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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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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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71
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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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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168
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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169
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)