| 1. | Facilities Plan/Capital Project – Please note the agenda for this meeting. We begin with a list of questions I have received from Board members regarding the facility options. Certainly, some items are more appropriately responded to with a group discussion than a response from me. I recently made a presentation to community members invited by the OP/OE PTA. We also need to look into ways to keep our staff informed and involved in the decision making process. I don’t see this meeting as the place to make a lot of final decisions, rather it will be a narrowing of focus so we can better make decisions at subsequent meetings. One exception to that is the pool issue. It would be helpful for the Board to wrestle with this issue so we don’t devote a lot of time to an item you really don’t want. I must tell you I am ambivalent to a pool. It is nice to have. It was wonderfully supported in my last district and helped to carry the project. If you want it, I’ll push hard to make it happen. It just isn’t as important to me as the instructional issues. You need to ask yourself this question, “Do I feel that creating a first class program and facility should include a pool?” |
| 1. | Events – If you are interested in attending any of these events, we will forward additional information. |
| 2. | Correspondence: |
| a. | Facilities Project List of Questions | |
| b. | Safety Committee Meeting Minutes – 12/13 | |
| c. | Request for Booster Club Formation | |
| d. | MidState School Finance Committee Newsletter | |
| e. | SED James Kadamus Biweekly Newsleter | |
| f. | SED – 2002-2003 Building Aid Data | |
| g. | Enrollment Information – December | |
| h. | Public Meeting Notice | |
| 1. | With these plans and the projected enrollment, do we have classrooms for each teacher and adequate areas for the multitude of one-on-one needs in each building? I am of course more familiar with the needs of the High School and Middle School. It is very important that each teacher has his/her own room. First it breeds ownership in maintaining the area and making it a comfortable place for learning. I think it is easier to maintain discipline in a room you own. It also provides a place for helping students and counseling students. Teachers moving in and out of classrooms lost time, packing and unpacking. The teacher leaving must also have all his/her materials. I think we want to create an atmosphere that says this is where Mrs. Emison lives. You can find her there. | |
| 2. | When we design a new set of classrooms, does the plan include the additional technology support needed? | |
| 3. | If we chose not to use the existing elementary building for conventional classrooms, how much is it going to cost to bring it up to an acceptable standard for other uses? | |
| 4. | Does it cost us a lost more to operate OE than the other buildings? | |
| 5. | Could we use OE for the district office, Hopeworks, out of school tutoring, technology department and other school related functions as well as providing areas for the community to use? I guess the question is: “what would be the limitations to building use?” | |
| 6. | I know the state does not allow “over” building. Would we have any problems with the state, if we decide not to use OE or Freewill as conventional buildings? | |
| 7. | Are there plans for additional lavatories for adults in each wing? | |
| 8. | Will these plans be the end of our problems with asbestos? | |
| 9. | There does not seem to be rooms designated for a pre-k program. If we see this in our plans down the road, we should prepare for it now. | |
| 10. | Addressing 1.16, will there be a card key entrance for each door, allowing staff to enter from any parking lot? | |
| 11. | It seems we still haven’t solved the seating problem at the middle school. Does either plan with the pool at the middle school solve the problem? | |
| 12. | Where is the best place to put a pool educationally and for public access? | |
| 13. | I think it would be a good idea to invite “specific” staff and staff in general to our discussions. We need to consider ownership of the project and selling our final concept to the public. We also have very inexperienced administrators. Others in each building might have different insights. The “specific” people to be invited should definitely be phys. Ed. Again the AD is very new. I would like the input of people like Pat Yates. Also there is a big science and technology piece in some plans. I would like to hear from Ed Currier, and who ever is doing science at the High school. Kathy Green should have some input. Special Ed people, Kathy Emison, John DonVito, Dave Scott, and Cathy Contino to name a few who should be encouraged to come. | |
| 14. | What about infrastructure roads, drainage, electricity – where is the plan for this? | |
| 15. | Can we limit discussion of the pool since it is a minor part of the project? | |
| 1. | Student and staff accidents were insignificant. |
| 2. | The Ginna drill went well. We had enough buses and drivers to cover our needs. |
| 3. | I discussed my tour of the Ginna Power Plant and feel confident that the potential for evacuation due to radiological threat is minimal. |
| 4. | Each building has reviewed their needs for two-way communication and those desiring radios have them. Transportation also has a two-way radio now to communicate with the buildings. |
| 5. | I reviewed results of the district’s structural inspection of 11/1/01. All items for repair are scheduled to be performed in the district’s operating budget or upcoming capitol project. There was nothing requiring immediate emergency attention. |
TO: NYS BOARD OF EDUCATION MEMBERS
FROM: Midstate School Finance Consortium
The Clock Ticking in Albany
2002 is likely be an active and extremely important year for public school funding reform in New York State. The current state school aid formula has been declared unconstitutional, and more and more people are hearing the clock ticking in Albany. If the Legislature fails to act, we could find a court-ordered solution imposed upon us that may be a disaster for the majority of school districts around the state.
The Midstate School Finance Consortium has created a new electronic news service to keep you aware of important developments and breaking news. This mailing is the first using our new "listserv" -- an electronic mailing list. Your name is on this list because your school district is a member of the Midstate Consortium, or you belong to an organization allied with the Midstate Consortium, or you have previously expressed an interest in the Consortium's quest to reform public school funding in our state.
---------------------------------------------------------------------------------
PLEASE FORWARD THIS NEWS TO ANY EDUCATORS, PROPERTY TAXPAYERS, NEWS MEDIA OR GOVERNMENT OFFICIALS YOU KNOW
who should be concerned about changing the way we pay for our schools.
---------------------------------------------------------------------------------
FOR COMPLETE INFORMATION
on the Midstate Consortium, its members and its proposal for comprehensive school funding reform
,
please visit
www.midstateonline.org
.
We regularly update our website with new information. Urge others to visit also.
---------------------------------------------------------------------------------
TO SUBSCRIBE
TO THE MIDSTATE CONSORTIUM'S ELECTRONIC NEWS SERVICE:
Anyone and everyone are welcome. Simply add your name to our listserv by sending an email to:
msfc-l-request@midstateonline.org with only the word "subscribe" in the message body.
IF YOU WISH TO SHARE NEWS
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For more information:
Brandon Gordon
Director, Midstate School Finance Consortium
315-463-1904
bgordon@midstateonline.org
Att. E
TO: NYS BOARD OF EDUCATION MEMBERS
FROM: Midstate School Finance Consortium
Study gives state an 'A' on education spending
But Albany nearly flunks on distribution, an issue already making its way
through the court system
By RICK KARLIN, Staff writer, Albany Times Union
First published: Tuesday, January 8, 2002
New York spends more than most states on education, yet its system for
distributing that money is one of the unfair, according to a national
survey released Monday.
At an average outlay of $8,858 per student, New York is one of the top three
states, along with Wyoming and New Jersey. Nationwide, the average last year
was $5,281, according to the annual Quality Counts study conducted by
Education Week, a national publication that follows K-12 education.
While the study, funded in part by the Pew Charitable Trust, gave New York
an "A'' for its spending on education, the state received a D-plus for the
way the dollars are distributed between rich and poor school systems.
"You continue to see inequities across the districts,'' said Lynn Olson, the
study's editor. Only Pennsylvania and Maryland were ranked lower than New
York on equity or fairness.
The findings come amid a growing debate about how New York should divide its
education dollars.
Last month, the state Board of Regents, which sets education policy but
doesn't fund it, called for giving more aid to needy urban school systems
even if it means less for the wealthy suburban districts. Doing that,
however, would mean that lawmakers would break the "save harmless'' policy
under which they have historically agreed not to give more money to one
district at the expense of another.
The study's conclusions also echo parts of a lawsuit in which a coalition of
educators and activists sued on behalf of New York City schools, which they
claimed are perpetually shortchanged.
A state Supreme Court justice agreed last year and ordered the state to
revise the way it allocates funds. Gov. George Pataki has appealed the
ruling. Complying with the ruling could cost $1 billion annually, according
to those close to the case.
A decision on Pataki's appeal could come this winter.
The study underscores the claim by advocates that New York's school funding
system is broken. "It's one of the reasons we brought this lawsuit,''
Michael Rebell, lawyer for the Campaign for Fiscal Equity, the coalition
that brought the suit.
The Quality Counts survey looked also at other facets of education,
including the myriad tests that schools nationwide are giving students as
part of a movement to bring higher standards and accountability to the
system.
The surveyors concluded New York's regimen of standardized tests and school
ratings is one of the nation's most effective.
New York's tests measure a wide range of academic ability, according to the
survey. The state's "Report Card on the Schools,'' in which schools are
publicly compared with one another, also provides a relatively complete
snapshot of New York's K-12 system, said researchers. "It really has all the
elements,'' said Kathryn Doherty, the survey's research director. The
Quality Counts survey was released as another study by the research arm of
the state Business Council found that tax collections by local school
districts rose 60 percent between 1989 and 1999, even though enrollment went
up only 12 percent.
School tax collections by local districts were about $15 billion by 1999 --
up from $9.3 billion in 1989.
_____________________________________________________
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Att. F
January 2, 2002
TO: District Superintendents of Schools
Superintendents of Big 5 City School Districts
FROM: James A. Kadamus
SUBJECT: Biweekly Newsletter
SURR Schools. We are finalizing the list of schools that will be removed from SURR school status and those that will be added to the list of schools under registration review. I anticipate that the Commissioner will issue a press release sometime next week.
Regents Low Pass Option. It has come to my attention that a recent news article indicated a school board had agreed to extend its low pass option for sophomores, juniors and seniors through August 31, 2002. However, current sophomores must achieve a 65 score on Regents exams in English, Global History and U.S. History and Government in order to meet graduation requirements for their entering class. Attached is another copy of a chart that outlines the test and score requirements for students entering grade 9 in 1998—2001. I sent this to you previously, but a correction was made on the test requirement for science for students entering grade 9 in 1998.
Regents 2002-2003 State Aid Proposal. In December, the Regents approved a recommended increase of $599 in State Aid to schools, of which $571 million would result from increases in the formula-based aids that districts receive. The remaining $28 million would be in the form of categorical aid programs. Of the $571 million formula aids, $497 million would go to high need districts and $74 million would go to all other districts. Under the proposal, 18 existing formulas are combined into four consolidated formulas (Consolidated Operating Aid, Gap Aid, Instructional Materials Aid and Computer Hardware Aid).
Charter Schools. In December, the Regents approved the charter applications for the Global Concepts Charter School, Lackawanna, and the Southside Charter School, Syracuse. They denied approval for the Yonkers Children’s Academy Public Charter School and the Bronx Charter School for the Arts.
| * | A score of 65 must be achieved to earn a Regents endorsed diploma. For a local diploma, the school district may allow a 55-64 passing score. |
| Charles A. Szuberla, Jr., Coordinator, Facilities, Management and Information Services |
| 1. | To determine the blended maximum useful life of a given project: |
| a. | If the project is new construction or if there are no costs allocated for additions or for alterations and reconstruction, it is assigned a maximum useful life of 30 years. | |
| b. | If the project is an addition and the total costs for alterations and reconstruction are less than 10% of the total costs for additions, it is assigned a maximum useful life of 20 years. | |
| c. | For all other projects, a weighted average maximum useful life is calculated in accordance with section 11.00 of the Local Finance Law, by adding the following: | |
| (1) | 15 years multiplied by the dollar amount allocated to alteration and reconstruction, and | |
| (2) | 20 years multiplied by the dollar amount allocated to additions. | |
This sum is then divided by the total dollar amount allocated to all purposes and rounded to the nearest half year.
EXAMPLE: A project has $2.5 million allocated for alteration/reconstruction and $6 million allocated for an addition. The weighted maximum useful life is ((2,500,000 * 15) + (6,000,000 * 20)) / (2,500,000 + 6,000,000), or 157,500,000 / 8,500,000 = 18.529 or, rounded to the nearest half year, 18½ years.
| 2. | To determine the blended maximum useful life of a given debt issuance, the same methodology is used. |
| a. | For each project associated with a debt issue, a weighted maximum useful life is calculated by multiplying the allowable cost of that project to be funded with the proceeds of that issuance by the maximum useful life associated with that particular project. | |
| b. | The weighted maximum useful lives for all the associated projects are summed and the sum is divided by the total allowable costs for all the associated projects, rounded to the nearest half year. | |
| c. | If this calculated life is less that the original term of the bonds, the original term is considered the maximum useful life of the debt. Otherwise, the blended maximum useful life is used. | |
EXAMPLE: A $3.5 million bond with 3 projects associated with it was issued 10 years ago, for a term of 15 years.
Allowable Cost
|
New Construction Costs
|
Additions Cost
|
Alteration/
Reconstr. Cost |
Est. Max Useful Life
|
Weighted Useful Life
|
|
Project 1
|
2,658,285
|
0
|
2,271,296
|
386,989
|
19.5
|
51,836,558
|
Project 2
|
56,003
|
0
|
0
|
56,003
|
15.0
|
840,045
|
Project 3
|
282,597
|
282,597
|
0
|
0
|
30.0
|
8,477,910
|
Total for All Proj.
|
2,996,885
|
61,154,513
|
3. Once the maximum remaining term is established, it is used in conjunction with a statewide average interest rate (or, in the case of the Big Five, an average interest rate for the city) as determined by the Commissioner and the principal outstanding as of July 1, 2002 to calculate the assumed annual debt service cost. Assuming that in the example above, the average interest rate is 5.25% and the bond has outstanding principal of $3.5 million, the district’s aid would be allocated based on two assumed payments of debt service per year that, over 10½ years, would retire the $3.5 million of outstanding principal at an interest rate of 5.25%. Under these conditions, the assumed annual debt service cost would total $437,855.
4. This assumed annual debt service is then multiplied by the bond percent assigned to that debt issuance to compute aidable debt service. If the bond percent is 85.62%, in the above example, the aidable debt service would be $437,855 * 85.62% = $374,891.
5. The aidable debt service is then multiplied by the district’s aid ratio previously assigned to that particular bond issue to compute the actual aid apportionment for that debt. If the district’s aid ratio in the above example is 57.9%, the aid apportionment would be $374,891 * 57.9% = $217,061.89.
| WAYNE CENTRAL SCHOOL DISTRICT | |||||
| Ontario Center, New York 14520 |
| NON-PUBLIC & NON-DISTRICT SCHOOL ENROLLMENT |
| CUMULATIVE REPORT 2001-2002 |
September
|
October
|
November
|
December
|
January
|
February
|
March
|
April
|
May
|
June
|
2
|
2
|
2
|
2
|
0
|
0
|
0
|
0
|
0
|
0
|
3
|
3
|
3
|
3
|
0
|
0
|
0
|
0
|
0
|
0
|
2
|
2
|
2
|
2
|
0
|
0
|
0
|
0
|
0
|
0
|
3
|
3
|
3
|
3
|
0
|
0
|
0
|
0
|
0
|
0
|
4
|
4
|
4
|
4
|
0
|
0
|
0
|
0
|
0
|
0
|
1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
2
|
2
|
2
|
2
|
0
|
0
|
0
|
0
|
0
|
0
|
7
|
7
|
7
|
6
|
0
|
0
|
0
|
0
|
0
|
0
|
1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
2
|
2
|
2
|
2
|
0
|
0
|
0
|
0
|
0
|
0
|
3
|
3
|
3
|
3
|
0
|
0
|
0
|
0
|
0
|
0
|
32
|
32
|
32
|
32
|
0
|
0
|
0
|
0
|
0
|
0
|
4
|
4
|
4
|
4
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
6
|
6
|
6
|
6
|
0
|
0
|
0
|
0
|
0
|
0
|
10
|
10
|
11
|
11
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
11
|
11
|
11
|
11
|
0
|
0
|
0
|
0
|
0
|
0
|
8
|
8
|
8
|
8
|
0
|
0
|
0
|
0
|
0
|
0
|
5
|
5
|
5
|
5
|
0
|
0
|
0
|
0
|
0
|
0
|
1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
5
|
5
|
5
|
5
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
3
|
3
|
3
|
3
|
0
|
0
|
0
|
0
|
0
|
0
|
8
|
8
|
8
|
8
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
52
|
52
|
53
|
51
|
0
|
0
|
0
|
0
|
0
|
0
|
1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
179
|
178
|
180
|
177
|
0
|
0
|
0
|
0
|
0
|
0
|
99
|
100
|
96
|
96
|
0
|
0
|
0
|
0
|
0
|
0
|
28-Dec
|
28-Dec
|
28-Dec
|
28-Dec
|
| WAYNE CENTRAL SCHOOL DISTRICT |
| Ontario Center, New York 14520 |
| PUPILS WITH DISABILITIES & OTHER NON-DISTRICT SCHOOL ENROLLMENT |
| CUMULATIVE REPORT 2001-2002 |
| AGENCY & LOCATION | September
|
October
|
November
|
December
|
January
|
February
|
March
|
April
|
May
|
June
|
| W-FL BOCES - SWD |
| Wayne Central Ontario Primary | 4
|
4
|
4
|
4
|
0
|
0
|
0
|
0
|
0
|
0
|
| Wayne Central Ontario Elementary | 2
|
2
|
2
|
2
|
0
|
0
|
0
|
0
|
0
|
0
|
| Wayne Central TCA Middle School | 5
|
5
|
5
|
5
|
0
|
0
|
0
|
0
|
0
|
0
|
| Wayne Central Beneway High School | 6
|
6
|
6
|
6
|
0
|
0
|
0
|
0
|
0
|
0
|
| Gananda Mann Elementary School | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Williamson Primary School | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Williamson Middle School | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Marion Elem School | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Marion High School | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Newark Perkins Elementary School | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Newark High School | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| W-FL BOCES - Other |
| ACE-GED | 6
|
8
|
9
|
9
|
0
|
0
|
0
|
0
|
0
|
0
|
| Alternative High School | 1
|
1
|
1
|
2
|
0
|
0
|
0
|
0
|
0
|
0
|
| MONROE#1 BOCES - SWD |
| Creekside @ Foreman Center | 3
|
3
|
3
|
3
|
0
|
0
|
0
|
0
|
0
|
0
|
| Creekside @ Fairport High School | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Foreman Center - Alternative HS | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Foreman Center - FRAGILE Program | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Harris Green | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| East Rochester - Lois Bird Elem School | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Rush-Henrietta Monica Leary Elem Sch | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Webster High School | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| DFY DETENTION CENTERS |
| School @ Industry | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Baker Victory Service Center | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Hopevale | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| PRE-SCHOOL PROGRAMS - SWD |
| Bateman Therapy @ Home | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Bright Spot Pediatric Serv @ Home | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Building Blocks Pediatric Therapy@ Home | 2
|
2
|
2
|
2
|
0
|
0
|
0
|
0
|
0
|
0
|
| Clinical Assoc of FL @ Home | 0
|
0
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Clinical Assoc of FL @ Nursery School | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Comm Center Hearing & Speech @ Home | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| County Service Provider @ Home | 8
|
8
|
8
|
8
|
0
|
0
|
0
|
0
|
0
|
0
|
| Mon BOCES # East Iron Early Child Ctr | 0
|
0
|
0
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Mary Cariola Childrens' Center | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Monroe BOCES - Klem Rd | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Partners In Speech Services @Home | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Roosevelt Children's Cntr @ Williamson Elem | 4
|
6
|
8
|
8
|
0
|
0
|
0
|
0
|
0
|
0
|
| Roosevelt Children's Cntr @ Home | 2
|
2
|
2
|
2
|
0
|
0
|
0
|
0
|
0
|
0
|
| Roosevelt Children's Cntr @ Newark | 6
|
6
|
6
|
6
|
0
|
0
|
0
|
0
|
0
|
0
|
| Stepping Stones Learning Center | 3
|
3
|
3
|
3
|
0
|
0
|
0
|
0
|
0
|
0
|
| Tot Spot Day Care Center | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| United Cerebal Palsy Center | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
(continued)
|
| AGENCY & LOCATION | September
|
October
|
November
|
December
|
January
|
February
|
March
|
April
|
May
|
June
|
| OTHER NON DISTRICT SITES |
| Norman Howard School | 8
|
8
|
8
|
8
|
0
|
0
|
0
|
0
|
0
|
0
|
| Halpern Education Center | 8
|
7
|
6
|
6
|
0
|
0
|
0
|
0
|
0
|
0
|
| Hillside Children's Center | 0
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Hope Hall | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| School of the Holy Childhood | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Rochester School for the Deaf | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| May Education & Rehab Center | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Gananda High School - Consortium | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Marion High School - Consortium | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Williamson Middle School - Consortium | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Homebound Instruction - C.S.E. | 1
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Roch City SD - Hospital Tutoring | 1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Monroe County Jail | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Wayne County Jail | 5
|
5
|
5
|
5
|
0
|
0
|
0
|
0
|
0
|
0
|
| Foreign Exchange/Study | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| Anchor Boarding School | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| RESIDENTS IN FOSTER/RESIDENTIAL PLACEMENTS |
| St. Joseph's Villia @ Williamson | 0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
| George Junior Republic UFSD | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| Residential Placements - Other | 1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
| MONTHLY TOTALS | 91
|
94
|
97
|
98
|
0
|
0
|
0
|
0
|
0
|
0
|
28-Dec
|
28-Dec
|
28-Dec
|
28-Dec
|
| SWD = Students With Disabilities | DFY= NYS Division for Youth | OMH=NYS Office of Mental Health | DSS=Dept. of Social Services |
| JES/jes:xlsc |
