Alexander Central Schools

At its annual conference last month, the New York State Mathematics Association of Two Year Colleges (NYSMATYC) recognized the Math League Competition winners.

This year, the top individual score was earned by Alexander Central School District and Genesee Community College student Nicholas D. Allen!

Allen has been an Accelerated College Enrollment (ACE) program student since middle school. The ACE program at GCC has granted him access to college level courses and credit while still attending high school.

With his hard work and dedication, Allen will graduate from GCC with an Associate in Applied Science degree in Computer Information Systems and an Associate in Science degree in Liberal Arts & Science with a concentration in Physics, several weeks before earning his high school diploma.

The NYSMATYC competition consists of two timed exams consisting of 20 mathematical questions each – once in the Fall and once in the Spring. The top five scores from each college are combined to form the college’s team score for each competition. Then, the Fall and Spring exam scores for both individuals and teams are combined to crown the academic year’s champion college and individual.

Prizes for the competition often include mathematical software generously donated by the Math League sponsors and mathematical and scientific journals and magazines.

This year, more than 500 of the best math students from 27 different SUNY and CUNY two year colleges took the exams. The collective team of Genesee Community College students took a remarkable sixth place in the competition, for the second consecutive year.

Allan’s outstanding score this year continues the tradition of excellence seen in GCC’s math students, including the 2018 competition where three GCC students received $1,200 in scholarships for their scores.

These successes are the result of GCC’s unique combination of quality faculty members, a supportive and effective Math Department and its high-tech resources and equipment. When bright and talented students are subjected to the student-focused environment GCC has created, they consistently earn merit-based scholarships and awards at the NYSMATYC competitions.

“When competing against much larger institutions, GCC’s smaller class sizes and therefore more accessible faculty members are a significant advantage to our students,” Christopher Kemp, associate professor, director of GCC’s Mathematics and Engineering Science Division and NYSMATYC president said.

“An advantage that results in unparalleled levels of commitment to our students, and in-turn, impressive student development and achievement."

NYSMATYC formed the Mathematics League for NYS Two-Year Colleges in 1980 to provide a challenge and foster interest in mathematics. The league has also generated a nearly 40-year long friendly competition between two-year colleges across the state.

Genesee Community College offers an associate degree in Mathematics, and the ACE program gives students the opportunity to earn significant college credits while still in high school. For more information on the ACE program, contact GCC at (585) 345-6801, or via email at ACE@genesee.edu.

Additional information about the NYSMATYC is available at http://www.nysmatyc.org/.

Top photo from left: Professor Christopher Kemp, Nicholas D. Allen, and Professor Philip Pickering.

A $12.6 million capital improvement proposal for the Alexander Central School District truly is a collaborative effort by members of the local community, Superintendent Catherine Huber, Ed.D., told residents at a community forum Wednesday night.

"The committee worked tirelessly for several months and really came up with a plan that represents the voices of the community," Huber said. "The work was nothing but true collaboration and this plan really does represent the voices of our community."

The plan calls for a new bus garage, four upgraded classrooms in the elementary school building, and lights for the football field.

There are some in the community, including Toby Wade, who had a lot to say at the forum, who suspect the lights for football is a sort of bribe of the community to get approval for the bus garage.

"There is a perception out there by some people, and I admit, I'm one of them, who think you are just throwing them a bone so you can get the rest of the stuff you want," Wade said. 

Huber said the football lights were included because lights on the football field are a long-standing request of the community. She said it was one of the first things brought up to her by community members when she joined the district two years ago. The need for a new bus garage and dealing with the classroom situation is driving the need for a capital project, and that creates an opportunity to wrap in lights for the football field.

"We feel like this plan is not a matter of throwing a bone to anybody," Huber said. 

The state requires school districts to do a facilities review every five years and identify potential issues that need to be addressed. To comply with that requirement, Huber said, the district formed a committee -- any member of the community was able to participate -- and committee members toured the entire district property.

"When we came back from our site tour, almost everybody in that room knew what our priorities should be," Huber said. "When we toured the transportation facility, we realized what dire straits that transportation facility is in. We had no idea what condition the classrooms were in on the garden level but flooding was happening there regularly. The transportation facility and the elementary school building, we knew we had to do something about that. That was our jumping off point."

The current bus garage is beyond repair, Huber said. Bricks are deteriorating, there are other structural problems, and modern buses don't fit in it well.

There is also a persistent complaint about the safety of the current location. The current configuration means buses must back up into both car and pedestrian traffic areas.

Another long-standing request from the community, Huber said, is for a sidewalk connecting the high school with the elementary school in order to improve safety.

The proposed new transportation facility would eliminate indoor parking for buses (a configuration the state would not fund), create bays for bus maintenance, and a second floor for offices for transportation staff.

The transportation facility would be on a raised elevation, creating separation from pedestrian traffic on the sidewalk next to the football field.

Huber said the district decided to build a new transportation hub at the present location of the bus garage because there was no other available space on school district property and with declining enrollment, it made no sense for the district to acquire off-campus property for buses.

"We looked at several locations on campus and everywhere we ran into issues -- slops, water flows, traffic," Huber said. "It's a very complicated space."

Becky Cokelet, project consultant, from SEI Design Group, explained the situation with the elementary school classrooms.

There is a problem with flooding in the lower southwest area of the building because of soil conditions and that has caused damage to the building. 

The plan also calls for eliminating the bathrooms in each classroom and converting those to storage closets. Two new multi-stall bathrooms will be added where there is currently a classroom. 

The classrooms will be updated with modern fixtures and features and module desk units purchased. There will also be new lockers installed in the hallway.

Funding for the $12.6 million projects will come from a variety of sources:

• $1.9 million from capital reserves;
• $750,000 from other reserves;
• and, 79 percent funded by state aid.

There will be no tax increase in either the near-term nor the long-term related to the project, Financial Director Tim Batzel said.

The district will be required to take out a 15-year bond on the classroom renovations and a 30-year bond for the new building but there will be no increase in the tax levy as a result.

The bonds will be repaid over the years by reimbursements from the state, not out of district funds (after the allocated reserves are spent).

While the statutory language of the ballot measure voters are being asked to approve Monday discusses using tax levy funds to pay for the project, that is language required by state law. In reality, Batzel, future tax levy money will not be used for the project. The expense of the project is completely covered by existing reserves and state aid.

If voters approve the project, Cokelet and her SEI colleagues will need until June 2019 to draw up architectural plans, then state officials will need to approve those plans -- a process that takes several months -- so construction won't begin before 2020 and then will take 10 to 12 months to complete.

Toby Wade said it seemed like there were a lot of unanswered questions about project details, particularly around the design of a retaining wall that he and others thought could present a safety issue.

Huber assured the audience that there is no way the district would approve plans that didn't adequately address safety issues.

As for the lack of detailed design plans, Cokelet said the stages of development are driven by state regulation. First comes the assessment, then a preliminary plan, which requires state approval, and then that plan is presented to the school board for approval. After the board approves it, it is brought to district voters for consideration.

It's only after voters approve it that architects can begin to actually design the buildings and infrastructure of the project.

Wade said that process is a problem because the district voters have been burned before.

"The year 2000 building project was a complete failure," Wade said. "We had to go through lawsuits and it was a huge disservice to people. I can respect that you're trying to do what is needed, but a lot of people in the community aren't going to trust that you're doing your due diligence and trust that it's all going to turn out right."

Cokelet didn't deny the previous project had numerous problems but she said she wasn't involved in the 2000 project, nor was her company.

"I'm ashamed on a professional level, on behalf of my profession, how that firm represented (and) handled that project, but thankfully that firm is out of business," Cokelet said.

However, the district won't be able to maintain the garage much longer. Soon the state will require it be replaced.

"I understand this requires faith and trust but I hope you will look at our most recent projects and I hope you see the great work that was done on limited budgets," Cokelet said.

Voters in the Alexander Central School District can vote on the capital improvement project at the school on Monday (Dec. 3) from noon to 8 p.m.

The Alexander Central School District has proposed a $12.6 million capital improvement package that includes lights for the football field, a new transportation building and classroom improvements.

The district will host a public forum on the package at 7 o'clock tonight in the auditorium.

There is an election schedule Monday to ask district voters whether to approve the package.

The transportation building is the largest part of the package, with an estimated cost of $6.9 million.

The proposal calls for the demolition of the existing transportation facility and the construction of a new bus garage.

The cost of lighting the football field is expected to come in at more than $400,000.

The district is proposing borrowing more than $10 million and spending $1.9 million from the capital reserve fund.

The ballot proposition anticipates an increase in the tax levy to help pay for the project but doesn't specify how much the levy might increase, if at all.

Catherine Huber, Ed.D., who was named superintendent of the Alexander Central School district two years ago this month, is one of two finalists for the Wayne-Finger Lakes BOCES District superintendent position, according to the BOCES website.

Huber is scheduled for a daylong visit at the BOCES campus as part of the interview process Dec. 12.

The other finalist is Vicma Ramos, superintendent for the Greater Amsterdam School District.

Prior to accepting the position in Alexander, Huber was a principal in West Seneca, director of secondary education and assistant superintendent for human resources in the Kon-Ton School District. She's a member of the chief school officer group at Genesee Valley BOCES and chairs the instructional subcommittee.

The Wayne-Finger Lakes BOCES includes 25 public school districts, 11 in Wayne County, nine in Ontario County, three in Seneca County and two in Yates County. The superintendent manages a $3.3 million budget.

The BOCES board anticipates appointing a new superintendent in January with a start date for the job in the spring.

Previously: Q&A with Catherine Huber, Ed.D., superintendent of Alexander CSD

Photo: File photo.

Last spring, a proposal by the Alexander Central School District to charge fees to the Tri-Town Youth Athletics Association for use of the high school's football field upset many parents of young athletes.

It could have added another $4,000 to the cost of the football program.

Now, according to Lisa Lyons, president of the association, the proposal may have been for the best.

Rather than pay the fee, volunteers banded together and reconstructed a field in need of repair so it could serve as Tri-Town's new football field.

"Somebody mentioned this week as we were cleaning up at the field, and somebody said, 'I think maybe we should write and thank her, thank Ms. Huber (Superintendent Catherine Huber),' " Lyons said. "This has been a really good thing. Our concession stand is thriving. We have everything in one place. It's made things on game days a lot easier. We're not hauling equipment and concessions to the football field and back. It's been a lot better for us. It really has."

The field -- which is on property used by Tri-Town behind the Alexander Fire Department Recreation Hall off of Alexander Road -- was used for soccer and other activities but over the summer, volunteers brought in heavy equipment and stripped the existing grass from the field, regraded it, leveled it and planted new sod. The only expense -- which Lyons said she would need board permission to disclose -- was the new grass.

The new field has brought back a lot of Tri-Town alumni back to check things out and attendance at the youth football games has increased, Lyons said.

"I feel like people have come out to the woodwork to see what’s going," she said.

Tri-Town hasn't completely worked out what it will do for basketball. It's probably unavoidable to use school facilities for practices, which means paying a fee for usage and chaperons (a new requirement from the district) but Lyons indicated they may have other options than using the school on game days.

"We have to weigh out our options and see what the best financial option is," Lyons said.

Photos: Football photos by Howard Owens from Saturday. Construction photos submitted by Lisa Lyons.

This past February, members of the Alexander Central School District Board of Directors traveled outside of the district, driving to East Aurora, for a retreat where, according to the school district's attorney, the board members learned about how to work together better.

If that's all the retreat was, it's perfectly legal.

However, in a May 15 interview with The Batavian, Superintendent Catherine Huber said that at the retreat the board developed a policy called the "Norms."

If that's true, and if you interpret the "Norms" as a work product unique to the Alexander CSD, the retreat may have violated the state's Open Meetings Law, according to Robert Freeman, executive director of the NYS Committee on Open Government.

It would take a citizen filing a legal challenge to the meeting/retreat to determine if it really were a violation of the law. Freeman's statements to a reporter is not a legal determination.

"If they came back with a policy that is clear, then the purpose of the retreat was not general in nature," Freeman said. "Policy can only be established and discussed in a meeting in accordance with the Open Meetings Law. The facts, in this case, differ from the analysis offered by the school district attorney."

The "Norms" for the school board, as published in a district newsletter earlier this year, are:

• We represent all students and District residents;
• We speak with one voice;
• We consider all matters brought to the Board as confidential;
• We are active listeners;
• We agree to the practice of tell one, tell all;
• We are visible in our schools and at school functions;
• We are respectful to all.

It is the "one voice" policy that brought the retreat and the "Norms" to the attention of The Batavian. As reported earlier, Huber, school members, and a school board candidate have used this policy as a reason that board members cannot answer questions from reporters.

After the May 15 interview, The Batavian filed a request under Freedom of Information Law for all documents, including emails, related to the retreat including an agenda, minutes, meeting notices, notes, memos, and emails created in the planning of the retreat, and any documents produced after the retreat.

The Batavian received back two documents, receipts from the Roycroft Inn for a meeting room rental and food totaling $496.80.

In response to receiving only the receipts, The Batavian emailed the school district's attorney, who responded to the FOIL request, and asked: "No agendas? Minutes? Meeting notices? Dr. Huber went into this meeting with no preparation? There was no prior planning? The board members didn't have hotel rooms? No travel expenses?"

Schwartzott responded, "Yes, that is correct – the District did not prepare agendas or take minutes. Additionally, there were no hotel expenses because no one stayed at a hotel. There were no travel expenses because there wasn’t any travel involved – the Roycroft Inn is in East Aurora."

She didn't address the question about missing meeting preparation documents.

In subsequent emails, Schwartzott denied the board held a meeting. We asked her to explain how the retreat didn't violate the OML.

Her response:

District policy was not discussed or created at the Board retreat. As Dr. Huber explained and your publication clearly states (“Recently we did a board retreat and the board established norms, which you also probably saw on our website, and one of the norms that the board established was that they would speak with one voice”), the discussion centered around communication strategies (i.e., “norms”), which the State’s Committee on Open Government (COOG) has determined is a permissible topic for Boards of Education to discuss privately in a retreat setting (see OML-AO-3709).

Moreover, COOG has also long held that a meeting of members of a Board of Education at which “public business” is not being discussed is not a Board meeting, and, therefore, is not a public event and does not follow the requirements in the Open Meetings Law (see Open Meetings Law Section 102(1); see also OML-AO-4762).

While Schwartzott did not explicitly quote from OML-AO-3709, which was written by Freeman, for example, does state:

... if there is no intent that a majority of public body will gather for purpose of conducting public business, but rather for the purpose of gaining education, training, to develop or improve team building or communication skills, or to consider interpersonal relations, I do not believe that the Open Meetings Law would be applicable.

In that event, if the gathering is to be held solely for those purposes, and not to conduct or discuss matters of public business, and if the members in fact do not conduct or intend to conduct public business collectively as a body, the activities occurring during that event would not in my view constitute a meeting of a public body subject to the Open Meetings Law.

In other words, school boards can have retreats for the sole purpose of education and training without violating the Open Meetings Law.

However, the next paragraph states:

"...if indeed the retreat involved 'District goals' and consideration of the policies and procedures referenced earlier, I believe that it constituted a 'meeting' that fell within the requirements of the Open Meetings Law."

In The Batavian's discussion with Freeman about these official, written opinions, he expressed the opinion that a retreat that produces "Norms" would mean that discussions were held and decisions made that were unique to the district, sets policy for the board, and is not general in nature, then the gathering is covered by the Open Meeting Law.

"This clearly involves school district business that is unique to the school district and is not general in nature," Freeman said.

We provided these Freeman's quotes to Schwartzott and she called Freeman and then sent The Batavian an email that began, "It turns out he and I don’t disagree about these issues at all. Mr. Freeman said you didn’t provide him with all of the relevant information when you spoke."

She added, "To confirm, now for the third time, the District’s position remains that a discussion about how to develop strong communication skills at the Board retreat did not violate the Open Meetings Law. In closing, this is my last comment about this; I will not engage with you on this issue anymore."

We asked Schwartzott to provide the "relevant" information The Batavian did not provide to Freeman. She did not respond. When we spoke to Freeman today, he mentioned no missing relevant information and confirmed his prior opinion the "Norms" look like something that is unique to the district, sets policy, and should have been handled in a public meeting.

By this time, we had provided Freeman with the full May 15 quote from Huber and a copy of the "Norms."

"Again," Freeman said, "it seems to me what is described here would essentially be a policy of the board of education and the school district, which, again, should have been discussed in an open meeting."

See also: Analysis: It's still not clear what Alexander attorney and superintendent believe about free speech for board members

Since April, The Batavian has been trying to understand the Alexander Central School District's policy related to free speech for members of the Board of Education.

After all this time, the district's attorney, Jennifer Schwartzott, told Robert Freeman yesterday, that the "one voice" policy or "Norm" does not prohibit school board members from expressing their personal views on matters of public interest. He is the executive director of the NYS Committee on Open Government.

How a policy that says board members must speak with one voice doesn't inhibit free speech for board members still isn't clear to us. We do know the policy has been used to shut down board members from answering questions from a reporter (see April 25 story) and that is has had a speech-chilling effect on school board candidates (see May 4 story).

Whatever fuller statement Schwartzott made to Freeman, she has never been willing to articulate clearly to The Batavian what her position is and how it differs from how "one voice" is being interpreted by Huber, the board, board candidates, and reporters. She wouldn't even make such a clear statement after being asked to do so in light of what Freeman shared with The Batavian.

When asked about it, she said, "Mr. Freeman correctly conveyed to you my opinion and the District’s opinion regarding speaking with 'one voice.' As for why you didn’t know that before having a conversation with him, I can’t speak for you or your understanding of my or Dr. Huber’s previous statements."

Here is Huber's May 15 statement:

The board should speak with one voice for several different reasons. The board by policy designates a spokesperson for the school district. We have that policy for you and I know that you've gathered those policies from other school districts as well and the board by policy has designated the superintendent as the spokesperson.

Our board has also gone a step further. Recently we did a board retreat and the board established norms, which you also probably saw on our website, and one of the norms that the board established was that they would speak with one voice. They would speak with one voice on matters related to the school district. Board members individually don't have power on their own. They have power and they come together around the board table.

That is not the same as their inability to express an opinion. Anybody has the ability to express an opinion. But in terms of commenting on district business, the board members only can speak with that same one voice as a board and not as individuals and they've designated the superintendent, as they probably have in most school districts, as the spokesperson for the district.

So Huber states that district has a designated spokesperson but the board has "gone a step further," explaining the board agreed it would speak with "one voice." In fact, she states, "They would speak with one voice on matters related to the school district." Then she said that's not the same as the inability to express an opinion, but immediately walks back that statement by stating, "But in terms of commenting on district business, the board members only can speak with that same one voice as a board and not as individuals."

As with Schwartzott, we have repeatedly asked Huber to make a plain, clear statement about individual board speech. She hasn't even acknowledged the emails.

We started asking Schwartzott to make a clear, unambiguous statement after she objected to our May 14 story, "Five school districts in Genesee County restrict speech for board members," stating that The Batavian misrepresented her views. Even in the comment she left on the story, however, she doesn't state clearly what her views are on the topic.

In emails about that article, she said it wasn't clear to her that the story we were working on was about the rights of individual members to express their personal views, yet in the response to our initial set of questions, she said, "Community members who are interested in what the local board members have to say can attend board meetings where the members discuss issues, share their opinions, and make decisions."

In other words, the only place the public can count on to find out what board members think is at meetings.

So, we're still waiting for a clear statement from Huber and Schwartzott about the ability of school board members to not "speak with one voice" but to speak individually as they see fit.

The Alexander Central School District is planning on instituting a fee structure for use of school facilities by community groups and that has a number of parents, especially parents of children who participate in sports, upset, according to Lisa Lyons, president of the Tri-Town Youth Athletics Association.

Lyons raised those concerns with the Board of Education on Tuesday night. School board meetings are generally sparsely attended and Tuesday dozens of district residents were in the auditorium for the meeting, though there's no way to say how many were there because of the fee issue.

The fees, at least as announced, would cost the association about $8,000 for football and basketball, according to Lyons (CLARIFICATION: Lyons provided a revised calculation of anticipated association costs after publication of this story) and she asked a number of questions, none of which were answered by board members after she spoke.

"As residents, we pay taxes that are among the highest in the state for a community our size," Lyons said. "Adding in $6,000 in fees, how is this not double dipping? As a nonprofit organization, these fees will close programs for us. The district parents of these children have stated this is unacceptable."

Besides Lyons, there were two other parents who signed up to speak but with the intention of ceding their allotted three-minutes to Lyons, a request Board President Reed Pettys would not allow. One parent, Mary Shepard, tried to read from notes prepared by Lyons once her three minutes were up but Lyons said after the meeting she really didn't get to express all of the concerns that have been raised to her by the parents.

Before the public comments section on the agenda, during what the board calls "roundtable," where each board member can speak on any issue they care to raise, Superintendent Catherine Huber took a few minutes to explain her view on why and how the fees are being initiated.

She said in the fall, the board appointed a committee to review and potentially rewrite the school district's facilities use policy. She said the committee was comprised of board members and school staff who are past and present parents and coaches involved with Tri-Town.

The board minutes for Oct. 18 list board members Rich Guarino, Molly Grimes, Lisa Atkinson, Shannon Whitcombe, Matt Stroud, Tim Batzel, Rob Adam, and Ben Whitmore as members of the committee. The minutes also list Board Member Brian Paris as a member of the committee but he said he declined the appointment because of other business commitments and never attended a meeting.

The policy was adopted by the board in December.

Huber said the prior policy also allowed for a use fee but no fees were ever charged.

"We believed that it was time to start charging a nominal fee to outside organizations, to community organizations to use our facilities," she said.

Huber said she has tried to communicate clearly and work collaboratively with Tri-Town, inviting Lyons in for a meeting, not only to inform them on the need for the new fee but letting them know that the district could be flexible.

"Our goal is all the same," Huber said. "Our goal is to provide a great experience for all the children of Alexander."

She called the fee nominal and said that Lyons continued the conversation in emails back and forth.

"This is the first year for fee structure, so I suggested that if what we were suggesting is not something Tri-Town could bear, I asked Tri-Town to bring to me what could be a manageable solution in terms of a facilities fee."

One issue raised by Lyons is the district's projections for the Tri-Town fees are much lower than Tri-Town's estimation of the fees, based on the documentation they've received.

Huber presented slides showing the fee structure.

The association, she said, would be charged $25 an hour for football, for example, and with four games, that would come to about $300 per game day with an annual cost of $1,200.

The district's costs, she said, is $56 an hour or $650 per game day, with a total of about $2,700 annual. That would still leave the district short its expenses by $1,520.

The cost for basketball, by Huber's numbers, would be $1,920 annually with the district's annual cost at $3,523, for a two-sport charge to the sports association of $3,120, which is less than half of what Lyons estimates it would cost the association. The association uses school facilities only for football and basketball. (CLARIFICATION: This paragraph added after initial publication).

Those numbers, she said, don't include all of the district's costs.

"I think it’s really important that we have those numbers in front of us because as a community, we all want the experience for our students but we also have to understand that it is the responsibility of the board and the administration of the school district to make sure that there are facilities for people to use," Huber said.

"This community has come to expect a certain level of facility maintenance and certain expectations of around our facilities. It would be irresponsible of the board to not have a certain cost-recovery measure in place in order to maintain those facilities long-term."

Lyons said Tri-Town is a 40-year-old organization. She doesn't know how long the association has been using school facilities but it has been many, many years, so it doesn't make sense to her why now, all the sudden, the district needs fees to maintain the facilities.

While Huber is saying the fees are in that $1,500 range (they change some, depending on the sport and facility), Lyons said based on the use application she's been provided and the belief that the two chaperones required for each event, at $18 per hour each, increase the cost, the range is closer to $6,000 per sport annually.

If that is true, use fees for parents per sport will likely double, which will lower participation and mean the end to some sports. The disparity is so great, Lyons said a counteroffer, which Huber said is welcome, is hard to even formulate.

"I understand a nominal fee," Lyons said after the meeting. "I get it. But for us to even try to offer them something at this point, the fees are so astronomical I don’t even know where to start."

One thing that bewilders Lyons and other parents who joined a conversation outside the auditorium after the meeting is the requirement for two chaperones at each event.

"If something is broken, we’ve always paid for it," Lyons said during the hallway conversation. "If something happens, we try to take care of it. If they have a complaint, they’ve come to us and said there were kids running around the school, what can we do, OK we rope it off, we have volunteers wandering the school, making sure kids are in place, so again it’s not that we’re not trying to work with them, we are to the best of our ability."

In the parking lot after the conversation with parents, Huber said the chaperones were necessary because "we want to make sure our facilities are taken care of."

Asked if there were problems in the past that made chaperones necessary, Huber would only say, "We just want to make sure our facilities are taken care of.”

We relayed those comments to Lyons in an email and she said, "I would hope that if there were any issues that came up that I would’ve been informed. To my knowledge, I don’t recall there being anything that wasn't taken care of. Most issues that had come up were 'kid issues' and handled where both parties were satisfied. Issues with any property -- I only know of two and those were taken care of at the expense of Tri-Town and its insurance."

She said one property issue was recent and the other occurred many years ago.

The fees also don't make any sense, Lyons said, because Tri-Town volunteers take care of the facilities before, during and after events.

"The school puts on varsity games on Friday night," Lyons said. "When we get here on Saturday, that field is disgusting. It was lined but we set it up. We have to empty all the garbage cans. We have to get ready. We have our game. We clean up to the best of our ability. So you’re telling me as a school they have to ingest more fees when staff would have to do it on Monday?"

She added, "It’s not fair. When you really look at it, it’s not fair."

Students going through Tri-Town athletics makes the school district better, Lyons said. She said studies show that students who learn teamwork, discipline, and other life skills through sports do better academically.

The association also prepares young athletes to compete eventually at the varsity level -- a point Shepard also made during public comments after picking up the notes from Lyons.

"We have fed your school student-athletes for years," Shepard said. "We have helped put Alexander on the map with many individual wins, sectional wins, regional wins and many patches. How many athletic scholarships have been awarded compared to academic ones?"

Debbie Green said her daughter started with Tri-Town as a cheerleader when she was 5. After four years of cheer in high school, she earned a college scholarship. That is how Tri-Town benefits the school, the kids, and the parents, she said.

Green also noted that under the new fee structure, Girl Scouts, which she is involved with, will wind up paying $100 per meeting to continue meeting at the school.

The Batavian attempted to interview school board members after the meeting to get their indivdual takes on the association's feedback on the policy but we were only able to talk with two before the rest quickly left the building.

"When I’m outside the board and I’m not in session, I’m just an individual but I don’t give interviews," said Vice President Rich Guarino.

Asked if that was because of the district's "One Voice" policy, Guarino said, "Outside of the board, we’re just individuals and I don’t give interviews for anything. I don’t answer surveys on the telephone. I don’t give interviews."

Board Member Brian Paris did answer questions.

Paris said he believes the facilities policy is a work-in-progress, that it's really still in draft form and that the board is working on it.

"I’m not on the committee to develop it, so I don’t have tremendous insight but I do know that a lot of people put a lot of time behind it," Paris said. "I know this board. It’s a very reasonable board. Our goal is not to put any student in a position where they are not able to participate in any of these activities."

Lyons, Green, and Donna McArthur, who has been with Tri-Town for 42 years, said it's expensive enough being a parent of a student-athlete. Besides fees, there's equipment, training, travel, and other expenses that add up.

For the association, there are also expenses the district may not be considering, from insurance to recertifying football helmets every three years. And, McArthur said, the association has always made sure every kid who wants to play gets to play.

“We never have a child that does not play," McArthur said. "If they can’t pay as parents, we all kick in. We find them shoes, we find them a glove, no kid has ever been turned away.”

And community members help the school district in other ways. It was community members who did the fundraising in the 2000s for Chris Martin Memorial Field of Dreams, which is used by the district's football, softball, baseball and soccer teams.

For all these reasons, Lyons said, district parents aren't happy with what they see as astronomically high use fees.

"There has to come a point where, yes, there is that collaborative conversation," Lyons said. "But as a district, these parents are pushing back because they know that this organization cannot afford those fees. As parents, with that 99.6 percent of kids who are playing who are district kids, they’re already paying for this school. They don’t want to pay any more for it."

This is a transcript of an interview conducted with Catherine Huber, Ed.D., superintendent of the Alexander Central School District, on May 15. It's taken us some time to prepare the transcript for publication. It's been lightly edited for clarity.

The interview came about following publication of a story published April 25, Group of Alexander parents express frustration at how the school is handling discipline, student safety. Shortly after publication, the attorney for ACSD, Jennifer Schwartzott, e-mailed The Batavian and demanded a retraction. The Batavian did not retract the story, and the school district eventually dropped its demand for a retraction and agreed to an interview with Huber.

Context for the interview also includes the stories: Five school districts in Genesee County restrict speech for board members and NYSSBA deputy director addresses confusion about free speech rights of school board members.

Huber became superintendent of Alexander in December 2016.

THE BATAVIAN: We've heard from several parents, especially after our story a few weeks ago, who express frustration with the school district. They feel they are not being heard and they're powerless. This is more than just a few disgruntled parents. Why is this so pervasive? How did it become this way, and what changes are you making sure the parents are empowered?

CATHERINE HUBER: I just want to respond to that we listen to all concerns, questions that are brought to our attention. When I say we, I mean me, I mean teachers, building administrators, and our Board of Education. We deal with every situation that's brought to our attention and while sometimes there might not seem to be a resolution or might not be a resolution that people have all the details about does not mean that we're not responding.

TB: Is there anything you need to review that parents aren't getting -- how can you help parents feel more empowered, that they are being listened to?

CH: Do you have a specific situation that you --.

TB: Well, we're not supposed to discuss specific situations --.

CH: Correct.

TB: And, you know, there was the parents with the two meetings that had come up and then after a story posted we got so much feedback and social media emailed to me of like, "right on, finally somebody standing up for us." So, there is definitely a feeling out there that parents don't feel empowered and don't feel like they're being listened to. So, I'm wondering if there is a self-reflection of anything, anything you can do differently?

CH: I can assure you that we're always reviewing our processes and reflecting on how we conduct our business.

TB: Does it concern you to have this pop up like this?

CH: So, one of the things that is so fantastic about Alexander is that this school is the heart of the community and there is nothing like this community. This community loves its schools and there are so many outstanding things that are happening in this school every day. We have students who are successful on the stage, on the field, academically. We have community members, faculty, and staff who are engaged in all sorts of processes around the school all to make sure that people know that they have a voice in this school.

CH: One of the things that I'm most proud of, and I know that you were privy to some of this during your budget presentation last week, is that we've set up a whole system of committees. They are open to anybody -- community members, faculty, staff. We have student representatives on our committees. Some of the committees that we're working on right now, we have a capital project committee, we have members of our community, We have people from our transportation department, our administrators, our teachers, our staff, we have a student representative, who are not only talking about what we're going to be doing moving forward with our next project -- and I think you walked in through our last project, our beautiful new foyer -- but we're also talking about what's our vision for what Alexander will be in the next five or 10 years and then how our facilities can match up with that.

CH: We have community members and faculty and staff and students involved and all our hiring committees so we're about to start hiring for two of our retirements and those committees are important things that we're doing. We have our safety committee that has community members on it as well. We have a wellness committee. Again, representatives from across our community. Tim and I actually once a month meet with the mayor and the town supervisor in Alexander, again, as an opportunity to reach out to the community and to make sure that we always stay focused on the fact that this school is the heart of the community.

CH: That's what I want us to be focusing on. Our practices and the way that we communicate, the way that we are available -- those are all things that as any good professional will do. We're reflecting on all the time but what I'd really love to do is to get back to the conversation about all the great things that are happening at Alexander.

TB: I appreciate that. If there is any parent out there who feels that they haven't been heard, what would you encourage them to do?

CH: I would encourage them to follow the chain of command and the chain of command would be that you start with the classroom teacher. You move to the building administrator. If you still don't feel satisfied, you would move to the superintendent. And then, as appropriate, I could refer that to the Board of Education. That's in our policy.

CH: Being heard is not the same necessarily as getting the answer that you expect. We all know that. But I can assure you that parents are heard. Community members are heard when they reach out.

TB: Moving on, why should the board speak with one voice?

CH: The board should speak with one voice for several different reasons. The board by policy designates a spokesperson for the school district. We have that policy for you and I know that you've gathered those policies from other school districts as well and the board by policy has designated the superintendent as the spokesperson. Our board has also gone a step further. Recently we did a board retreat and the board established norms, which you also probably saw on our website, and one of the norms that the board established was that they would speak with one voice. They would speak with one voice on matters related to the school district. Board members individually don't have power on their own. They have power and they come together around the board table. That is not the same as their inability to express an opinion. Anybody has the ability to express an opinion. But in terms of commenting on district business, the board members only can speak with that same one voice as a board and not as individuals and they've designated the superintendent, as they probably have in most school districts, as the spokesperson for the district.

TB: Before this whole issue came up, I never, in 30 years of journalism come across agencies that said we must speak as one voice, that individual people are not their own independent agents who are responsible to their constituents. What you describe sounds like the kind of thing we would expect in Communist China where we all must be on the same page, people aren't allowed to dissent.

CH: You have the policies and I know you have the policies from the other school districts as well.

TB: Do your members have a right to dissent?

CH: Absolutely, they do.

TB: So why are they not allowed to speak those opinions if asked?

JENNIFER SCHWARTZOTT: That isn't what she said. She didn't say --

TB: I'm asking this, this because this has been my experience. Nobody can speak their opinions individually, from my experience in dealing with this school district. So I don't know, why that is?

CH: Can you maybe use a different word than allowed? Where are you finding that nobody can speak?

TB: That's comes from your statements and her statements to me.

JS: That is certainly not my statements as we've -- I'm not part of this interview, so if you want to ask Dr. Huber what her statements are you certainly can but she can't speak for me --

(NOTE: Since this interview, The Batavian has twice emailed Schwartzott offering her an opportunity to clarify her position. She hasn't acknowledged the emails.)

TB: When the first time I tried to talk to you the clear message as we speak with only one voice.

CH: Correct.

TB: Which is negating dissent or individuals’ views.

CH: It's in keeping with our policy. An important thing to keep in mind, too, is that one of the central jobs of a Board of Education is that they get to approve a policy. So, Boards of Education approve the policy that talks about things like who is the spokesperson for the board.

Continued after the jump (click "read more" below or the headline):

TB: Moving on. This gets to some Special Ed stuff. So, parents have complained that there are not enough trained personnel for Special Education and that the Special Ed room aides have no training. Are you doing anything to address this?

CH: We have outstanding faculty and staff. We have regular and robust professional development in our school district.

TB: Are the aides in Special Ed trained for dealing with Special Ed?

CH: Aides and all our staff, faculty and staff, are providing professional development.

TB: For what they're doing?

CH: They're provided professional development, yes.

TB: When there's a threat of violence at the school, how's that handled and when is it appropriate to communicate that to parents and the community?

CH: Every situation that's brought to our attention is investigated as necessary. We bring in our partners in law enforcement and when it's appropriate we certainly communicate that as appropriate.

TB: Are there any examples of when you think that might be appropriate, that the whole community should know?

CH: I'll have to think about that a little bit.

TB: When a student makes a threat of violence is law enforcement always called to investigate and document?

CH: Every situation is situation-dependent and situations are complex and they are different. When it's appropriate, law enforcement is brought into place and as you know we have a great relationship with the Genesee County Sheriff's Office. Part of our budget that's up before the voters today has to do with bringing in an SRO (School Resource Officer) as a full-time person to Alexander. We also take very seriously our commitment to safety. We have a very active safety team. Our safety committee not only reviews the code of conduct every year but they talk about safety issues in general in the district.

CH: Some of the things that came out of the safety committee and our leadership team were making our parking lot safer, for example, so we have a different traffic flow this year just to make sure that everybody's safe. We also have developed a single point of entry system. We have invested in an ID system, you're wearing the ID badge right now. We are always doing our mandated drills to make sure that when and if anything does happen, we're always available. We are grateful for the opportunity to put up to our voters bringing an SRO on staff to just add an additional layer of safety.

TB: Your code of conduct, I believe, states that, in following with state law in regard to punishment for Special Ed students -- when a child in the general population brings weapons school the student can be suspended for one year. A Special Ed student can be suspended for 45 days. In the wake of what happened in Parkland, do you feel this is sufficient? Are there any changes that should be made to the law?

CH: I'm not going to comment on the law. I can tell you that our Code of Conduct is updated every year and by a committee of teachers and administrators and it's reviewed by a parent and a student. So our Code of Conduct is a living document that we follow, understanding that every situation is complex and unique.

TB: Do you feel like the state or the authorities are given enough tools and resources to deal with unique circumstances that hit these safety issues, considering what we're seeing now?

CH: We have highly trained administrators in this school district. We have highly trained faculty and staff. We do everything we need to do in terms of safety protocols including the review of our Code of Conduct. And again, we are asking our voters to approve the additional position of an SRO in our school district.

TB: What is your authority, or do you have an authority, if there's a child who has repeatedly shown violent tendencies or threats to remove them from the population or get them out of the school?

CH: I have the legal authority to follow what we are legally bound to do. And part of that is making sure that we never forget our commitment to educating all children, providing appropriate supports and creating a safe environment for all our learners. If you'd like me to go into the process of what happens when a student doesn't behave in alignment with the Code of Conduct and how that goes, I would be happy to fill you in on all those details.

TB: Well, I think what I want to kind of assure people is, if there was a student who was a repeated problem, and it would probably a Special Ed student, that you have the processes in place and you have the authority to make sure that that threat is mitigated.

CH: I disagree with the premise that it's likely a Special Education student. I think that that's --

TB: I think that's where a public concern is now, that's why I'm phrasing it that way.

CH: OK. But I'm disagreeing with your premise.

TB: I appreciate that.

CH: We certainly have support in place for our students. We certainly have the authority to do what it is that we need to do. We have processes that we need to follow and we keep student safety and well-being as our top priority. What I'd like to share with you as well is that we very proactively added a school social worker to our elementary building this year. We did that because we understand that students are coming to us with more and more complex needs and we know that we need to provide additional layers of support. So, in addition to our school psychologists and in addition to our classroom teachers and our aides, we added a school social worker to provide all of those different levels of support.

CH: The other thing that we're doing right now is, and you heard this as well, at the budget presentation, we have a group of teachers and administrators who are working together on our Response to Intervention model. Now that might sound completely academic in terms of meeting students’ needs, but it's not because we know that students need to feel safe and have their well-being in mind before they can really achieve academically. This team has come together to study models and best practice for Response to Intervention and are developing a plan so that we can implement a K-12 system of Response to Intervention. How to meet the needs, the very diverse needs, of all our students beginning in September. That's not to say we haven't been doing that before. We have lots of systems in place. We are really focused in the school district, and to use the language that you used in an article last week, I believe, when we're talking about the budget, this really is about building capacity.* It's about building systems. It's about making sure that all our community members both internal and external feel like they're part of this school district. (*NOTE: That was Huber's language that The Batavian reported.)

CH: That RTI (Response to Intervention) model is a partner to the work that our school psychologists, our social workers, our counselors did with their comprehensive school counseling plan that's mandated by New York State and that the team presented to the board several months ago. So we are doing many things to make sure that all of our students' needs are being taken care of on a daily basis because students safety and well-being is our top priority.

TB: One thing I want to clarify, another reason I asked the question the way I did, with Special Ed there are different state mandates; how you deal with (those students), so that's also why I phrased the question earlier the way I did.

CH: And, again, I'm happy to take you through what happens when a student, Special Ed or otherwise, does not act in alignment with the Code of Conduct. I'm happy to take you through all of that because I think actually that might help just in terms of background --

TB: I'm not opposed to that, - -

CH: OK --

TB: I just recognize your time limit so I'm not sure how much that would take. If you think that would take five minutes or whatever --.

CH: I think it's important to keep in mind that when a student acts in a way that we move toward the Code of Conduct that everything is thoroughly investigated. The school principals can, if warranted, suspend a student for up to five days. There are of course many other things that could happen other than putting a student out of school. There are things like in-school suspension, detention. There also might be bringing some of our supports like I just talked about, social workers, counselors, school psychologists, in to help those children. If the principal recommends a five-day suspension, they can do that. They also can say you know what this is serious enough that maybe we'll do the five-day suspension and we'd like to recommend a superintendent's hearing.

CH: When the superintendent's hearing process gets put into play, we appoint an outside hearing officer. That person comes in. They hear what the district's take is on this particular incident. The parent can bring an attorney and if they don't have an attorney they can present their case and then the hearing officer makes a recommendation to me about if the suspension should be longer than the five days. I either agree with that, disagree with that. Ultimately, the superintendent in any school district is the one that makes that decision. If a child is a child who has a disability, there's also part of that process called a manifestation hearing, where a team comes together with teachers, administrators, parents are part of that team, the student is often part of that team, and the question really is, 'Is this child's disability, is that the reason for, perhaps, this conduct?'

CH: That's another layer of protection for students, because all of these layers when we do implement the Code of Conduct, are all to protect the students. They're all to make sure that their due process rights are maintained. But also, to make sure that we're able to give disciplinary consequences when appropriate.

CH: That's a long answer but it's important for you to know that everything, not only this school district but every school district, is done deliberately. It's done thoughtfully. It's also done within the legal framework that we have and that we must operate under. And I also hope that just that small explanation to you underlines the fact that these situations are complex and unique and they certainly are not something that everybody has access to all the information except for the people who are involved in those situations.

CH: I know that you know that I take student confidentiality very seriously. It's not only just for every student but it's also especially for those students who maybe aren't acting in alignment with the Code of Conduct. I'm going to defend that child's right to have their matter be confidential just as much as any other student and that's something that I take very seriously.

TB: It occurs to me, when a child has gone through a discipline process, especially if they've been removed from school for a time and there are perhaps some ongoing behavior issues, what kind of support can the parents expect from the school in dealing with that situation, and to be sure and continue the (child's education) during that period?

CH: We are lucky enough to be in the Genesee Valley BOCES and we partner with BOCES to provide tutoring services, so if there is ever an extended suspension, tutoring services are set up for that family immediately.

TB: I've never thought about it before, but is there support a parent that is having a hard time with a child can get through the school district? Counseling? Is there any other support they can get? I've never thought of asking that question before ...

CH: Yes, we have as I mentioned before we have lots of different supports. The other thing we do is we have lots of connections in the community. So, one of the things that we tend to do is reach out to community agencies to help families. We're here every day to make sure that students are safe and their well-being is taken care of and part of that role is really taking care of the families as well. That's something that we take really seriously.

TB: There's a couple of questions I'm looking at that I think you've already answered so let me just take a second here.

TB: If a child is feeling stressed because of the situation in the classroom with the doctors concerned about anxiety disorder is there an opportunity for that child to be moved to another classroom because of the issue in a classroom.

CH: I'm not going to respond to that question because you know that that's about a specific student and I'm not going to talk about a specific student.

(The conversation switches for a few questions to a topic of another possible story.)

TB: How many new positions were added 2017 and 2018 and you're planning for 2018-19?

CH: I am thrilled that you asked that question because it's time really; I want to make a point of the fact that we're here about the students and we're here about our programs and we're here about teaching and learning every day. And during those 16-17 school year, we offered an incentive, and districts often offer incentives to reduce staff and reduce cost. We all recognized that there were some areas that we needed to shore up a bit. There were different levels of support that our teachers needed, that our students needed. Rather than not replace the few positions that went out through this incentive we, in fact, added seven positions last year, in the 17-18 school year. We added a second-grade teacher. We added a third-grade teacher. We added a Spanish teacher full time. We added a school social worker. We added a full-time ESL teacher. That the social worker and the ESL teacher were positions that were added in the spirit of building capacity and building systems and building levels of support.

CH: We also added a Special Education teacher at the high school level. In addition to those things, we brought back classes from BOCES. Oftentimes in Special Education, districts can't sustain the level of programs by themselves that they can we all partnered together in BOCES. We brought back two specialized classes, one in our elementary building and one in our high school, so that we not only could keep our students in our district but also, we had the opportunity to tuition-in students from other school districts so then we provided that level of support. In addition to all those positions. We invested in a reading series to develop consistency in our literacy program.

CH: One of our four-year district goals right now is that all our students will be reading at grade level by the end of third grade. The elementary literacy team the year before last, so that would be 16 and 17, did a study of what needs to happen for our program to be even more responsive to the needs of all our learners, and that was before we even set the goal of everybody reading at grade level by the end of third grade. Their recommendation was to adopt a reading series. The district invested over $65,000 in their reading series. We also moved to classroom teacher from the classroom into a literacy specialist position. That position is specifically designed to help teachers and to support teachers with the implementation of this new reading series. That teacher is in classrooms doing model lessons. She's coaching teachers. She's making sure everybody has the resources that they need. She's gathering the data. She's leading data meetings. And she also is working with students. So, we added that position in. We also added in -- this was last minute -- we got an influx of kindergartners last June and we had one of our teachers who is on our payroll moved into our UPK (Universal Prekindergarten) position. But we had these kindergartners come in and so we had to make the decision about what do we do with this? Do we have class sizes that are not really acceptable to our standards in terms of class size? Do we bring in an aide into each of those classrooms? What do we do?

CH: We decided, the board was in support of this as well, that we would partner with the YMCA. They took our UPK program. We could then move that teacher who we had designated as UPK into kindergarten, which then further reduced class sizes. I believe our class size in kindergarten is 14 students. Our average class size in our elementary building this year is 17 students per class.

CH: In Addition to all of those -- I mean that's a lot, right, for the 17-18 school year. And I want to go back to the things that we were talking about earlier. This is about building capacity. This is about building systems. This is about building the type of school district that creates the conditions for all our students to be those confident learners that our mission statement talks about in that safe environment. It's from that mission statement that we developed our four goals. We have for teaching and learning goals. We have for learning environment goals. Again, these are all about collaborative structures. It's all about student engagement. But to get to student engagement we need to have that overall community support. That's what we're building in Alexander.

CH: For this year, we actually have two retirements. We are going to replace both of those positions and we're also adding in, if the voters vote for this, an Instrumental Music person. The reason that we're adding and growing our Instrumental Music program is that we have over 370 students in our school district of 850 who participate in either vocal or instrumental music. That's not counting all our students in general music classes nor is it counting our third-graders who take recorder lessons. That type of activity for our students not only speaks to the level of engagement, but speaks to something that we're proud of. Our vocal and instrumental music bands just went to a festival in Boston. They came away with seven big huge trophies, sort of Best-of-Show types of trophies.

CH: We also just had 22 students participate in the vocal all-state event that happened in Pioneer. I'm telling you all of this because our commitment to student engagement is our top priority. Our commitment to our mission is our top priority. We're not just saying that we're building systems. I came on board in December 2016. So, I haven't been here for long. But I can tell you that in the time that I have been here we have done deliberate work to build on the great foundation that has always been Alexander. This has always been a school district that is proud of its schools. This school is the heart of the community. There's great stuff happening here. Our work is just continuing on, building capacity, building these structures, and building systems.

TB: You have several how many staff have been added over that period time?

CH: We added seven people last year. We're adding one this year. (Also, replacing two retirees).

TB: Have there been any positions that have been proposed that have turned down, decided not to fund?

CH: Not that I'm aware of.

TB: OK.

CH: Are you aware of a position?

TB: No. I'll tell you the reason I'm asking is when you're doing your proposal, and I have the same thought here, is it seems that any time position is proposed and you can define it as below capacity, you added it. We've lived in New York for 12 years now, moving from California, I've had this discussion with lots of New Yorkers -- school districts seem to -- there is no regulation on spending. There's no regulator on it. You have these palaces for schools. Everything they want to get funded, seems to get funded. You talked about fiscal responsibility at the public hearing and I'm trying to look for where there is an example of fiscal responsibility.

CH: There is fiscal responsibility in the school district and to suggest otherwise is just not accurate. One of our goals right now, again we've developed those four-year goals, is that we will consistently continue to create fiscally responsible budgets and Tim has done a masterful job in making sure that we have a great foundation here. We take very seriously our commitment to the taxpayers. To suggest otherwise is a mischaracterization of this work. We don't go out on just because I'm able to make an argument for building capacity. We add on because of our commitment to our students and to our teachers and to our community to create the conditions in the school district that are the finest conditions that we can create.

CH: We, like every other school district in the State of New York, are up against some really difficult times. Around 2008, and with the Gap Elimination, this board and the school district, and this predates me, made a commitment to make sure that this school district had the best programs possible. That this school district had what students needed and that involved making some difficult choices because a penny only stretches so far. But I can guarantee that one of the things that the school does extraordinarily well, and I could list for you many other things that the school district does extraordinarily well, is to make sure that we're always being fiscally responsible. Certainly, adding teachers, I think that in this day and age adding staff to support teachers and students is actually something that should be celebrated. That school districts like ours, a small rural school district, is finding out a way to do that and to do that in a fiscally responsible way, and that our board is putting together budgets and supporting budgets that continue to support students is remarkable, and something that they should get a lot of credit for.

(The final part of the conversation dealt with questions about another potential story.)

The commander of the Veterans of Foreign Wars in Alexander is on a mission to get the Alexander School District to reconsider implementing a tax exemption for Cold War veterans.

Eric Radder spoke at Wednesday's school board meeting.

"I notice we’ve got all four service flags up here, so obviously Alexander supports its veterans," Radder said. "I’m here to discuss and implement it and bring it back as a point of discussion."

Several tax jurisdictions in the county have adopted the exemption, including the Town of Alexander and the Village of Alexander. 

Qualified veterans who apply can get an exemption on a small portion of the assessed value of their property. The typical exemption is 10 percent off the accessed value with a maximum of $6,000 exempt from the jurisdiction's property tax. In Alexander, both the town and village adopted the higher tier exemption, which is 15 percent off the accessed value with a maximum exemption of $12,000.

More than two years ago, the school district held two public forums on the proposed exemption. The first forum, said Board President Reed Pettys, was lightly attended because of a snowstorm. The next forum had 30 to 40 people attend, Pettys said, and the public was evenly divided between support and opposition.

While the perception is that the Alexander School Board voted against the exemption, Pettys said since the community was divided on the topic, the board just never took the issue up again.

Pettys agreed Wednesday night to go with another board member to the VFW's board meeting Thursday to publicly discuss the proposal again.

He said a lot has changed since the board last considered the idea -- there are two or three new board members, including one -- John Slenker  -- who is a veteran and more jurisdictions, including other school districts, have passed it.

"I think we’ll discuss it at the next meeting and see if we can get a public forum," Pettys said.

The exemption, Radder said, would help keep veterans in the community.

"You could retain the veterans who bring a set of values that they learned in their military training experience and then in return benefit the community at large," Radder said.

A reduction in state aid for the Alexander Central School District is contributing to the district's need to raise property taxes by 38 cents per thousand of assessed value for 2018-19 even though overall spending will be reduced from this academic year.

Voters in the district will be asked to approve the proposed budget May 15.

The district is asking to spend $17,704,810 next fiscal year, a reduction in operational spending of $293,367.

State financial aid, which makes up more than half the district's budget, is being reduced by $193,685. Building aid is being reduced as well by $565,851.

The proposed tax levy, the total amount collected through property taxes, is $6,159,675, compared to $6,050,850 this year, an increase of $108,825.

That levy would put the property tax rate at $21.51, or 38 cents more than this year, per thousand of accessed value.

Catherine Huber, Ed.D., superintendent of schools, said the budget is responsible and meets the needs of students.

"We always, of course, focus on developing fiscally responsible budgets," Huber said. "To talk a little bit about a fiscally responsible budget and the things we were able to do with our last budget. With that budget, we were able to maintain staff and programs.

"With that budget we were able to build capacity in our school district by bringing on a school social worker, by bringing on an ESL teacher to build the capacity for when students come to us with varied needs their needs can be met."

With the proposed budget, the district will also be able to build capacity.

"If anybody was at our last board meeting, you heard about the expansion of our agriculture program," Huber said. "It's an exciting expansion for Alexander. We also are proposing the addition of an instrumental music teacher. Did you know that we have 300 students in grades four through 12 -- out of 800 students in the school system -- (who) participate in music?

"We just had a sampling tonight of what the quality of our programming is, so to expand that program is something we can sustain over time and something we're really proud of."

A key proposal in the budget is the addition of a school resource officer. An SRO is a member of law enforcement -- in this case, a deputy from the Sheriff's Office -- who is posted at a school full time throughout the school year.

Sheriff William Sheron attended Wednesday's public hearing and encouraged voters to approve the proposal.

He said in this day and age, an SRO isn't a "nice to have." It is a "must have."

"The officer protects the individuals here, the students, the faculty, the visitors that come in here," Sheron said. "He will interact with all the children. He will also be a mentor with the children in the school."

The SRO program has worked out very well at BOCES and Byron-Bergen Central School, Sheron said.

"The SRO is a resource for children go to when they don’t feel comfortable going to a teacher or an aide," Sheron said. "You create those relationships and those children will come to you. They’ll have faith in you. They’ll have confidence in you and they’ll share things with that officer that they wouldn’t share with anybody else."

Some budget highlights:

• Regular classroom spending increases from $4,829,106 to $4,977,365;
• Special education and vocational education spending is up from $2,868,973 to 2,920,888;
• Athletics increases from $436,585 to $532,316;
• Transportation increases from $776,134 to $818,087;
• Maintenance for building and grounds decreases from $321,575 to $278,058;
• Central administration spending will increase from $167,612 to $190,048;
• School administration will increase from $585,069 to $609,329.

Tim Batzel, the district's finance director, said at Wednesday's hearing that in June the district will make its final payment on a $17.9 million bond that was financed in 1998 primarily for addition of the Middle School. As a result, next year's budget reflects a 66-percent ($530,000) drop in bond payments and a 21-percent drop in interest payments ($23,303).

Lighting upgrades continue to reduce the cost of utilities, Batzel said, and for the second year in a row, the district is benefiting from a 9- to 10-percent reduction in workers' compensation insurance.

After the hearing, during what the board calls "the roundtable," Board Member John Slenker made a statement with an apparent reference to recent school board meetings where multiple parents used public comments to voice complaints and concerns about child safety issues and whether the Code of Conduct is fairly applied. The story was reported by The Batavian.

"I would just like to remind parents that the school board is a very important function," Slenker said. "It is also voluntary. We’re not paid. The people who sit up here take the safety and education of your children very seriously. We have 15 current, future and former children among us. The other part I would like to say, it’s been an absolute honor serving with Reed Pettys and working with Catie. They are some of the best people I have ever met."

Pettys, currently board president, is stepping down following the completion of his term in June.

• Besides the budget, there are four other ballot measures for voters to consider May 15:
• Proposition #2: Authorize the purchase of two school buses at a cost of $305,470.
• Proposition #3: Purchase a new marquee sign for the front of the school at a cost of $29,595.
• Proposition #4 and Proposition #5: Establish capital reserve funds.

There is also one open seat on the school board up for election and only one declared candidate. The candidate is Sara Fernaays. The Batavian attempted to interview Fernaays after Wednesday's meeting. We wanted to ask her thoughts on the budget, the SRO, and other issues and Fernaays declined. She said she feared granting an interview would cause trouble with the school district.

The school district has a policy that prohibits school board members from speaking individually with reporters.

There are more than 1,000 pieces of student artwork, from middle and high school students, on display in the foyer of the Alexander Central School Auditorium and Wednesday's school board meeting, Trustee Rich Guarino drew attention to it and to the jazz ensemble that performed prior to the meeting.

He said he's heard over the years how students who perform music and participate in fine arts do better academically and he said that may just be anecdotal but he tends to believe it.

"I see the kids who are in the music program or the visual fine arts program and those are often the kids I see in other activities that the school has and it’s great to see," Guarino said.

Actually, there is some evidence that students who play music tend to do better academically. That seems to apply across artistic disciplines.

According to Guarino, more than half the students in the elementary grades are learning to play a musical instrument.  

"That's a huge percentage and it's great," Guarino said.

This afternoon, the Alexander Central School District released a statement to the community addressing concerns raised by parents in the district about school safety issues and how the Code of Conduct is enforced and implemented.

The statement also notifies the community that the district had already set aside money in the proposed 2018-19 school budget to hire a School Resource Officer (SRO).

The budget vote is May 15 and the district will hold a public hearing on the budget proposal next Wednesday, May 2.

Sheriff William Sheron has made it a priority to convince all local school districts to hire SROs.

"I'm very happy they made this decision," Sheron said. "It has been my position SROs should be in every school. There is no price we can put on our children's lives. I'm thrilled about the budget proposal and now we will let the voters decide."

The statement comes two days after publication of a story by The Batavian covering concerns raised by parents at two school board meetings about issues of concern.

Dear Alexander Community,

Student safety and well-being are top priorities at Alexander Central School District. Our work each day focuses on creating the conditions for students to thrive. We are committed to ensuring all of our students walk through their school days in a safe, structured, and caring environment as they strive to grow as confident, contributing learners. That commitment is our mission and drives our goals as a District.

Alexander is a wonderful community filled with caring families and remarkable children. The District provides outstanding opportunities in the classroom, in athletics, in the arts, and in clubs/organizations for all of our students. Our District is a great place for children to learn every day. Our community cares. Central to who we are as a community is our unwavering commitment to all of our students. As a District, we welcome feedback from students, parents, and community members on all matters relating to how we are meeting the needs of our students and how the District is functioning in alignment with our mission and our goals. When a student, parent, or community member reaches out to our teachers, administrators, and Board members, the concerns shared are taken seriously and acted upon as appropriate.

Recently, District administrators and our Board of Education have heard from parents regarding their concerns about the District’s commitment to student safety and well-being as well as how the District is applying the Code of Conduct.

The Code of Conduct provides a framework for our disciplinary processes when student conduct does not meet the expectations outlined in the Code. It is important to keep in mind that the details of any situation that may result in disciplinary consequences are complex, specific, and confidential. The District is not free to share the details related to specific student discipline or consequences - especially with parents and community members who are not the parent of the child involved. In fact, the District is legally bound to keep all of these matters confidential. We take that obligation seriously. Be assured, however, the fact that the District cannot provide the community with details relating to specific disciplinary consequences does not mean that the District is not taking action nor does it mean the District is not upholding the Code of Conduct. We work diligently to investigate all situations in which a student’s conduct is alleged to violate the Code and impose consequences consistent with our findings.

In responding to recent concerns expressed by parents and community members, the District’s unwavering commitment to confidentiality has put it at a bit of a disadvantage, particularly because others are not bound by the same legal requirements regarding confidentiality. In fact, some community members have questioned the District’s commitment to confidentiality and have even suggested the District was acting improperly by not sharing details of certain situations involving the District’s students. Our legal obligation and moral commitment to confidentiality should not be construed as the District being non-transparent or non-responsive. We are merely doing what we are legally and ethically obligated to do. While District administrators and our Board of Education are not at liberty to share the details of every situation that is brought to our attention, please know that does not mean that we are not committed to student safety and well-being. As a community, we must remember our commitment to each other and to our students, even when we disagree or question certain disciplinary consequences.

Our District administrators and our Board of Education have used the recent feedback from members of the community as an opportunity to reflect on our practices. In fact, conversations we started last spring with the Sheriff’s office regarding the possibility of adding a school resource officer (SRO) at Alexander CSD were reinforced by our current community conversation about student safety. The addition of an SRO is part of our 2018-19 budget proposal. We continue to welcome feedback. Through feedback, we continue to grow as a District.

As always, thank you for your support as we work to create the conditions for all students to thrive. Even when we disagree and even when all of the details of every situation cannot be shared, we always have our love for our District and our commitment to our students in common. Let's continue to work together to make sure our community remains strong and that we continue to move the work of our District forward.

With thanks~
Dr. Catherine Huber

A number of parents in the Alexander Central School District are unhappy with how some disciplinary issues are being handled and are speaking out at school board meetings, expressing frustration that district administration is, in their views, failing to meaningfully meet the requirements of safety and Code of Conduct policies.

The school board, and Superintendent Catherine Huber, for their part, are trying to limit what parents can tell them about their concerns and how Huber and her staff have responded to specific complaints.

Attempts to interview a board member or any board members after a meeting Monday night were rebuffed and a reporter was told only Huber could speak for the district or the board.

"Student safety and student well being is our top priority," Huber said that night. "Every parent who approaches the board or any administrator in the district, their concern is heard."

She would not comment further, she said.

Asked if based on parental feedback there was any need to make policy changes, all she said was, "I can tell you our Code of Conduct is updated on an annual basis."

Board President Reed Pettys was not present at the meeting. Reached the next day by email, Pettys issued a statement (copied in full at the bottom of this story) and said he could not and would not comment on specifics.

At a March 28 meeting, a mother of an elementary school student, Liz Felski, spoke during the public comment period and told the board a child in her daughter's class was continuously disruptive.

After mentioning she is an Alexander alumna, she said, "So you cannot imagine how disappointed I was when my daughter came home and said she was terrified to go to her class. She has encountered many violent disruptions in class, including hitting and kicking..."

At that point, Pettys cut her off and said she couldn't talk about specifics in a classroom.

Felski, herself an educator with a docorate in education (Ed.D.), then cited the Code of Conduct's language on providing a safe and orderly school environment. 

She said she doesn't believe the Code of Conduct is being followed.

"My daughter has told me her class is disrupted five or six times to redirect and get them focused," Felski said.

Felski's remarks were captured on an iPhone recording of the meeting provided to The Batavian by another parent.

"After I conveyed my concerns to Dr. Huber, she said all she (Felski's daughter) was entitled to was an education and this would be in a classroom."

Pettys interrupted her remarks again and said Felski could not mention specific individuals.

After some cross talk, Pettys said, "This is public comment and I understand there are emotions behind your thoughts. Talking about our policies is appropriate. We can’t speak to specifics in the classroom."

Felski responded, "I'm talking about my daughter's comments to me. I’m not talking about a specific student. I’m talking about what my daughter is witnessing in a classroom on a day-to-day basis."

Pettys told her specific issues should be taken up with the administration. A parent in the audience said, "they were repeatedly ignored."

Pettys said, "We are a policy-making board."

The audience member said, "We know your policies and we don't believe you're following them."

Felski tried to continue her statement and was admonished by Pettys again not to discuss classroom specifics.

"That is something to be addressed with the superintendent or the administration," Pettys said.

A parent in the audience said, "If they don't respond?"

Pettys said, "This isn’t a discussion. We’re just here to listen. This back and forth is not what it is intended for."

At which point he called another parent to the podium, who also raised concerns about student safety and the Code of Conduct. Then another parent spoke.

"Many parents are worried on a daily basis about some things that are occurring," said the mother whose name wasn't clear on the recording. "Hopefully, we can all work together to improve on the policies so they make sense for everybody."

After her, another mother spoke who said her child was also in the elementary school and she was very worried about the safety of her child.

Before Felski spoke, another mother addressed the board and laid out at least a half dozen proposed policy changes.

None of these suggested changes were captured in the board minutes, so as to give the board a better chance to consider them and discuss them at a later date.

At Monday's meeting, among the speakers was Jerome Morrison, father of Liz Felski, who said he was speaking on his daughter's behalf after she left the previous meeting in tears because she was repeatedly interrupted at the March 28 meeting and wasn't allowed to finish her statement.

"She is as well qualified as anybody in this room and she was treated like she doesn’t belong," Morrison said.

He said he didn't think the district was being responsive to the concerns of parents.

"When you refuse to grant meetings to concerned parents, or do not respond to emails, and threaten teachers and staff members about speaking out ,and cut people off who are trying to voice serious concerns, you leave parents with no options but to be heard," Morrison said.

As for his granddaughter, he is much less concerned about her safety in school. 

"There’s good news on my granddaughter’s account," he said. "She now goes to school safely and without fear. Unfortunately, she had to change schools to do it."

Outside the board meeting, Morrison told The Batavian, the child who is reportedly disruptive once raised a desk over his head threatening his granddaughter. He said the child wasn't disciplined.

Another parent said the same child brought a knife to school a few days later and received a three-day suspension.

Three other parents spoke Monday, including two who said they were frustrated because their children had been given lengthy suspensions for minor violations while the elementary school student who is said to be so disruptive never receives serious punishment. 

One of the parents, Casey Scott, said her teenage son is part of the program for students with disabilities and he used to struggle in school. This year, he had been doing great academically until he was suspended for the rest of the school year and now he's failing two classes. She said one of her complaints is that he's been out of school for nearly two weeks and she has been unable to get his assigned homework so he can keep studying.  She got some assignments from his BOCES instructor, but not from Alexander HS.

"I was also told if I pursued the issue any further it would backfire on us," Scott said.

Another parent shared similar concerns about homework for her suspended child.

Outside the meeting, Scott said her son was suspended because, on a bus trip to the BOCES campus, her son and another boy grabbed and bear-hugged another student. She said she thought it was playful, the school took it as bullying. She said he had no other disciplinary issues.

Below is the email The Batavian received from Reed Pettys (Note, in our initial set of questions to him, we asked a general question about whether he prevented a parent from speaking at the "previous" meeting. It turned out, that was actually a meeting before the last meeting. We say that to explain his final sentence.)

Thank you for attending our Board meeting last evening.  

The District takes matters of student safety, discipline, and learning very seriously.  

The safety and well-being of our students is our top priority.  

We cannot and will not comment about issues specific to any student or staff.  

Our Code of Conduct is updated on an annual basis.  I can assure you that in all cases, the Code of Conduct is and has been applied fairly and consistently.

The administrators and Board of Education listen and take action as appropriate to all concerns brought to us by students, parents, and community members.

Please know that no members of the public spoke at our last meeting on 4/11/18.

PUBLISHER'S NOTE: At 11:24 p.m. The Batavian received an email from an attorney for the school district demanding that The Batavian retract this story. While alleging many faults with the story, the attorney did not assert that it was in any way libelous or defamatory. We are not going to retract this story. We stand by our reporting. We affirm the story is factually accurate and does not suffer from the deficiencies she claims; though, in fairness, we should acknowledge one point she made. The school board, as with all public bodies in New York, is under no obligation to provide for public comments on its agenda. Further, it is not legally obligated -- though it might be wise -- to keep minutes on public comment.

Alexander Central School hosted a Health and Wellness Fair on Thursday night sponsored by Alexander United Teachers.

Meghan Ripstein said the organization was looking for a way to give back to the community and she hoped families and vendors would find something at the fair that they could get involved in or find something missing from their lives.

She said the response was beyond expectations.

"We have a great turnout," she said. "We have so many incredible vendors here and so many people have given so much. I’m very impressed and overwhelmed by the support that we’ve gotten."

Press release:

The Alexander Central School District’s Board of Education (BOE) has named two finalists for the district’s next Superintendent.

Reed Pettys, president of the Alexander Central School District’s BOE, said he is pleased with the high-quality candidate pool and is enthused about the potential the two finalists have to offer.

“Our district has a great reputation in the educational community and the Board anticipates a difficult decision, with superior candidates in contention," Pettys said. "We are eager to find a strong individual who believes in our district’s mission and is an educational expert who can guide our schools into the future."

The two finalists are Teresa Gerchman and Catherine Huber, Ed.D.

Gerchman is currently the Chief Schools Officer for Innovative Schools in Wilmington, Del., a position she’s held since 2014. Gerchman served as the Director of Achievement in both the Northeast and Pacific Regions for Edison Learning Inc. from 2006 until 2014. During her tenure with Edison Learning, she led a team as part of the Hawaii Alliance where she supported the restructuring of nine schools and provided focused support to increase student performance levels.

In her role as Academy Director for the Charter School of Science and Technology in Rochester, Gerchman was responsible for 1,110 students in grades K-8. Her career includes serving as Curriculum and Assessment Director for the Charter School of Science and Technology, Science and Technology Teacher Leader for Spencerport Central Schools, and math and science teacher for Spencerport Central Schools and Beacon High School. In 1987, Gerchman began her work in education as math and science teacher for Seton Catholic Central High School in Binghamton.

She holds a Bachelor of Science from the State University College at Buffalo, and a Master of Science in Secondary Chemistry/General Science from the State University College at Cortland. Gerchman earned a Certificate of Advanced Study in Educational Administration from The College at Brockport.

Huber presently serves as the Assistant Superintendent of Human Resources for Kenmore-Town of Tonawanda (Ken-Ton) Union Free School District. She previously served as Director of Secondary Education for Ken-Ton Union Free School District. Huber was the Director for the Center for Professional Studies for D’Youville College from 2013-2015. She spent eight years as Principal of Northwood Elementary School in West Seneca Central School District. Huber served as the Coordinator of K-12 English Language Arts for Frontier Central School District.

From 1999-2002, she was responsible for staff and curriculum development at Erie 1 BOCES. Her teaching experience is vast and ranges from middle school to college-level. Huber taught at Canisius College as an adjunct professor in the Graduate Program. She started her career in education in 1996 as a middle school English teacher in the Iroquois Central School District.

Huber holds a Bachelor of Arts in English from Ithaca College; a dual Master of Science degree in Educational Leadership and English Education from Canisius College; and a doctoral degree in Educational Leadership from D’Youville College.

The finalists will visit the district on Oct. 17 and 18. Gerchman will visit on Oct. 17 and Huber on October 18. Meet-and-greet forums, which are open to the public, will be held each day at Alexander Middle-High School in the auditorium from 3:40-4:15 p.m. Final interviews with stakeholder groups and the BOE will follow the meet and greet forums. The anticipated start date for the new Superintendent is Jan. 2.

Kevin MacDonald, district superintendent of the Genesee Valley Educational Partnership, who is acting as search consultant, said the Board has developed and implemented a process that will help determine the best candidate.

“This is a rigorous search process,” MacDonald said. “Finalists will visit at the district, and go through another round of interviews. The process concludes with the Board meeting to make a final decision.”

Press release:

Picone Construction has begun Alexander Central School District’s $6.8 million capital improvement project, which addresses energy efficiency upgrades, health and safety improvements, and site work at both the elementary and middle/high schools.

Alexander Elementary School improvements involve the reconstruction and/or replacement of: flooring, exterior masonry, mechanical systems, electrical components, hazardous materials, playground equipment and associated site work, pavement, drainage, and miscellaneous other repairs.

Alexander Middle/High School work includes the reconstruction and/or replacement of: roofing systems, pool area and system components, interior and exterior masonry, egress pathways, mechanical systems, electrical components, hazardous materials, running track and associated site work, pavement, drainage, and miscellaneous other repairs.

The architect of record is SEI Design Group.

Picone Construction Corp. has been providing Professional Construction Services to the Western New York area since 1931. The firm specializes in design / build, general contracting, and construction management services.

Students at Alexander Central School tried to break three world records today, securing their own legacy in the Guinness Book of World Records.

The effort was the culmination of a class assignment from Miss Colleen McNamara for her fifth-grade class. The students researched potential world records and wrote essays on why their records should be attempted.

The records attempted were the most people doing sit-ups simultaneously, the longest pop-n-lock arm wave and the most high-fives in one minute.

These photos are from the sit-up attempt. We don't yet have the results of the attempts.