Author: Shannon Mannese

Time is Running Out for this Local Grant Opportunity!

School is in session! We know teachers across Hudson Valley have been busy preparing for the fall season and adapting to changing state and local guidance. As some students refill hallways and others opt for virtual courses, kids are busy navigating new classes, and teachers are settling into their new routines. While we know that the start of the school year often brings a lot of excitement, organizing, and well – work – for teachers, so we’d like to highlight the Fund for Excellence in Education Teacher Grants which closes in just a month. The purpose of these grants is to recognize the important contributions that teachers make in our community, offering Dutchess, Putnam, and Ulster County classroom teachers funding opportunities to support special classroom projects or professional development for teachers. Grants awarded will have a direct benefit to classroom learning and support the achievement of educational outcomes, so don’t miss out on these unique local funding opportunities. Read on to learn more about the available grants and the rules to apply before time runs out.

Who is this grant program open to?

Teachers in grades Pre-K – 12 in public, private/independent, or parochial schools in Dutchess, Putnam, and Ulster Counties may apply for support from the program with the exception of specific grants open to public schools only. Proposals from Teaching Assistants will be considered only if they are submitted jointly with the classroom teacher.

Is this grant money off-limits for any specific uses?

Yes. Grant funding is not to be used for field trips or after-school activities.

What can grant recipients expect to receive?

Grants made through this program will not exceed $2,500 with the average awards ranging from $1,000 – $1,500. In previous years, grant money from this program has resulted in exciting enhancements to various school districts. One Putman County school used their grant funding to purchase a Little Tikes Picture Communication Symbol (PCS) panel for the school playground to help students with severe communication difficulties express their wants and needs. An Ulster County school applied its funds to materials and training to support the Diversity, Cultural Competency, and Social Justice Education program, bringing diverse stories to life within the library, classrooms, and school.

When is the deadline?

The fall online application opened up on July 1, 2021 and the application deadline closes on October 15, 2021. That leaves just one month left for you to take advantage of this financial opportunity!

Can I apply for all of the grants?

While there is no rule prohibiting you from applying for multiple grants, not all grants will be a good fit for your school. Below, please review the variety of available grants to make the best selection possible:

General Grants: Teachers may apply for grants that fulfill one or both of these criteria:

Support for classroom projects/initiatives which will improve learning opportunities for students
Support for the personal and professional enhancement of teachers (not to fulfill Master’s Program or certification requirements)

Writing Grant(s): A grant will be awarded to K-12 teachers for either professional development in the field of teaching writing or for a specific program designed to enhance the writing abilities of students.

Grants Available to Public Schools Only:

Marionette/Puppet Grant(s): Grants will be awarded to public school teachers for projects which incorporate student and/or teacher-made marionettes and puppets in the curricula. Preference will be given to multi-cultural or multi-disciplinary projects.

Dutchess County – Community Service Grant(s): Dutchess County United Teachers’ Community Service Grants will be awarded to Dutchess County public school teachers for projects involving their students in community service. These community service awards are made from the Dennis Markle Memorial Community Fund. Examples of the type of projects which would be considered for these grants are projects involving senior citizens, Veterans, hospice, daycare, disadvantaged populations, community beautification projects, etc.

So, how can I apply?

To access the grant portal, click here. All applications will be reviewed by the Fund for Excellence in Education Committee of the Community Foundations. All recommendations are reviewed, approved, or declined by the Board of Trustees of the Community Foundations. Recipients will be notified of their award status during the fall of 2021. Our team wishes you the best of luck and a successful academic year. Please do not hesitate to contact us with any questions you might have, or to schedule a brief appointment with one of our dedicated professionals.

Act Now: Don’t Miss this Local Grant Funding Opportunity!

As we quickly approach the upcoming academic school year, teachers across Hudson Valley are busy preparing for the fall. In mere weeks, students will begin spilling into the hallways, navigating their new classes, and breaking out their fresh supplies to jot down the lesson plans that will shape their school year studies. Before September arrives and educators are swept away in the endless to-do list that accompanies a fresh batch of students, we’d like to highlight the Fund for Excellence in Education Teacher Grants which is now open to applicants. The purpose of these grants is to recognize the important contributions that teachers make in our community, offering Dutchess, Putnam, and Ulster County classroom teachers funding opportunities to support special classroom projects or professional development for teachers. Grants awarded will have a direct benefit to classroom learning and support the achievement of educational outcomes, so don’t miss out on these unique local funding opportunities. Read on to learn more about the available grants and the rules to apply.

Who is this grant program open to?

Is this grant money off-limits for any specific uses?

Yes. Grant funding is not to be used for field trips or after-school activities.

What can grant recipients expect to receive?

When is the deadline?

The fall online application opened up on July 1, 2021 and the application deadline closes on October 15, 2021.

Can I apply for all of the grants?

General Grants: Teachers may apply for grants that fulfill one or both of these criteria:

Support for classroom projects/initiatives which will improve learning opportunities for students
Support for the personal and professional enhancement of teachers (not to fulfill Master’s Program or certification requirements)

Grants Available to Public Schools Only:

So, how can I apply?

How to Create a Multi-Year Plan

Throughout the past several months, RBT dedicated our time to ensuring that non-entitlement units (NEUs) throughout the state were fully aware and prepared to receive Coronavirus Local Fiscal Recovery Funds provided by the Federal American Rescue Plan Act (ARPA) through weekly shows, you can review here. The July 9^th application deadline quickly came and passed, and NEUs got to work requesting this unprecedented funding. Thankfully we were able to share the insight from various local leaders throughout Hudson Valley, to answer questions and spark creative eligible funding ideas. So with the historical addition of ARPA funding available to your community, how do you effectively assess your needs? If you haven’t already established a multi-year plan, now is the time to create your community wish-list, and gain valuable public viewpoints.

Whether ARPA funding will be used to address continuing pandemic-related crises and recovery efforts, to improve local infrastructure, or an array of other options is ultimately up to your team. Making informed decisions should not only focus on the needs of the moment but should also consider how today’s decisions will impact the future of the community. Specifically, governing boards need to understand how one-time revenues, like ARPA monies, can have long-term impacts on the future of local government and school district operations. These monies should be used to first fund non-recurring expenditures that meet the requirements outlined in the U.S. Department of Education (DOE) and U.S. Department of Treasury’s (Treasury) resources. While these monies are not prohibited from being used for recurring expenses, be mindful that if used in this manner, a gap will be created in the ensuing year’s budget, as this one-time revenue source will no longer be available. Remember, you have access to this federal money until 2024 to allocate and until 2026 to spend. To effectively manage local capital assets, you must develop a long-term plan to address how you monitor and maintain assets and determine how much you can spend within your budget. By developing a structured approach, you can help avoid unexpected expenses that pop up.

Developing a multi-year plan allows you to:

Document procedures to help guide management in decision making
Establish priorities and determine infrastructure needs
Determine the cost-effectiveness of maintaining existing assets versus financing new assets
Develop a structured approach for making decisions to fund capital assets
Identify which assets need attention in any given year
Inform the public and collect feedback on future capital projects/purchases

When developing a long-range plan, ask your team:

Who will be responsible for overseeing the plan’s development and implementation?
How will an asset inventory and requests for capital assets be developed for the plan?
How many years should capital needs be projected?
Will property (such as buildings, land, vehicles and equipment) need to be acquired, constructed or reconstructed?
Who will be involved during the plan’s development (for example, board members, department heads, the general public, special interest groups)?

Your multi-year plan should detail when/how capital purchases will be made and paid for. Include:

An inventory of assets your municipality owns
Identification of the new capital assets needed
The priority in which assets are to be acquired, replaced, or repaired
Estimated costs of acquisition, replacement, or repair
The method by which assets will be financed

Together with your governing board, you should review the plan annually as a part of your budget process.

Make necessary adjustments, and monitor plan results over time to track goal progress. The governing board needs to communicate regularly not only with each other but also with the comptroller, controller/treasurer, and various department heads. Communication is key to ensure that those charged with making decisions have all the necessary information they need to be able to fulfill their responsibilities. As there are further developments our Firm will continue to inform local government leaders. Please feel free to contact our dedicated RBT team to discuss your local needs.

Source: OSC

Does Your School Need a Diversity & Inclusion Task Force?

The past year represented a cultural reckoning across America. From socioeconomic inequality to racial, and gender disparities, it’s clear there’s work to be done to truly embrace diversity and inclusion throughout the country. There’s probably no better place to start than within our school districts and our classrooms. Teachers have a unique responsibility to broaden the minds and hearts of their students. Whether the students they are teaching are in elementary school, or advancing through secondary learning in college and beyond, there’s always more growth to experience. So, what does a diversity and inclusion task force even mean, and is it something your team of professionals should pursue? The decisions your school makes are unique and should reflect the values and voices of the community members you serve. Below, we will explore how providing instruction through a lens of diversity can promote tolerance of people with differing ideals. It can also help your administration to foster cultural respect of ‘the other,’ and even reduce bullying.

A diversity, equity, and inclusion committee is essentially a task force of diverse staff members who are responsible for helping bring about the cultural, and possibly ethical, changes necessary for your learning environment. This group can work with community organizations, businesses, other school districts, and other partners to help develop collaborative relationships within Hudson Valley and the surrounding community, both in and out of the classroom. If you choose to create a diversity and inclusion group, you can structure it in a variety of ways. Some districts get students of different ages involved or create sub-groups to ensure topics are age-appropriate. Some encourage teacher involvement as well as parent participation to keep productive conversations alive within the home. Here are some helpful examples of the initiatives and services some New York school systems have developed with their own diversity and inclusion committees:

serving as a resource for education and training on diversity
providing guest lecturers on diversity topics
promoting student enrollment and retention initiatives
promoting employee recruitment and retention initiatives
promoting student engagement and mentoring initiatives
hosting monthly podcasts with community members

Strong equity and inclusion programs teach educators to value the unique aspects of what makes each student different and helps them embrace those differences in the classroom. An in-depth research review of dozens of other studies on diversity—conducted by The Century Foundation, a New York-based think tank—found that having different and divergent perspectives can create positive learning outcomes. Those outcomes can have benefits that reflect well beyond students’ graduation and can impact their adult lives.

Diversity Improves Cognitive Skills and Critical Thinking

As noted by an article in Scientific American, exposure to diversity alters the way individuals think by promoting creativity and innovation, as well as decision-making and problem-solving skills. As the article summarizes, “Diversity jolts us into cognitive action in ways that homogeneity simply does not.”

Exposure to Diversity Helps Students Enter Adulthood

Companies are taking note of their employees’ ability to handle diversity with grace and maturity; 96 percent of major employers, according to the Century Foundation, say it is vital that employees can work with people from diverse backgrounds.

Diversity Prepares Students for Citizenship

Many educators identify with mission statements that involve building productive members of society. As the U.S. Department of Education notes, students’ experiences with diversity help mold them into more engaged citizens.

It’s important to remember that there is no one-size-fits-all solution with sensitive matters like diversity and inclusion but having a conversation about what will benefit your students is the first step in a positive direction. What works for one school—or one individual class—may be completely different from the requirements of another. Inevitably, schools and local governments will also need to address the barriers that some communities present to various groups of students. At RBT, we are committed to keeping education professionals informed of important updates that may impact your future planning. We extend a no-cost consultation to anyone with further questions or interest in working with our dedicated team of professionals.

Sources: American University, Resilient Educator

NY Announces Vaccine Mandate for Suny, Cuny Students

Earlier this week, Governor Cuomo announced the SUNY and CUNY boards will require proof of vaccination for all students attending in-person classes this fall, and encouraged all private universities and colleges to adopt the same guidelines.

According to the Governor’s office, 1.1 million doses have been administered over the past seven days. Many private colleges and universities across the state already have mandated vaccinations for students wanting to return to campus in the fall, including NYU, Columbia, Cornell University, Ithaca College, Le Moyne College, Syracuse University, and The University of Buffalo to name a few.

While some argue it infringes on civil liberties, others support the Governor’s order.

SUNY Chancellor Jim Malatras reacted to the governor’s announcement in a statement. “Over the past several weeks we have been working with our SUNY community to develop the best plan to make sure we can return to full reopening in the fall and turn the page on COVID … The State’s new vaccination requirement — contingent on full FDA approval — will be another step in restoring normal campus activity this fall,” he said. The mandate does not apply to SUNY and CUNY teachers and staffers. The SUNY and CUNY boards will vote to enact the requirement at their next meetings.

The mandate is pending the U.S. Food and Drug Administration (FDA) granting full approval for COVID-19 vaccines.

Currently, the three vaccines now in use across the country, Pfizer, Moderna, and Johnson and Johnson, have been authorized for emergency use only under the FDA’s Emergency Authorization Act. Pfizer applied last week for FDA approval which could take several weeks or months. Right now, state law requires college students to demonstrate proof of immunity against measles, mumps, and rubella. Colleges must also distribute information about meningococcal meningitis and immunization to each student, who must certify vaccination against it, or attest they understand the risk and still chose against vaccination.

All New York State mass vaccination sites are now open to eligible New Yorkers for walk-in vaccination on a first come first serve basis.

If you or your team are in need of resources to provide options to students, the Am I Eligible App is accepting appointments through the app or by calling 1-833-NYS-4-VAX. People may also contact their local health department, pharmacy, doctor, or hospital to schedule appointments where vaccines are available or visit vaccines.gov to find information on vaccine appointments near them.

STATEWIDE BREAKDOWN

Percent of New Yorkers 18 and older with at least one vaccine dose – 60.2%

Percent of New Yorkers 18 and older with completed vaccine series – 48.9%

Percent of all New Yorkers with at least one vaccine dose – 48.4%

Percent of all New Yorkers with completed vaccine series – 39.1%

We know that decisions surrounding higher education are extremely personal decisions for each student.

At RBT, we are committed to keeping education professionals informed of important updates that may impact your future planning. We extend a no-cost consultation to anyone with further questions or interest in working with our dedicated team of professionals.

Sources: Ny.Gov, CNYBJ, WSKJ, Health.ny.gov

Plan Now, Save Later: How ARPA Planning Can Help Rescue Local Economies

As you may recall, our previous Thought Leadership article addressed what local governments can expect from the American Rescue Plan Act which was signed into law in early March. Of the $1.9 trillion in relief funding, the ARPA will provide $350 billion dollars in emergency funding for state, local, territorial, and Tribal governments to remedy the current mismatch between rising costs and falling revenues. The state funding portion is approximately $195 billion, with $25.5 billion distributed equally among the 50 states and the District of Columbia, and the remaining amount distributed according to a formula based on unemployment. The local funding portion is approximately $130 billion, equally divided between cities and counties.

When can you expect financial relief?

Localities will receive the funds in two tranches – the first, after the U.S. Treasury certifies the proceeds to each jurisdiction and the second, one year later. Funding must be spent by the end of the 2024 calendar year. Now that you know these funds are headed your way, what’s the next step? We strongly recommend that now is the critical time for careful consideration, organization, and planning, to reflect on exactly how the ARPA funds can be used to stimulate rescue efforts and lead to economic recovery in your community.

Plan now, save later:

Whenever possible, use dedicated grants and programs, saving ARPA funds for priorities not eligible for federal/state assistance programs.
Whenever practical, costs related to ARPA funding should be spread over the qualifying period (through December 31, 2024) to strengthen budgetary stability.
Carefully consider all other possibilities for the practical use of ARPA funding before committing resources to ensure the best use of the temporary funding.

Critical infrastructure updates are a well-suited use of ARPA funds because it is considered a non-recurring expense that can be targeted to strategically important long-term assets that provide benefits over many years. However, assess any ongoing operating costs that may be associated with a specific project.

Eligible uses of these funds include:

Revenue replacement for the provision of government services to the extent of the reduction in revenue due to the COVID-19 public health emergency, relative to revenues collected in the most recent fiscal year before the emergency
COVID-19 expenditures or negative economic impacts of COVID-19, including assistance to small businesses, households, and hard-hit industries, and economic recovery
Premium pay for essential workers
Investments in water, sewer, and broadband infrastructure

The law contains two restrictions on eligible uses:

States cannot use the funds to directly/indirectly offset tax reductions or delay a tax increase
States and localities are prohibited from depositing funds into any pension fund

Before the COVID-19 pandemic, New York State enjoyed its longest economic expansion on record. However, with the onset of the pandemic, the state lost 1.9 million private-sector jobs in March and April 2020, half of which was recovered by November 2020. While the new law stipulates the allocation process and authorized use of funds, the U.S. Department of the Treasury will be issuing regulations that will provide more detail and guidance, our team will continue to update you as more information becomes available and help you to navigate this financial relief. Since 1969, our governmental clients have depended on RBT CPAs, LLP professionals for assistance with all types of financial issues. We encourage you to contact our team today if you have questions about ARPA, or other questions surrounding the unique factors that impact the government sector.

Sources: GFOA

Teachers’ Union Leaders Question New CDC Guidance

As many policymakers and parents alike anxiously await the return to in-person learning, the two largest teachers’ unions are vocalizing concerns regarding new Center for Disease Control (CDC) social-distancing requirements in schools. While we have long been advised by the scientific community that we should stay six feet apart to practice social distancing during the ongoing COVID-19 pandemic, the CDC now says three feet of space between masked students is a sufficient safeguard in most situations.

The CDC modified its recommendations late last month, a little more than a month after the agency released broader updates for schools, seeking to regain credibility and consistency in its messaging to schools under the newly formed Biden administration. The new guidelines say six feet of space is still necessary for middle schools and high schools in communities with high transmission rates unless schools can group students in small cohorts that remain together throughout the school day. Adults are advised to continue maintaining six feet from each other and students. Additionally, the CDC says students should still follow the six feet of space rule in common areas, like lobbies; in situations where masks can’t be worn, like mealtimes; and when “increased exhalation occurs,” like during sports, choir, band rehearsals, or exercise.

The country’s largest teachers’ union is expressing some criticism following the public health agency’s modification, urging the CDC to provide far more detail about the rationale for the change from six feet to three feet for students in classrooms. “We are concerned that the CDC has changed one of the basic rules for how to ensure school safety without demonstrating certainty that the change is justified by the science and can be implemented in a manner that does not detract from the larger long-term needs of students,” National Education Association (NEA) President Becky Pringle said in a statement. The second-largest teachers’ union released a statement echoing a similar sentiment. “Weakening one layer of layered mitigation demands that the other layers must be strengthened,” American Federation of Teachers (AFT) President Randi Weingarten said in a letter addressing the CDC. After months of mixed messaging and misinformation, AFT posed the following logistical questions:

With the guidance that students can be three feet apart from each other but adults should remain six feet from children or other adults, what is the expectation for the teacher in a classroom—that she remains in one spot at the front of the room the entire day, not moving about the classroom?
How will paraprofessionals work in reading circles or other small-group settings? Does this also apply to bus drivers and school bus protocol—i.e., will students be three feet from each other on buses, but six feet from a bus driver or a bus attendant?
With the increased number of in-person students, can we end the practice of concurrently teaching in-person and simulcasting to students at home? Alternatively, can we provide guidance on the negative effects of this practice?
What is the expected timeline for the implementation of these changes? Many school systems are just returning to in-person instruction right now, after significant planning—for bus routes, staggered schedules, etc.—based on six feet of physical distancing. Even with the significant investment of American Rescue Plan money, districts lack the human resources and institutional planning ability to make changes like this quickly. Is this something that can be implemented in the fall, or perhaps the summer?

Clearly, this new guidance provides some answers, but perhaps creates even more questions for educators. AFT is currently requesting that the Education Department, in conjunction with the CDC, release a national checklist outlining the enhanced mitigation strategies that must be in place if schools move to three feet physical distancing, and provide details about proper implementation. Additionally, the AFT requests that the CDC conduct comparative studies on mitigation efforts in urban, densely populated schools. At RBT, we are committed to keeping education professionals informed of important updates that may impact your financial planning. We extend a no-cost consultation to anyone with further questions or interest in working with our dedicated team of professionals.

Sources: EdWeek, NEA, AFT, CDC

Remote Learning Trends

2020-2021

The Hyde Park Central School District is making changes to its contact tracing protocols that could result in more days in which all of its students are remote learning.

The district says the change will be for the better.

While the more precise contact tracing system is expected to increase the burden on staff and perhaps take longer to complete, resulting in more days in which the schools are closed, it’s also expected to lower the number of students who will have extended periods of mandatory quarantine.

It’s a system other districts around Dutchess County are also considering, as schools continue looking for ways to maximize the number of days students can have in-person learning.

The plan, approved by the Dutchess County Department of Behavioral and Community Health and to be implemented after spring break, calls for quarantining students only when one of them comes within a six-foot radius of an individual who tested positive, rather than everyone in a given room or building, according to local school officials.

Dutchess BOCES Superintendent Richard Hooley said there have been discussions among district leaders across the county about making similar changes.

“A lot of schools were saying, ‘Really? You want to quarantine my entire lunchroom?’ If you have a lunchroom that is six feet apart, you would only quarantine the kids that are closer than six feet,” Hooley said. He noted that every district is different, but contact tracing has been a time-consuming task for many of them.

Kafka and Hooley agree that fewer children required to quarantine is a positive.

“This may cause us to go full-remote more often while we contact trace, as a more usual occurrence, but the good news is … less students would have to miss school activities,” Kafka said. “We have been quarantining a whole bus, or a whole classroom, and we wouldn’t have to do that anymore.”

The new contact tracing plan in Hyde Park would go into effect after students return from break April 6. The district is holding off until then to allow for time to inform the school community of the changes and get feedback from families.

It would also “allow us some time for seating charts for classrooms and for buses,” Kafka added. “It will take longer to do contract tracing this way because we will have to look at the classroom, and where they were sitting.”

Hooley said while contact tracing can be an arduous task, it’s a key component to keeping schools safe.

“The contact tracing is always tough … I breathe a sigh of relief at the end of each day that we don’t have a positive case,” Hooley said. “Yes it is a burden, but it is necessary, and something we are well equipped to do.”

The American Educator Panels (AEP) consists of the three nationally representative samples of educators who provide their feedback on important issues of educational policy and practice. The three panels are the American Teacher Panel, the American School Leader Panel, and the American School District Panel

12% of teachers reported covering—via distance learning—the full curriculum they would have if schools hadn’t closed due to COVID-19

42% of teachers reported the civic education and social studies materials provided by their school or district are not engaging for students

87% of middle and high school social studies teachers said students made unfounded claims based on unreliable media sources in the past month

66% of teachers reported that students lacked devices or reliable internet to acquire digital instructional materials from home

A fall 2020 survey of 375 school districts nationwide found

About two in ten districts have already adopted, plan to adopt, or are considering adopting virtual school as part of their district portfolio after the end of the COVID-19 pandemic. District leaders cited reasons related to student and parent demand for continuing various forms of online instruction in future years.
Among a wide variety of school instructional and staffing matters, three widely shared concerns rose to the top for district leaders for the 2020–2021 school year: disparities in students’ opportunities to learn during the COVID-19 pandemic, students’ social and emotional learning needs, and insufficient funding to cover staff.
School district leaders reported that the U.S. Department of Education had the second-least amount of influence on their COVID-19 plans; state and local health departments had the most.
School district leaders diverged in terms of the degree to which they emphasized certain needs for the 2020–2021 school year. More leaders from focus districts than from nonfocus districts rated fundamentals (such as internet and technology access) as a greatest need. In contrast, more nonfocus district leaders rated student mental health and high-quality instructional resources as greatest needs.

Pandemic pods. Our data also permit us to gauge the extent of the most widely discussed adaptation to the pandemic on the part of American households: The formation of pods through which families band together in small groups to share responsibility for childcare, instruction, or both. Some commentators hail this development as an example of Americans’ resilience and ingenuity, while others fret about its implications for equal opportunity. But just how common are pandemic pods at the midpoint of the 2020–21 school year?

According to parent reports, 72% of students are participating in remote or hybrid instruction, leaving them in need of supervision and potentially academic support during the school day. Of these students, the parents of 20% report that their child regularly participates in additional instruction with someone who is neither affiliated with the child’s school nor a family member living in the home. The parents of 40% of students who participate in this form of tutoring report doing so in a group with other children. In other words, the parents of fewer than 6% of American students report participating in a pandemic pod. Even so, this represents more than three million students nationwide.

We see similar increases in the frequency with which students receive assignments and feedback on their work. The parents of 75% of students reported in November that their child’s school or teachers assign required work on a daily basis, up from 45% in May. At that time, the parents of only 21% of students said their child received daily feedback on completed assignments, with parents of another 27% reporting their child got feedback several times a week. For students who are fully remote in the 2020–21 school year, those shares have increased to 42% and 30%, respectively.

In sum, according to parents’ survey responses, the measures taken by schools to prevent spread of the virus are having the least negative impact on academic knowledge and skills and on emotional well-being. They are having a greater effect on children’s social relationships and physical fitness. Across all five domains of students’ well-being, the least negative impacts are reported for those children attending school in the traditional in-person manner. The hybrid model seems to offer little, if any, advantage over fully remote instruction.

https://www.air.org/project/national-survey-public-education-s-response-covid-19

https://nces.ed.gov/surveys/

https://www.poughkeepsiejournal.com/story/news/education/2021/03/15/covid-contact-tracing-hyde-park-aims-limit-student-quarantines/4663552001/

Sources: RAND, AEP, Education Next,

The Pros of Going Paperless in the Pandemic

As you read this, look around at your desk. Are you seeing stacks, piles, folders full of paper? It should come as no surprise that all this clutter – uh, work, is causing major challenges for local government departments that are desperately trying to streamline processes and better serve the public. The pandemic has undoubtedly exposed the holes in the traditional processes that often waste valuable time and resources and result in productivity disruption and delays. Now more than ever, the public sector is under pressure to capture and retrieve data from documents quickly and make critical decisions based on available information. To better serve the public, many are moving away from solely relying on physical documents. What are the benefits of going paperless and is it even feasible with the deep budget cuts that New York municipalities are facing across the state?

Losing Paper means Gaining Green

The average US office worker goes through roughly 10,000 sheets of paper each year.

Yes, we said by ditching paper, you can expect to gain green. Besides going green – the environmental factor to consider when you reduce daily paper waste – there is money to be saved. Studies estimate that companies still using physical documents spend an average of $80 per employee on paper each year. By transitioning to a paperless system, you can phase out these expenses. What does your department spend on paper, printer ink, printer maintenance, and postage each year? These costs quickly add up when you consider how regularly staff members are sending and receiving contracts, forms, and other paper-based documents. Automating billing is another huge resource and cost-cutter. Instead of printing, folding, stuffing, stamping, addressing, and sending invoices, paperless billing means payments are a click away.

Make Paper Work with less Paperwork

US companies spend an average of four weeks every year trying to find lost documents.

Being able to scan documents tremendously reduces the time spent doing manual input and also immediately delivers the captured data for decision making. The majority of consumers today prefer electronic correspondence to paper correspondence because it is easier to keep track of and is more secure, so not only will you be helping your team, but your residents will thank you, too! Create a list of priorities and start shopping around for the right digital document management system for your team’s needs. We suggest selecting a document management program that includes automatic backup. Once your team is trained on the software and the paperless process, you can prioritize the backlog. If your team is overwhelmed scanning backlogged documents while handling incoming documents and digital files, consider hiring an additional resource, like an intern who can focus on backlogged documents.

Overcoming the Digital Dilemma

More than 70% of today’s businesses would fail within three weeks if they suffered a catastrophic loss of paper-based records due to fire or flood.

Does that describe your current workflow? The reality is, the public relies on your team with highly-sensitive, important documentation. In a world that’s increasingly digital, digitized documents can be archived in a safe, easily accessible way, reducing the costs of both needing to store the originals on-site and physically retrieve them. Digital files encourage collaboration that can be carried out effectively from the office or home. Making this timely transition may even help you attract younger talent as remote flexible work schedules become even more pervasive and sought after across the country.

Get Started!

47% of employees surveyed said that one of the top three reasons they do not go paperless is a lack of management initiatives or mandates.

Essentially, employees are ready and willing to go paperless, but often, nobody is leading the way. Create a plan today and set short and long-term goals for each department. Review the recently issued Retention and Disposition Schedule for New York Local Government Records (LGS-1) on the NYS Archives website and adopt it. Research and decide on a secure, centralized system and begin the process of scanning documents, and check with team members to ensure everyone is on the same page. Put concerns at ease by demonstrating how going paperless can actually eliminate potential compliance issues in existing paper documentation processes, and save team members valuable time, energy and effort. Have questions about how to get started? Our team is proud to work with local government clients and we understand that you have unique operational, accounting, and regulatory compliance considerations. Contact RBT, today.

Sources: Efilecabinet, Recordnations, EPA, OpenAccessGovernment

Ignoring this Program is Costing You Millions

While the pandemic continues to have devastating and staggering impacts on the health of the American people, it did push telehealth into the forefront of the medical industry – granting millions access to crucial care from home. In addition to the expansion of telehealth services, construction professionals are anticipating several new trends when it comes to building hospitals, urgent care centers, and other facilities in 2021 and beyond. Picture wider hallways and expanded waiting rooms to accommodate social distancing practices, updated HVAC systems, and a focus on automation to cut down on the number of surfaces that have previously required touching. For you, this might mean investing in new facilities for clinical expansion. If that’s in your future, look no further than the 504 loan program to access millions of dollars.

What is the 504 program?

It provides long-term, fixed-rate financing for major fixed assets that promote business growth and job creation. Generally, these loans max out at $5 million, but can go up to $5.5 million for “Small Manufacturers” and for certain energy projects. 504 loans are available through Certified Development Companies (CDCs), the Small Business Association (SBA) community-based partners, and the loan is distributed among three parties. The business owner puts up a minimum of 10%, a conventional lender (typically a bank) puts up 50%, and a CDC puts up the remaining 40%. Most businesses find that when their 504 loan closes, the rate is highly competitive with other financing options, making this an accessible, cost-effective opportunity you may not have tapped into. Ultimately, it’s a chance for you to hold onto as much-coveted working capital as possible.

How could your medical company benefit?

SBA 504 loan money can be used to buy a building, finance ground-up construction or building improvements, or purchase heavy machinery and equipment. You can also use the loan for the improvement or modernization of land, streets, utilities, parking lots and landscaping, or existing facilities.

To be eligible, your healthcare facility must:

Operate as a for-profit company
Have a tangible net worth of less than $15 million
Have an average net income of less than $5 million after federal income taxes for the two years preceding your application

The range of businesses that could qualify for commercial real estate lending extends across a wide spectrum, including:

Individual medical providers: like dentists, doctors, optometrists, physical therapists, or counselors needing more office or treatment space.

Medical and healthcare groups in the same class, with the same needs, seeking more room to treat patients.

While each of these facilities has unique real estate needs, they are all considered ‘owner-occupied’ healthcare businesses, which makes them eligible for SBA 504 financing. Additionally, businesses must meet the SBA’s definition of a small business, which typically means fewer than 250 to 1,500 employees. One of the most notable borrower benefits? Because payments are consistent over the term of the loan, the long-term, fixed interest rates make it easier for your company to budget each month. Keep in mind that a 504 loan cannot be used for working capital or inventory, consolidating, repaying, or refinancing debt, or speculation or investment in rental real estate.

How do you apply?

The first step to apply is to contact your bank to learn more about the program, then prepare and assemble your 504 loan authorization package, using the SBA’s 504 Authorization File Library to identify the documentation you will need to apply for your 504 loan. This past fall, the SBA announced updated interest rates you can take advantage of to bounce back from COVID-19 financial disruptions. The program now allows for 10, 20, and 25-year interest rates as low as 2.2%. On average, the loans take around 30-45 days from application to funding. Approval time can, however, take anywhere from one to six months. Right now because of the Economic Aid Act, all borrower fees are waived through September 30, 2021, which means even more financial savings for your business. So, what are you waiting for? If you still have questions about how to get started, give our team a call today, we are happy to help out and can’t wait to get you access to the capital you need.