000,000 NA

2012-13 Actual O&M Costs $1,279,198 $1,413,347

2013-14 Appropriated O&M Costs $1,604,450 $1,830,922

2012-13 Actual Capital Debt Expenditures $1,251,171 $2,922,006

Classroom Calculation

To determine the number of classrooms required in a merged district, a recommended

class size needs to be established. For purposes of this study, the consultants used the following

class size guidelines: pre-kindergarten through grade one – 18 students per classroom; grades

two through eight – 22 students per classroom; and grades nine through twelve – 23 students per

classroom. These ranges approximate statewide averages.

Table 5-12 provides 2013-14 pre-kindergarten through grade four enrollments and the

number of classrooms required to educate students using a class size of 18 students per

classroom in pre-kindergarten through grade one and 22 students per classroom in grades two

through four. As noted, a merged district would need a total of 57 elementary classrooms. Both

districts currently have excess capacity in the elementary buildings to educate resident students.

Excess capacity refers to the number of classrooms available for other purposes using the

formula 18 students per classroom for primary grades and 22 students per classroom for

intermediate grades. However, neither facility has adequate classroom space to educate all pre-

kindergarten through grade four students at one site in a merged district.

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Table 5-12

Current Elementary Enrollment and Required Classroom Needs Analysis

Canton Potsdam Merged District

PK-1 Students 244 272 516

Grades 2-4 Students 275 300 575

Total Students 519 572 1091

Total Classrooms Available 34 46 80

Total Classrooms Required 27 30 57

Excess Capacity 7 Classrooms 16 Classrooms 23 Classrooms

Table 5-13 provides similar information for grades five through eight using a class size of

22 students per classroom. As noted, 36 classrooms would be needed to educate 783 grades five

through eight students in a merged district at one location. Both middle schools have sufficient

classroom space to satisfy this need.

Table 5-13

Middle School Enrollment and Classroom Analysis

Canton Potsdam Merged District

Grades 5-8 Students 394 388 783

Total Classrooms Available 40 41 81

Total Classrooms Required 18 18 36

Excess Capacity 22 Classrooms 23 Classrooms 45 Classrooms

Table 5-14 provides similar information for grades nine through twelve using a class size

of 23 students per classroom. As noted, 35 classrooms would be needed to educate 785 ninth

through twelfth grade students in a merged district. Both high schools have the classroom

capacity to satisfy this need.

Table 5-14

High School Enrollment and Classroom Analysis

Canton Potsdam Merged District

Grades 9-12 Students 410 375 785

Total Classrooms Available 37 53 90

Total Classrooms Required 18 17 35

Excess Capacity 19 Classrooms 36 Classrooms 55 Classrooms

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Grade Level Configuration

For the purposes of this study, four grade level configurations were considered as options

for a merged district:

Option 1. Each community retains a pre-kindergarten to grade four elementary school.

A grades five through eight middle school would be located in one community, and a grades nine

through twelve high school would be located in the other community. Considerations for this

option included:

Keeps current grade level configurations;

Maintains student, parent, faculty, and staff familiarity with grade level expectations and

protocols;

Maintains current use of existing space;

Continues to split common branch grade levels (grades 1-6) and teacher tenure areas;

Continues to mix self-contained fifth graders in an otherwise departmentalized building;

Maintains current number of elementary age students attending a neighborhood school;

Recognizes available excess space.

Option 2. Each community retains a pre-kindergarten to grade five elementary school.

A grades six to eight middle school would be located in one community, and a grades nine to

twelve high school would be located in the other community. Considerations for this option

included:

Increases the number of elementary students attending a neighborhood school;

Reduces transportation time for more students;

Provides better utilization of elementary classroom space;

Aligns instructional goals and philosophy, but continues to split elementary tenure areas;

Allows for a 6-8 middle school philosophy;

Recognizes available excess space.

Option 3. Each community retains a pre-kindergarten through grade six elementary

school. A grades seven and eight middle school would be located in one community, and a

grades nine through twelve high school in the other community. Considerations for this option

included:

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Increases the number of elementary aged students attending a neighborhood school;

Reduces transportation time for more students;

Aligns common branch curriculum and teacher tenure areas;

Creates elementary schools in excess of 700 students; may require additional elementary

administrative support;

Compromises middle school philosophy; only two grade levels at middle school.

Recognizes available excess space;

Underutilizes middle school space.

Option 4. Each community retains a pre-kindergarten through grade eight

elementary/middle school. A grades nine through twelve high school would be located in one of

the communities. Considerations for this option included:

Maximizes students attending neighborhood schools;

Reduces transportation time for more students;

Increases extracurricular and athletic opportunities for seventh and eighth graders, but

also increases costs;

Recognizes available excess space; one high school not utilized;

Creates a scenario where students in one community remain in the same schools while

high school students in the other community move;

Creates less cost savings;

Serves as a model for future regional high school concept.

Following discussion, the JAC expressed preference for Option 2 in a merged district:

Two pre-kindergarten through grade five elementary schools, one located in each community; a

grades six through eight middle school located in one community; and a grades nine through

twelve high school located in the other community.

High School Location

The location of the high school in a merged district is a complex and emotional issue. At

the February 10, 2014 JAC meeting, committee members were asked to participate in an exercise

to identify key advantages for situating the high school in each district. The group charged with

listing advantages for Canton as the high school site noted favorable instructional areas such as

computer labs, agriculture/shop space, at-risk program space, auditorium, and athletic facilities

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(including a pool, and outdoor recreation acreage). They also viewed the dining facility as a

positive, along with more and better student lockers. In terms of location, this group saw

advantages in the school’s proximity to the Remington trails, water recreation sites, golf course,

wastewater treatment plant, Cooperative Extension farm/fish farm, County offices, and colleges.

Overall, the group recognized the flexibility of Canton’s instructional space given the fact that all

schools are housed in one building.

The group charged with listing advantages for situating the high school in Potsdam also

noted favorable instructional areas, focusing on the new turf field, the new gymnasium, and the

maple sugar bush. This group also noted that Potsdam High School offered 50 percent more

square footage than Canton High School. That, coupled with the fact that it is a stand-alone

building, suggested to this group more room and greater flexibility for expansion. This group

also saw the placement of the administration center in the lobby area as an advantage, as well as

better space for parking. In terms of geographic location, this group focused on Potsdam’s

proximity to the BOCES Seaway-Tech facility, which would minimize bus runs for BOCES

students.

Finally, both groups identified enhancements or capital improvements they saw as

important to the high school location decision. For both sites, the groups identified needed work

on auditoriums, dining facilities, and parking. The Canton group also identified the need to

address issues with the orchestra space and the greenhouse, while the Potsdam group saw needed

work in the 1929 wing, the provision for additional lockers, and the benefits of a project to

connect the second floor areas (which they would like to see tied to the construction of a new

auditorium).

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Following the February 10, 2014 JAC meeting, administrators and key personnel from

both districts jointly examined the two high schools from three perspectives:

Learning Environment: Noting both high schools have sufficient classroom space to

accommodate a merged high school, does one site offer more or better space for current

and future instructional programming? Are there advantages or limitations in either high

school related to unique subject area needs such as art, music, science, special education,

technology, and other specialty areas?

Athletic Facilities: Are there advantages or limitations at either site related to indoor and

outdoor physical education and interscholastic athletic programming?

General Features: Are there advantages or limitations at either site related to location,

layout, safety and security, and pupil services?

Table 5-15 summarizes the analyses done by faculty and staff for the items related to the

Learning Environment. An X in a designated column reflects an advantage for a particular site.

An = represents no distinct advantage. The “rationale” column provides background information

for the designation.

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Table 5-15

Learning Environment

Item Canton Potsdam Rationale

Agriculture

Facilities

= = CHS

Mechanic and wood shops with engines,

welders, and tools.

1.5-acre land lab for production agriculture.

2 aqua systems with tanks and grow lights.

Close proximity to community resources

(SUNY Canton, dairy farms, feed mill).

PHS

Large greenhouse attached to classroom.

Fully equipped maple sugar house.

Large animal and plant lab area attached to

classroom.

Garden, fishpond, composting, landscape

beautification area adjacent to classroom.

Art Classrooms = = CHS

2 adjacent classrooms and approximately twice

the number of students enrolled in art courses.

More storage and a separate kiln room.

PHS

More modern space; additional space needed to

accommodate a merged program.

Space for drawing and sculpture.

Computer Labs = = Both high schools have sufficient labs and similar

computers. Both have a similar number of classroom

projectors and wired and wireless connections.

Potsdam has a newer wireless controller and an

additional computer lab connected to the library.

Family and

Consumer

Sciences

= = CHS

Global monitoring of work areas.

Proximity to elementary for child development

and parenting courses.

PHS

Larger instructional area and better storage.

Newer appliances and better ventilation.

Closer to nurse and open computer lab.

Instructional

Space Capacity

X 50% more square footage; 12 more regular classrooms.

Library-Media

Center

= = Similar square footage and number of computers.

Collections and reference materials would be merged.

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Item Canton Potsdam Rationale

Music Facilities = = CHS Instrumental Room

Accommodates 60 students; level floor.

Office has natural light, but limited space; no

heat or ventilation.

2 practice rooms, accommodates 2-3 students.

Large storage area with lockers.

PHS Instrument Room

Accommodates 80 students; tiered floor.

Office has natural light, sink and counter space;

large enough for 3 staff members or group

lessons.

2 practice rooms, accommodates 4-5 students.

Adequate storage with lockers.

CHS Vocal Music Room

Large room, natural light, large counter with

sink, storage cabinets, adequate piano.

Office has no natural light or ventilation, small.

No practice rooms.

PHS Vocal Music Room

Large room, natural light, no sink or counter

top, storage cabinets, adequate piano.

Office has natural light and functional work

space; large area with storage.

2 practice rooms, accommodates 4-5 students;

natural light and ventilation.

Science

Classrooms/Labs

= = Both high schools have similar classroom space,

laboratories, and technology. CHS has a newer physics

lab and Smartboards in each classroom. PHS has

newer biology and chemistry rooms and an additional

biology room.

Special

Education

X Both facilities would meet the needs of students with

disabilities. However, the greenhouse, sugar shack,

and woodshop at Potsdam offer more options for

programming.

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Item Canton Potsdam Rationale

Technology

(PLTW/Materials

Processing)

= = PLTW

Equipment is compatible; both facilities have

sufficient and suitable computers for the

program.

CHS has more student workspace and secure

storage.

Materials Processing

Shop equipment is adequate in both facilities.

CHS facility renovated in 1999; PHS facility to

be renovated in current capital project.

Table 5-16 provides additional information regarding the indoor and outdoor physical

education and interscholastic athletic facilities based on an analysis done by the Canton and

Potsdam athletic directors.

Table 5-16

Physical Education and Interscholastic Athletic Facilities

Item Canton Potsdam Rationale

PE Teaching Stations

Indoor

X Ability to use teaching stations in main

gymnasium and adaptive gymnasium in close

proximity.

PE Teaching Stations

Outdoor

= = However, Potsdam’s turf field allows for

expanded outdoor programming.

PE Bowling X PE classes scheduled at local bowling alley.

PE Pool Use X However, a pool is more conducive to elementary

and middle school physical education instruction.

PE Project Adventure X Course adjacent to athletic fields.

PE Storage = = Similar capacity.

Main Gymnasium X 40% more square feet.

Gymnasium Seating X CHS 760

PHS 1,200

Locker Rooms = = Equal in size and number of lockers.

Fitness Center X Twice as large and more equipment available.

Stadium Bleachers X More seating and press box available.

Stadium Lighting X Ability to host evening events and contests.

Concession/Bathrooms

Indoor

= = Similar facilities in both high schools.

Concession/Bathrooms

Outdoors

X No outdoor bathrooms at Canton.

Practice Fields = = However, Canton has more acreage for outdoor

practice fields.

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Table 5-17 provides additional information relative to the general features of both high

schools. Information on this table is based on analyses completed by the superintendents,

selected faculty and staff, and the consultants.

Table 5-17

General Features

Item Canton Potsdam Rationale

Access to Local Colleges

and Universities

= = Expanded opportunities at four post-

secondary institutions in a merged district.

Access to Seaway Tech

Center

X CHS 19.6 miles

PHS 8.1 miles

Auditorium = = CHS

Adequate Steinway piano; new stage

curtains; good size pit area.

Major renovations needed.

PHS

New Schimmel piano; new stage

curtains; good size pit area.

Major renovations needed. Current

capital project addresses several

issues.

Building Layout X Separate, distinct building provides physical

separation between elementary and high

school students.

Item Canton Potsdam Rationale

Athletic Equipment

Storage

= = Similar storage capacity.

Parking X Considerable more parking available.

Baseball X Varsity field with dugouts.

Cross Country X Better course.

Football = = Either facility.

Lacrosse = = Either facility.

Soccer = = Either facility.

Softball = = Either facility.

Swimming X No on-site pool at Potsdam.

Track and Field X 8 lane track, jumping pits, press box.

Wrestling X Practice room available.

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Item Canton Potsdam Rationale

Cafeteria X Canton currently has available space;

Potsdam has plans for expansion into

adjacent technology classroom.

Lockers X Canton has sufficient lockers for a merged

high school; Potsdam would need to add

approximately 100 lockers.

Main Office/Student

Services

X Principal’s office, guidance suite, and

conference rooms located in convenient,

common area.

Parking X Potsdam has greater capacity; limited future

options at CHS.

Security/Accessibility X Double door access required for entry.

Following discussion at the March 12, 2014 JAC meeting, committee members were

asked to share anonymously their thoughts regarding the placement of a merged high school.

More than two-thirds of respondents favored a high school located in Potsdam, citing various

aspects of the research to support their view. Reasons frequently mentioned included Potsdam’s

larger indoor and outdoor space, greater number of classrooms, facilities better suited for specific

academic and/or athletic programs, better situated office spaces, advantages of geographic

location, and the advantages and future potential inherent in a detached, separate high school.

Conversely, those who would prefer Canton High School cited the advantages inherent in the

close proximity of elementary, middle, and high school students and the flexibility provided by a

single structure. Regardless of preference, a number of people saw the need for specific

renovations and/or the cost savings associated with decommissioning large areas, depending on

program location decisions.

While the exercise was designed to obtain JAC feedback regarding the high school

location, several JAC members also pointed out the advantages that the Canton complex offers

as a middle school site. Specifically noted were the upgrades that have taken place and the

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programmatic and physical space flexibility this single building offers for placement of both

Canton elementary students and the combined merged district’s middle school students.

Key Findings:

1. Both Canton and Potsdam have well-maintained, attractive, and functional facilities.

2. Both districts have addressed long term capital needs in recent building projects.

3. There is excess classroom space in both districts sufficient to accommodate larger student

populations. The classroom analysis suggests neither district has sufficient elementary

classroom space to accommodate a merged elementary school at one site. However,

sufficient classroom space is available at both the Canton and Potsdam’s middle and high

schools to accommodate a merged district middle school and/or high school.

4. Potsdam leases 26 classrooms to BOCES, an important consideration in facilities

planning for a merged district.

5. The Joint Advisory Council expressed a merged district preference for two pre-

kindergarten through grade five elementary schools, one located in each community; a

grades six through eight middle school located in one community; and a grades nine

through twelve high school located in the other community. Consultant planning has

reflected this preference.

6. The research conducted, as well as the information provided by many staff members from

both districts, have led the consultants to concur with the Joint Advisory Committee’s

majority view that:

The flexibility inherent in the single Canton complex offers many advantages as a

middle school site.

While both districts could house a merged high school successfully, the Potsdam

High School offers both current and potential advantages, should a merger take

place.

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6. Support Services

The successful operation of a school district is contingent on several factors, some taken

for granted, particularly if they are effectively and efficiently managed. This section of the

report will deal with three such areas: student transportation, food service, and information

technology.

Transportation

Transporting students safely to and from school is a significant expenditure, especially

for districts with a wide geographic area, low population density, and a desire to limit the time

students spend on buses. Table 6-1 provides comparative transportation information for Canton

and Potsdam Central School Districts.

Table 6-1

Comparative Transportation Analysis

Item Canton CSD Potsdam CSD

District Contact Tawn Evans David McMartin

Staffing *1 Transportation Supervisor

*23 FTE Bus Drivers (15 Hours)

*5 PT Bus Drivers

*5 PT Bus Monitors

*2 FTE Mechanics

*1 PT Bus Washer

*1 Transportation Supervisor

*12 FTE Bus Drivers (30 Hours)

*10 PT Bus Drivers

*2 FTE Bus Monitors

*2 FTE Mechanics

General Fund

Expenditures

2012-13

*Total $1,144,767

*Salaries $793,761

*Total $977,629

*Salaries $658,869

Total Miles

2012-13

335,378 279,717

2012-13

Cost/Mile

$3.41 $3.50

Transportation

Ratio

90% 80%

2013-14 NYS

Aid

$1,579,688 $1,009,981

Number of Buses 28 20

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Item Canton CSD Potsdam CSD

Bus Garage *Built 1998

*4,895 sq. ft.

*Built 1965

*16,320 sq. ft.

Bus Replacement

Schedule

Yes (2-4 Buses/Year) Yes (2-3 Buses/Year)

Number of

Service Vehicles

5 11

Student Time on

Regular Bus Run

*Average 30 Minutes

*Longest 50 Minutes

*Average 40 Minutes

*Longest 50 Minutes

Number of Bus

Runs

*Regular (23 AM and PM)

*Mid-Day PK (5)

*BOCES (2, 1 AM/1PM)

*PM Activity Run (6)

*Regular (23 AM and PM Double

Run)

*Mid-Day PK (3)

*BOCES (2, 1 AM/1 PM)

*PM Activity Run (5)

Regular Run Start

and Finish

*AM PK-12 (Start 6:30, End 7:45)

*PM PK-12 (Start 2:15, End 3:45)

*AM 1 MS/HS Start 6:30, End 7:30

*AM 2 PK/4 Start 7:30, End 8:30

*PM 1 MS/HS Start 2:00, End 3:10

*PM 2 PK/4 Start 3:10, End 4:10

Transportation

Policy

BOE Policy 5730

*Non-Public Schools

*Students with Disabilities

*Non-Resident Students

*School Sponsored Events

BOE Policy 8410

*BOE Objectives

*Delegates Responsibility to

Superintendent of Schools

BOE Policy 8411

*Bus Scheduling and Routing

Delegated to Director of

Transportation

*Limit on Length of Time on Bus

(90 minutes)

*Eligible Distances (K-4, No Limit;

5-6, Beyond 1.25 miles; 7-12,

Beyond 1.5 miles)

Canton operates its own transportation program and maintains its fleet at a facility

located at 55 Sullivan Road. The 4,859 sq. ft. bus garage was built in 1998. It includes an

office, a break room, two work bays, fueling station, and more than sufficient space for bus and

driver parking. There are currently 36 outdoor bus stations with electrical outlets for bus engine

block heaters. There is space for an additional 14 bus parking spots. As reported in the Building

Condition Survey, conducted by SEI Design Group in June 2010, the bus garage overall rating

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was “satisfactory” with a rating of “good” for space adequacy. The estimated capital

construction expense projected for the building through 2015-16, excluding maintenance, is

$1,600,000.

The District employs a full time transportation supervisor, 23 full time bus drivers, and

two mechanics. Part-time bus drivers, monitors, and a bus washer complement the full-time

transportation staff. In 2012-13, Canton general fund transportation expenditures, not including

debt payment on prior bus purchases, was $1,144,767. The District NYSED transportation aid

ratio on approved expenditures is 90%.

Canton Board of Education Policy 5730 provides the parameters for transporting

students. There are no mileage restrictions for student transportation. Canton offers

transportation service to all students. According to Tawn Evans, Transportation Supervisor,

approximately 75% of the student population takes advantage of the service on a daily basis.

The District operates 23 daily regular bus routes. The regular morning run picks up pre-

kindergarten through grade 12 students starting at 6:30 a.m. and ending at 7:45 a.m. The regular

afternoon run takes pre-kindergarten children through grade 12 children home starting at 2:15

p.m. and ending at 3:45 p.m. The District uses Transfinder Route Builder, a GPS computer

program, to assist with bus route development. Easy Bus is used for bus maintenance

scheduling. The Canton transportation department has received commendation from the NYS

Department of Transportation for an “initial bus inspection passing rate” higher than 90%.

The District currently has 28 vehicles. Since 2010, buses purchased have been

manufactured by Integrated Coach with an International engine. The District usually purchases

two to four buses per year as part of a bus replacement schedule. A May 2014 proposition is

scheduled to authorize the purchase of three 66 passenger buses at a cost not to exceed $342,000.

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Table 6-2 provides an overview of the Canton CSD bus fleet, noting the year purchased, mileage

recorded in October 2013, make, student capacity, and general condition.

Table 6-2

Canton CSD Bus Fleet

Bus # Year Miles Make Capacity Remark/Condition

8 2004 116,739 International 66 Spare/Poor

13 2006 70,657 Freightliner 66 Good

14 2006 74,047 Freightliner 66 Spare/Fair

15 2006 90,812 Freightliner 66 Spare/Fair

16 2007 67,956 Freightliner 66 Spare/Fair

17 2007 111,123 Freightliner 66 Poor

18 2007 46,370 Freightliner 66 Good

19 2007 64,977 Freightliner 66 Good

21 2007 84,721 Freightliner 66 Fair

22 2007 51,865 Freightliner 66 Good

23 2009 86,275 Freightliner 66 Good

24 2009 44,552 Freightliner 66 Good

25 2010 92,649 Freightliner N/A Wheelchair/Good

26 2009 36,964 Freightliner 66 Excellent

27 2010 90,677 Freightliner N/A Wheelchair/Good

28 2010 35,635 Int. IC 66 Excellent

29 2011 48,388 Int. IC 66 Good

30 2011 20,731 Int. IC 66 Excellent

31 2011 15,087 Int. IC 66 Excellent

32 2010 30,829 Chevrolet 5 Driver Education/Excellent

33 2012 12,997 Int. IC 66 Excellent

34 2012 7,501 Int. IC 66 Excellent

35 2012 15,043 Int. IC 66 Excellent

36 2012 12,195 Int. IC 66 Excellent

37 2012 12,118 Ford 8 Ford Expedition/Excellent

38 2014 2,879 Int. IC 66 Excellent

39 2014 4,424 Int. IC 66 Excellent

40 2014 7,981 Int. IC 66 Excellent

Potsdam operates its own transportation program and maintains its fleet at a facility

located at 46 Lawrence Avenue. The 16,320 sq. ft. bus garage was built in 1965. It includes an

office, a break room, two work bays, and indoor parking for 20 buses. There is sufficient

parking adjacent to the garage for spare buses and drivers. As reported in the Building Condition

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Survey conducted by Bernier, Carr and Associates in November 2010, the bus garage overall

rating was “unsatisfactory” with a “fair” rating for space adequacy. Recent capital projects have

or will address some of the unsatisfactory items identified by the architect in the BCS including a

new roof, electrical entrance, fire alarm and smoke detection systems, and paving. The capital

construction expense estimated for the building through 2015-16 is $785,000. Approximately

$600,000 has or will be expended in the current capital project to correct the noted deficiencies.

The District employs a full-time transportation supervisor, 12 full-time bus drivers, two

mechanics, and two bus monitors. Ten part-time bus drivers complete the transportation staffing.

In 2012-13, Potsdam general fund transportation expenditures, not including debt payment on

prior bus purchases, was $977,629. The District has a NYSED transportation aid ratio of 80%

for approved expenditures.

Board of Education policies 8410 and 8411 establish the guidelines for student

transportation. Potsdam offers transportation service to all pre-kindergarten through grade four

students, but only provides transportation service for students in grades five and six living more

than 1.25 miles from the school and students in grades seven through twelve living more than 1.5

miles from school. According to Dave McMartin, Transportation Supervisor, approximately two

thirds of eligible students utilize transportation service on a daily basis.

The District operates 23 daily bus routes. There are two a.m. and two p.m. regular runs.

Bus pick-up for students in grades five through twelve starts at 6:30 a.m. and ends at 7:30 a.m.

Bus pick-up for prekindergarten through grade four students starts at 7:30 a.m. and ends at 8:30

a.m. The secondary take home run starts at 2:00 p.m. and ends at 3:10 p.m.; the elementary take

home run starts at 3:10 p.m. and ends at 4:10 p.m. Bus routing and bus maintenance schedules

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are not computerized. The District has been commended by NYS Department of Transportation

for an “initial bus inspection passing rate” higher than 90%.

The District currently owns 20 buses. Since 2010, buses purchased have been

manufactured by Integrated Coach with an International engine. The District usually purchases

two or three buses per year as part of a bus replacement schedule. A May 2014 proposition is

scheduled to authorize the purchase of three 65 passenger buses for a cost not to exceed

$284,200. Table 6-3 provides an overview of the Potsdam CSD bus fleet, noting the year

purchased, mileage recorded in October 2013, make, student capacity, and general condition

Table 6-3

Potsdam CSD Bus Fleet

Bus # Year Miles Make Capacity Remark/Condition

16 2003 158,556 Int. Bluebird 65 Spare/Fair

19 2004 166,172 Int. Bluebird 65 Spare/Fair

21 2005 142,459 Int. Bluebird 24 Fair

22 2005 177,665 Int. Bluebird 65 Fair

23 2006 105,396 Int. Bluebird 65 Spare/Good

24 2006 149,536 Int. Bluebird 65 Spare/Good

25 2007 138,207 Int. Bluebird 65 Good

26 2007 153,625 Int. Bluebird 65 Good

28 2008 81,165 Bluebird 65 Good

29 2009 76,199 Bluebird 65 Good

30 2009 81,030 Bluebird 65 Good

31 2010 97,426 Int. IC 65 Good

32 2010 80,995 Int. IC 65 Good

33 2009 52,566 Int. IC 22 Good

34 2011 63,386 Int. IC 65 Good

35 2012 43,522 Int. IC NA Wheelchair

Excellent

36 2013 23,896 Int. IC 65 Excellent

37 2013 21,871 Int. IC 65 Excellent

38 2014 32,908 Int. IC 65 Excellent

39 2014 4,024 Int. IC 65 Excellent

One of the most frequently asked questions in a merger study is: “How long will my

child be on the bus?” In Canton, the current average length of time a student spends on a

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regular, one-way run is reported to be approximately 30 minutes; the longest is reported to be

approximately 50 minutes. In Potsdam, the average student time on a regular, one-way bus run

is reported to be approximately 40 minutes; the maximum is reported to be approximately 50

minutes. If, in a merged Canton Potsdam district, two pre-kindergarten through grade five

elementary schools are operated in each community, there should be no change in the average

length of time an elementary student spends on a school bus. In fact, if elementary school

attendance areas are adjusted slightly, some students may have a shorter bus ride due to their

proximity to one of the two elementary schools. For students in grades six through eight who

live on the eastern side of Potsdam, the average length of their bus ride to a middle school

located in Canton would be longer than it currently is to Potsdam Middle School. Similarly, for

students in grades nine through twelve living on the western side of Canton, the average length

of the bus ride to a high school located in Potsdam would be longer than it currently is to Canton

High School. However, new bus route designs, utilizing existing staff and buses, would likely

mitigate the actual length of time on a school bus to the recommended statewide standard of no

more than one hour on a regular, one-way run. Table 6-4 provides distances and normal driving

times from several addresses in Canton CSD and Potsdam CSD utilizing Google maps.

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Table 6-4

Distance and Estimated Travel Time Between Selected Addresses and Schools

Canton CSD Potsdam CSD

Canton CSD Addresses

28 Bonno Road 11.6 miles, 18 minutes 14.3 miles, 25 minutes

263 North Woods 10.1 miles, 20 minutes 19.3 miles, 34 minutes

427 Rensselaer Street 10.4 miles, 18 minutes 21.3 miles, 33 minutes

805 Kelly Road 9.5 miles, 15 minutes 20.4 miles, 29 minutes

1125 Irish Settlement Road 11.5 miles, 19 minutes 10 miles, 21 minutes

Potsdam CSD Addresses

705 Judson Street Road 3.8 miles, 9 minutes 9.6 miles, 18 minutes

236 Church Road 8.6 miles, 17 minutes 9.7 miles, 20 minutes

131 Wilkinson Road 5.9 miles, 12 minutes 10.9 miles, 19 minutes

431 Barker Road 13.1 miles, 23 minutes 3.6 miles, 11 minutes

2030 Old Market Road 20.6 miles, 32 minutes 8.8 miles, 16 minutes

160 Curtis Road 18.5 miles, 29 minutes 6.7 miles, 14 minutes

153 Birch Drive 18.3 miles, 28 minutes 6.7 miles, 16 minutes

Table 6-5 provides distances, using Google maps, between various educational

institutions in the Canton/Potsdam area.

Table 6-5

Distances in Miles between Key Educational Institutions

Canton

CSD

Potsdam

CSD

Seaway

Tech

Center

St.

Lawrence

Univ.

SUNY

Canton

Clarkson

Univ.

SUNY

Potsdam

Canton

CSD 12.5 19.1 1.3 2.3 11.2 13.2

Potsdam

CSD 12.5 8.6 11.2 13 1.7 1.4

Seaway

Tech

Center

19.1 8.6 19.2 21 9.9 9.7

St.

Lawrence

Univ.

1.3 11.2 19.2 2.3 9.9 12.1

SUNY

Canton 2.3 13 21 2.3 11.7 13.9

Clarkson

Univ. 11.2 1.7 9.9 9.9 11.7 2.6

SUNY

Potsdam 13.2 1.4 9.7 12.1 13.9 2.6

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Table 6-6 provides a possible scenario for merged district regular bus transportation. The

scenario assumes an elementary school day starting at 7:45 a.m. and concluding at 2:15 p.m.,

resulting in a 6.5 hour instructional day. The secondary school day would start at 9:00 a.m. and

conclude at 3:30 p.m., also a 6.5 hour instructional day. The elementary and secondary start

times could easily be reversed. The later start time for secondary students responds to recent

research regarding the adolescent brain and need for additional sleep. There is some thought a

later start time may improve secondary student achievement.6 Forty-five students would be

assigned to the 65/66 passenger buses. Trip 1, the regular elementary run, starts at 6:45 a.m. and

concludes at 7:45 a.m. The same drivers and buses would be utilized to pick up secondary

students for Trip 2 and Trip 3, starting at 7:45 a.m. and concluding at 8:45 a.m.

Table 6-6

Proposed Merged District Bus Runs

Start/End

Time

Approximate Number

of Students

Number of Buses/Drivers

Required @ 45 Students/Bus

AM

Trip 1 Elementary

Schools 6:45-7:45 1,300 29

Trip 2 Middle

School 7:45-8:45 600 13

Trip 3 High

School 7:45-8:45 800 18

PM

Trip 1 Elementary

School 2:15-3:15 1,300 29

Trip 2 Middle

School 3:30-4:30 600 13

Trip 3 High

School 3:30-4:30 800 18

6http://www.hamiltonproject.org/papers/organizing_schools_to_improve_student_achievement_start_times_grade_c

o.

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Table 6-7 provides additional information for this scenario. Twenty-nine buses and

drivers would be needed for Trip 1 starting at 6:45 a.m. to pick up elementary students.

Assuming the merged district retains the current staffing of 35 full-time drivers and 15 part-time

drivers, six full-time and 15 part-time drivers would be available to start secondary student pick-

ups for students living the farthest from their designated schools of attendance. For middle

school students, buses from the Canton garage would start student pick-ups at the eastern end of

the current Potsdam CSD. For high school students, buses from the Potsdam garage would start

student pick-ups at the western end of the current Canton CSD. The 29 drivers assigned to Trip

1 would be redeployed for middle and high school pick-ups. It appears that sufficient staffing

and vehicles are available to implement this scenario successfully. The districts are currently

working with Transportation Advisory Services (TAS), a full service student transportation

consulting firm, which is providing training on the use of Transfinder and advice on developing

efficient, cost effective, and timely bus routes, should a merger be approved.

Table 6-7

Comparison of Current and Possible Merged District Bus Runs

Canton Potsdam Current Combined Proposed Merged

Regular Runs 23 23

*Elementary

(11)

*Secondary

(12)

46 60

*Elementary (29)

*Secondary (31)

Mid-Day PK 5 3 8 TBA

BOCES 2 2 4 2

PM Activity 6 5 11 TBA

Total Buses 28 20 48 (Plus 6 Purchased in

2014-15)

TBA

Total FT Drivers 23 12 35 35

Total PT Drivers 5 10 15 15

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Table 6-8 provides additional information for transporting students to a merged district

middle school located in Canton. The scenario uses current student enrollment and assumes

students living more than 1.5 miles from the middle school would be eligible for transportation.

Table 6-9 provides similar information for a merged district high school located in Potsdam

using the same assumptions. The districts currently employ a combined total of 50 full and part-

time bus drivers and own a combined total of 48 buses. Tables 6-8 and 6-9 support the opinion

that a transportation plan can be developed that utilizes existing staff and buses, controls costs,

and limits student travel time to acceptable limits.

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Table 6-8

Transportation Scenario to a Merged District Middle School Located in Canton

Distance

from

Canton

MS

Students

Per Bus

Number of

Canton

Students

Required

Buses

Number of

Potsdam

Students

Required

Buses

Total

Students

Total

Required

Buses

Approximate

Travel Time

<1.5 Miles N/A 109 N/A 0 0 109 N/A N/A

1.5 to 5

Miles

45 80 2 6 Included w/

Canton

92 2 10-30 Minutes

5 to 10

Miles

40 101 3 41 2 142 5 15-40 Minutes

10 to 15

Miles

35 15 1 206 6 221 7 20-45 Minutes

15 to 20

Miles

25 0 0 35 1 35 1 25-55 Minutes

20+ Miles 15 2 1 3 1 5 2 30-65 Minutes

Total Varies 307 7 291 10 604 17 Varies

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Table 6-9

Transportation Scenario to a Merged District High School Located in Potsdam

Distance

from

Potsdam HS

Students

Per Bus

Number of

Canton

Students

Required

Buses

Number of

Potsdam

Students

Required

Buses

Total

Students

Total

Required

Buses

Approximate

Travel Time

<1.5 Miles N/A 0 0 147 N/A 147 0 N/A

1.5 to 5

Miles

45 4 Include w/

5-10 Miles

111 3 115 3 10-30 Minutes

5 to 10 Miles 40 59 2 106 3 165 5 15-40 Minutes

10 to 15

Miles

35 246 8 1 Included

Above

247 8 20-45 Minutes

15 to 20

Miles

25 74 3 3 Included

Above

77 3 25-55 Minutes

20+ Miles 15 19 2 4 Included

Above

23 2 30-65 Minutes

Total Varies 402 15 372 6 774 21 Varies

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Key Findings (Transportation):

1. Canton and Potsdam have adequate personnel, vehicles, and facilities to transport

students safely to and from schools. It appears the combined transportation assets of both

districts would be sufficient to maintain community transportation expectations, should a

merger be approved.

2. Both districts have very good safety records and have been recognized by the NYS

Department of Transportation for excellent bus inspection passing rates.

3. Canton has a single a.m. and p.m. bus route for all students. Potsdam has double a.m.

and p.m. routes; the first run transports students in grades five through twelve; the

second, transports students in pre-kindergarten through grade four. Both districts operate

mid-day pre-kindergarten, special education, BOCES, and after school runs.

4. Canton has no student mileage restrictions for transportation service. Potsdam provides

transportation service to all pre-kindergarten through grade four students. Students in

grades five and six living more than 1.25 miles from school and students in grades seven

through twelve living more than 1.5 miles from school are eligible for transportation

service. In a merged district, a new transportation policy would need to be developed.

5. Canton currently uses Transfinder Route Builder to assist with bus route development.

Potsdam does not use a computerized routing system. The districts recently contracted

with Transportation Advisory Services to provide training for the use of Transfinder and

advice on bus routing, should a merger be approved.

6. If a merger were approved, the transportation plan for pre-kindergarten through grade

five students would remain similar to the current system. Alternative routing for middle

school students living in the eastern half of the Potsdam district and high school students

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living in the western half of the Canton district would need to be developed to limit

student time on buses to within acceptable limits. The NYS Education Department

recommends that student time on a bus for a regular, one-way run be limited to one hour

or less.

7. In a merged district, only one transportation supervisor would be necessary. Additional

cost savings could be realized through enhanced coordination of equipment, supplies, and

materials. Decommissioning both bus facilities and locating a bus maintenance facility at

a location between the two districts has potential for cost savings.

Food Service

Canton and Potsdam both operate food service programs. Canton serves approximately

640 lunches per day (51% participation); Potsdam serves approximately 563 lunches per day

(45% participation). Both districts participate in the National School Lunch and Breakfast

Programs. Both districts experienced significant decreases in student participation rates when

new federal nutrition standards were introduced in 2012. Both districts have augmented their

food service revenues with the sale of ala carte items; however, both programs have required

subsidies from general funds to balance expenditures. Meal prices vary slightly between the two

districts as noted in Table 6-8. Both districts use NutriKids, a computer school lunch

management program.

The Canton cook manager is employed full-time. Potsdam’s food service director is

provided through BOCES and is employed 60% by Potsdam CSD and 40% by the Parishville-

Hopkinton CSD. In a merged district, some savings would be realized in staffing. One full-time

food service director could oversee the entire food service program; and with the elimination of

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two serving sites, there may be other personnel savings possible. Table 6-10 provides a

comparative overview of the two food service programs.

Table 6-10

Comparative Food Service Analysis

Item Canton Potsdam

District Contact Blue Jay Fenlong David Gravlin

Staffing 2013-14 *1 FTE Cook Manager

*8 FTE Food Service Workers

(6 Hrs.)

* 7 PT Food Service Workers

(2.5 Hrs.)

* .6 FTE Food Service

Director

* 2 FTE Cook/Baker (6.5

Hrs.)

* 4 FTE Cashier (5.5

Hrs.)

* 9 PT Food Service

Helper (3 Hrs.)

* 2 PT Monitor (3 Hrs.)

Federal School Lunch Eligibility

2013-14

* Free 32%

* Reduced Price 8%

* Free 31%

* Reduced Price 5%

Average Daily Participation

2013-14

640 (51%) 563 (45%)

Lunch Price 2013-14 * Breakfast $1.00

* Lunch PK-5 $1.90

* Lunch 6-12 $2.15

* Adult $4.00

*Breakfast $1.25

* Lunch PK-8 $2.00

* Lunch 9-12 $2.10

* Adult $4.00

Expenditures 2012-13 * Salaries & Benefits

$346,152

* Total Exp. $600,365

* Salaries & Benefits

$327,286

* Total Exp. $595,518

Revenues 2012-13 * Meals $105,657

* Other Sales $105,215

* State/Fed Aid $297,925

*Total $510,540

* Meals $91,608

* Other Sales $179,411

*State/Fed Aid $285,080

* Total $581,101

Operating Deficit 2012-13 ($89,825) ($14,417)

Transfer From General Fund

2012-13

$0 $25,000

Key Findings (Food Service):

1. Canton and Potsdam both participate in the National School Lunch and Breakfast

Programs. Free and reduced price lunch eligibility rates are similar in both districts, as

are breakfast and lunch meal prices.

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2. Both districts show a school lunch operating deficit in 2012-13.

3. In a merged district, savings could be realized in personnel costs. One full-time director

could oversee the food service program; and with the elimination of two serving sites,

there may be other personnel savings.

Information Technology

The Canton information technology department is staffed by one full-time coordinator

and 1.4 full-time equivalent network technicians employed by the Northeast Regional

Information Center (NERIC) or St. Lawrence-Lewis BOCES. The IT department maintains the

network, services a PC (primarily Dell) platform, and is responsible for the telephone system.

The District Technology Committee developed a Technology Plan (2010-2015) that stipulates

the vision, goals, and benchmarks for the IT program. The District has a computer replacement

program, annually allocating approximately $50,000 for the purchase of digital devices.

The Potsdam information technology department is staffed by a .6 full-time equivalent

coordinator and 1.4 full-time equivalent network technicians. Potsdam IT staff is employed by

the Northeast Regional Information Center. The IT department maintains the District’s network,

computers, security cameras, and other electronic devices. The District Technology Committee

developed a Technology Plan (2012-2015) that articulates the District’s mission and vision for

its IT program. A technology curriculum and expectations for professional development are also

included in the Plan. The District has a hardware replacement program with an annual allocation

of approximately $50,000.

Both districts use the same software programs for business functions, special education,

and food service. Canton uses School Master for student management, while Potsdam uses

School Tool. Both districts have board of education approved acceptable use policies, and both

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districts participate in the federal E-Rate program. Since the network technicians are currently

shared between Canton and Potsdam and the hardware and software programs in both districts

are quite similar, consolidating the two IT programs should proceed smoothly if a merger is

approved

Table 6-11 provides a comparison of the Canton and Potsdam IT programs. Both

districts maintain a sophisticated network and several digital devices. While only one IT

coordinator would be needed in a merged district, we anticipate the total level of required

staffing within this department would remain relatively unchanged.

Table 6-11

Comparative Information Technology Analysis

Item Canton Potsdam

District Contact Jeff Kelly Rob Best

Technology Staffing Total 2.4 FTE

*1 FTE Coordinator

*1 FTE Network Technician

(NERIC)

*.4 FTE Network Technician

(BOCES)

Total 2.0 FTE

*.6 FTE Coordinator (NERIC)

*1.4 FTE Network Technician

(NERIC)

Internet Service NERIC Slic Network Solutions

Computers Total 622

*1-2 Years 143

*3-5 Years 243

*5+ Years 236

Total 524

*1-2 Years 192

*3-5 Years 248

*5+ Years 84

2013-14 NYS Computer

Hardware Aid

$26,047 $23,124

Local Annual Replacement

Budget

Approximately $50,000 Approximately $50,000

Software Programs

*Business Office

*Student Management

*Special Education

*Food Service

WinCap

School Master

IEP Direct

NutriKids

WinCap

School Tool

IEP Direct

NutriKids

Technology Plan 2010-2015 2012-2015

Acceptable Use Policy Yes Yes

E-Rate Participant Yes Yes

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Key Findings (Information Technology):

1. Both districts extensively utilize the Northeast Regional Information Center for

technology services. Shared staff is employed by both school districts.

2. Both districts have adequate electronic devices to support teaching and learning. Both

districts have an annual budget allocation to replace hardware.

3. With the exception of student management software, all other major software

applications are the same in both districts. If a merger is approved, one student

management system would need to be selected for the new district.

4. Because of current shared staffing and similarity of networks, hardware, and software, we

would not anticipate the transition to a merged information technology system to be

difficult.

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7. Employee Contracts

School districts are labor-intensive, service-oriented operations that routinely spend 70

percent or more of operating budgets on wages and benefits, as defined by employee contracts.

Given that these employee contracts are negotiated with boards of education of public school

systems, they are regulated by the New York State Taylor Law/Triborough Amendment, as well

as Public Employment Relations Board (PERB) interpretations.

Other than a select few who have individual contracts (see Table 7-10, p. 132), staff

members in Canton and Potsdam are represented by collective bargaining units. Table 7-1 lists

the bargaining units in place for each district, unit membership, and the dates of the current

contracts. What becomes immediately clear is the difference in representation of support staff

employees within these two districts. Four different units represent Canton’s support staff;

Potsdam’s support staff is represented by one unit.

Table 7-1

Employee Bargaining Units

Canton Bargaining Units Membership Contract Dates

Canton Central Teachers’

Association (NYSUT)

All professional, certificated and/or licensed

personnel (including teaching assistants and

nurses) except the Superintendent, his/her

Assistant, and members of the Canton

Administrators’ Assoc.

2011-2014

Canton Central School

Administrators Association

(SAANYS)

Principals, Asst. Principals, Asst.

Superintendent, Special Program Admin.

2013-2016

Canton Custodial Workers’

Association, NYSUT

Custodial Workers and Maintenance

Personnel

2009-2013

Canton Food Service

Workers, NYSUT

Food Service Workers 2005-2013

Canton Central School

Secretarial Association

Clerical, Secretarial, and Stenographic

Personnel

2008-2013

Canton Truck Drivers and

Helpers Local Union No. 687

(Teamsters)

Transportation Department Personnel 2013-2015

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Potsdam Bargaining Units Membership Contract Dates

Potsdam Teachers’

Association (NYSUT)

All professional staff requiring NYSED

certification, excluding the Superintendent,

Principals and Assistant Principals, the

Curriculum Coordinator, Teaching

Assistants, and per diem substitute teachers

2011-2014

Potsdam Central School

Administrator’ and

Supervisors’ Association

(SAANYS)

Elementary, Middle School, and High

School Principals, Committee on Special

Education Chairperson

2013-2016

Potsdam School Unit of Civil

Service Employees’

Association, Inc., Local 1000,

AFSCME, AFLCIO

Secretarial, Clerical, Maintenance, Food

Service, Transportation, Custodial, Aides,

Teacher Assistants, Monitors, and Nurses

2009-2012

The consolidation of the Canton and Potsdam School Districts would require the

negotiation of new contracts between the labor unions and the newly formed board of education.

Existing contracts would remain in place until successor agreements are negotiated. In order to

provide a frame of reference for such negotiations, it is helpful to provide a side-by-side

comparison of the contracts currently in place in both districts. Table 7-2 compares the major

provisions of the two districts’ teacher contracts.

Table 7-2 Teacher Contract Comparison

Item Canton Potsdam

Duration July1, 2012 – June 30, 2016 July 1, 2011 – June 30, 2014

Recognition All professional, certificated and/or

licensed personnel (including

teaching assistants and nurses)

except the Superintendent, his/her

Assistant, and members of the

Canton Administrators’ Assoc.

All professional staff requiring

NYSED certification, excluding

the Superintendent, principals and

assistant principals, the curriculum

coordinator, teaching assistants

and per diem substitute teachers

Sick Leave 1.5 days per month of service up to

a limit of 180 days; includes family

illness and sick leave bank

provisions

15 days annually to a maximum of

185 days; includes family illness

and sick leave bank provisions.

Employees with 20 years or more

of service may convert 5 sick days

into an additional personal day.

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Item Canton Potsdam

Personal Leave 2 days per year, cumulative to 4,

subject to approval of

Superintendent. Unused days in

excess of 4 shall accumulate as sick

leave and may be used to restore

days donated to sick bank.

3 days per year. Personal leave

credit may accumulate to a

maximum of 50 days and may be

shifted from accumulated personal

leave to accumulated sick leave

credit.

Other Designated

Personal Leave

Bereavement – 3 days;

Religious holidays – 2 days

Bereavement – 3 days; two days

additional if more than 200 miles

one-way; legal commitments and

religious observance approved by

superintendent

Professional

Purposes/Association

Days

Professional meetings approved by

superintendent; 8 association days

Absences for professional

purposes at discretion of the

superintendent; Up to 2

Association representatives

allowed up to 3 conference days to

attend NYSUT Assembly

Leaves of Absence Up to 2 years without pay Up to 2 years without pay

Child Care Leave Up to 25 days from accumulated

sick leave; up to 2 years of unpaid

leave; applicable provisions of the

FMLA

No specific provision for child

care leave; covered by leave of

absence

Sabbatical Leave Leaves may be granted for a full

year at half pay or a half year at

full pay. Recipients must have 7

years of professional service in

Potsdam and agree to a minimum

of 2 years service immediately

following the leave.

Emergency Days If 3 or more emergency days

remain at the time of Spring recess,

all days in excess of two used to

extend Spring recess. If 2 unused

days remain at the time of

Memorial Day weekend, one used

to extend this recess. If only one

day remains it will be used the last

day of the school year.

District reserves right to 2 unused

emergency days. If 3 days unused,

Friday of Memorial Day weekend

becomes holiday.

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Item Canton Potsdam

Health Insurance St. Lawrence-Lewis Counties

School District Employee Medical

Plan, as modified by Riders 5 and

6. District assumes 95% of

premium in 2013-14, 92.5% in

2014-15, and 90% in 2015-16.

District provides a Flexible Benefit

or 125 Plan.

District contributes a maximum of

$225 per eligible member for

dental/optical premium.

District provides insurance buy-out

of $1,500 for single plan, $2,500

for two-person plan, and $3,500 for

family plan.

Retirees after 2014 contribute a flat

dollar amount to their premium

equal to the contribution made in

their last year of service. After

2014, retirees shall not receive

Medicare B reimbursement for

spouses.

St. Lawrence-Lewis Counties

School District Employee Medical

Plan, as modified by Riders 5 and

6. District assumes 92% of

premium.

District provides a Flexible Benefit

or 125 Plan.

District contributes $300 X

number of unit members toward a

dental or dental/optical plan.

District provides insurance buy-out

of $500 for single plan, $750 for

two-person plan, $1000 for family

plan, and $500 for waiving family

coverage and retaining individual

coverage.

Unit members who retire after

2013 with 10 years of service pay

$300 for individual plan, $600 for

two-person or family plans.

Medicare Part B premiums paid by

District.

Retirement Incentive If unit member has 20 years

credited service and meets

specified conditions, he/she may

choose either: (1) $15,000 lump

sum plus $10 per day of unused

sick leave above 150 days or (2)

$100 per day for each day of

unused sick leave.

Based on years of service:

10 yrs. $6,000

15 yrs. $9,000

20 yrs. $12,000

25+ yrs. $15,000

School Day 7 hours and 35 minutes. Activities

held from the end of the eighth

period to 3:20 are part of the school

day.

Will not exceed 7 hours exclusive

of faculty meetings

Preparation Time The equivalent of one duty-free

preparation period equal in length

to the standard high school

academic period

The equivalent of a full class

period in the secondary schools

and not less than 30 minutes in the

elementary school

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Item Canton Potsdam

Teaching

Assignments

Aside from designated exceptions,

teachers shall be required to teach

no more than an average of 5

academic periods per day plus 2

other assignments such as study

halls.

In-service Training/

Educational

Development

50% of Step 1 ($19,800 in 2013-

14) is available annually for in-

service programs approved and

funded by a committee made up of

teacher, superintendent and Board

representation.

$15,000 is available annually for

in-service programs approved and

funded by a committee made up of

teacher, superintendent and Board

representation.

Teacher Evaluation In compliance with Chapter 103 of

the Laws of 2010, as amended by

Chapter 21 of the laws of 2012, as

outlined in the District’s Annual

Professional Performance Review

[APPR] Plan

In compliance with Chapter 103 of

the Laws of 2010, as amended by

Chapter 21 of the laws of 2012, as

outlined in the District’s Annual

Professional Performance Review

[APPR] Plan

Grievance Procedure A staged process that culminates (if

necessary) in binding arbitration

A staged process that culminates

(if necessary) in binding arbitration

Job Sharing Provisions for two or more unit

members sharing a full-time

position are provided.

Provisions for two or more unit

members sharing a full-time

position are provided.

Many of these contract provisions are similar, and in our opinion, could be successfully

negotiated in a merged district successor agreement. Leave provisions, retirement incentives,

preparation times, workdays, opportunity for in-service training, teacher evaluation, grievance

procedures, and job sharing are all similar in substance, with relatively minor differences.

Perhaps most importantly, both districts have identical health insurance plans, with unit members

gradually assuming a larger percentage of premium costs. As noted in Table 7-3, however,

existing teacher salary schedules are structured differently. While both districts’ salary

schedules have 28 steps (representing years of service) and payment for graduate hours, they

differ as to how the total money allocated to teacher salaries is distributed. Generally speaking,

the Canton salary schedule favors teachers in the beginning of their careers, while the opposite is

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true for Potsdam teachers, who receive higher salaries during the latter two-thirds of the contract

schedule. As an example, teachers with a Master’s degree + 30 hours on step one are paid

$4,635 more in Canton than in Potsdam. The salaries in this example even out at step 8, and by

step 28, the schedule favors Potsdam teachers by $6,249. Canton, however, has an “off step”

provision that adds 1.5% plus $850 for those teachers who have exceeded 28 years of service, a

provision that somewhat offsets the salary discrepancy for long-tenured teachers.

It should be noted that there are no specific requirements with regard to the negotiation of

a salary schedule in a successor agreement. Rather, labor and management are free to negotiate

salaries that vary from the existing schedules in either district. In some cases adjustments occur

within the first year of a successor contract; in other cases, salary adjustments are negotiated to

occur over a period of years.

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Table 7-3

Selected Teacher Salary Schedule Comparisons – 2013-14

Bachelor’s Degree Master’s Degree + 30 Hrs. Master’s + 60 Hrs.

Step Canton Potsdam Canton Potsdam Canton Potsdam

1 39,600 36,035 41,900 37,265 43,700 38,085

2 40,320 37,370 42,620 38,645 44,420 39,496

3 40,800 38,704 43,100 40,025 44,900 40,906

4 41,516 40,039 43,816 41,406 45,616 42,317

5 42,239 41,374 44,539 42,786 46,339 43,727

6 42,970 42,708 45,270 44,166 47,070 45,138

7 43,763 44,043 46,063 45,456 47,863 46,548

8 44,571 45,377 46,871 46,926 48,671 47,959

9 45,395 46,712 47,695 48,306 49,495 49,369

10 46,311 48,047 48,611 49,687 50,411 50,780

11 46,965 49,381 49,265 51,067 51,065 52,191

12 48,074 50,716 50,374 52,447 52.174 53,601

13 48,663 52,051 50,963 53,827 52,763 55,012

14 49,316 53,385 51,616 55,207 53,416 56,422

15 50,101 54,720 52,401 56,588 54,201 57,833

16 51,082 56,054 53,382 57,968 55,182 59,243

17 52,191 57,389 54,491 59,348 56,291 60,654

18 53,367 58,724 55,667 60,728 57,467 62,064

19 54,479 60,058 56,779 62,108 58,579 63,475

20 55,654 61,393 57,954 63,489 59,754 64,886

21 56,831 62,728 59,131 64,869 60,931 66,296

22 58,073 64,062 60,373 66,249 62,173 67,707

23 59,314 65,397 61,614 67,629 63,414 69,117

24 60,566 66,731 62,866 69,009 64,666 70,528

25 61,798 68,066 64,098 70,389 65,898 71,938

26 63,104 69,401 65,404 71,770 67,204 73,349

27 64,476 70,735 66.776 73,150 68,576 74,759

28 65,981 72,070 68,281 74,530 70,081 76,170

Off Step 1.5% + 850 1.5% + 850 1.5% + 850

Teacher contracts in both districts identify stipends paid to teachers who act as advisors

to student clubs and activities. Table 7-4 offers a comparison of salary stipends for selected

activities that are offered in both districts and would seem to have comparable faculty

responsibilities. It should be noted that both districts have numerous additional clubs and

activities for which there are faculty advisors (see Chapter 4). They are not listed below,

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however, given the lack of a comparable activity listed in the other district’s contract. While

there are differences in the stipends listed, it is important to remember that collectively the cost

of these stipends is minimal in relation to the total school budget, and in our opinion, would not

be difficult to negotiate. In addition, we would anticipate savings resulting from the reduction in

the number of advisors needed, given the merger of many of these activities.

Table 7-4

Selected Co-Curricular Salary Stipend Comparison – 2013-14

Activities Canton Potsdam

Middle/Elementary School Level Activities

Odyssey of the Mind 528 728

Middle School Student Council 528 (2 advisors) 1,248

Middle School Yearbook 528 (2 advisors) 1,248

Middle School Newspaper 644 (4 issues) 728

Middle School Musical 974 728 (gr. 5/6)

High School Level Activities

Freshman Class Advisor 585 656

Sophomore Class Advisor 585 656

Junior Class Advisor 797 1,148

Senior Class Advisor 1,488 3,120

High School Yearbook Advisor 3,296 3,120

National Honor Society 528 681

Newspaper 644 (4 issues) 728

Student Council 528 (per advisor) 1,248

Mock Trial Advisor 528 2,080

Play Director 2,395 (fall) 2,080

Technical Director (musical and drama) 2,176 728

Musical (Stage) Director 3,296 4,160

Musical Orchestra Director 3,265 728

Whiz Quiz 528 728

Model UN 528 (per advisor) 1,248

Varsity Club 528 728

Tables 7-5 and 7-6 offer a comparison of stipends paid to athletic coaches. While Canton

has a five-step schedule, the longevity raises occur over a nine-year period. Potsdam’s seven

steps represent annual longevity raises. Canton also pays coaches different salaries, based on the

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length of each sport’s season, while Potsdam’s salary schedule does not distinguish among

sports. The calculation of salaries for junior varsity, assistant, and modified coaches also differs.

As noted in Table 7-6, Canton pays these coaches a percentage of the varsity coaches’ base while

Potsdam has a separate salary schedule for its junior varsity and assistant coaches. Chapter 4

provides an analysis of both districts’ current athletic programs, as well as the implications for

participation, coaching, competition, and economies of scale, should the districts merge.

Table 7-5

Varsity Coaches’ Salary Schedule Comparison – 2013-14

Sport Canton

Five Steps

Potsdam

Seven Steps

Basketball – Boys 4,024-6,065 3,180-4,897

Basketball – Girls 4,024-6,065 3,180-4,897

Wrestling 4,024-6,065 3,180-4,897

Hockey – Boys 4,024-6,065 3,180-4,897

Hockey – Girls 4,024-6,065 3,180-4,897

Indoor Track 4,024-6,065 3,180-4,897

Soccer – Boys 3,451-5,208 3,180-4,897

Soccer – Girls 3,451-5,208 3,180-4,897

Football 3,451-5,208 3,180-4,897

Cross Country 3,451-5,208 3,180-4,897

Swimming 3,451-5,208 3,180-4,897

Volleyball 3,451-5,208 3,180-4,897

Baseball 3,451-5,208 3,180-4,897

Softball 3,451-5,208 3,180-4,897

Track – Boys 3,451-5,208 3,180-4,897

Track – Girls 3,451-5,208 3,180-4,897

Lacrosse – Boys 3,451-5,208 3,180-4,897

Lacrosse – Girls 3,451-5,208 3,180-4,897

Aquatics 2,859-4,327

Cheerleading 2,859-4,327 .8 varsity step

Golf 2,859-4,327 3,180-4,897

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Table 7-6

JV, Assistant, and Modified Coaches’ Salary Schedule Comparison – 2013-14

Canton

Potsdam

Seven Steps

Junior Varsity Coaches 75% of the varsity coaches’

base for that sport 2,240-3,335

Assistant Coaches 70% of the head coaches’ base

for that sport 2,240-3,335

Modified Coaches 50% of the varsity coaches’

base for that sport .8 of junior varsity salary

As noted previously, the primary difference in representation of support staff between the

two districts is the fact that four bargaining units represent the Canton non-teaching staff

members, while Potsdam has one unit. The four Canton units include the Canton Custodial

Workers’ Association, the Canton Food Service Workers, the Canton CS Secretarial Association,

and the Canton Truck Drivers and Helpers Local Union No. 687. We would also note that the

Canton Central Teachers’ Association represents the Canton teaching assistants and nurses. The

Potsdam School Unit of Civil Service Employee’s Association, Inc. represents all the Potsdam

secretarial, clerical, maintenance, food service, transportation, custodial, aides, teaching

assistants, monitors, and nurses. Table 7-7 provides a side-by-side comparison of the major

provisions of these various contracts.

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Table 7-7

Comparison of Selected Provisions within Support Service Contracts

Canton Custodial

Workers’

Association

Canton Food

Service Workers

Canton CS

Secretarial

Association

Canton Truck

Drivers and

Helpers Local

Union No. 687

Potsdam School Unit of

Civil Service Employees’

Association, Inc.

Duration July 1, 2009-June 30,

2013

July 1, 2005-June

30, 2013

July 1, 2008-June

30, 2013

July 1, 2013-June

30, 2015

July 1, 2009-June 30, 2012

Recognition Custodial Workers

and Maintenance

Personnel

Food Service

Workers

Clerical, Secretarial

and Stenographic

Personnel

Transportation

Department

Secretarial, Clerical,

Maintenance, Food Service,

Transportation, Custodial,

Aides, Teacher Assistants,

Monitors, and Nurses

Association

Business

5 Association days

annually for the

purpose of

Association business

The District will

reimburse annual

dues to NYS Food

Service Assoc.

upon proof of

attendance at a

meeting.

The Union President or

designee may be granted up to

2 days for union conventions

or seminars.

Sick Leave 18 days per year,

cumulative to 180

days; includes family

illness, not to exceed

20 days a year

Salaried employees

1.5 days per month

cumulative to 180

days. Hourly

employees 10 days

per year,

cumulative to 180.

Includes family

illness, not to

exceed 20 days a

year.

1.5 days per month

cumulative to 200

days; includes

family illness, not to

exceed 20 days a

year, and sick leave

bank provisions

15 days per year,

cumulative to 180

days; includes

family illness, not

to exceed 20 days

a year

10 month employees 12.5

days; 11 month employees

13.75 days; and 12 month

employees 15 days annually

to a maximum of 185 days;

includes family illness not to

exceed 10 days per year and

sick day donation provisions.

Employees with 20 years or

more of service may convert 5

sick days into an additional

personal day.

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Canton Custodial

Workers’

Association

Canton Food

Service Workers

Canton CS

Secretarial

Association

Canton Truck

Drivers and

Helpers Local

Union No. 687

Potsdam School Unit of

Civil Service Employees’

Association, Inc.

Personal

Leave

2 days per year,

cumulative to 4 days;

unused personal days

in excess of 4 days

credited to sick leave

2 days per year,

non-cumulative;

unused personal

leave will

accumulate as sick

leave

2 days per year,

cumulative to 4

days; unused

personal days in

excess of 4 days

credited to sick

leave

2 days per year,

cumulative to 3

days in any given

year (4 days for

12 month

employees);

unused personal

leave will

accumulate as

sick leave

2 days per year; if not used,

may be added to vacation or

sick days

Other

Designated

Personal

Leave

Bereavement – 3

days for immediate

family

Salaried employees

– bereavement – 3

days for family;

one day for funeral.

Hourly employees

– 3 days for

immediate family

Bereavement – 3

days for immediate

family

Religious holidays –

up to 2 days

Bereavement – 3

days for

immediate

family; one day

for funeral

Bereavement – 3 days for

immediate family; 1 day for

other relatives

Leaves of

Absence

Up to 1 year without

pay

Up to 1 year

without pay; may be

extended for an

additional year

Up to 1 year

without pay

Up to 1 year without pay

Child Care

Leave

Up to 2 years

unpaid leave

Up to 2 years

unpaid leave

Up to 1 year

unpaid leave

12 months unpaid leave;

accumulated sick leave before

birth, as certified by physician

Paid

Holidays

12 Same holidays as

teaching staff

12 for 12 month

employees

13

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Canton Custodial

Workers’

Association

Canton Food

Service Workers

Canton CS

Secretarial

Association

Canton Truck

Drivers and

Helpers Local

Union No. 687

Potsdam School Unit of

Civil Service Employees’

Association, Inc.

Health

Insurance

St. Lawrence-Lewis

Counties School

District Employee

Medical Plan, as

modified by Riders 5

and 6. District

assumes 100% of

individual and or

dependent premiums.

Retirees with 10 or

more years of service

receive the same

benefits, as above.

St. Lawrence-

Lewis Counties

School District

Employee Medical

Plan, as modified

by Riders 5 and 6.

District assumes

100% of individual

and or dependent

premiums for

salaried employees;

for hourly

employees, District

assumes 90% of

individual

premiums, 75% of

two person

premiums, and

50% of family

premiums.

Retirees with 10 or

more years of

service receive the

same benefits, as

above.

St. Lawrence-Lewis

Counties School

District Employee

Medical Plan, as

modified by Riders

5 and 6. District

assumes 100% of

premiums.

District provides

insurance buy-out

of $1,500, $2,500,

$3,500 based on

plan eligibility.

Retirees receive the

same benefits, as

above.

The District

contributes $225 per

full-time member

(pro-rated for part-

time) toward

dental/optical and/or

prescription drug

plan.

St. Lawrence-

Lewis Counties

School District

Employee

Medical Plan, as

modified by Rider

9. District

assumes 100% of

premiums for

full-time non-

probationary

employees.

Retirees with 15

years of service

retain their

insurance

coverage.

St. Lawrence-Lewis Counties

School District Employee

Medical Plan, as modified by

Riders 5 and 6. District

assumes 97% of individual

premium; 91% of two-person

or family premium.

Unit members hired after July

1, 2010 who retire with 10

years of service pay the same

percentage of premium as

active members.

District provides insurance

buy-out of $500.

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Canton Custodial

Workers’

Association

Canton Food

Service Workers

Canton CS

Secretarial

Association

Canton Truck

Drivers and

Helpers Local

Union No. 687

Potsdam School Unit of

Civil Service Employees’

Association, Inc.

Grievance

Procedure

A staged process that

culminates (if

necessary) in binding

arbitration

A staged process

that culminates (if

necessary) in

binding arbitration

A staged process

that culminates (if

necessary) in

binding arbitration

A staged process

that culminates (if

necessary) in

binding

arbitration

A staged process that

culminates (if necessary) in

binding arbitration

Longevity

Pay

$800 after 15, 20, 25,

30, and 35 years for

custodial workers,

groundskeeper and

maintenance; $400

after 15, 20, 25, 30,

and 35 years for part-

time custodial

workers

$600 after 10, 15,

20, 25, and 30

years of service

$800 after 15, 20,

25, 30, and 35 years

of service

An additional 5% of the base

salary at 10, 15, 20, 25, 30,

and 35 years

Retirement

Payment

Retirees with 10 or

more years receive

$25 per day for

unused sick days.

Retirees with 10 or

more years receive

$25 per day for

unused sick days.

Retirees with 10

years of service

receive $25 per day

for unused sick days

to a maximum of

180 days; retirees

with 15 years of

service receive $50

per day for unused

sick days to a

maximum of 200

days.

Retirees with 10

years of service

receive $25 per

day for unused

sick days to a

maximum of 180

days.

Retirees will be compensated

2 hours pay for each unused

sick day beyond 75 days.

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Canton Custodial

Workers’

Association

Canton Food

Service Workers

Canton CS

Secretarial

Association

Canton Truck

Drivers and

Helpers Local

Union No. 687

Potsdam School Unit of

Civil Service Employees’

Association, Inc.

Work

Week/Year

8 hours per day; 40

hours per week

Hourly workers

considered full-

time if they work 5

or more hours per

day; guaranteed

183 days per year

12 month members

work 40 hours per

week; same school

calendar as teachers.

During summer, 25

hour work week.

10 month members

work 40 hours per

week; same school

calendar as teachers.

From close of

school to Jun 30 and

from Sep 1 to

school opening they

work 5 hour days.

For 10 month

employees (bus

drivers), full-time

is defined as one

a.m. and one p.m.

bus run.

Mechanics and

bus garage helper

are 12 month

employees.

Keyboard Specialist – 10-12

month; 37.5 hrs./wk.

Secretary I – 11-12 month;

37.5 hrs./wk.

Custodial and Maintenance –

12 month; 40 hrs/wk.

Food Service Cashier 27.5

hrs./wk.

Cook-Baker – 32.5 hrs./wk.

Bus Driver – 30 hr./wk.

Transportation Mechanic and

Head Mechanic – 40 hrs./wk.

Aide, Teacher Assistant, and

Nurse – 35 hrs./wk.

Uniforms Coveralls, shirts

provided

Smocks provided 12-month

employees

provided pants,

shirts, and jacket

or coveralls.

Specific clothing provided to

Cafeteria, Custodial,

Maintenance, and

Transportation.

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Canton Custodial

Workers’

Association

Canton Food

Service Workers

Canton CS

Secretarial

Association

Canton Truck

Drivers and

Helpers Local

Union No. 687

Potsdam School Unit of

Civil Service Employees’

Association, Inc.

Vacation 12-20 days, based on

years of service (for

employees hired after

1995)

12-20 days, based

on years of service;

up to 5 unused

vacation days may

be accumulated and

used the following

year, or the unit

member may be

reimbursed.

12-25 days for 12

month employees,

based on years of

service

10 month employees –

academic calendar, no

additional holidays or

vacation

11 month employees – 11.5-

18 days based on years of

service; no vacation days may

be taken during first year of

employment

12 month employees – 13-20

days, based on years of

service; no vacation days may

be taken during first year of

employment

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As was the case for teachers, a number of these contract provisions are similar, and in our

opinion, could be successfully negotiated in a merged district successor agreement. Leave

provisions, paid holidays, provisions for vacation time and retirement payouts, and grievance

procedures are all similar in substance. Both districts have identical health insurance plans,

although the percentage of the premiums paid by employees and retirees varies and would need

to be negotiated. Of course, the felt need to renegotiate health insurance premiums in both

districts is understood, regardless of a merger, and suggests why all but one of the contracts have

expired. Work week/work year differences are generally minor, with one exception being the

manner in which the districts account for bus drivers’ time. Canton bus drivers are considered

full-time if they have one a.m. and one p.m. bus run, while Potsdam drivers have a 30-hour work

week. These differing provisions are significant should a merged district adopt double a.m. and

p.m. bus runs. Both districts provide longevity pay at specific five-year increments, although the

method varies from a specified dollar amount in the Canton contracts to a percentage of base pay

in the Potsdam contract.

Table 7-8 compares support staff salaries in Canton and Potsdam. These comparisons are

not as clear as was the case for teachers’ salaries, given the differing titles, varying work times

and responsibilities, and contrasting methods for calculating salaries that have evolved over the

years for the various positions listed. However, some similarities and differences can be

discerned, and would be subject to negotiation in a merged district.

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Table 7-8

Support Staff Salary Comparisons (in Dollars) – 2013-14

Position Canton Potsdam

Keyboard Specialist

(12-month)

24,465 26,318

Keyboard Specialist

(11-month)

24,126

Keyboard Specialist

(10-month)

21,932

Secretary 1 (12-month) 27,456 30,258

Secretary 1 (11-month) 27,736

Account Clerk (12-month) 27,139 30,020

Receptionist (12-month) 22,383

Microcomputer Operator

(12-month)

27,139

Administrative Assistant

(12-month)

30,110

Custodial Worker (40

hrs./wk).

37,184 (hired after 1/1/10) 27,063

Custodial Worker (part-time) 18,592 (hired after 1/1/10)

Custodial Worker/Bus Driver

(40 hrs./wk.)

28,408

Bldg. Maintenance

Wkr./Custodial (40 hrs./wk.)

29,354

Sr. Custodian (40 hrs./wk.) 30,938

Bldg. Maintenance Mechanic

(40 hrs./wk.)

32,750

Sr. Bldg. Maintenance

Mechanic (40 hrs./wk.

35,411

Groundskeeper and

Maintenance Personnel (40

hrs./wk.)

38,908 (hired after 1/1/10)

Cashier/Food Service Helper

(27.5 hrs./wk.)

13,893

Cook/Baker 17, 415

Food Service Worker (hourly) 14.60 per hour 13.38 per hour

Cafeteria/Bus Monitor 12.03 per hour

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Position Canton Potsdam

Bus Driver 17,307 (10 month) (hired after

7/1/09)

18,520 (30 hrs./wk.)

Mechanic (40 hrs./wk.) 38,927 30,107

Head Mechanic (40 hrs./wk.) 40,096 32,387

Bus Garage Helper (.5 FTE) 14,950

Aide (35 hrs./wk.) 11,000 (starting salary, non-

bargaining unit)

14,593

Teacher Assistant Placed on step at .5 of

teachers’ salary schedule.

Starting salary: 19,800

17,439

Nurse Nurses with a BA/BS placed

on teachers’ salary schedule.

Starting salary: 39,600

27,833

Building-level administrators in both Canton and Potsdam are represented by

administrators’ associations that have negotiated contracts. In addition to principals and assistant

principals, the Canton administrators’ association represents an Assistant Superintendent (not

currently filled) and a Special Program Administrator; the Potsdam association also represents a

Committee on Special Education Chairperson. Table 7-9 depicts the major provisions of the

contracts negotiated by the administrators’ association in each district.

Table 7-9

Administrative Contract Comparison

Item Canton Potsdam

Duration July1, 2012 – June 30, 2014 July 1, 2013 – June 30, 2016

Recognition Principals, Assistant Principals,

Assistant Superintendent, and

Special Program Administrator

Elementary, Middle School, and

High School Principals,

Committee on Special Education

Chairperson

Sick Leave 18 days annually to a maximum of

220 days; includes family illness

and sick leave bank provisions.

Retirees with 6-9 years of service

paid $75 per day for unused days;

retirees with 10 years of service

paid $100 per day.

18 days annually to a maximum of

225 days; includes family illness.

Retirees paid $50 per day for

unused days.

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Item Canton Potsdam

Personal Leave 4 days per year; unused days shall

accumulate as sick leave and may

be donated to sick bank.

4 days per year; unused days

added to sick leave. Retirees paid

$100 per day for unused personal

days in year of retirement.

Other Designated

Personal Leave

Bereavement – 5 days for

immediate family;

Religious holidays – 2 days

Bereavement – 3 days for

immediate family; 1 day for other

relative

Leaves of Absence Up to 1 year without pay for

specified and approved purpose

Up to 2 years without pay

Child Care Leave Up to 25 days from accumulated

sick leave; up to 1 year of unpaid

leave; applicable provisions of the

FMLA

No specific provision for child

care leave; covered by leave of

absence

Vacation 22 days plus 14 paid holidays;

maximum of 5 days carryover;

maximum of 25 for reimbursement

at retirement

25 days plus 14 paid holidays;

maximum of 50 days for annual

carryover and/or retirement

Work Year 12 month positions, July1 to June

30

Educational

Development

Reimbursement for attendance at

approved conferences and

meetings;

Doctoral candidates allowed up to

five days per year for 4 years used

for the purpose of attaining degree,

or $2,500 added to salary upon

attainment of degree

Tuition reimbursement for one

graduate course per academic year.

Professional

Association

Annual membership fees for up to

2 professional organizations,

excluding SAANYS or other

administrative collective bargaining

association, not to exceed $600

SAANYS dues paid.

Longevity Increment A longevity increment of 5% of an

individual’s current salary added at

the start of the 10th

and the 15th

year of service.

Retirement

Compensation

Payout for unused sick and/or

vacation leave credit deposited in

unit member’s 403(b) account.

Payout for unused accrued leave

credit deposited in unit member’s

403(b) account.

Grievance Procedure A staged process that culminates (if

necessary) in binding arbitration

A two- staged process: (1) Chief

School Officer, (2) Board of

Education

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Item Canton Potsdam

Insurance St. Lawrence-Lewis Counties

School District Employee Medical

Plan, as modified by Riders 5 and

6. District assumes 90% of health,

hospitalization, prescription and

medical insurance premiums and

100% of dental and vision

insurance premiums.

District pays 90% of the health,

hospitalization, prescription and

medical insurance for retirees.

Liability, workman’s

compensation, health and

dental/optical insurance will be the

same as provided for other

members of the professional staff.

St. Lawrence-Lewis Counties

School District Employee Medical

Plan, as modified by Rider 9.

District assumes 90% of premium.

Retirees responsible for the same

percentage of premium cost as

active unit members.

District provides insurance buy-out

of $500 for single plan, $750 for

two-person plan, $1000 for family

plan, and $500 for waiving family

coverage and retaining individual

coverage.

Unit members employed as of

January 1, 2009 will not receive

Medicare Part B for spouses; unit

members hired after January 1,

2009 will not receive Medicare

Part B.

A review of these administrative contracts indicates few substantive differences. Both

have similar (in some cases identical) leave provisions, vacation days, work years, health

insurance plans and premium payment percentages, retirement compensation, and grievance

procedures. We would anticipate few issues in negotiating a successor agreement. As noted in

the Canton administrative contract, “Current market conditions, experience/education and level

of administrative responsibility will be considered by the District when determining the salary

range for an administrative opening.” Although not explicitly stated in the Potsdam contract,

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such is common practice when establishing administrative salaries, and we assume similar

criteria would be used in establishing salaries in a merged district.

Table 7-10 lists the administrative/supervisory positions in both districts for which there

are individual contracts. In most cases, persons in these positions report directly to the

Superintendent of Schools or to the Business Manager. Individual contracts tend to be similar in

nature, with provisions mirroring those negotiated by the larger bargaining units.

Table 7-10

Positions for which the District Maintains Individual Employment Agreements

and 2013-14 Contract Salaries

Position Canton Potsdam

Superintendent $126,475 $131,997

Administrative Assistant to

the Superintendent/Secretary

to the Superintendent

$41,622 $49,086

Business Manager $97,854 $84,333

Payroll and Benefits Manager $43,551

Cook Manager $40,199

Director of Operations $56,513

District Treasurer $55,104 $50,904

Head Custodian $53,665

Human Resources Coordinator $38,499

Network Coordinator $57,443

Transportation Supervisor $43,513 $51,838

Of particular interest in a potential merger are superintendents’ contracts. The current

Canton Superintendent has a five-year contract extending until 2018, with a 2013-14 salary of

$126,475. The Potsdam Superintendent has a three-year contract extending until 2016, with a

2013-14 salary of $131,997. Should a merger take place, the new board of education is free to

hire one or the other of the sitting superintendents, or it may choose to hire another individual.

In either case, a new contract would be negotiated with the selected individual. It should be

noted, however, that the new board of education is obligated to honor the terms of the sitting

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superintendents’ contracts until these contracts expire or until the superintendents are employed

elsewhere.

Key Findings:

1. The consolidation of the Canton and Potsdam School Districts would require the

negotiation of new contracts between the labor unions and the newly formed board of

education. Existing contracts would remain in place until successor agreements are

negotiated. It should be noted, however, that labor and management are free to negotiate

contracts that vary from the existing contracts in either district.

2. Many of the teacher contract provisions in the two districts are similar, and in our

opinion, could be successfully negotiated in a merged district successor agreement. The

contracts differ, however, as to how the total money allocated to teacher salaries is

distributed. Generally speaking, the Canton salary schedule favors teachers in the

beginning of their careers, while the opposite is true for Potsdam teachers.

3. Faculty members are paid stipends to supervise clubs and activities and salaries to coach

sports. While there are differences in the calculation and amounts of these stipends and

salaries, collectively the cost is minimal, and in our opinion, could be successfully

negotiated. In addition, we would anticipate savings resulting from the reduction in the

number of advisors and/or coaches needed, given the merger of sports and activities.

4. Support staff members are represented differently in Canton and Potsdam, with Canton

staff members represented by four different bargaining units and Potsdam by one unit

representing all non-certificated staff.

5. As is the case for teachers, many support staff contract provisions are similar, and in our

opinion, could be successfully negotiated in a merged district successor agreement(s).

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More substantive areas of negotiation would include the percentage of health care

premiums paid by employees, the methods used to calculate the various salaries, and the

manner in which the districts account for bus drivers’ workday.

6. A review of administrative contracts indicates few substantive differences. We would

envision few issues in negotiating a successor agreement.

7. In addition to the Superintendent and Business Manager, both districts have several

administrative/supervisory positions for which there are individual contracts. In most

cases, employees in these positions report directly to the Superintendent or to the

Business Manager. Individual contracts tend to be similar in nature, with provisions

mirroring those negotiated by the larger bargaining units.

8. Should a merger take place, the new board of education is free to hire one or the other of

the sitting superintendents, or it may choose to hire another individual. In either case, a

new contract would be negotiated with the selected individual. However, the new board

of education is obligated to honor the terms of the sitting superintendents’ contracts until

these contracts expire or until the superintendents are employed elsewhere.

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8. Staffing

Since 2008, the Canton and Potsdam school districts have significantly reduced the level

of services and the number of employees due to budgetary constraints and current taxation

regulations for public employers. Table 8-1 illustrates personnel cuts that have occurred in both

Canton and Potsdam from the 2008-09 school year to the 2013-14 school year. During this

period, Canton reduced the total instructional staff by 41.7 full-time equivalent (FTE) teaching

positions, 30% of the teaching staff. In the same period, Canton reduced support staff positions

by 11.0 FTE. In all, Canton lost 52.7 FTE positions across all functions of the school district, or

17.5% of its workforce. Potsdam reduced teaching faculty by 34.8 FTE, 27% of the instructional

staff, while also reducing support staff by 13.4 FTE, for a loss of 48.2 FTE positions. Potsdam

reduced its employment base by 15.7% during this period. Combined, the two districts reduced

staffing costs by over $6,000,000 through these reductions.

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Table 8-1

Faculty/Staff Reductions

School Years 2008-09 to 2013-14

Instructional Positions Canton

# of Positions Cut

Potsdam

# of Positions Cut

Elementary teaching (PreK-6) 7.0 2.5

Secondary core teaching positions (7-12) 12.5 6.3

Special education teaching positions (K-12) 1.0 2.0

Speech and language positions (K-12) 1.0 0

Physical Education (K-12) 1.5 0.5

Secondary LOTE (7-12) 1.0 0.5

Secondary Family Consumer Science (7-12) 1.0 1.5

Guidance Counselor positions (K-12) 1.0 0

Business teaching positions (9-12) 1.0 1.0

Library Media Specialists (K-12) 2.0 2.0

Title I teaching positions (K-12) 1.0 0

Music teaching positions (K-12) 0.7 1.5

Art (K-12) 0 1.0

Teaching assistant positions (K-12) 11.0 16.0

Total Instructional Positions 41.7 34.8

Support Positions

Dean of Students position 1.0 0.5

Educational technology positions 1.6 0.2

Nursing positions (K-12) 1.0 0

Custodial positions 2.0 2.5

Secretarial positions 2.0 3.0

Bus drivers 3.0 0

District accounts clerk 0.4 0.4

Food Service Director 0 0.4

Superintendent of Buildings & Grounds 0 0.4

School Social Worker 0 1.0

Cashier 0 1.0

Study Hall/Cafeteria Monitors 0 4.0

Total Support Positions 11.0 13.4

Total Faculty and Support Staff Reductions 52.7 48.2

Table 8-2 shows the staffing totals in Canton and Potsdam Central Schools in 2013-14,

following the reductions noted above.

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Table 8-2

Canton and Potsdam Staffing Totals

2013-14

Position Canton Potsdam

Superintendent 1 1

Administrative Assistant to

Superintendent and District Clerk 1 1

Principals 3 3

Teachers 94 94

Teachers (Part-time) 1 6 (2 with BOCES)

Teaching Assistants (Sp. Education) 15 1

Teaching Assistants 1 9

Teaching Assistants (Part-time) 0 1 (special ed.)

Teacher Aides (Special Education) 8 18

Teacher Aides 5 3

Teacher Aides (part-time) 2 (special education) 0

Health Services (Nurses) 2 3

Guidance Counselor 4 4

Secretaries, typists, Clerks 6 8

Secretaries, Typists, Clerks (part-time) 1.4 1

Psychologist 2 2.5

Librarian 1 1

Occupational Therapists 1 (NE Therapy) 1.2 (BOCES)

Physical Therapists .3 (BOCES) .3 (BOCES)

Business Office Administrator 1 1

Business Office Support Staff 1 2

Business Office Support Staff (p-t) .6 (BOCES) .6 (BOCES)

Special Programs Administrator 1 1 (CSE Director)

Human Resources Coordinator 1 0

Athletic Director .5 teacher + stipend 1 – part-time

Teacher Center Director 0 1 – part-time BOCES

Data Manager .6 .4 (NERIC)

Network Coordinator/Educational

Technology Supervisor 1 1 (NERIC)

Educational Technology Technicians 1 FTE (shared NERIC) 1 FTE (shared NERIC)

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Table 8-3 compares the 2013-14 staffing in the Canton CSD and Potsdam CSD with a

scenario for staffing a merged district in 2015-16. The table is divided into discreet functional

staffing areas to demonstrate current staffing levels, current combined levels, projected 2015-16

merged staffing levels, the net change in staffing, and finally, cost adjustment projections for a

merged district. The cost adjustment projections reflect not only salary for the various positions

listed, but also mandated benefit expenses such as the district’s contribution to the NYS

retirement systems and FICA and its share of negotiated health plan premiums.

The District Administration section of Table 8-3 includes all central office functions,

with the exception of business operations. The table notes the expected reductions in

Position Canton Potsdam

Director of Operations/

Superintendent of Building/Grounds 1 .6 (BOCES)

Head Custodian (non-unit) 1 0

Head Custodian (Unit) 0 2

Head Building Maintenance Worker 1 1

Building Maintenance Worker 1 2

Custodians (Custodial Worker/Bus

Drivers) 0 5.5

Custodial Workers/Cleaners 13 6

Groundskeepers 1 1.5

Transportation Supervisor 1 1

Bus Drivers (full-time) 23 12

School Bus Mechanic 2 2

School Bus Monitors 4 – hourly 2 – part-time

Food Service Supervisor 1 .6 (BOCES)

School Lunch Workers 8 (6 hours) 6

School Lunch Workers (part-time) 7 (2.5 hours) 9 (3 hours)

Lunch Monitors 2 – hourly 2 – part-time

Hourly Aides/Monitors 4 0

Hourly Copy Center Worker 1 0

Sub Caller 1 – stipend 1 – part-time

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administrative personnel that would be achieved by consolidating the districts. In addition, we

have projected the need for positions in the larger consolidated district that do not exist in either

district at present. Given the need for curriculum and instruction leadership, a Director of

Instruction position is included for the merged district. Along with responsibility for curriculum

development, staff development, and educational technology, this person would serve as the

District’s Chief Information Officer (CIO) and consolidation transition coordinator. Similarly,

the consolidated district’s Special Programs Administrator would require the support of a

Committee on Special Programs Chairperson to help administer the special education process. A

merged district Athletic Director is projected to be a full-time position.

Significant savings are projected in the District Business Operations section of Table 8.3,

due primarily to the elimination of duplicated positions in a merged district. The Building Staffs

section includes school building administration, guidance services and clerical support. While

this scenario indicates a reduction of high school and middle school principals, it includes the

addition of assistant principals to serve the larger middle and high school populations. Despite

the addition of grade 5 to each elementary school, this scenario does not anticipate the need for

additional administrative support at the elementary schools.

The Instructional Staff-Teachers section of Table 8-3 requires specific explanation. To

anticipate the number of teachers needed in a merged district, enrollment and class size

projections were considered. The Joint Advisory Committee expressed support for maintaining

current average class sizes in a merged district. Thus, the number of teachers needed (as

reflected in the “2015-16 FTE Needed” column) was established by dividing the 2015-16

anticipated enrollment at the designated grade levels by the current average class sizes to

determine the number of sections required. By and large, the projection maintains the current

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combined Canton and Potsdam teacher staffing levels (as reflected in the “Current Combined

FTE” column) in the merged district. There are exceptions in a few academic areas. Grades 6-8

science and technology, for example, require additional staffing (1 FTE and .5 FTE respectively)

in order to maintain the average class size preference and to provide mandated instruction at the

middle school level. Family and consumer sciences staffing is increased by .5 FTE in order to

reestablish mandated middle school program levels and to meet a Joint Advisory Committee

priority to restore, where possible, academic opportunities for the entire range of student interests

and needs at the high school level. Our analysis also indicates that current art class sizes could

be maintained with a reduction in art staffing of .5 FTE in a merged district. In general, our

analysis suggests that the number of teachers projected in this staffing scenario would be

sufficient to provide every course currently offered at the secondary level in both Canton and

Potsdam (See Table 3-7, p. 36). In fact, it is expected that the efficiencies resulting from a

merged student enrollment would also create opportunities to expand secondary programming

without increasing the level of teacher staffing reflected in this scenario.

The Teaching Assistants and Instructional Support/Services staffing categories of Table

8-3 are projected to remain the same, the only exception being the reduction of one teacher aide

position. Under the heading of Buildings and Grounds, one Superintendent of Buildings and

Grounds position would replace the 1.6 leadership positions currently in place. Efficiency in

cleaning services is projected to allow for a reduction of two custodial positions. Additional

reductions might be possible should the merged district determine to decommission excess

building space. Within Transportation Operations, a reduction of one Transportation Supervisor

is somewhat offset by the addition of a Dispatcher position required by the larger transportation

operation in a merged district. Additional transportation staffing adjustments might also occur,

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depending on the results of a more complete analysis of transportation services currently

underway in both districts. Food Service Operations would see the reduction of a .6 FTE

leadership position, given the combined district operation. Additional reductions in staffing

might also occur, depending on decisions yet to be made regarding the number and location of

cafeterias. Finally, the Athletics-Coaching section reflects a reduction in the number of head

coaches and an increase in the number of assistant coaches, resulting from the restructuring

scenario discussed in Chapter 4. Ultimately, the level of student interest and participation on

each team will determine final coaching level requirements.

Table 8-4 summarizes the data contained in Table 8-3. As noted, this staffing scenario

suggests, at minimum, a merged district could anticipate the reduction of approximately 14

positions, compared to current 2013-14 staffing levels, at a savings of over three-quarters of a

million dollars. In reflecting on these cost savings it is important to keep in mind the information

that began this chapter; that is, before a merger was even contemplated the districts reduced

annual staffing expenses by more than $6,000,000 in an effort to address the loss of State

revenue and increased expenses. It is also important to recognize that this scenario would serve

to significantly enhance the academic, extra-curricular, and athletic programs, with minimal

increases in teaching staff. Finally, as noted, additional non-teaching staffing reductions may be

achieved following more detailed analyses of specific administrative and support services,

should a decision to merge be made.

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Table 8-3

Canton – Potsdam Current Staffing & Merged Staffing Scenario

Position Current

Canton

Current

Potsdam

Current

Total

2015-16

Merged

Net

Change

Dollar Cost

Adjustment

1. District Administration

Superintendent 1 1 2 1 -1 -172,533

Administrative Assistant to

Superintendent / District Clerk 1 1 2 1 -1 -79,200

Director of Instruction

CIO/Transition Coordinator 0 0 0 1 +1 +135,000

Data Manager/Central Enrollment 1 0.4 1.4 1 -0.4 -41,822

Special Programs Administrator 1 1 2 1 -1 -118,268

Committee on Special Programs Chair 0 0 0 1 +1 +94,500

Special Programs Secretaries 1 1.75 2.75 2.75 0 0

Human Resources Coordinator 1 0 1 1 0 0

Director of Athletics, Phys Ed and Health 0.5 0.5 1 1 0 +5,000

Network Coordinator/IT Supervisor 1 1 2 1 -1 0

IT Technicians 1.4 1 2.4 3.4 +1

District Administration Totals 8.9 8.65 17.55 15 -2.55 $-177,323

2. District Business Operations

Business Office Administrator 1 1 2 1 -1 -128,560

District Treasurer 0.5 1 1.5 1 -0.5 -38,604

Payroll and Benefits Clerk 0.5 1 1.5 1 -0.5 -38,604

Accounts Clerk 0.6 0.6 1.2 1 -0.2 -9,157

District Business Office Totals 2.6 3.6 6.2 4 -2.2 $-214,925

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4. Instructional Staff-Teachers 2015-16

Enrollment

2015-16

Sections

Needed

Average

Class

Size

2015-16

FTE

Needed

Current

Combined

FTE

Net

Change

Dollar Cost

Adjustment

PreK-Grade 5 Elementary 1212 56 21.6 56 56 0 0

PreK-Gr. 5 Special Education N/A 12 N/A 12 12 0 0

K-5 Elementary Art 1140 12 21.9 2 2 0 0

K-5 Elementary Music

(General, Instrumental, Choral) 1140 24 N/A 4 4 0 0

K-5 Elementary Physical Ed 1140 54 21.1 4.5 4.5 0 0

Grades 6-8 English 596 28 21.3 6 6 0 0

Grades 6-8 Math 596 28 21.3 6 6 0 0

Grades 6-8 Science 596 28 21.3 6 5 +1 +60,750

Grades 6-8 Social Studies 596 28 21.3 6 6 0 0

Grades 6-8 Special Education N/A N/A N/A 8 8 0 0

Grades 7-8 LOTE 410 18 22.8 3 3 0 0

Grades 6-8 Art 596 30 19.9 1 1 0 0

Grades 6-8 Music

(General, Instrumental, Choral) 596 N/A N/A 2.5 2.5 0

Position Current

Canton

Current

Potsdam

Current

Total

2015-16

Merged

Net

Change

Dollar Cost

Adjustment

3. Building Staffs

Elementary Principal 1 1 2 2 0 0

Middle School Principal 1 1 2 1 -1 -112,485

Middle School Assistant Principal 0 0 0 1 +1 +87,750

High School Principal 1 1 2 1 -1 -130,951

High School Assistant Principal 0 0 0 1 +1 +87,750

Guidance Counselors 4 4 8 8 0 0

Secretaries (Building and Guidance) 4 6 10 9 -1 -53,271

Building Staffs Totals 11 13 24 23 -1 $-121,207

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4. Instructional Staff-Teachers

(continued)

2015-16

Enrollment

2015-16

Sections

Needed

Average

Class

Size

2015-16

FTE

Needed

Current

Combined

FTE

Net

Change

Dollar Cost

Adjustment

Grades 6-8 FACS 596 30 19.9 1 1 0 0

Health 596 30 19.9 1 1 0 0

Grades 6-8 Physical Education 596 24 24.8 2 2 0 0

Grades 6-8 Technology 596 24 24.8 2.0 1.5 +0.5 +42,266

Grades 9-12 English 730 33 22.1 6.5 6.5 0 0

Grades 9-12 Math 710 33 21.5 6 6 0 0

Grades 9-12 Science + Agriculture 663 33 20.1 10 10 0 0

Grades 9-12 Social Studies 779 35 22.3 7 7 0 0

Grades 9-12 LOTE 541 24 22.5 4 4 0 0

Teachers-Grades 9-12 Special Ed N/A N/A N/A 10 10 0 0

Art 387 17 22.8 2.0 2.5 -0.5 -55,300

Family & Consumer Sciences 198 9 22.0 1.0 0.5 +0.5 +42,266

Health 223 10 22.3 1.0 1.0 0 0

Music

(General, Instrumental, Choral) 730 N/A N/A 3.0 3.0 0

Physical Education 730 32 22.8 3.5 3.5 0 0

Technology 345 15 23.0 2.0 2.0 0 0

Speech/Language Teachers N/A N/A N/A 4.5 4.5 0 0

English Second Language Teacher N/A N/A N/A 0.5 0.5 0 0

Title I Teachers N/A N/A N/A 9 9 0 0

Library Media Specialists N/A N/A N/A 2 2 0 0

District Teachers-Totals 195 193.5 +1.5 $+92,154

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Position Current

Canton

Current

Potsdam

Current

Total

2015-16

Merged

Net

Change

Dollar Cost

Adjustment

5. Teaching Assistants

Special Education 15 2 17 17 0 0

Title I Reading; Libraries 1 8 9 9 0 0

Teaching Assistants-Totals 16 10 26 26 0 0

6. Instructional Support/Services

Teacher Center Director 0 0.6 0.6 0.6 0 0

Nurses/Health Services 2 3 5 5 0 0

Psychologists 2 2.5 4.5 4.5 0 0

Occupational Therapists 1 1.2 2.2 2.2 0 0

Physical Therapists 0.3 0.3 0.6 0.6 0 0

Teacher Aides-Special Education 8 17 25 25 0 0

Teacher Aides (LRCs, ISS, Pre-K) 5 3 8 7 -1 -29,860

Instructional Support/Services Totals 18.3 27.6 45.9 44.9 -1 $-29,860

7. Buildings and Grounds

Director of Operations/

Superintendent of Building/Grounds 1 0.6 1.6 1 -0.6 -70,110

Head Custodians (non-unit) 1 0 1 1 0 0

Department Secretary 1 0 1 1 0 0

Custodial Staff 16 18 34 32 -2 -124,372

Buildings and Grounds Totals 19 18.6 37.6 35 -2.6 $-194,482

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Position Current

Canton

Current

Potsdam

Current

Total

2015-16

Merged

Net

Change

Dollar Cost

Adjustment

8. Transportation Operations

Transportation Supervisor 1 1 2 1 -1 -72,482

Dispatcher 0 0 0 1 +1 +64,110

Bus Drivers (full-time) 23 12 35 35 0 0

Bus Drivers (part-time; custodian drivers) 0 6 6 6 0 0

School Bus Mechanics 2 2 4 4 0 0

Transportation Operations Total 26 21 47 47 0 -8,372

9. Food Service Operations

Food Service Cook Manager/ Director 1 0.6 1.6 1 -0.6 -55,323

School Lunch Workers (6 hours) 8 8 16 16 0 0

School Lunch Workers (2.5 hours) 7 9 16 16 0 0

Food Service Totals 16 17.6 33.6 33 -0.6 -55,323

10. Athletics - Coaching

Head Coaches (paid) 37 35.5 72.5 50 -22.5 -107,333

Assistant Coaches 0 3 3 20 +17 +43,451

Coaching Totals 37 38.5 75.5 70 -5.5 $-63,882

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Table 8-4

Summary of Merged Staffing Cost Adjustments

Staffing Areas Current

Canton

Current

Potsdam

Current

Total

2015-16

Merged

Net

Change

Dollar Cost

Adjustment

1. District Administration 8.9 8.65 17.55 15 -2.55 -177,323

2. District Business Office 2.6 3.6 6.2 4 -2.2 -214,925

3. Building Staffs 11 13 24 23 -1 -121,207

4. Teachers 94 99.5 193.5 195 +1.5 +92,154

5. Teaching Assistants 16 10 26 26 0 0

6. Instructional Support/Services 18.3 27.6 45.9 44.9 -1 -29,860

7. Buildings and Grounds 19 18.6 37.6 35 -2.6 -194,482

8. Transportation Operations 26 21 47 47 0 -8,372

9. Food Service 16 17.6 33.6 33 -0.6 -55,323

10. Athletics- Coaching 37 38.5 75.5 70 -5.5 -63,882

Merged District Totals 248.80 258.05 506.85 492.90 -13.95 $-773,220

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Key Findings:

1. The Canton and Potsdam Central School Districts have experienced dramatic loss of

revenue in the past five years that has translated into significant cuts in program and

personnel: Canton reduced teaching faculty by 42 positions, the entire employment base

by 53 positions; Potsdam faculty has been reduced by 35 positions, the entire

employment base by 48 positions.

2. In total, the two school districts have reduced staffing costs by over $6,000,000 in the

period 2008-09 through 2013-14. The efficiencies inherent in a merger would provide

the opportunity for additional staff reductions at a savings of over three-quarters of a

million dollars, but such additional savings must be viewed in the context of the

significant reductions already made.

3. A merger would serve to significantly enhance the academic, extra-curricular, and

athletic programs, with minimal increases in teaching staff. A merged district could

offer an academic program equal to the combined offerings of the current programs at

little additional cost. Given efficiencies of instructional delivery and course enrollment,

there may well be opportunity in a merged district to expand program opportunity at no

additional cost.

4. District level administration and building staff consolidation offer significant cost savings

and provide the opportunity to add needed instructional leadership and teaching staff

while maintaining and enhancing school district and building level leadership.

5. Additional non-teaching staffing reductions may be achieved following more detailed

analyses of specific administrative and support services, should a decision to merge be

made.

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9. Fiscal Condition of the Districts

To assist boards of education and communities with an analysis of the advantages and

disadvantages of a potential merger, feasibility studies must focus on two essential questions:

Will the merger enhance educational opportunities for students? Will the educational program in

a merged district be delivered at comparable or reduced costs? This chapter of the feasibility

report addresses the second question. The chapter is organized in four parts, each of which

describes various financial opportunities and challenges related to a Canton Potsdam merged

district. Part A focuses on the revenue and expenditure concerns facing both communities that

prompted the boards of education to commission a merger feasibility study. Part B provides an

overview and comparison of both districts’ historical and current financial conditions. Part C

provides a financial overview of a Canton Potsdam merged district, including incentive aid. Part

D explores potential financial efficiencies in a Canton Potsdam merged district.

Part A--Revenue and Expenditure Concerns

The NYS Legislature approved a massive increase in state aid for public education prior

to the 2007-08 school year through the introduction of Foundation Aid, a formula intended to

direct additional State resources to the neediest schools. This resulted in substantial increases in

state aid to public schools for both the 2007-08 and 2008-09 school years. However, the national

economic recession starting in 2008 severely impacted New York State’s ability to provide

critical financial resources to public schools, resulting in aid to education decreases in the 2009-

10, 2010-11, and 2011-12 school years. During those years, the NYS Legislature kept the

various formulas for aid allocation to school districts in place. However, the remitted allocation

was reduced, initially through a deficit reduction assessment and more recently through a GAP

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elimination adjustment. For Canton the six-year reduction in actual state aid received, including

projected 2014-15 aid, is $10,331,736; for Potsdam it is $10,488,042. Notably, State aid is

again on an upward trajectory. In each of the three most recent State budgets, aid to public

schools has increased, including aid to Canton and Potsdam.

Figure 9-1 provides a comparison of NYS aid to Canton and Potsdam from 2007-08

through projected aid in 2014-15. Table 9-1 notes the reductions in NYS aid due to the deficit

reduction assessment and the GAP elimination adjustment.

Figure 9-1

NYS Aid 2007-08 through 2014-15 (Projected)

Source: NYSED GEN Reports

$0

$2,000,000

$4,000,000

$6,000,000

$8,000,000

$10,000,000

$12,000,000

$14,000,000

$16,000,000

$18,000,000

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Canton CSD Potsdam CSD

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Table 9-1

Deficit Reduction Assessment and GAP Elimination Adjustment

2009-10 through 2014-15

Canton CSD Potsdam CSD

2009-10 $1,189,411 $919,632

2010-11 $1,865,571 $1,927,095

2011-12 $2,462,276 $2,562,183

2012-13 $2,104,325 $2,264,960

2013-14 $1,548,828 $1,584,821

2014-15 $1,161,325 $1,229,351

Total $10,331,736 $10,488,042

While State aid has been reduced significantly and school districts’ ability to raise

revenue has been compromised due to the property tax cap, operating costs have continued to

increase. The consumer price index increased from 2008 to 2012 by 14.3%, an average of 2.9%

annually.7 As revenues declined and costs increased, school districts have been cutting programs

and staff and using fund balances to offset property tax increases.

Figure 9-2 compares Canton general fund revenues and expenditures from 2008-09

through 2012-13. For the past three years, expenditures have exceeded revenues despite the

reduction of approximately 53 employees and the elimination of significant academic and

extracurricular programs since 2008. Canton total general fund balance at the end of the 2009-10

school year was $5,696,396. By the end of the 2012-13 school year, the fund balance had been

reduced to $3,109,662, a reduction of $2,586,734 (45.4%). It is noted the District transferred

$500,000 in the 2012-13 fiscal year to partially fund a capital project.

7 http://www.usinflationcalculator.com/inflation/consumer-price-index-and-annual-percent-changes-from-1913-to-

2008/.

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Figure 9-2

Canton CSD Revenue and Expenditure Comparison 2008-09 through 2012-13

Figure 9-3 provides similar information for Potsdam. For the past two years,

expenditures have exceeded revenues despite the elimination of approximately 48 employees and

significant reductions in program offerings since 2008. Potsdam total general fund balance at the

end of 2009-10 was $4,758,036. By the end of the 2012-13 school year, the fund balance had

been reduced to $4,293,934, a reduction of $464,102 (9.8%). It is noted that the District

transferred $885,000 in the 2011-12 fiscal year to partially fund a capital project.

2008-09 2009-10 2010-11 2011-12 2012-13

Total Revenues $22,974,268 $23,037,006 $22,044,196 $20,921,468 $21,976,781

Total Expenditures $22,230,460 $22,659,347 $22,795,853 $22,695,522 $22,037,799

$19,500,000

$20,000,000

$20,500,000

$21,000,000

$21,500,000

$22,000,000

$22,500,000

$23,000,000

$23,500,000

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Figure 9-3

Potsdam CSD Revenue and Expenditure Comparison 2008-09 through 2012-13

Table 9-2 provides a comparison of the Canton and Potsdam June 30, 2013 general fund

balances, noting the fiscal year-end status of various reserves.

Table 9-2

Comparative Analysis of Canton and Potsdam June 30, 2013 General Fund Balances

Item Canton Potsdam

Unemployment Insurance $79,278 $213,889

Retirement Reserve $0 $579,808

Tax Certiorari $0 $415,615

Employee Benefit $346,336 $$605,842

Reserve for Debt $390,040 $0

Restricted Fund Balance $815,654 $1,815,154

Assigned Fund Balance $1,511,900 $1,112,541

Undesignated Fund Balance $782,108 $1,366,239

Total Fund Balance $3,109,662 $4,293,934

Schools are organized around students and include an array of adults who provide

specific services for the education of those students. As a result, the majority of school

2008-09 2009-10 2010-11 2011-12 2012-13

Total Revenues $26,121,536 $26,552,759 $25,606,226 $24,608,150 $25,521,726

Total Expenditures $24,993,880 $25,888,556 $24,842,396 $24,851,111 $26,506,701

$23,500,000

$24,000,000

$24,500,000

$25,000,000

$25,500,000

$26,000,000

$26,500,000

$27,000,000

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expenditures are related to the salary and benefits of the service providers. Table 9-3 provides a

comparison of the salaries and benefits for Canton employees for the period 2008-09 through

2012-13. Total annual expenditures have been affected by staff reductions and program

curtailments and/or elimination.

Table 9-3

Canton CSD Employee Salary and Benefits 2008-09 through 2012-13

2008-09 2009-10 2010-11 2011-12 2012-13

Instructional

Salaries $8,067,285 $8,014,741 $7,860,266 $7,080,933 $6,560,908

Non-

instructional

Salaries

$2,278,445 $2,446,598 $2,480,200 $2,357,950 $2,310,114

State Retirement

(ERS) $174,571 $147,729 $305,088 $305,902 $427,739

Teachers’

Retirement(TRS) $612,087 $492,214 $671,802 $781,738 $753,682

Health Insurance

$4,754,206 $4,615,774 $4,611,185 $4,740,896 $5,004,834

Total $15,886,594 $15,717,056 $15,928,541 $15,267,419 $15,057,277

Percent Change

From Prior Year -1.1% 1.4% -4.2% -1.4%

Table 9-4 provides a comparison of the salaries and benefits for Potsdam employees for

the period 2008-09 through 2012-13. Staff reductions and program changes have impacted

expenditures.

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Table 9-4

Potsdam CSD Employee Salary and Benefits 2008-09 through 2012-13

2008-09 2009-10 2010-11 2011-12 2012-13

Instructional

Salaries $7,255,989 $7,497,159 $7,041,224 $6,486,145 $6,733,659

Non-

instructional

Salaries

$2,364,919 $2,444,376 $2,289,968 $2,196,009 $1,980,891

State Retirement

(ERS) $206,694 $222,476 $330,676 $414,374 $444,919

Teachers’

Retirement(TRS) $586,962 $707,508 $659,049 $505,758 $813,904

Health Insurance

$4,274,982 $4,231,892 $4,162,492 $4,145,589 $4,593,694

Total $14,689,201 $15,105,010 $14,476,435 $13,747,877 $14,591,340

Percent Change

From Prior Year 2.8% -4.2% -5.1% 6.2%

Salaries and health insurance benefits are negotiated between the respective boards of

education and the employee bargaining units. The NYSTRS Board of Directors establishes the

annual employer contribution rate for the Teachers’ Retirement System (TRS). The NYS

Comptroller establishes the annual employer contribution rate for the NYS and Local

Employees’ Retirement System (ERS). In both retirement systems, the contribution rate assures

the actuarial solvency of the systems. The TRS employer contribution rate is applied to the

instructional salaries in a given year. The ERS employer contribution rate is applied to non-

instructional salaries in a given year. Both pension systems are heavily invested in the stock

market. The economic downturn resulted in significant increases in retirement contribution rates

for school districts. TRS recently announced the employer contribution rate for 2014-15 would

be between 17.25% and 17.75%. Table 9-5 provides an overview of the respective employer

contribution rates from 2009-10 through 2013-14.

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Table 9-5

TRS and ERS Contribution Rates 2009-10 through 2013-14

TRS ERS

2009-10 6.19% 7.4%

2010-11 8.62% 11.9%

2011-12 11.11% 16.3%

2012-13 11.84% 18.9%

2013-14 16.26% 20.9%

Loss of revenues, particularly state aid, the public’s disdain for increased property taxes,

increasing employee benefit costs, and the erosion of educational opportunities for students were

the driving factors for the Canton and Potsdam Boards of Education to consider merger

discussions.

Part B—Overview and Comparison of Districts’ Fiscal Conditions

Canton and Potsdam have similar community expectations for high quality and diverse

educational experiences for students. The communities’ demographic compositions and

financial indices are also quite similar. Table 9-6 provides a comparison of the districts’

revenues, wealth factors, aid ratios, expenditures, and capital assets reported during the 2013-14

school year.

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Table 9-6

Comparative Canton Potsdam Financial and Other Data 2013-14

Item Canton CSD Potsdam CSD

Needs Category Average Need Average Need

Combined Wealth Ratio 52.2% 61.6%

Building Aid Ratio 87.6% 86.1%

Transportation Aid Ratio 90% 80%

NYS Aid $14,581,956 $13,563,972

Full Value Assessment $424,311,554 $520,822,769

Property Tax Levy $8,432,390 $11,844,369

Property Tax Rate $19.65/$1,000 A.V. $22.74/$1,000 A.V.

Budget $24,303,124 $27,324,782

Total Building Debt $28,668,052 $44,944,199

Est. Local Share $6,602,431 $8,727,857

Total Bus Debt $1,133,699 $470,326

Est. Local Share $187,047 $69,827

Total Capital Assets $23,110,173 $47,842,693

Both districts have historically enjoyed strong public support for budget, capital, and bus

propositions, the one exception being May 2008 when Potsdam voters defeated the budget

proposition. The spending plan was defeated again in a revote in June 2008. As a result, the

Potsdam Board of Education adopted a contingency budget for the 2008-09 school year. Neither

district has experienced a defeated bus bond, capital project, or capital reserve fund proposition

in the last ten years. Table 9-7 provides budget proposition voting data for the two districts

from 2004 through 2013.

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Table 9-7

Canton Potsdam CSD Budget Vote Results 2004 Through 2014

Year Canton Potsdam

Yes No % Yes Yes No % Yes

2004 589 481 55% 443 187 70%

2005 619 208 72% 582 151 79%

2006 511 192 70% 430 124 78%

2007 328 96 78% 477 169 74%

2008

275 130 67% 286

574

300

583

49%

49%

2009 294 82 78% 522 212 71%

2010 545 168 75% 591 221 73%

2011 430 214 65% 640 328 66%

2012 459 177 72% 702 301 70%

2013 422 154 72% 618 148 81%

2014 439 135 76% 555 144 79%

Average Percent Yes 71% 72%

Part C—Revenue and Expenditure Projections for a Canton Potsdam Merged District

Information for this section of the chapter was drawn primarily from an analysis prepared

by Roy McMaster, a financial consultant with Capital Markets Advisors, LLC (See Appendices

C and D containing Capital Markets Advisors worksheets, graphs, and charts). Mathematical

projections are useful in predicting trends and models, but only if realistic assumptions are used.

The consultants and the school district superintendents in consultation with the JAC developed

the revenue and expenditure assumptions for a merged Canton Potsdam district. Table 9-8

provides a history of NYS aid to the districts, less building aid, including projections for 2014-

15, as well as historical averages. For purposes of projecting NYS aid for a merged district

starting in 2015-16 and subsequent years, we assumed an annual 2% increase.

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Table 9-8

Comparative NYS Aid Less Building Aid Analysis

Year Canton Percent

Change

Prior Year

Potsdam Percent

Change

Prior

Year

If

Combined

Percent

Change

Prior

Year

2010-11 $12,255,375 -5% $10,562,573 -8% $22,817,948 -6%

2011-12 $11,529,043 -6% $9,742,938 -8% $21,271,981 -7%

2012-13 $12,350,629 7% $10,434,825 7% $22,785,454 7%

2013-14 $13,158,647 7% $11,208,383 7% $24,367,030 7%

2014-15 $13,703,228 4% $11,712,962 4.5% $25,416,190 4.3%

Five Year

Average $12,599,384 2.4% $10,732,336 2.2% $23,331,721 2.3%

Table 9-9 provides a history of district property tax levies. The tax levy is the total

amount of money raised through the property tax. The property tax levy is determined by

subtracting all other revenue sources from the total dollar amount of the voter-approved budget.

The difference is the property tax levy. In 2011, the NYS Legislature passed a property tax levy

cap, referred to as the “two percent tax cap.” The intent of the legislation was to restrict the

growth of property taxes to 2% or the rate of inflation, whichever is less. The law takes into

account some expenses beyond district control such as voter approved capital expenditures,

increases in employer mandated pension rates, court orders, and growth factors. Based on these

expenses, the tax levy may increase above 2%. If a district proposes a budget that requires a levy

higher than allowed under the tax cap, the district must secure at least 60% approval from the

voters. Table 9-10 provides an overview of the calculations used to determine Canton and

Potsdam 2014-15 property tax caps. For our projections, we assumed a 2% increase as the

property tax cap for 2015-16 and subsequent years.

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Table 9-9

Comparative Property Tax Levy Analysis

Year Canton Percent

Change

Prior Year

Potsdam Percent

Change

Prior

Year

If

Combined

Percent

Change

Prior

Year

2010-11 $7,329,975 2% $10,641,086 3% $17,971,061 2%

2011-12 $7,641,311 4% $11,069,333 4% $18,710,644 4%

2012-13 $8,000,070 5% $11,390,271 3% $19,390,341 4%

2013-14 $8,432,390 5% $11,844,369 4% $20,276,759 5%

2014-15 $8,645,858 2.6% $12,188,521 2.9% $20,834,379 3%

Five Year

Average $7,991,163 3.6% $11,431,435 2.9% $19,436,637 3.2%

Table 9-10

2014-15 Property Tax Cap Calculation Analysis

Canton Potsdam

2013-14 Tax Levy $8,432,390 $11,844,369

Allowable Increase @ 1.46%

Rate of Inflation

$121,744 $172,928

Calculation For Growth $91,724 $110,153

Capital Exclusions $0 $83,413

2014-15 Allowable Tax Levy

@Simple Majority

$8,645,858 $12,210,863

Tax Levy Cap Limit 2.56% 3.09%

Once the board of education establishes the property tax levy by resolution, a tax rate is

determined by dividing the property tax levy by the full assessed value of the taxing entity. The

tax rate is expressed as dollars per thousand. Both Canton and Potsdam are comprised of several

towns, some with property assessments less than full value that result in equalization rates less

than 100%. For instance, Canton CSD includes six towns, one of which is Lisbon. The Lisbon

2013 equalization rate was 85% which resulted in a tax rate of $23.12 per $1,000 A.V. The

Town of Canton equalization rate was 100% which resulted in a tax rate of $19.65 per $1,000

A.V. Similarly, Potsdam CSD includes five towns, one of which is Pierrepont. The Pierrepont

2013 equalization rate was 90.5% resulting in a tax rate of $25.13 per $1,000 A.V. The Town of

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Potsdam equalization rate was 100% resulting in a tax rate of $22.74 per $1,000 A.V. A town’s

full value is determined by adjusting the assessed value with an established factor, thus assuring

all the towns comprising a school district are treated equitably.

The tax rate, which is the dollar amount property owners pay on the assessed value of

their property, is dependent on two factors: the tax levy (the total amount to be raised in taxes)

and the assessed value (the amount the assessor determines is the fair market value of the

property). Table 9-11 provides a comparative analysis of the total assessed value of the two

school districts. For the 2015-16 and subsequent year projections, we assumed Canton’s average

annual assessment growth to be 1.21%. We assumed Potsdam’s average annual assessment

growth to be 3.34%.

Table 9-11

Comparative Total District Full Value Assessment

Year Canton Percent

Change

Prior Year

Potsdam Percent

Change

Prior

Year

If Combined Percent

Change

Prior

Year

2009-10 $403,805,209 2% $475,701,037 7.4% $879,506,248 4.9%

2010-11 $408,151,648 1.1% $477,793,541 .4% $885,945,189 1%

2011-12 $410,190,555 .5% $484,089,829 1.3% $894,280,384 1%

2012-13 $415,440,518 1.3% $490,630,089 1.4% $906,070,607 1.3%

2013-14 $424,311,554 2.1% $520,822,769 6.2% $945,134,323 4.3%

Five Year

Average $412,379,897 1.4%

$489,807,453

3.3%

$902,187,350

2.4%

For the 2015-16 school budget projections, we assumed a 2% merger savings from what

the historical percentage increase of the districts’ combined spending patterns would have

predicted. The savings noted were approximately $975,000 ($775,000 in personnel savings and

$200,000 in other savings). For 2016-17 and subsequent budget projections, we used the

following assumptions for budget growth:

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General Support—1% (Board of Education, Superintendent’s Office, Business Office,

Legal Fees, Personnel Office, Public Information, Facility Operation and Maintenance,

Printing, Insurance, School Association Dues)

Instruction—2% (Building Administration and Professional Development, Regular

Teaching, Special Education, Occupational Education, School Libraries, Pupil Services)

Transportation—2%

Employee Benefits—5%

Merger incentive aid is provided under NYS Education Law, Section 3602. The 2006-07

general formula operating aids of merging districts are combined, with the merged district

eligible for a 40% increase in operating aid for five years. The incentive aid then decreases by

4% per year for the next nine years. In year 15, a merged district ceases to receive incentive aid.

A merged Canton Potsdam district would be eligible for $35,275,563 in incentive aid over 14

years. Figure 9-4 provides an overview of the incentive aid from 2015-16 (year 1) through 2029-

30 (year 15).

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Figure 9-4

Canton Potsdam Merger Operating Incentive Aid

Estimated $35,275,563

Merged districts are also eligible for building incentive aid of an additional 30% of the

highest of the former districts’ building aid ratios, capped at 95%, for approved capital projects

within 10 years of the official date of reorganization. Canton has the higher building aid ratio at

87.6%. A 30% increase would yield a merged district building aid ratio of 98.9%. However,

building aid would be capped at 95% in a Canton Potsdam merged district. The local share of

post-merger approved capital projects would be 5%. Figure 9-5 provides a graphic

representation of building incentive aid for a merged district noting the percentage of the local

share.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Est. INCENTIVE AID $3,713,217 $3,713,217 $3,713,217 $3,713,217 $3,713,217 $3,341,895 $2,970,574 $2,599,252 $2,227,930 $1,856,609 $1,485,287 $1,113,965 $742,643 $371,322 $-

$-

$500,000

$1,000,000

$1,500,000

$2,000,000

$2,500,000

$3,000,000

$3,500,000

$4,000,000

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Figure 9-5

Local Share Building Incentive Aid

Canton Potsdam Merged District

Additionally, the existing debt of the former districts would be aided at the highest aid

ratio of the former districts. Canton’s building aid ratio of 87.6% is slightly higher than

Potsdam’s ratio of 86.1%. The local share for existing Potsdam capital debt would decrease by

1.5%. Table 9-12 provides an approximation of Canton’s existing building debt, building aid,

and local share of the debt as of June 30, 2014 through June 30, 2030. Table 9-13 provides

similar information for Potsdam. A merged district would be eligible for approximately

$475,000 in additional building aid.

0.124

0.139

0.050

0.000

0.020

0.040

0.060

0.080

0.100

0.120

0.140

0.160

CANTON POTSDAM Merged

CANTON

POTSDAM

Merged

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Table 9-12

Canton Building Debt, State Building Aid, District Share

2014-2030

Year Ending

June 30th

Principal Interest Total NYSED

Building Aid

District Share

2014 $1,025,000 $236,081 $1,261,081 $1,160,022 $101,059

2015 $1,075,000 $276,683 $1,351,683 $1,160,022 $191,661

2016 $2,400,000 $371,066 $2,771,066 $2,220,483 $550,583

2017 $2,210,000 $737,340 $2,947,340 $2,220,483 $726,857

2018 $1,365,000 $503,074 $1,868,074 $1,270,620 $597,454

2019 $1,395,000 $477,721 $1,872,721 $1,270,620 $602,101

2020 $1,425,000 $448,328 $1,873,328 $1,270,620 $602,708

2021 $1,450,000 $414,369 $1,864,369 $1,270,620 $593,749

2022 $1,500,000 $375,754 $1,875,754 $1,270,620 $605,134

2023 $1,550,000 $330,632 $1,880,632 $1,270,620 $610,012

2024 $1,485,000 $280,212 $1,765,212 $1,135,995 $629,217

2025 $995,000 $229,096 $1,224,096 $1,096,887 $127,209

2026 $1,030,000 $194,303 $1,224,303 $1,096,887 $127,416

2027 $1,065,000 $156,524 $1,221,524 $1,096,887 $124,637

2028 $1,105,000 $115,661 $1,220,661 $1,096,887 $123,774

2029 $1,150,000 $71,730 $1,221,730 $1,096,887 $124,843

2030 $1,200,000 $24,480 $1,224,480 $1,060,461 $164,019

Total $23,425,000 $5,243,052 $28,668,052 $22,065,621 $6,602,431

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Table 9-13

Potsdam Building Debt, State Building Aid, District Share

2014-2030

Year Ending

June 30th

Principal Interest Total NYSED

Building Aid

District Share

2014 $2,190,000 $731,746 $2,921,746 $2,549,223 $372,523

2015 $1,760,000 $748,265 $2,508,265 $2,059,796 $448,469

2016 $2,425,000 $1,290,504 $3,715,504 $3,074,181 $641,323

2017 $2,525,000 $1,189,368 $3,714,368 $3,074,181 $640,187

2018 $2,635,000 $1,083,420 $3,718,420 $3,074,181 $644,239

2019 $2,750,000 $972,876 $3,722,876 $3,074,181 $648,695

2020 $2,860,000 $857,474 $3,717,474 $3,074,181 $643,293

2021 $2,990,000 $736,730 $3,726,730 $3,074,181 $652,549

2022 $3,120,000 $611,032 $3,731,032 $3,074,181 $656,851

2023 $2,335,000 $479,084 $2,814,084 $2,116,827 $697,257

2024 $1,165,000 $381,570 $1,546,570 $1,159,474 $387,096

2025 $1,210,000 $332,640 $1,542,640 $1,159,474 $383,166

2026 $1,265,000 $281,820 $1,546,820 $1,159,474 $387,346

2027 $1,320,000 $228,690 $1,548,690 $1,159,474 $389,216

2028 $1,375,000 $173,250 $1,548,250 $1,159,474 $388,776

2029 $1,435,000 $115,500 $1,550,500 $1,159,474 $391,026

2030 $1,315,000 $55,230 $1,370,230 $1,014,385 $355,845

Total $34,675,000 $10,269,199 $44,944,199 $36,216,342 $8,727,857

Figure 9-6 provides an analysis of the annual operations (difference between revenues

and expenditures) for Canton, Potsdam, and a merged district through 2019-20. Since 2010-11,

Canton annual expenditures have exceeded revenues. The projected deficit on June 30, 2014 is

approximately ($615,765). The model projects continued operational losses in Canton through

2019-20 unless revenue and expenditure assumptions change. Potsdam expenditures exceeded

revenues in 2011-12 and 2012-13. The District anticipates revenues exceeding expenditures in

2013-14 by approximately $780,000. However, starting in 2014-15 and continuing for the next

several years, Potsdam is projected to have annual operating losses. Potentially, a merged

district could have a $1.7 million operational gain at the end of the 2015-16 school year. The

model shows merged district operational gains for the next two years, allowing the new board of

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167

education time to expand the 2% savings identified in the first year of the merger and expand on

those savings in subsequent years.

Figure 9-6

Canton Potsdam Annual Operations Gain (Loss)

Figure 9-7 provides an analysis of the districts’ total fund balances from 2008-09 through

2019-20. Both districts have used fund balances to adjust for the operational losses noted in

Figure 9-6. As suggested, Canton’s fund balance would be exhausted by the end of 2015-16.

Potsdam’s fund balance would be exhausted by the end of 2017-18. In a merged district, the

model projects a $6 million fund balance on June 30, 2016. That figure increases to $6.5 million

in 2017-18 and then starts to decline as annual operation loses begin in 2018-19.

2008-09 2009-10 2010-11 2011-12 2012-132013-14

PROJECTED2014-15

2015-16MERGER

2016-17MERGER

2017-18MERGER

2018-19MERGER

2019-20MERGER

Canton $743,808 $377,659 ($751,657) ($1,773,874) ($61,018) ($615,765) ($1,656,694) ($1,549,737) ($1,852,474) ($1,706,140) ($1,786,466) ($1,958,388)

Potsdam $1,127,650 $664,203 $763,830 ($242,961) ($984,975) $780,254 ($1,615,933) ($1,392,920) ($1,548,064) ($1,795,698) ($2,074,602) ($2,400,397)

MERGER $1,718,902 $312,679 $211,379 ($147,850) ($645,568)

-$3,000,000

-$2,500,000

-$2,000,000

-$1,500,000

-$1,000,000

-$500,000

$0

$500,000

$1,000,000

$1,500,000

$2,000,000

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Figure 9-7

Canton Potsdam June 30 Total Fund Balance

Figure 9-8 provides an overview of a merged district full value tax rate, taking into

consideration annual operational gains or losses. As noted, the tax rate for a merged district in

2015-16 would be $19.73. For comparative purposes, Canton estimates the 2014-15 tax rate will

be $20.15; Potsdam estimates its tax rate will be $22.69. A merged district tax rate in 2015-16

would be $0.42 less than the projected 2014-15 rate in Canton and $2.96 less than the projected

rate in Potsdam. Historically, both Canton and Potsdam have used fund balances to reduce the

tax levy, and consequently, reduce the tax rate. Both districts plan to use fund balance to reduce

the 2014-15 tax levy.

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20

Canton $5,308,411 $5,696,396 $4,944,739 $3,170,686 $3,109,662 $2,493,897 $837,203 $(712,534) $(2,565,008) $(4,271,148) $(6,057,613) $(8,016,001)

Potsdam $4,121,372 $4,758,038 $5,521,870 $5,278,910 $4,293,935 $5,074,189 $3,458,256 $2,065,336 $517,272 $(1,278,426) $(3,353,028) $(5,753,424)

MERGER $6,014,362 $6,327,041 $6,538,420 $6,390,570 $5,745,003

$(10,000,000)

$(8,000,000)

$(6,000,000)

$(4,000,000)

$(2,000,000)

$-

$2,000,000

$4,000,000

$6,000,000

$8,000,000

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Figure 9-8

Canton Potsdam Full Value Tax Rate

Factored For Operational Gain/Loss

Figure 9-9 depicts the relationship between operation gain/loss, fund balance, and

incentive aid for a merged district from 2015-16 through 2021-22. Using conservative revenue

projections, a merged district shows operational gains for three consecutive years and growth in

the fund balance during those years. In the fourth year, a merged district may start to experience

operational losses and consequently an erosion of fund balance, unless revenues increase and/or

expenditures decrease. A merged district board of education would have a window of

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opportunity to implement economies of scale and other cost saving measures to keep the new

district fiscally solvent for future years.

Figure 9-9

Projected Canton Potsdam Merged District

Operation Gain/Loss, Incentive Aid, and Fund Balance

Part D—Potential Cost Savings

Table 9-14 provides a comparative analysis of the Canton and Potsdam 2013-14

approved school budgets. The column labeled “If Combined” represents the total expenditures

of the two districts in the various budget categories.

-$4,000,000

-$2,000,000

$0

$2,000,000

$4,000,000

$6,000,000

$8,000,000

Operation Gain/Loss

Incentive Aid

Merged Fund Balance

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Table 9-14

Comparative Canton Potsdam 2013-14 Budget Analysis

(Total Budget Includes Bold Numbers Only)

Budget Category Canton Potsdam If Combined

General Support $2,798,867 $3,015,849 $5,814,716

Total Instruction $10,393,765 $11,872,833 $22,266,598

Administration $528,391 $494,899 $1,023,290

Regular Teaching $6,555,362 $5,916,248 $12,471,610

Special Education $2,983,511 $3,854,612 $6,838,123

Other $326,501 $1,607,074 $1,933,575

Transportation $1,231,490 $1,068,176 $2,299,666

Employee Benefits $8,287,475 $8,179,752 $16,467,227

Debt Service $1,591,527 $3,128,172 $4,719,699

Interfund Transfer $0 $60,000 $60,000

Total Budget $24,303,124 $27,324,782 $51,627,906

Table 9-15 provides a 2013-14 budget analysis comparing a Canton Potsdam combined

budget with the budgets of four similar school districts. The selected districts have comparable

student enrollments with a merged Canton Potsdam district. All four have community

expectations for strong academic and extracurricular programs. Lakeshore CSD is located in

Western New York; Cortland City SD and New Hartford CSD are located in Central New York;

Scotia-Glenville CSD is located in the Capital Region.

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Table 9-15

Comparative Canton Potsdam Combined 2013-14 Budget Analysis With

Comparably Sized Districts (Total Budget Includes Bold Numbers Only)

Table 9-16 provides a Fiscal Accountability Summary of the sample districts compared

with Canton and Potsdam, based on 2011-12 ST-3 data.

Table 9-16

Comparative Canton Potsdam Per Pupil Expenditures and Special Education

Classification Rates With Sample Districts

Item Canton

CSD

Potsdam

CSD

Cortland

City SD

Lakeshore

CSD

New

Hartford

CSD

Scotia-

Glenville

CSD

General Education

Expenditure/Pupil

$9,223 $9,249 $8,973 $9,914 $10,096 $9,533

Special Education

Expenditure/Pupil

$23,458 $32,370 $29,933 $27,291 $33,449 $24,435

Special Education

Classification Rate

15.9% 12.9% 9.5% 15.9% 8.5% 14.7%

Total Expenditure/Pupil $18,197 $19,648 $15,798 $19,519 $17,819 $17,179

Budget

Category

Canton/

Potsdam

Combined

Average

Sample

Districts

Cortland

City SD

Lakeshore

CSD

New

Hartford

CSD

Scotia-

Glenville

CSD

General

Support $5,814,716 $5,216,603 $4,646,220 $5,982,296 $5,008,081 $5,229,813

Total

Instruction $22,266,598 $24,500,783 $24,026,657 $24,972,800 $23,020,276 $25,983,398

Administration $1,023,290 $1,606,588 $1,671,083 $1,843,079 $1,067,276 $1,844,912

Regular

Teaching $12,471,610 $13,403,122 $12,708,073 $13,019,751 $14,721,291 $13,163,373

Special

Education $6,838,123 $5,540,622 $5,500,290 $5,539,995 $3,642,254 $7,479,948

Other $1,933,575 $3,950,452 $4,147,211 $4,569,975 $3,589,455 $3,495,165

Transportation $2,299,666 $1,992,647 $1,287,605 $2,940,819 $1,741,510 $2,000,653

Employee

Benefits $16,467,227 $13,198,623 $12,333,347 $14,761,586 $12,967,495 $12,732,063

Debt Service $4,719,699 $3,907,271 $3,019,649 $4,508,036 $4,999,385 $3,102,015

Interfund

Transfer $60,000 $58,787 $16,148 $120,000

$0

$99,000

Total Budget $51,627,906 $48,874,713 $45,329,626 $53,285,537 $47,736,747 $49,146,942

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Key Findings:

1. Reductions in NYS aid through the deficit reduction assessment and the GAP elimination

adjustment have created extreme financial stress for Canton and Potsdam, resulting in

significant staff reductions and program cutbacks or elimination. In the period from

2009-10 through and including 2014-15, Canton’s aid has been reduced by $10,331,736;

Potsdam’s aid has been reduced by $10,488,042.

2. Both districts have experienced annual operation losses (expenditures exceeding

revenues). Both districts have eroded fund balances to offset the deficits. Between 2009-

10 and 2012-13, Canton’s fund balance decreased by $2,586,734 (45.4%); Potsdam’s

fund balance decreased by $464,102 (9.8%).

3. Canton’s current total capital debt is approximately $28.6 million with a local share of

$6,602,431; Potsdam’s current capital debt is approximately $44.9 million with a local

share of $8,727,857. In a merged district, Potsdam’s local share would be aided at

Canton’s building aid ratio, 87.6%. The merged district would be eligible for

approximately $475,000 in additional building aid for existing debt.

4. Potsdam’s current budget is higher than Canton’s, primarily attributable to a higher debt

service payment.

5. Potsdam’s full value assessment is greater than Canton’s, and Potsdam’s annual

assessment growth has exceeded Canton’s annual growth.

6. In a merged district, full value tax rates would decrease in both communities.

7. In the most recent independent audits, Canton’s capital assets were valued at

$23,110,173; Potsdam’s were valued at $47,842,693.

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8. Canton and Potsdam have similar financial backgrounds and strong community support

for budget, bus purchase, and capital project propositions.

9. The combined expenditures for administration and regular teaching in Canton and

Potsdam are considerably less than the average spending in the sample districts. This

reaffirms the deep spending cuts both districts have experienced in recent years.

10. Special education expenditures in Canton and Potsdam exceed the average special

education expenditures of the sample districts.

11. General support expenditures in Canton and Potsdam exceed the average general support

expenditures of the sample districts.

12. Transportation costs are higher in Canton and Potsdam than the sample districts’ average,

but this may be a factor of geographic area. Lake Shore CSD covers a large geographic

area and has transportation expenditures greater than the Canton Potsdam combined

expenditure.

13. The debt service obligation suggests both Canton and Potsdam have been good stewards

of their physical assets. The buildings and grounds in both districts are in excellent

condition.

14. The average total expenditure per pupil in the sample districts for 2011-12 was $1,344

(7.6%) less than the average per pupil expenditure in Canton and Potsdam. In a merged

Canton Potsdam district of 2,500 students, reducing per pupil costs to the sample district

average would result in a savings of $3,360,000.

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10. Key Findings and Recommendations

The essential question to be answered by this study is, “Would educational opportunities

be sustained or enhanced for all students at similar or reduced costs to taxpayers by combining

the two districts?” Collectively, the key findings listed at the end of each chapter of this report

indicate that the answer to this question is “yes.” Our analysis indicates that educational

opportunities would indeed be enhanced should a merger take place. And, given the efficiencies

inherent in merging these two school districts, such opportunities could be provided at less cost.

That said, we recognize the decision to move forward with the merger process rests not with the

consultants, but with the Boards of Education initially, and ultimately, with the communities they

represent.

In the following pages we have restated the key findings for each topic within our study

and added our recommendations to the new board of education and administration, should the

residents of both districts vote in favor of a new centralized school system. It is understood that

none of these recommendations are binding; rather they are offered as a starting point for the

extensive discussions, decisions, and policy making that will need to occur, should a merger take

place.

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Enrollment History and Projections

Key Findings:

1. The Canton District experienced a decrease in K-12 enrollment from 2008-09 to 2013-14

of 101 students, or 7.4 percent. Similarly, the Potsdam District experienced a decrease of

139 students during this same period, or 9.9 percent. The combined districts declined by

240 students, or 8.7 percent.

2. The Canton District’s K-12 enrollment from 2014-15 to 2023-24 is projected to remain

fairly stable, decreasing by 34 students, or 2.7 percent. Annual enrollments are projected

to fluctuate from a high of 1,255 in 2014-15 to a low of 1,212 in 2021-22.

3. The Potsdam District’s K-12 enrollment from 2014-15 to 2023-24 is also projected to

remain stable, increasing by 31 students, or 2.4 percent. Annual enrollments are

projected to fluctuate from a low of 1,256 in 2015-16 to a high of 1,306 in 2023-24.

4. If the Canton and Potsdam Districts were to merge, the combined K-12 student

enrollment is projected to remain extremely stable during the next ten years, decreasing

by only 3 students. Annual enrollments are projected to fluctuate from a high of 2,531 in

2018-19 to a low of 2,501 in 2021-22. Greater fluctuations can be anticipated in each of

the K-4, 5-8 and 9-12 subgroups, but none would seem to require unusual

accommodations.

Recommendations for a Canton Potsdam merged district. The new board of education

and/or its administration should:

1. Update its enrollment projections annually to monitor potential changes in student

population. In addition, the district should monitor trends in home schooling and private

and parochial school attendance.

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Curriculum and Instruction

Key Findings:

1. Both Canton and Potsdam Districts currently have favorable class sizes in grades K-12.

Potsdam class sizes tend to be a bit smaller with more grade level sections, particularly at

the elementary level. Both districts face the possibility of dramatic increases in class size

should current financial conditions persist. If combined, the number of grade level

sections available would diminish the negative impact on class sizes resulting from

additional staff reductions.

2. Both middle schools offer essentially the same programs, though there are some

variances in class length, frequency and structure of classes, and schedules within the

school year. This does not present a barrier to consolidation should the decision be made

to do so. Because foreign language instruction is initiated differently, it may be

necessary to seek waivers from NYSED to accommodate a transitional merged program.

3. Both districts value a strong music program, reflecting the presence of the Crane School

of Music at SUNY Potsdam. A merged district may present the possibility of broadening

and deepening the music offerings to all students.

4. Both high schools continue to offer strong academic programs despite the number of

program reductions over the past five to seven years. There are nine well-subscribed AP

courses available in the two high schools, as well as a dozen courses available to selected

students through the four colleges located in the two districts.

5. There have been significant reductions in non-mandated course offerings in both districts,

including the loss of entire departments/programs such as business, family and consumer

sciences, and library media (in four of the six schools in the two districts). The impact

has been lost opportunity for students, increased class sizes in remaining courses, and an

increase in the number and size of study halls. Given that most non-mandated courses

have been eliminated, further cuts will impact core academic areas, significantly

increasing class sizes.

6. The 2012-13 special education classification rate in Canton was 15.9%, in Potsdam

12.9%. The largest discrepancy appears to be in the Speech/Language Impairment

category where Canton has a disproportionately larger classification rate compared to

Potsdam.

7. Student assessment outcomes in Canton and Potsdam are both very positive and

demonstrate no significant differences (Potsdam ranks 1st among 33 North Country

Schools, Canton 3rd

). Consolidation should enable student access to even stronger

programs and present an environment for even more impressive academic performance.

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Recommendations for a Canton Potsdam merged district. The new board of education

and/or its administration should:

1. Appoint a committee of elementary teachers, administrators and parents to review

existing pre-kindergarten – grade 5 programs and make recommendations for a common

curriculum.

2. Review elementary student performance annually to ensure that there are no differences

in student achievement attributable to the elementary school attended. Three years after a

merger, secondary student achievement data should also be reviewed for the same reason.

3. Study the current middle school schedules, including frequency and structure of class

offerings, to ensure students meet all middle school requirements during the transition.

4. Maintain 2013-14 elementary and secondary average class sizes and class size ranges.

5. Provide all high school courses now being offered in both districts, assuming sufficient

enrollment.

6. Seek efficiencies in student scheduling in order to use existing staff to offer additional

high school elective courses.

7. Enhance school programs, as possible, based on priorities of the Joint Advisory

Committee by:

Building college connections to increase student opportunity beyond the high

school campus;

Emphasizing STEM programming;

Expanding foreign language study opportunities.

8. Appoint a committee of special education teachers, administrators and parents to plan

program and instruction in the new district and to ensure policies and procedures that are

consolidated and clear. In addition, the new Committee on Special Education and

Committee on Pre-School Special Education should have approximately equal

representation from each former district.

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Athletic Programs and Extra-Curricular Opportunities

Key Findings:

1. The Canton and Potsdam School Districts have generally strong athletic programs with

both heavily-subscribed sports and under-subscribed sports. Both districts have merged

with other area districts for specific teams and have merged with each other to offer a

wrestling program.

2. In general, there would be significantly greater opportunity for students to participate on

interscholastic athletic teams in a merged district, although those opportunities might not

always be the students’ first choice.

3. In a merged district, the most popular sports (soccer, basketball, ice hockey) would offer

fewer opportunities to be on a team and thus greater competition for the available

positions. However, in a merged district, there would be a significantly larger number of

alternative athletic opportunities.

4. The larger number of students in a merged district would increase the likelihood of fully

subscribed teams and would decrease the practice of age-inappropriate student placement

to fill slots on teams.

5. Coach/athlete instruction and supervision ratios would be improved in a merged district.

Increasing the number of paid assistant coaches according to team enrollment would have

the effect of ensuring appropriate coaching ratios. The continued appointment of

interested, qualified volunteer coaches could further enhance the quality of the athletic

experience.

6. Struggling teams could become more competitive in a merged district program; currently

competitive teams might well become stronger.

7. There is the potential to add sports in a merged district.

8. There is potential to realize both fiscal savings and a stronger athletic program in a

merged district.

9. Extra-curricular programs provide students with diverse interests a wide variety of

activities at low cost.

10. Both districts offer a variety of activities, some of which are similar in nature. However,

several activities in each district are “inactive” due to low student enrollment in the

activity and/or budget constraints.

11. A merged district presents a larger “critical mass” of students and their interests, allowing

for more extra-curricular opportunities.

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12. A merged student body and staff would be able to maintain traditions and create new

opportunities at minimal expense within a merged district.

Recommendations for a Canton Potsdam merged district. The new board of education

and/or its administration should:

1. Appoint a “transition committee” to plan and organize the new athletic/interscholastic

sports program. The committee might include athletic directors, coaches, faculty,

students, parents, alumni and community members. The committee should be charged

with recommending policy and practice for creating teams, selecting coaches, and

guiding the entire athletic program.

2. Create additional athletic participation opportunities by maximizing team participation

levels and ascertaining student interest in new sports.

3. Engage students from both districts in a process to make recommendations about such

matters as team names, logo, colors and school mascot.

4. Provide all of the extra-curricular activities currently offered in both districts, assuming

sufficient student participation. By removing duplication and promoting efficient

scheduling, the new district could provide additional opportunities without increasing

costs.

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Facilities

Key Findings:

1. Both Canton and Potsdam have well-maintained, attractive, and functional facilities.

2. Both districts have addressed long term capital needs in recent building projects.

3. There is excess classroom space in both districts sufficient to accommodate larger student

populations. The classroom analysis suggests neither district has sufficient elementary

classroom space to accommodate a merged elementary school at one site. However,

sufficient classroom space is available at both the Canton and Potsdam’s middle and high

schools to accommodate a merged district middle school and/or high school.

4. Potsdam leases 26 classrooms to BOCES, an important consideration in facilities

planning for a merged district.

5. The Joint Advisory Council expressed a merged district preference for two pre-

kindergarten through grade five elementary schools, one located in each community; a

grades six through eight middle school located in one community; and a grades nine

through twelve high school located in the other community. Consultant planning has

reflected this preference.

6. The research conducted, as well as the information provided by many staff members from

both districts, have led the consultants to concur with the Joint Advisory Committee’s

majority view that:

The flexibility inherent in the single Canton complex offers many advantages as a

middle school site.

While both districts could house a merged high school successfully, the Potsdam

High School offers both current and potential advantages, should a merger take

place.

Recommendations for a Canton Potsdam merged district. The new board of education

and/or its administration should:

1. Consider locating a pre-kindergarten through grade five elementary school in each

community, a grades six through eight middle school in Canton, and a grades nine

through twelve high school in Potsdam.

2. Conduct a facility utilization study to determine alternative uses for excess space or

decommissioning space to reduce costs.

3. Contract with an architect for the purpose of developing a capital project to identify and

address all building reuse issues and to address identified deficiencies such as

auditoriums.

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Support Services (Transportation, Food Service, and Informational Technology)

Key Findings:

1. Canton and Potsdam have adequate personnel, vehicles, and facilities to transport

students safely to and from schools. It appears the combined transportation assets of both

districts would be sufficient to maintain community transportation expectations, should a

merger be approved.

2. Both districts have very good safety records and have been recognized by the NYS

Department of Transportation for excellent bus inspection passing rates.

3. Canton has a single a.m. and p.m. bus route for all students. Potsdam has double a.m.

and p.m. routes; the first run transports students in grades five through twelve; the

second, transports students in pre-kindergarten through grade four. Both districts operate

mid-day pre-kindergarten, special education, BOCES, and after school runs.

4. Canton has no student mileage restrictions for transportation service. Potsdam provides

transportation service to all pre-kindergarten through grade four students. Students in

grades five and six living more than 1.25 miles from school and students in grades seven

through twelve living more than 1.5 miles from school are eligible for transportation

service. In a merged district, a new transportation policy would need to be developed.

5. Canton currently uses Transfinder Route Builder to assist with bus route development.

Potsdam does not use a computerized routing system. The districts recently contracted

with Transportation Advisory Services to provide training for the use of Transfinder and

advice on bus routing, should a merger be approved.

6. If a merger were approved, the transportation plan for pre-kindergarten through grade

five students would remain similar to the current system. Alternative routing for middle

school students living in the eastern half of the Potsdam district and high school students

living in the western half of the Canton district would need to be developed to limit

student time on buses to within acceptable limits. The NYS Education Department

recommends that student time on a bus for a regular, one-way run be limited to one hour

or less.

7. In a merged district, only one transportation supervisor would be necessary. Additional

cost savings could be realized through enhanced coordination of equipment, supplies, and

materials. Decommissioning both bus facilities and locating a bus maintenance facility at

a location between the two districts has potential for cost savings.

8. Canton and Potsdam both participate in the National School Lunch and Breakfast

Programs. Free and reduced price lunch eligibility rates are similar in both districts, as

are breakfast and lunch meal prices.

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9. Both districts show a school lunch operating deficit in 2012-13.

10. In a merged district, savings could be realized in personnel costs. One full-time director

could oversee the food service program; and with the elimination of two serving sites,

there may be other personnel savings.

11. Both districts extensively utilize the Northeast Regional Information Center for

technology services. Shared staff is employed by both school districts.

12. Both districts have adequate electronic devices to support teaching and learning. Both

districts have an annual budget allocation to replace hardware.

13. With the exception of student management software, all other major software

applications are the same in both districts. If a merger is approved, one student

management system would need to be selected for the new district.

14. Because of current shared staffing and similarity of networks, hardware, and software, we

would not anticipate the transition to a merged information technology system to be

difficult.

Recommendations for a Canton Potsdam merged district. The new board of education

and/or its administration should:

1. Review all current transportation guidelines and adopt consistent policies for the new

district.

2. Conduct a transportation study to:

Determine the most cost effective transportation system, assuring that students on

regular bus runs are transported for no more than 60 minutes one way.

Examine the cost effectiveness of contracting transportation and bus maintenance, or

some combination thereof, with a private contractor;

Examine the cost effectiveness of relocating the bus maintenance facility to a location

between Canton and Potsdam;

Investigate the potential cost efficiencies for bus fueling and maintenance with state,

county, or town entities.

Determine cost savings associated with better coordination of equipment and

purchasing.

3. Take steps to eliminate annual deficits in the food service program. To that end, examine

cost savings strategies including:

Reducing the number of serving sites;

Researching the possibility of contracting with a private entity for the food service

program.

4. Select one IT student management system.

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5. Continue to support annual computer hardware and software acquisitions and upgrades.

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Employee Contracts

Key Findings:

1. The consolidation of the Canton and Potsdam School Districts would require the

negotiation of new contracts between the labor unions and the newly formed board of

education. Existing contracts would remain in place until successor agreements are

negotiated. It should be noted, however, that labor and management are free to negotiate

contracts that vary from the existing contracts in either district.

2. Many of the teacher contract provisions in the two districts are similar, and in our

opinion, could be successfully negotiated in a merged district successor agreement. The

contracts differ, however, as to how the total money allocated to teacher salaries is

distributed. Generally speaking, the Canton salary schedule favors teachers in the

beginning of their careers, while the opposite is true for Potsdam teachers.

3. Faculty members are paid stipends to supervise clubs and activities and salaries to coach

sports. While there are differences in the calculation and amounts of these stipends and

salaries, collectively the cost is minimal, and in our opinion, could be successfully

negotiated. In addition, we would anticipate savings resulting from the reduction in the

number of advisors and/or coaches needed, given the merger of sports and activities.

4. Support staff members are represented differently in Canton and Potsdam, with Canton

staff members represented by four different bargaining units and Potsdam by one unit

representing all non-certificated staff.

5. As is the case for teachers, many support staff contract provisions are similar, and in our

opinion, could be successfully negotiated in a merged district successor agreement(s).

More substantive areas of negotiation would include the percentage of health care

premiums paid by employees, the methods used to calculate the various salaries, and the

manner in which the districts account for bus drivers’ work day.

6. A review of administrative contracts indicates few substantive differences. We would

envision few issues in negotiating a successor agreement.

7. In addition to the Superintendent and Business Manager, both districts have several

administrative/supervisory positions for which there are individual contracts. In most

cases, employees in these positions report directly to the Superintendent or to the

Business Manager. Individual contracts tend to be similar in nature, with provisions

mirroring those negotiated by the larger bargaining units.

8. Should a merger take place, the new board of education is free to hire one or the other of

the sitting superintendents, or it may choose to hire another individual. In either case, a

new contract would be negotiated with the selected individual. However, the new Board

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of Education is obligated to honor the terms of the sitting superintendents’ contracts until

these contracts expire or until the superintendents are employed elsewhere.

Recommendations for a Canton Potsdam merged district. The new board of education

and/or its administration should:

1. Institute collective bargaining processes with all new bargaining units, the end product

being contracts that will help ensure the fiscal viability of the new district.

2. Determine an administrative structure that identifies those central office administrative

positions for which individual contracts are desirable and negotiate model contracts.

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Staffing

Key Findings:

1. The Canton and Potsdam Central School Districts have experienced dramatic loss of

revenue in the past five years that has translated into significant cuts in program and

personnel: Canton reduced teaching faculty by 42 positions, the entire employment base

by 53 positions; Potsdam faculty has been reduced by 35 positions, the entire

employment base by 48 positions.

2. In total, the two school districts have reduced staffing costs by over $6,000,000 in the

period 2008-09 through 2013-14. The efficiencies inherent in a merger would provide

the opportunity for additional staff reductions at a savings of over three-quarters of a

million dollars, but such additional savings must be viewed in the context of the

significant reductions already made.

3. A merger would serve to significantly enhance the academic, extra-curricular, and

athletic programs, with minimal increases in teaching staff. A merged district could

offer an academic program equal to the combined offerings of the current programs at

little additional cost. Given efficiencies of instructional delivery and course enrollment,

there may well be opportunity in a merged district to expand program opportunity at no

additional cost.

4. District level administration and building staff consolidation offer significant cost savings

and provide the opportunity to add needed instructional leadership and teaching staff

while maintaining and enhancing school district and building level leadership.

5. Additional non-teaching staffing reductions may be achieved following more detailed

analyses of specific administrative and support services, should a decision to merge be

made.

Recommendations for a Canton Potsdam merged district. The new board of education

and/or its administration should:

1. Maintain administrative staffing to provide the following structure:

1 superintendent

1 business administrator

2 elementary school principals

1 middle school principal

1 high school principal

1 pupil personnel services director

1 human resources coordinator

1 athletic director

1 superintendent of buildings and grounds

1 transportation supervisor

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1 food service director

1 information technology supervisor

1 administrative assistant/district clerk

2. Create the following new administrative positions:

1 director of instruction/chief information officer to oversee and supervise

curriculum development, instruction, and the collection and analysis of student

performance data;

1 assistant middle school principal to assist with supervision of students and staff

in the larger middle school setting;

1 assistant high school principal to assist with supervision of staff and students in

a larger high school setting;

1 Committee on Special Education/Pre-School Special Education Chairperson to

assist with facilitating the CSE in defining student programs;

3. Maintain current faculty staffing from both districts with the following exceptions:

Add 1 FTE grade 6-8 science teacher to meet enrollment needs;

Add .5 FTE grades 6-8 technology to meet enrollment needs;

Add .5 FTE 7-12 family and consumer sciences to meet NYSED mandated

instruction;

Reduce .5 FTE K-12 art as a result of merger efficiencies.

4. Develop and implement a plan to ensure appropriate support staffing levels.

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Fiscal Analysis

Key Findings:

1. Reductions in NYS aid through the deficit reduction assessment and the GAP elimination

adjustment have created extreme financial stress for Canton and Potsdam, resulting in

significant staff reductions and program cutbacks or elimination. In the period from

2009-10 through and including 2014-15, Canton’s aid has been reduced by $10,331,736;

Potsdam’s aid has been reduced by $10,488,042.

2. Both districts have experienced annual operation losses (expenditures exceeding

revenues). Both districts have eroded fund balances to offset the deficits. Between 2009-

10 and 2012-13, Canton’s fund balance decreased by $2,586,734 (45.4%); Potsdam’s

fund balance decreased by $464,102 (9.8%).

3. Canton’s current total capital debt is approximately $28.6 million with a local share of

$6,602,431; Potsdam’s current capital debt is approximately $44.9 million with a local

share of $8,727,857. In a merged district, Potsdam’s local share would be aided at

Canton’s building aid ratio, 87.6%. The merged district would be eligible for

approximately $475,000 in additional building aid for existing debt.

4. Potsdam’s current budget is higher than Canton’s, primarily attributable to a higher debt

service payment.

5. Potsdam’s full value assessment is greater than Canton’s, and Potsdam’s annual

assessment growth has exceeded Canton’s annual growth.

6. In a merged district, full value tax rates would decrease in both communities.

7. In the most recent independent audits, Canton’s capital assets were valued at

$23,110,173; Potsdam’s were valued at $47,842,693.

8. Canton and Potsdam have similar financial backgrounds and strong community support

for budget, bus purchase, and capital project propositions.

9. The combined expenditures for administration and regular teaching in Canton and

Potsdam are considerably less than the average spending in the sample districts. This

reaffirms the deep spending cuts both districts have experienced in recent years.

10. Special education expenditures in Canton and Potsdam exceed the average special

education expenditures of the sample districts.

11. General support expenditures in Canton and Potsdam exceed the average general support

expenditures of the sample districts.

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12. Transportation costs are higher in Canton and Potsdam than the sample districts’ average,

but this may be a factor of geographic area. Lake Shore CSD covers a large geographic

area and has transportation expenditures greater than the Canton Potsdam combined

expenditure.

13. The debt service obligation suggests both Canton and Potsdam have been good stewards

of their physical assets. The buildings and grounds in both districts are in excellent

condition.

14. The average total expenditure per pupil in the sample districts for 2011-12 was $1,344

(7.6%) less than the average per pupil expenditure in Canton and Potsdam. In a merged

Canton Potsdam district of 2,500 students, reducing per pupil costs to the sample district

average would result in a savings of $3,360,000.

Recommendations for a Canton Potsdam merged district. The new board of education

and/or its administration should:

1. Develop and monitor the 2015-16 budget assuring the projected merger efficiencies are

realized.

2. Develop a long-term financial plan to establish, fund, and preserve legally authorized

reserve funds.

3. Implement additional efficiencies and cost saving measures to reduce the per pupil cost

of educating students. In a merged district of 2,500 students, reducing per pupil costs to

the sample district average would result in a savings of $3,360,000.

4. Review all special education placements. With combined populations, there may be

sufficient numbers for a merged district to operate certain special education programs that

are currently contracted to BOCES. Substantial savings could be realized through district

operated programs, assuming they can be sufficiently subscribed.

5. Review all general support expenditures including public notices, legal fees, audit,

insurance, school association dues, utilities, equipment, and supplies for additional cost

savings.

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List of Tables and Figures

Table 1-1 Comparative Demographic Information 12

Table 1-2 Comparative Demographic, Achievement, and Financial Data 14

Table 2-1 Canton Central School District Live Births and Kindergarten Enrollment 17

Table 2-2 Potsdam Central School District Live Births and Kindergarten Enrollment 17

Table 2-3 Canton Central School District Six-Year Student Enrollment History 18

Table 2-4 Potsdam Central School District Six-Year Student Enrollment History 19

Table 2-5 Canton Central School District – 10 Year Enrollment Projection 20

Table 2-6 Potsdam Central School District 10 Year Enrollment Projection 21

Table 2-7 Combined Canton and Potsdam School Districts10 Year Enrollment Projection 22

Figure 2-1 Ten-Year Enrollment Projection Comparison 23

Table 2-8 Non-Resident Pupils Attending the Districts – 2013-14 24

Table 2-9 Resident Pupils Attending School Elsewhere – 2013-14 25

Table 2-10 Joint Advisory Committee Reactions to Enrollment Data 26

Table 3-1 Elementary School Class Sizes/Sections – 2013-14 29

Table 3-2 Middle School (Grades 5 -8) Average Class Sizes and Class Size

Ranges – 2013-14 30

Table 3-3 High School (Grades 9 -12) Average Class Sizes and Class Size

Ranges – 2013-14 31

Table 3-4 J. M. McKenny (Canton) Middle School Exploratory Courses 32

Table 3-5 A. A. Kingston (Potsdam) Middle School Exploratory Courses 33

Table 3-6 Canton-Potsdam Music Program Comparison 34

Table 3-7 Canton High School/Potsdam High School 2013-2014 Course Offerings 36

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Table 3-8 Canton High School/Potsdam High School College Level Courses/

Enrollments 2013-14 40

Table 3-9 Instructional Program Reductions 2007-2014 Canton Central School District 41

Table 3-10 Instructional Program Reductions 2007-2014 Potsdam Central School District 42

Table 3-11 Special Education/504 Student Placement Data 44

Table 3-12 Percentage of Students Scoring at Levels 3 & 4 on NYS English Language

Arts, Mathematics, and Science Achievement Tests Grades 3 – 8 46

Table 3-13 Percentage of Students Scoring At or Above 55%, 65% and 85% on NYS

Regents Exams 47

Table 3-14 Graduation Rate by Diploma 48

Table 4-1 Historical Perspective 54

Table 4-2 2013-2014 Athletic Programs Comparison 54

Table 4-3 Current and Merged Interscholastic Athletic Opportunities 56

Table 4-4 Current and Merged Athletic Participation Opportunities Summary 59

Table 4-5 Merged Athletics Participation Summary 59

Table 4-6 Current and Merged Coaching Positions 60

Table 4-7 Current and Merged Coaching Positions Summary 62

Table 4-8 Comparable Upstate School Districts’ Athletic Programs 63

Table 4-9 Extra-Curricular Activity: Elementary Schools 66

Table 4-10 Extra-Curricular Activity: Middle Schools 66

Table 4-11 Extra-Curricular Activity: High Schools 67

Table 5-1 2010-11 Canton/Potsdam Building Condition Survey Overview 71

Table 5-2 Canton CSD 2010-11 BCS Architect’s Comments 72

Table 5-3 Potsdam High School 2010-11 BCS Architect’s Comments 73

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Table 5-4 A.A. Kingston Middle School 2010-11 BCS Architect’s Comments 73

Table 5-5 Lawrence Avenue Elementary School 2010-11 BCS Architect’s Comments 74

Table 5-6 2010-11 Canton/Potsdam Bus Garage Building Condition Survey Overviews 74

Table 5-7 District Comparison 75

Table 5-8 High School Comparison 77

Table 5-9 Middle School Comparison 78

Table 5-10 Elementary School Comparison 79

Table 5-11 Comparison of Projected Capital Expenditures 80

Table 5-12 Current Elementary Enrollment and Required Classroom Needs Analysis 81

Table 5-13 Middle School Enrollment and Classroom Analysis 81

Table 5-14 High School Enrollment and Classroom Analysis 81

Table 5-15 Learning Environment 86

Table 5-16 Physical Education, Intramural, and Interscholastic Athletic Facilities 88

Table 5-17 General Features 89

Table 6-1 Comparative Transportation Analysis 92

Table 6-2 Canton CSD Bus Fleet 95

Table 6-3 Potsdam CSD Bus Fleet 97

Table 6-4 Distance and Estimated Travel Time Between Selected Addresses and Schools 99

Table 6-5 Distances in Miles between Key Educational Institutions 99

Table 6-6 Proposed Merged District Bus Runs 100

Table 6-7 Comparison of Current and Possible Merged District Bus Runs 101

Table 6-8 Transportation Scenario to a Merged District Middle School Located in Canton 103

Table 6-9 Transportation Scenario to a Merged District High School Located in Potsdam 104

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Table 6-10 Comparative Food Service Analysis 107

Table 6-11 Comparative Information Technology Analysis 109

Table 7-1 Employee Bargaining Units 111

Table 7-2 Teacher Contract Comparison 112

Table 7-3 Selected Teacher Salary Schedule Comparisons – 2013-14 117

Table 7-4 Selected Co-Curricular Salary Stipend Comparison – 2013-14 118

Table 7-5 Varsity Coaches’ Salary Schedule Comparison – 2013-14 119

Table 7-6 JV, Assistant, and Modified Coaches’ Salary Schedule Comparison – 2013-14 120

Table 7-7 Comparison of Selected Provisions within Support Service Contracts 121

Table 7-8 Support Staff Salary Comparisons (in Dollars) – 2013-14 128

Table 7-9 Administrative Contract Comparison 129

Table 7-10 Positions for which the District Maintains Individual Employment

Agreements and 2013-14 Contract Salaries 132

Table 8-1 Faculty/Staff Reductions School Years 2008-09 to 2013-14 136

Table 8-2 Canton and Potsdam Staffing Totals – 2013-14 137

Table 8-3 Canton – Potsdam Current Staffing & Merged Staffing Scenario 142

Table 8-4 Summary of Merged Staffing Cost Adjustments 147

Figure 9-1 NYS Aid 2007-08 through 2014-15 (Projected) 150

Table 9-1 Deficit Reduction Assessment and GAP Elimination Adjustment

2009-10 through 2014-15 151

Figure 9-2 Canton CSD Revenue and Expenditure Comparison 2008-09 through

2012-13 152

Figure 9-3 Potsdam CSD Revenue and Expenditure Comparison 2008-09 through

2012-13 153

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Table 9-2 Comparative Analysis of Canton and Potsdam June 30, 2013 General

Fund Balances 153

Table 9-3 Canton CSD Employee Salary and Benefits 2008-09 through 2012-13 154

Table 9-4 Potsdam CSD Employee Salary and Benefits 2008-09 through 2012-13 155

Table 9-5 TRS and ERS Contribution Rates 2009-10 through 2013-14 156

Table 9-6 Comparative Canton Potsdam Financial and Other Data 2013-14 157

Table 9-7 Canton Potsdam CSD Budget Vote Results 2004 Through 2014 158

Table 9-8 Comparative NYS Aid Less Building Aid Analysis 159

Table 9-9 Comparative Property Tax Levy Analysis 160

Table 9-10 2014-15 Property Tax Cap Calculation Analysis 160

Table 9-11 Comparative Total District Full Value Assessment 161

Figure 9-4 Canton Potsdam Merger Operating Incentive Aid Estimated $35,275,563 163

Figure 9-5 Local Share Building Incentive Aid Canton Potsdam Merged District 164

Table 9-12 Canton Building Debt, State Building Aid, District Share 2014-2030 165

Table 9-13 Potsdam Building Debt, State Building Aid, District Share 2014-2030 166

Figure 9-6 Canton Potsdam Annual Operations Gain (Loss) 167

Figure 9-7 Canton Potsdam June 30 Total Fund Balance 168

Figure 9-8 Canton Potsdam Full Value Tax Rate Factored For Operational Gain/Loss 169

Figure 9-9 Projected Canton Potsdam Merged District Operation Gain/Loss, Incentive

Aid, and Fund Balance 170

Table 9-14 Comparative Canton Potsdam 2013-14 Budget Analysis 171

Table 9-15 Comparative Canton Potsdam Combined 2013-14 Budget Analysis With

Comparably Sized Districts 172

Table 9-16 Comparative Canton Potsdam Per Pupil Expenditures and Special Education

Classification Rates With Sample Districts 172

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Appendix (attached)