Pursuing Excellence

MY THREE-YEAR STRATEGIC PLAN FOR THE CARMEL CENTRAL SCHOOL DISTRICT

𝐑𝐄𝐃𝐔𝐂𝐄 𝐏𝐄𝐑-𝐒𝐓𝐔𝐃𝐄𝐍𝐓 𝐂𝐎𝐒𝐓

The 2025–2026 budget is $147,236,096. Current enrollment is 3,840 students. It costs taxpayers over $38k per year to educate each student in our district. In comparison, it costs about $32k per year to attend SUNY Albany—the most expensive SUNY school—which includes tuition, fees, housing, food, books, expenses, travel, etc. With enrollment expected to decline and some costs undoubtedly on the rise, this issue requires immediate and meaningful action. I would like to continue exploring the idea of closing one school building and the district office, which would generate revenue and significantly reduce expenses. 

𝐙𝐄𝐑𝐎-𝐓𝐎𝐋𝐄𝐑𝐀𝐍𝐂𝐄, 𝐍𝐎-𝐍𝐎𝐍𝐒𝐄𝐍𝐒𝐄 𝐏𝐎𝐋𝐈𝐂𝐈𝐄𝐒

Bullying and overall poor behavior in our schools must be addressed without letting the consequences impact all students. I will work to create policies that hold individual students accountable, with serious consequences for repeat violations. When a problem arises, I expect clear and timely communication. This is one area where Superintendent Fairben has been proactive and effective. Unfortunately, not everyone has had that experience with all employees. Administrators, teachers, and staff should be required to respond to parents promptly, and a policy should be in place to ensure this happens. 

𝐆𝐄𝐓 𝐓𝐎 𝐖𝐎𝐑𝐊

Time limitations on trustee comments and discussion might be an idea worth considering. Board meetings are not meant to be spectacles or soapboxes for those who want to sound off endlessly when things don’t go their way. It’s time to stop using our district as a stage for political theater. It’s time to get to work. 

𝐄𝐐𝐔𝐈𝐓𝐀𝐁𝐋𝐄 𝐏𝐀𝐘

As I pointed out last year in my statement to the Board in March 2024, our district is the second-highest paid in the State of New York. Carmel's median salary of $151,328 is about 27% higher than the average median of our neighboring districts. This needs to be addressed. There are changes we can make next year, including a bifurcated contract—as Brewster did in 2016—which would put new hires on a different pay schedule and reduce payroll costs. Conversely, some positions, like teacher assistants, cafeteria workers, bus drivers, etc., are underpaid. These individuals deserve raises. 

𝐇𝐄𝐀𝐋𝐓𝐇, 𝐖𝐄𝐋𝐋𝐍𝐄𝐒𝐒, 𝐇𝐀𝐏𝐏𝐈𝐍𝐄𝐒𝐒

There is a growing movement across the country to increase health awareness and take effective action toward physical and emotional well-being. We should embrace this movement in Carmel. Some parents have already taken the initiative on healthier food options, and I fully support that. We've added new counselors in next year’s budget, which I also support. While this may not seem ideal to staunch fiscal conservatives, the well-being of our students is essential. However, we should monitor the efficacy of these positions to ensure they provide real benefits to students. It's important to also mention that while we all have different personal beliefs, every child in our district deserves to be treated with respect, dignity, and welcomed with open arms. 

𝐓𝐖𝐎 𝐅𝐈𝐄𝐋𝐃 𝐓𝐑𝐈𝐏𝐒 𝐏𝐄𝐑 𝐘𝐄𝐀𝐑

Field trips are exciting and make nearly any subject matter intrinsically motivating. They expose students to different people and ideas and often spark new interests and inspiration. Research shows that students who go on field trips have higher test scores, better class performance, improved attendance, and stronger critical thinking. I’ve looked at other districts and 2–3 field trips per year seem to be the norm. There’s no reason we can’t make that happen in Carmel. 

𝐇𝐈𝐆𝐇 𝐄𝐗𝐏𝐄𝐂𝐓𝐀𝐓𝐈𝐎𝐍𝐒

We need to create an environment of positive thinking and high expectations—not only for our students, but for our entire community. If an employee isn’t meeting expectations, they’ll need to get with the program or move on. We should be laser-focused on our children and how we’re preparing them for the future while reminding ourselves of our mission. "The Carmel Central School District educates the whole student through partnerships to create lifelong learners in an ever-changing world.” We don’t know what kind of future our children will face in 5, 10, or 15 years. Core subjects and proficiency matter, but we must also teach students to be strong in both mind and spirit—smart in their reasoning, willful, and resilient. We need to build not only their knowledge but also their character and personal strengths. Our students should graduate not just as lifelong learners in an ever-changing world but as lifelong learners ready to face it head-on.