School chiefs offer wish lists
Spending plans for buildings reflect decreases
The Daily Mail
Mar. 26, 2009
CAIRO — The Cairo-Durham School Board heard good news from three building principals and one program director.
Their budgets indicated that the Cairo Elementary School, Cairo-Durham Middle School, Cairo-Durham High School and the Pupil Services and Special Education program will operate on less money in the 2009-2010 school year than this year.
Cairo Elementary School principal Scott Richards said that he had reduced his budget for equipment, textbooks and materials by a total of about $10,000.
Richards explained how he was able to decrease his budget by $5,000 from last year. His proposed budget totals $25,068.
He said the proposed budget shows that his school needs no funds for equipment.
“We have used money from this year to take care of any needs next year,” he said.
The budget line for contracts increased by $37 more than last year’s costs, mainly due do the need for new computer software, he said.
The school saw a decrease in enrollment and Richards moved one teaching assistant to the middle school, he said, which cut the cost of having assistants in half.
The budget for salaries increased by 1.84 percent, or by roughly $59,000.
Middle School principal Kerry Overbaugh said that her preliminary budget had decreased from last year’s by more than $18,000, or 19 percent. Although music, art, foreign language and physical education instructional supplies decreased, she said, the cost of necessary materials for technology classes more than doubled.
She said the school was able to save nearly $19,000 by ordering $10 mathematics and language workbooks rather than buying $80 textbooks. She said that not only do workbooks cost less than textbooks, but students can write in and highlight passages in workbooks.
Overbaugh said her school will begin using teachers and administrators to help analyze data and staff development rather than use outside consultants.
She said her school began bringing the district’s 7th- and 8th-grade students with special needs who had been taught elsewhere back into the school. She said teaching the children on campus saved the school $70,000.
Overbaugh said her preliminary budget showed a 4.81 percent increase in staff salaries.
Overbaugh said that because her student enrollment has declined and the high school’s has grown, some of her aides have started working in the high school. She said that the schools could share appropriate staff if needed to further save the district money.
High school principal Anthony Taibi presented a proposed budget of $143,958 this year, or roughly $25,000 lower than last year’s budget.
Taibi said that although his staff salary budget had increased by about $160,000, or showed a 4.9 percent increase over last year, he was able to cut the textbook, equipment and material budget lines.
The budget allows for almost $47,000 for materials, he said, because science laboratory and art courses require a lot of supplies.
He said that the school’s new messenger phone network has saved the school a lot of money otherwise used on postage.
“We are always looking at ways in which we can get information out without mailing,” he said.
Finally, Pupil Services and Special Education Director Linda Wistar, presented her projected costs for the 2009-2010 school year. She, too, presented a smaller budget than this year’s.
She said that her department oversees the district’s programs for all special needs students from kindergarten through their senior year of high school.
Wistar said her department is responsible for helping nursery school aged children find special education programs with the County and English-as-Second-Language classes. She also works with the district’s schools to help students stay in mainstream classes when possible.
She said she has seen the special needs population decreasing in the district due to special reading programs and other intervention measures that help students get through their regular class work.
Wistar said sending students out of the district to receive special services not available in the Cairo-Durham schools can be very expensive and she tries to do this only when necessary.
The district received enough money in a special education grant last year to pay one teacher who would otherwise be paid from the general fund, she said.
She said the program has saved $26,000 by cutting an aide position. The program will also receive some funding from the Federal Recovery Act through the Individuals with Disabilities Education Act grant. The grant, she said, will pay for four of the program’s 18 full-time teachers, four of its 10 teaching assistants and a clinical social worker at the high school.
Wistar said that travel expenses will also be paid for by the grant.
“This is a temporary measure, but it is a good year to do it,” she said.
She said her budgets for supplies, equipment and
Wistar said she will also spend $1,000 on textbooks next year, or $2,500 less than what is budgeted for this year. She said her students can use textbooks the district already owns, but may need special supplemental materials, which could be, for example, geared towards middle school students but written at a second-grade reading level.
She said she expects to receive more money through the IDEA grant but does not know how the money will be used.
“We know how much it is but we don’t know when we will get it, so that may change for us for the better,” she said.
Reading program
The board also heard from Cairo Elementary School teachers Amy Benjamin and Megan West about the At Home Reading Challenge Program, which is designed to help children learn to read with their parents’ help.
The 46 participating 3rd through 5th grade students receive a book that matches their comprehension level every Monday. Benjamin explained that parents do not always know what books match their children’s reading level, and that the program takes away some of that guess work.
Students must read their books three times, West explained. First, she said, children have to read aloud to a parent who can help make sure words are being pronounced correctly.
The children then read silently and have to explain the story to a parent. Finally, the children have to read the story again and listen to the rise and fall of their voices.
“They need to get the idea that they’re telling the story,” West said.
Parents need to sign off on the completed packages, Benjamin said.
The two explained that students who complete their target of 13 or 20 book packages will receive prizes at the end of the year.
They said their students have started a friendly competition with each other to see who could complete the most book packages.
“It’s effective and efficient at the same time,” she said.