Documents › Board of Education, 2026-04-09

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Also attached to this agenda item: 2026-2027 Budget Reports: Building-Level and Pupil...

Building Level & Pupil Personnel Services April 9, 2026 2026-27 Budget Presentation CHUFSD Vision Map CROTON.O)HARMON = A RRR EE ie | f eae. IC B e [Vis ) , hw eS we ’ ¢ ¢ e Bey) 7 —_—" ea s Fursut? of Fasston and Exploration: ; Rae ._ _ anal i ‘ 2 Be . ag f >» wn, Rag Empower ourselves and each other to pursue purposeful, courageous exploration of our ~— il — eae interests and passions to enhance learning, personal fulfillment, and community connections. ie My heimagine S: chooling: ee" Reimagine the school experience by identifying and dismantling existing institutional and Sere a pute Ati eemertigl structural barriers in order to promote curiosity, growth, and innovation. pursuit of passion peeee nae curiosity and helio ete systemic a among our teaching and learning inspiration success by cultivating an ¢ students and staff b: hrough the within our studeni environment tha’ ( ul Use of Well-Bein bs — Freel eee pasties, me , emit lites - . . g- . . 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Voices > te : ae ee ae Seen sO Ppptilad ge ae TiAl es = 7 iTad assion.- = Fareed Mit age, ta — | — ors 6 e ie 2 a a iTad yoo fssessment =. | | Ep err a SS ome ac: coeM THE ag Cx Ne te: a5 : i ne end pa tomtom | We Wee Wea) be Se SN Me sneaener Leads Eg Ba pg pea aca eae | WN WA aS 3 a iTad=brofessional Development | SS SQ Gita gee @ Multiage — a =o Collaboration: Se Spade age gy abstinent x gas y Calera gmc RARE Calero in [Wi le a “tad Dynamic learning spaces eT) ae Reeve ella aad py Sere ‘ Termes neg Neer myers ok Se SS Ak : “ugtemore termine Thoughtful Risks “neimagine Learning == Se St ee ™ &ssessments= =e Relmagiing Learning ii Se ae Carrie E. Tompkins Elementary School 2026-2027 Proposed Budget Carrie E. Tompkins Elementary School 2026-2027 Proposed Budget Vision Map Evolution 2024-2025 2025-2026 2026-2027 ● Multi-Age teaming model introduced ● iTad Collaborations ● House System Connection to the community ● Addition of SEL Curriculum Coordinator ● Full implementation of Little Spot Curriculum ● Addition of Literacy Coach ● Hiring of 8 new faculty members ● Additional Support Staff ● Innovative Learning Spaces ● Team Teaching Model in grades K, 1st and 3rd ● Multi-age experiences expanded ● iTad Collaborations expanded ● Heggerty Bridge to Reading and Bridge to Writing implementation K-2 with new assessments ● Spelling Connections 3-4 implementation ● New instructional learning spaces ● CET Literacy Committee ● Kick-off/pilot of the Recess Nature Garden ● House System-Points system, increased connections to the community, House Collaborations ● Math and Movement implementation ● Additional support staff ● Targeted skills based AIS groups ● Creation of flexible instructional blocks ● Leaders of Tomorrow ● Survey feedback from community ● Kindergarten Math and Movement Curriculum implementation ● Team Teaching expanded to 4th grade ● Monthly Principal’s Coffees ● Parent Learning Walks ● Innovative Learning Spaces for ICT Rooms ● Using Heggerty data to track effectiveness/success ● Hands on Heggerty resources-magnetic tile boards ● Report Card Committee ● Communicate CET Comprehensive Literacy Framework including our Literacy philosophy ● Little Spot across all disciplines ● Explore additional innovative instructional models Third & Fourth Grade ELA Proficiency Data sourced from NYSED Data dashboard Proficiency refers to students who scored a 3 or 4 on the NYS English Language Arts Assessment, meaning that they performed at or above grade level standards. Click here to access full data presentation from the November 5, 2025 BOE Meeting CET: School Climate Data - Fall 2025 98.4% of CET students say they feel emotionally safe and comfortable at school 93.7% of CET students say they have more than one trusted adult at school 95.2% of CET students say they feel like they belong at school Click here to access the full school climate survey presentation from the January 22, 2026 BOE Meeting How did we get here? CET INSTRUCTIONAL PROFESSIONAL COACHING LEARNING INCREASED COLLABORATIVE SUPPORT &AIS CULTURE STAFF ems INTERDISCIPLINARY | THOUGHTFUL _ EXPERIENCES RISK TAKING : REIMAGINED ™~ TEACHER HIRING EMPOWERMENT a Bringing the Vision Map to Life At CET ★ Interdisciplinary and passion based classes, schedules and experiences ○ Recess Nature Garden ○ Math and Movement ○ Revised Master Schedule-Specials and World Language ★ Assessment, Grading and Feedback ○ Examine/discuss the intention of report cards using community survey results ★ Flexible, Dynamic Learning Spaces ○ Integrated Co-Teaching Classrooms and ELL Suite ○ CET Playground ★ District and School Culture ○ Examine survey results to determine action items for strengthening communication and transparency Carrie E. Tompkins Elementary School 2026-2027 Proposed Budget Bringing the Vision Map to Life At CET ★ Pursuit of Passion and Exploration ○ Field Trips ○ Collaborations ○ Tiger Cub Theater ○ Recess Garden Experience ★ Reimagine Schooling ○ Math and Movement ○ Master Schedule ★ Culture of Well-Being ○ Little Spot Curriculum across all areas and disciplines ○ Community surveys ○ School Climate Survey Carrie E. Tompkins Elementary School 2026-2027 Proposed Budget Pierre Van Cortlandt Middle School — CROTON.CYHARMON _ oo. SES as B > SSA ' See ie TO ee, See A ey PT ‘aan ih (foe as oy. SS es oa, E Paes Re eg hy OR a et ats ree a | erie? aes Me Me a So = an si ig o Ca. " : #25. has ao ts Ba Pa ks A Bea: ie Es bs ‘ i We ae eS ne, Fem = ee & = 3 oY PS ae SS es Ae a ss age 2, ERG GR: oe Ser i ED ga ~<a fe Ma rs ee Be 8. week ce ee eS VS.) ig eee Ue oe Pa oe eon é ae ye Seni OL Se A ra aie m. *), Radiat oe ee = gh aS Ai OES Ae Se CMs, same ere es Se Riker, ie a ee 2 oy X s SEZ aor. 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Rs eee Pierre Van Cortlandt Middle School 2026-2027 Proposed Budget Pierre Van Cortlandt Middle School 2026-2027 Proposed Budget Achievement & Growth Data sourced from NYSED Data dashboard Proficiency refers to students who scored a 3 or 4 on the NYS English Language Arts Assessment, meaning that they performed at or above grade level standards. Click here to access full data presentation from the December 4, 2025 BOE Meeting School Climate at PVC - Fall 2025 (437 Responses) 96.5% of PVC students say they feel emotionally safe at school 86.7% of PVC students say they have at least one trusted adult at school 96.5% of PVC students say they feel like they belong at school Click here to access the full school climate survey presentation from the January 22, 2026 BOE Meeting ‘ Ww. : PIERRE VAN CORTLANDT MIDDLE SCHOOL . X 4 4 a Dd ~~ ao % cent ome) m OQ PRINCIPAL! , Ps 4 oem s > m GOMMITTE . Fi le a % o 2 LA eleating stot vice = trust, and . ‘ 4 & S st ve) > Oo Lc working col rine eens testis ; ~ 7 ‘ Ye. 4%. L 4 a z . ~ is qb, ex - 7 v 2 Eee pp. th Op € ~ £{ NE US JS on 4p, 7, ' Lehr sak & oY » PASSION THOUGHTFUL PURSUITS =| a <P RE, : pow p> ‘A woe <eP > ip SNE ¥ 0st = RACH NG . “ —_ RaAcciIONn » Ss =u a Ces Voom a a! Z L. =.PURSUITS <gJ~ > \ 7 : 8 = es 11) ewney — ra) Ww i ee _ period GAVE TOPS 2 in y [7 Qa aN FNS > - 5 aA WOUBRS2aa2 — wi hat am! curious about? \subipiiolle «ad dabei s about’? What do I wonder about? The PVC Middle School Experience … the Vision Map in Action Belonging. Challenge. Growth. Evolution at PVC 2025-2026 2026-2027 ● Instructional Coaches ● Algebra for All ● Interdisciplinary Classes ● New Approach to Science ● Elective Offerings ● Maintaining Teaming ● Social-Emotional & Academic Support ● Extracurricular Activities ● Flexible Learning Spaces ● Teacher Collaboration: Instructional Coaching & Curriculum Development ● Academic Growth: Special Area Classes, Literacies, Algebra and Science ● Humanities: MS Seal of Civic Readiness & Interdisciplinary Experiences ● Student voice & engagement: Electives & Passion Pursuits ● Advisory & SEL programming ● Extracurricular Activities - Addition of Clubs ● Evolution of Flexible Learning Spaces ● Assessment & Feedback Croton Harmon High School CROTON.CYHARMON Se a SS .. 5 ‘i 2 — : é ee eh pe ; ° ERRge = F 5 i eS a a Sd i, alee it! : ee ee —e ee : = : j Se = eee eters SS a {= = f ne, ‘ees Se ees, oe SS =- JS ‘ i ~ oe = a 5 ae SD SS EEEZZZ Za —_ im |= F tel _ tgs EN oS pl EEE ee ee Baa RE RSE 7 SS a —— LES ae i ee a nea, a p igs CLAM me e <LI Fa el S| Be BS Mt Ea Ba Bn ie Ree & oe. ree SES iF eee GO MMAAG see ek. SS A Fi Le anne i s hic». | 2 PA Soe Cacia MER ML Ife B Serta £4 —— 4 $ . ie ie a wos ae tae hp Be AS Ce Ry ie Oy a aaa = wv —= se al a | Se Gane ™" z <i Be eS ae Ne wt be oe | ed Ey: —_—_ Sa Be E7, Sih if ie a wy ie r ae sg, ata i fh " = = ; : . : : a4 r are Pee bla gen ab eee oe ee = =} = ) t = A ai 2 ye eae figs! ee oe = > ¢ poets ? ae ri Pea el — — Croton-Harmon High School 2026-2027 Proposed Budget Croton-Harmon High School COS 2026-2027 Proposed Budget Cate 5S 2025-2026 2026-2027 Account Title Adopted Proposed sA % A Curriculum Development & Supervision 9,800 15,800 6,000 61.2% Supervision 677,347 667,327 -10,020 -1.5% Teaching 5:773;865 5,840,850 66,985 1.2% Career and Tech Education 371,328 372,605 1,277 0.3% Teaching - Special Schools fe) 700 700 100.0% School Library & Media 179,947 184,263 4,316 2.4% School Counseling Services 539,168 562,267 23,099 4.3% Health Services 101,214 107,391 6,177 6.1% Psychological Services 227,968 239,571 11,603 5.1% Social Work Services 23,061 26,749 2,788 11.6% Co-Curricular Activities 175,773 186,316 10,543 6.0% 8,080,371 8,203,839 123,468 1.5% Croton-Harmon High School 2026-2027 Proposed Budget : Husha. Croton-Harmon High School a0) 2026-2027 Proposed Budget Ciitte Be : NS Croton-Harmon High School 2026-2027 Proposed Budget Foundation Expansion Reflection & Revision Deepening Curriculum & Continued Development CONTINUING THE UPWARD TRAJECTORY 2024-2025 2025-2026 2026-2027 ● Year 3 of instructional coaching ● Implement interdisciplinary courses ● Year Long Grading Pilot ● Active learning spaces ● Implement academic concentrations ● Implement dual enrollment courses ● Additional social studies position ● Planning new schedule ● Instructional Coaching Across the District ● Additional interdisciplinary courses ● Year Long Grading Whole School ● Utilizing new instructional spaces ● Year 2 of Academic Concentrations ● Year 2 of Dual Enrollment Courses ● Additional English Teacher & School Counselor ● Implement new schedule ● Instructional Coaching to Support New Faculty and Deepening Curricular Development ● Curricular Revision and Development ● Year Long Grading and Portfolio/Performance Based Assessment Aligned to NYInspires ● Continue to develop existing classrooms into active learning spaces ● Year 3 Academic Concentrations, Seal of Civic Readiness ● Dual Enrollment continuity (total number, expanding teachers) ● Staffing Plan Complete ● Schedule adjustments and analysis ● 2 new AP Courses, implementing revamped math/science sequence, introducing STEM electives, growth & investment in Science Research Vision Map Evolution at CHHS New Course Offerings & Highlights Humanities ● Theater ● Modern Journalism STEM ● Project Lead the Way Principles of Engineering ● Robotics AP Courses ● AP Business with Personal Finance ● AP Psychology AP Business with Personal Finance Career Kickstart What Is AP Business with Personal Finance? AP Business with Personal Finance introduces students to the knowledge and skills they’ll need to grow their careers, manage money, and get a head start toward the most popular college major in the U.S. Developed in partnership with college faculty and industry leaders, the yearlong course offers students the opportunity to earn college credit and an employer-endorsed credential. What Is Career Kickstart? ➔ Build professional skills through real-world scenarios. ➔ Earn both college credit and employer-endorsed credential ➔ Explore career interests while gaining the AP experience Future Possibility: AP Cybersecurity COLLEGE BOARD eo LLG US LIVUGALU November 11, 2025 S: College Board announced today a strategic partnership with three of the nation’s leading career and technical education organizations (CTSOs) and the National Business Education Association (NBEA). This partnership will help more students gain access to one of College Board's new AP” Career Kickstart™ courses: AP Business with Personal Finance. College Board's collaboration will expand opportunities for members of Business Professionals of America (BPA), DECA, and Future Business Leaders of America (FBLA) as they prepare for life after high school through enhanced resources that support both academic and career success. BPA, DECA, FBLA, and NBEA advisors will also benefit from access to training and resources to guide students on exam preparation, scholarships, and admissions. Career Kickstart courses combine the decades of college-level rigor that AP is known for with industry-guided relevance and are designed to build valuable skills that prepare students for high-demand, high-wage careers. Students who complete the courses will be eligible to earn college credit and an employer-endorsed credential that opens doors for students interested in two- and four-year colleges, technical schools; apprenticeships; the military; or direct entry into the workforce. “We're thrilled that our partnerships with BPA, DECA, FBLA, and NBEA will augment AP Business with Personal Finance classroom learning with cocurricular programming such as competitions, conferences, and other hands-on experiences focused on career and professional development,” said Jennifer Mulhern, vice president of AP Program Access. “The deep expertise these organizations have in developing emerging leaders and entrepreneurs complements our work to build rigorous courses that do more than just count toward a high school diploma.” Launching in the fall of 2026, AP Business with Personal Finance is a yearlong high school business and personal finance course that aligns closely with a college-level introduction to business course. Students will explore the business disciplines of entrepreneurship, marketing, finance, accounting, and management through real-world business applications, case studies, and project based learning. In addition, students will learn and apply all the National Standards for Personal Financial Education created by the Council for Economic Education and the JumpStart Coalition for Personal Financial Literacy. Graduate Testimonial - Dual Enrollment Here's how SUNY/AP Credit from CHHS helped me at the University of Michigan, specifically for my BBA program at the Ross School of Business: SUNY credit is 100% better than AP, but both still help you. My major requires 2 types of credit fulfillments outside my standard business classes; I must complete 9 credits in 3 out of 4 subjects ("distributions") (Math/Science, Social Sciences, Humanities, or Foreign Language). Additionally, I must have 54 non-business credits, of which overlap with the distribution credits. For any AP classes I took at CHHS and scored an acceptable score (usually a 4 or 5), I earned 3-4 credits towards the 54. However, only SUNY classes count for the distributions. I chose the Math/Science, Humanities, and Foreign Language distributions. SUNY/AP Statistics gave me 4/9 credits done for Math/Science 3/9 credits for SUNY/American History (if I hadn't forgotten to sign up for the second semester of SUNY American, I would have 6/9 credits done). My 5 on the AP Calculus AB exam gave me credit for Calculus 1, which is a first-year requirement, so I never have to take another math class (unless I elect to do one for the Math/Science distribution)! If there's any takeaway SUNY is very much worth the extra cost! Across AP and SUNY credits, I started college with 30 out of my 54 non-business credits finished; that's two semesters at Michigan, and if my major allowed it, I could graduate a year early (since they don't, I just have more freedom to take business electives or pace myself). I also got an earlier course selection date because I have more credits than other people. “ “ Project Lead the Way Opportunities (PLTW) e e Project Lead the Way Opportunities (PLTW) PLIW PLIVW ALGEBRA 1 (a) ADVANTAGE Pathways to Success _ Coz] eee —_—o. for Middle and High School . Supplemental Course : PLIW BIOMEDICAL : SCIENCE PLTW PLTW ° 9.12 ° LAU NCH GATEWAY 5 high school courses : : ~160-180 days each . : : End of Course eeeeeeerreeeeee y eee eee eee eee tees eeccccccccccessese etee Assessments, } es, ( COMPUTER "hae apart SS exams, College Credit SCIENCE r 68 } sits > 5 high school courses ~160-180 days each 42 modules 11 units ~10-14 hours each ~36-45 hours each Life Sci / Physical Sci / Earth & Space Sci / BMS /CS/ENG BMS / CS / ENG PLTW | ENGINEERING a 10 high school courses ~160-180 days each Project Lead the Way Annual Report Metrics Project Lead the Way Annual Report Metrics Our Reach in the 2024-25 School Year S O 16192 Programs STEM Careers Embedded aie Se a in PLTW Curriculum wy : s a ) — — en rs) y e | 4 = . c . ae 125,501 All 50 States + oe sO SS 7 3 siti ct Pius D.C. Wa\ it : gl DY Z e, id — 26.019) NT AS i > = eT ee = SR 2, ae ie a _ oa Bs > rn eh, ay FE) Sicremme 23,352 | C7 : Vy “dl — , Ty # iy aE S . Rta = . ty) K ~~ 3 oe as , 4. FAP) FT i * Future Possibilities: ●Environmental Sustainability ●Principles of AI ●Human Body Systems ●Principles of Biomedical Science Project Lead the Way Principles of Engineering Course Project Lead the Way Growth Potential Project Lead the Way Growth Potential Croton-Harmon High School (NY) - Customized PLTW Plan 2026 - 2027 2027 - 2028 2028 - 2029 2029 - 2030 Middle Introduction to Engineering Design introduction to Engineering Design (continued) lintroduction to Engineering Design (continued) Principles of Engineering [Principles of Engineering (continued) Principles of Engineering (continued) Principles of Engineering (continued) Environmental Sustainability Environmental Sustainability (continued) [Environmental Sustainability (continued) PLTW Capstone High School Principles of Al (80 hours) Principles of Al (80 hours)(continued) Principles of Al (80 hours)(continued) Cybersecurity Cybersecurity (continued) [cybersecurity (continued) Regeneron WESEF Science Research Student Awards The Regeneron WESEF Science Research Student Awards were announced yesterday. Thank you Mr. Burgo and Ms. Lynch, the Science Department, and everyonewho = ~——* . supported the Science Research Program. a: : - a r a ! ; < —(88)— > (ef) a Jeremy Pollak Callum Franco Maya Sebestyen Jane Siegel Innovations in Biological NY Invents Award for 4th place in the CHHS qualifier for her Sciences Research Award his Project on Digital Engineering category for research titled, “Using for his project on Biomarker Collection research on the ADAPT to Predict CRISPR's Protein Folding. for Neurodegenerative feasibility of 3D printing Ability to Detect IncRNAs Diseases. | prosthetic legs. for the Diagnosis of Systemic —_—— ——— Lupus Erythematosus.” ait \. : _* CONGRATULATIONS, TIGERS! a } Key findings included: ● English Regents proficiency at CHHS is at 95 percent, ranking second highest among the 18 school districts in the Putnam–Northern Westchester BOCES region ● CHHS was one of only three high schools in the region to receive the AP Platinum Award in 2024, an honor earned by just 7 percent of high schools nationwide ● Consistently strong student performance across many AP exams, with increasing average scores in several subject areas ● Sustained and growing enrollment in AP coursework, reflecting both student interest and expanded access to advanced academic opportunities Vision in Action at CHHS: Strong Regents and AP Outcomes Reflect Excellent Student Achievement Click here to access the full school climate survey presentation from the January 22, 2026 BOE Meeting Academic Concentrations 57 students Range of Experiences including: ● Living History Project (HHREC) ● Cortlandt Youth Advisory Committee ● President’s Junior Leadership Council (Northern Westchester Hospital) ● Cultural and educational trips ● Seal of Biliteracy and Seal of Civic Readiness ● Tiger Tuesday Leadership ● Holocaust and Human Rights Center's Student Institute ● G.O.O.D for Girls Career Expo Program Highlights Student Reflections “This concentration has pushed me to be more active and out of my comfort zone.” CULTURE “Writing these [Computer Science] papers helped me to realize my interest in scientific research.” INTERCONNECTEDNESS “One of the most impactful special events this year that helped deepen my understanding of civics themes and government structure was our trip to the Capitol in Albany. I first saw this as we walked through the building, seeing where debates and decisions were really made, and helped see real world processes.” REAL WORLD APPLICATION ““ “ “ “ “ Leading NYS Graduation Measures ● CTE Credit? ● Sunsetting Regents Grad Requirements? ● Internships, community service, portfolios, and project based learning? ● District-determined Diploma Seals? ● Emphasis on Interdisciplinary Studies? ● Potential Seals in the works (Seal of Biliteracy, Seal of Civic Readiness, Concentration Seals) ● Established alternative forms of assessment outside of traditional exams ● Community Service requirements ● CHOOSE ● Science Research We have positioned ourselves for these changes because it is good practice! Building a Culture Where Service Counts at Croton-Harmon High School At Croton-Harmon High School, community service isn't an afterthought, it's woven into the fabric of student life. With a required 25 hours for graduation (set by the local Board of Education), 40 hours for National Honor Society eligibility, and many students going far beyond those benchmarks, volunteerism plays a meaningful role in how students grow, lead, and prepare for what's next. And since 2021, Helper Helper has helped the school turn that culture of service into something measurable, visible, and sustainable now surpassing 40,000+ logged hours. Schedule Adjustments & Analysis Community Lunch Extracurricular Period Moving the block away from lunch period Tiger Tuesdays Two required sessions 89% of students report that Community Lunch is having a positive impact on the student experience. 77% of students said that club time during the school day makes them more likely to attend clubs. Intro to Improv with Multigenerational NYS Seal of Biliteracy CAA StoryTelling “Appointment Only Offered Sessions 1, 2, or 3 Sessions 2-3 Sessions 1 - 3 Made in Croton: The Choreography and Croton Diner Dance with Princess Session 2 Only Session 2 or Session 3 Stop! Grammar Time! Leaders of Tomorrow Explore Emotion in Perfecting Your Punctuation Session 1 - 2 Music with Mac Taylor seas 4 Session 2 Only Super Bowl Ad: Movie: 7 he Sixth Sense Marketing With the Neuropsychology Club Woe, Session 2 Only oN Session 3 : . Success in Schools: Postsecondary Pathways ● CHHS has seen a 16% increase in number of college applications per student (class of 2026) ● 2023 average applications were 8.9 vs. 13.3 in 2026 ● 2022-2025 - 64 distinct CHHS students accepted to highly selective colleges ● Expanding Conversation Around College Pathways and Right Fit ● Challenge Success ● Earlier conversations with students about interests, opportunities and potential pathways College acceptances are ONE marker of success, but we continue to research and educate about other successful pathways. College Acceptances for Class of 2025 Attending Colleges Listed in Bold CHALLENGE <n “Dream School is more than a book—it’s 2 mo) | SUCCESS — a FA iO} “4 40) | o= aah TN Be a : | A aan Sache gay I HEALTHIER 6 Fina SD | -| the College \-| * APPROACH awe: XA. for You Ay, : TO epee | | i { COLLEGE | i NEW YORK TIMES BESTSELLING AUTHOR OF i BD The college admissions process can be a source of stress and anxiety for students and parents alike. This research- based workshop addresses many of the important questions we hear from fornilies. What do college rankings really <n measure? Are students who attend more selective colleges fo better off later in life? What is “fit” and why does it matter? € ; Participants will learn practical strategies to help reduce — unnecessary pressure around the college admissions Foe io process and ways to support their student's overall weill- { \ being and readiness for life in college and beyond. | ° i \ } MARCH 9, 2026 s=358 6:30 PM, CHHS AUDITORIUM Croton-Harmon High School 2026-2027 Proposed Budget Foundation Expansion Reflection & Revision Deepening Curriculum Continued Development CONTINUING THE UPWARD TRAJECTORY Pupil Personnel Services Pupil Personnel Servi (ant ee) _ —S ss CROTON OYHARMON — \ | . | i” _ D1 _7___ Ts “ke ‘ * ah @) t ig a 4 ill ya {~ ' : ene E> —— -) Y.». Za) | : 137, Lee th Lian =» A eee =e ey | 1 ies “We iV pS — ga . a> = | | - To, gage ee AVS Mee ML r J = & _ f JED, a ae 2S EZ » aS = J | | \ Pp C - : == ae ~ , . A ‘4 | | —— (3 — S io ' = 5 ) are R “ey mw a ra — = S “WS it eG Vie a A { / 1s NS 4 re { : 3 ( \" Aes ued ; me | g kat : (j te ay 3 : “— FY ' rg AD - . .~. SLA y : t | | : ai 5 : Fs we, ji Fosee | iB <<? = eS | Bb , = s a : _ ae x mR /N bs yu OU = Di! |r A > ~ ole, hte eS SS) ee 4 VES es RY . 4 sii@ al ne Zig 24 ee as elif ne , Pos wm, J enol 5 Cale | . ; = >, ~¥ a 2 0 Pn ie, ———— ara oe Santos : aie Ss Pp y, a ae ae ee ‘ Fe Sas a “Ae. 6 ‘4 wes ' : Ln. @ “Lae oni Pupil Personnel Services 2026-2027 Proposed Budget Pupil Personnel Services COS 2026-2027 Proposed Budget Cate 5S 2025-2026 2026-2027 Account Title Adopted _ Proposed $A % A Salaries 4,063,711 4,278,507 214,886 5.20% BOCES 663,202 730,448 67,156 10.12% Tuition- Public 140,000 90,000 (50,000) -35.71% Tuition- Private 1,043,841 948,841 (95,000) -9.10% Tuition- Residential 144,000 74,000 (70,000) -48.61% OCS 115,157 115,157 - 0.00% Supplies/Other 78,894 78,894 - 0.00% + 6,248,895 6,315,937 67,042 1.1% + Pupil Personnel Services 2026-2027 Proposed Budget Pupil Personnel Services COS 2026-2027 Proposed Budget Cate 5S : orb Se a 1 poe ee ee ee: Culture of Wellbeing Culture of Wellbein SCHIODIL g Cam be _ | CROTON.CYHARMON iN " : Al Ss ~— C= nn Th f) . . F wees a Ensure Equity ER 27 aN a GG BE oT Dart E \ | NS a sa A — Providing equal RQ Tailored experiences for oS y ¢ = A 4 a wd ay opportunities ” = _ O_A diverse needs Ee i @ pay a) = | ee = I Pe [ F aan Ee | (0) l| Whey ua Maas Ws pe a8 2 : «Sn : a” gf "eS RN OO ’ LY} a SSA Wa aly a be M \ A qi : ; : “ag : Dy fe . i ae >- -_— Hoo ee aa L 4 Fostering mental well- " Ny : a. a , I a nd Creating a supportive being \ : 4 a an yp Pw Ne a —_—_en network x ‘i y; | E — S@=es S | = tae: ait Y aed = . gl t TT iy 5 ple wk 9 2g . 1 a bess / i, BL ™ pare" yw ; i = My : “7 a pas so a , y I | | , . , ai by vi y" <= BY 7 eee aha | \ — 2 —< = 2G 7 2" UI Es : = J } , = c BD ss a | : eee ¢ 4 a | a eB Boe fd | aR” abe _— a Ge ww ey) > Et SE x ld rs ; - . “f ‘ > = — . ee | SE \ SN nm ~ School Climate Highlights ● Trends: Slight increase in hearing hurtful language with fewer students hurt mirrors national reporting patterns 97-98% of students say they feel emotionally safe at school (National Avg. mid 70s to low 80s) 13-15% of students say they hear hurtful language at school only 3-4% feel personally hurt - well below national norms 95-97% of students say they feel like they belong at school reflecting sustained systemwide strength Click here to access the full school climate survey presentation from the January 22, 2026 BOE Meeting 2025-2026 Highlights ● Family Resource Center ● Onboarded School Counselor and School Psychologist ● Increased part-time ENL teacher from .6 to .8 FTE ● Vocational Readiness Program ● Branching Minds Data Platform ● Unified Sports Family Resource Center (FRC) esOURe rr . ‘ FE os * “ ami esource Center Be v o CaN ~ Zz = —— ; . CROTON.CYHARMON = r—N a os Comprehensive Family Support Hub i < |\Q | 2 | : sa ” lig — = \ =e : wwe ES, = Workshops Family Connecting Families 1G a oa “= : Fi 4 —) Engagement Pi Naina - je ~- 2 | ion Offers sessions on parenting, Opportunities trengthening Community os hy Ie 3 dad = =| \\ wellness, and ESL = i ——— | y Fosters connection through = = he y Ee cultural events and a A — —— Pee ie 4 \\ Pg — = wk = fe Ai: ee 4 7 i Tees ee in By : = E s q y Ag Te oe soy ) i i ou — ss SSS v4 j = » — ES aay, 4 . a ; a ul <i J a =: Technology Referrals to Social € = ~~ he Access and Services A © —_ ae Training l a! | Connects families with ha) Enhances learning at home community support he “cae Family Resource Center Pusha, SCHODL Family Resource Center San Be ae ai " Z = ‘tle ——<—— CROTON.CYHARMON OU << — - — = | AT AE ee oer wae? Cre oe ~ fA, % — ] i VV Axia thf a | i / q | 2116 + | fae wu -’ oe) ll ey 2a © =? mec Soe we = ‘ HH J ; ' & \ ra a faswaiiyefinllin, pe — ewe 7 Strengthening Community. Bel 4 f Si : | a | : —w Nin: wa E Ea eee aan | f Sgominnrene, <9 ; ft pe 8 | flee Died: aa a re .— £g — re Y uM F . be y f 2 local organizations joined . a . = he = ie ee \ : CHUFSD for the officiol oe its | cf : SS, ae Ee Al eee | ers * - SS fe a , rz (ECs FomilyResource Centerat Qe Oy ‘ 3 } a ieei aa «,\ y \\ Corrie E. Tompkins tak ail amg - as \ zs - ‘ ia & NY \ , — Elementary School. > ES += % ii » Zz BN ¥ : SF ae — : TT aN Family Resource Center Events ● ENL Family Literacy Nights ● Understanding Your Child’s Report Card ● Middle School to High School Transition- What to Expect ● Technology Night ● Summer Camp Showcase ● Understanding My Child’s IEP and the Annual Review Process ● Preventing Summer Slide ● Summer Safety Event Key Contributing Factors to Deepening Community Engagement Enhanced Community Connection e e seen nhanced Community Connection conn ! 4 1 all TR ae FT = i! a aN . Ae 0K) oe) i x , ,, ——— = ae sae -, Sis —— _ ae f Supports for Mulfi-Language Learner y Wf ——n Wi, Moe ‘a ved ¥ suet / me it ls jj Evahaction & Groding | ; ae. 8 4 rh / f bast an) é we rs ,.. 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NS avy ne a = OS ON “| = == = ea " ‘ Pe EE oe ee eee er, » A ye ¢* <a & z aie 5 a Sim uw >, i er gees Su aN : 7 a eS: = = = ™ — > : a a — wt , a te ; _ o-x i L! a al Northwell Health Services Tier I: Collaborative & Community Education Services Advisory & Collaboration • Monthly Advisory Committee meetings • Quarterly advisory meetings • Consultation with Team members Professional Learning • Personalized community education • 1.5 hour monthly “Ask the Expert” Series • Monthly professional staff & community newsletters • Postvention support • Administrative guidance and consultation Family Support • Monthly educational sessions • Virtual parent support groups • Access to virtual resources • Behavioral Supports • Maximize therapeutic supports through embedded clinical support • Northwell Health partnership • Transition & Vocational Readiness Programs • Community-based instruction • Job readiness classes • Strengthen Family-School Partnerships • Family Academy • Improve community engagement • Increase collaboration with regional agencies • Innovative Inclusive Programming • Increase time in mainstream classrooms 2026 and Beyond 2026-27 Presentation Schedule ✓ Jan 8: Budget Development Update ✓ Feb 12: Revenue Budget Summary ✓ Feb 26: General Support, Operations, & Propositions ✓ Mar 12: Vision Map, Technology, & Athletics ✗ Mar 26: Emergency Cancellation ✓ Apr 9: School Budgets, Curriculum, & Pupil Personnel ❏Apr 21: Superintendent’s Proposed Budget, Budget Adoption, PTRC and BOCES Admin Budget Vote ❏May 7: Public Budget Hearing Vote Day Information Tuesday, May 19, 2026 ● Time: 6:00 AM - 9:00 PM ● Location: Croton-Harmon High School (CHHS) On the Ballot: ● Budget Vote ● Trustee Election (3 Seats) ● Propositions Event: Tenure Celebration at 7:00 PM 5/19/2026 5/19/2026 Stay Connected Facebook @CrotonSchools Instagram @CrotonSchools Do you have questions about the 2026-2027 budget? You can email your questions to: Budget.Questions@chufsd.org @