Budget Process in Full Swing

by Lynn K. McMullin

        In the past week and a half, Superintendent Kevin Case has introduced his 2010-2011 Education Budget at several different public forums. Mr. Case held four meetings at the Community Center and the elementary schools.  In addition, about two dozen members of the community attended when he presented the budget to the Board of Education at its February 22nd meeting.
        I know the expression seems trite, but there really is no better way to say it: This is a bare bones budget. The 1.94% increase in the Superintendent’s proposed budget includes:
        • Contracted salaries: $287,958
        • Employee Benefits: $120,547
        • Instructional Materials: $7,090
        • Athletics: $10,894 (league contracts for officials, timekeepers, dues, etc.)
        • Pupil Transportation: $90,813 (including out-of-district transportation and a recalculation for transportation which is off-set by a reduction in out-of-district tuition below)
        • Utilities: $32,325
        • Capital Expenditures: $9,085

        Despite predictable increases for textbook and desk replacements, for building maintenance, property insurance, professional development, postage, legal fees, and other items, most of the budget lines have remained flat with a 0% spending increase over last year or have been decreased. The decreases include:
        • Out-of-District Tuition: $95,722
        • Plant Maintenance, Equipment: $11,500
        • Other (includes Dues, Office Supplies, Legal Fees, Consulting): $19,389
        • Professional Development: $729


        The 2010 – 2011 Education Budget currently includes no new staff.  Despite the fact that class sizes will rise slightly, all class sizes will remain within BOE policy. Every program and budget choice has a well-thought out rationale, and none of the cuts have been painless. You may have heard me make this analogy before, but in our education budget, we’re not choosing between caviar and champagne; we’re choosing between bread and milk.
        Next, Mr. Case will present additional cuts in tiers to the BOE Finance Sub-Committee; a 0% budget increase is likely to include the loss of staff positions, as the budget will need to be reduced by an additional $432,911.  That’s why Mr. Case included important reminders about the mission, accomplishments, and goals of the school system in his budget proposal.  His objective was to remind the community that all decisions are being made thoughtfully, responsibly, and with reverence to the strong educational foundation that has been built in Canton over the years.


What’s the Difference Between “Savings” and “Fluff”?
        The citizens who have attended the budget presentations have commented on the fact that there is no wiggle room or “fluff” in this budget.  Fluff is a negative term which denotes the presence of vague items in a budget which have no substance or importance.  With that in mind, it’s very important for us to distinguish between savings and fluff.
        Often the school district can save money in non-predictable ways. If a veteran teacher retires in May or June and a replacement teacher is hired lower on the salary scale, there can be a savings of almost $40,000.  If at the time of purchase, the Technology Administrator negotiates a great deal on replacement computers, the total cost for the equipment can be lower than was budgeted.  If a student who was out-placed for an educational program successfully returns to the district, then his or her services may become less expensive.  If a Professional Development trainer combines services with a nearby district, we might be able to split the travel expenses by half.  These kinds of savings are not “fluff.”  When the budget was built, the people involved used the most accurate information available to them. We never budget extra money, or “fluff,” because we might need it or want it.  Savings are a continual goal; and when they occur, they do not indicate anything other than excellent management of the district’s resources.


Where to Get More Information

~~ The Superintendent's presentation materials are now available on the webpage.
~~ The Superintendent’s Proposed Budget can be found by clicking here. It will be replaced in about two weeks by the Board of Education’s Adopted Budget.
~~ A PDF presentation of students across the district can be found by clicking here.
~~ The schedule of upcoming meetings can be found by clicking here.


What are Your Thoughts?
        At this time, it’s important for all of us to know your suggestions or thoughts. Please read the budget documents linked above and comment below. If you have a question, I’ll do my best to answer it.

A Parent’s Guide to the CMT and CAPT

by Lynn K. McMullin

        For teachers and administrators, it seems like the standardized tests are no sooner over than they are upon us again. Here we are preparing for March’s CMT and CAPT tests in grades 3 – 11, and every school in the district is involved.
        The CMT and CAPT will take place in Grades 3 – 8 and Grade 10 from March 2nd – 12th. Make-ups will occur over the following two weeks.

What are “High-Stakes, Standardized” Tests?

        Many people cite President Bush’s 2002 NCLB Act (No Child Left Behind) as the beginning of standardized testing. That’s simply not true! Granted the NCLB Act stated that by the 2005-06 school year, all states needed to test students yearly in Math and Reading, grades 3 – 8 and one grade in high school, and by the 2007-08 school year, in science, as well; but, the truth is Connecticut has conducted the CMT (Connecticut Mastery Test), now in its 4th generation, since 1985 and the CAPT (Connecticut Academic Achievement Test), now in its 3rd generation, since 1994. The CMT was originally administered every other year, in grades 4, 6, and 8, and given in October versus March. It’s gone through three revisions since then.
        “High-stakes standardized testing” sounds ominous; but, in Canton, from your student’s and family’s point of view, you should not be worried about the kind of fallout and horror stories you read on the Internet. Your kids are not sitting through hours of kill-and-drill workshops and our teachers and administrators are not changing answer booklets to save their jobs. The term “high-stakes” means there is the intention of a tighter accountability for each state’s and district’s educational system -- although, interestingly enough, each state developed its own tests. Regardless, “high-stakes” means the results of the tests can be used as determinates of funding, licensing, sanctions, interventions, and so on.
        In Canton, we have not lost funding and no educators have lost their jobs due to the CMT or CAPT.  Neither are your students’ test results ever used for grade promotion … nor as the sole data point for placing them in programs or courses. The term “standardized” means all students take the same test and are measured against the same grade-level learning expectations as all other students across the state. It was taken for granted in the NCLB Act that the states would set challenging, but reasonable, expectations for student learning. Connecticut has done so.

What are the CMT and CAPT?

        Both the CMT (grades 3 – 8) and CAPT (grade 10) are multi-day tests in Reading, Math, Writing, and Science that take approximately 500 – 625 total minutes to administer and complete. The tests are designed to accomplish several goals:
1. Establish high expectations for all students at each grade level
2. Identify students who need extra help
3. Help schools and teachers identify weaknesses in the curriculum and improve daily instruction
4. Help families monitor their children’s achievement from grades 3 through 8, and high school.

For a parent brochure about CMT, click here.

For a parent brochure about CAPT, click here:

So, What Can You Do to Help Your Child?
        A lot of the following suggestions are simply common sense. Most kids want to succeed and will naturally strive to do their best. You simply need to nudge that natural tendency along.
        First and foremost, engender confidence in your child’s ability to do well. Help them to see the tests as their chance to shine rather than as tasks they must suffer through. Tell your child that they're not expected to know all the answers. They should work hard on what they know and not worry if they find some things hard to do.  Encourage your child to take their time, to listen carefully to test-taking directions, and to ask questions if any of the directions are not clear.  In other words, when you talk to your child, find the happy medium between taking the tests seriously and being overly anxious about the test and its results.
        Secondly, make sure your child is well-rested during the testing window and eats a well-rounded diet. Hunger detracts from performance; and, at the risk of sounding corny, the more protein and less sugar your child consumes in the morning the better. Make it fun!  To boost morale or alleviate stress, surprise your child with something they love.  For lunch, include a positive message or something along the lines of a "test survival reward."
        Finally, it’s very important to make sure that your child attends school on time during the testing sessions. Do not plan doctor or dental appointments on test dates.  Research shows that students perform much better when they begin comfortably and calmly and when they take the test in a familiar setting along with their peers. Remind your child that there’s no prize for finishing first, and when they do finish, they should review their answers and check their answer sheets for errors.
        Your child’s teacher or school might have additional suggestions for at-home support. Watch for information in the school newsletter, on the website, or in the backpack notices. And please, feel free to call the school if you have any questions.

2010-2011 BUDGET information coming NEXT FRIDAY