family and community engagement budget training fy2012

BALTIMORE BALTIMORE CITYCITY

PUBLIC PUBLIC SCHOOLSSCHOOLS

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Family and Community Family and Community Engagement Budget Training Engagement Budget Training

FY2012FY2012



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Training ObjectivesTraining Objectives

Objectives:

To gain a better understanding of parents and community members roles and responsibilities in the budget process

To provide parents and community members an opportunity to learn about the budget process



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In Your Folder:

Training Materials:PowerPointSchool and Community Input into the FY11 Budget

Process (Guidance Document with Attachments) Input Survey Sample Budget Forum Agenda Grid Visual of the Budget Process Partnership Assessment Tip Sheet Selection of School Family Council Tip Sheet



IcebreakerIcebreaker

Computers: $ 1500 Textbooks: $2000 Instructional Supplies: $2000 Additional Math Teacher:

$8000 After-school Program: $2000

Transportation for Field Trips: $1500

Custodial Supplies: $1200 Parent Activities: $1500 Attendance Monitor: $3000 Social Worker:$ 6000

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What are the priorities for your school?Imagine your school has $10,000 to spend next year in the areas listed below. In what areas would you spend your money? Talk with your neighbor for two minutes about what areas are most important to your school.



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Icebreaker Icebreaker

Let’s talk about the decisions you made and why?

Just like real life budgets, school budgets have limitations. The amount of money a school receives

is based on the number of students enrolled and only allows for SOME of the initiatives to be

accomplished.



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Consider This… Consider This…

Try re-creating the same budget you just developed with only

$8,000.00



Discussion of Frequently Asked Discussion of Frequently Asked Questions (FAQs)Questions (FAQs)

Fair Student Funding FAQsHuman Capital FAQsTitle I FAQsSpecial Ed FAQsOffice of New Initiatives FAQs

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Fair Student FundingFair Student Funding: A Basic : A Basic Foundation of Education Reform in Foundation of Education Reform in

Baltimore CityBaltimore City8



FY12 Budget Development – Key FY12 Budget Development – Key DatesDates

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FSF III (FY11): Majority of District Funding Goes FSF III (FY11): Majority of District Funding Goes Directly to Schools Directly to Schools

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Total Expenditures $1.077 Billion

FY11 Operating Budget - General Funds Expense ($ 000’s)FY11 Operating Budget - General Funds Expense ($ 000’s)

* School based expenditures also include school police, Special Ed Non-public placement tuition, and Special Ed contract teachers/specialists



Key Components of FY 2011 FSF IIIKey Components of FY 2011 FSF III

Total Enrollment

Total Enrollment

PreK Enrollment

Self-Contained Enrollment

Base Enrollment

Base Enrollment

Base Enrollmen

t

Base Enrollmen

t

WeightsWeightsWeightsWeights$1,500 per basic & advanced pupil, determined by entry cohort’s achievement and maintained until cohort’s transition to next grade band (K-

5, 6-8, 9-12)

$1,500 per basic & advanced pupil, determined by entry cohort’s achievement and maintained until cohort’s transition to next grade band (K-

5, 6-8, 9-12)

$750 per qualified high school student

$750 per qualified high school student

$641 per self-contained student$641 per self-contained student

Dropout Dropout PreventionPrevention

Dropout Dropout PreventionPrevention

Students with Students with Disabilities Disabilities

(SWD) (SWD) SupplementalSupplemental

Students with Students with Disabilities Disabilities

(SWD) (SWD) SupplementalSupplemental

Dependent on special education students’ hours of service to

encourage inclusion

Dependent on special education students’ hours of service to

encourage inclusion

LRE-Specific LRE-Specific AllotmentAllotment

LRE-Specific LRE-Specific AllotmentAllotment

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Base funding for all students except pre-K, self-contained SWD, & charter

$4,924 per pupil

Base funding for self-contained SWD

$641 per self-contained SWD (not including devolved $)

Drop-out prevention weight $750 per high school student eligible for free or reduced-price lunchSpecial education devolution $72.5 mil. allocated on the basis of individual students’ needs Gifted weights

ES$1,500 per advanced pupil, defined as students scoring advanced on BOTH reading & math Grade 1 Stanford 10 tests, extrapolated until grade cohort begins or transitions into another major grade band (K-5, 6-8, 9-12)

MS

$1,500 per advanced pupil, defined as students scoring advanced on AT LEAST ONE reading or math MSA test; incoming 6th grade scores from prior year, extrapolated until grade cohort begins or transitions into another major grade band (K-5, 6-8, 9-12)

HS

$1,500 per advanced pupil, defined as students scoring advanced on AT LEAST ONE reading or math MSA test; incoming 9th grade scores from prior year, extrapolated until grade cohort begins or transitions into another major grade band (K-5, 6-8, 9-12)

K-8 Treat the K-5 grades as ES and the 6-8 grades as MSLow-performance weights

ES$1,500 per low-performing pupil, defined as % scoring "not ready" on the K-Readiness Test

MS $1,500 per low-performing pupil, defined as % scoring basic on both tests HS $1,500 per low-performing pupil, defined as % scoring basic on both tests K-8 Treat the K-5 grades as ES and the 6-8 grades as MSHold harmless caps Loss cap Losses capped at 15% of the current year budget, for year 1 Gain gap Gains capped at 10% of the current year budget, for year 1Locked dollars Unique to each school (principals, vocational/ESOL/JROTC teachers, etc)Special revenue SWD and grant dollars allocated out per school given guidelines

FSF III Funding in DetailFSF III Funding in Detail

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Human Resources - StaffingHuman Resources - Staffing

Staffing Considerations Student Enrollment Student – Teacher Ratios

Determined by the Principal and school community. May add or reduce teaching staff in each academic area,

consistent with established priorities.

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Human Resources - StaffingHuman Resources - Staffing

● Staffing Considerations (continued)

Staffing Requirements (“must haves”) Guidance Counselor or counseling services Librarian (full or part time) A Fine Arts program (Music, Art, Dance, Theater)

Principal Autonomy Programs Selection of teachers and para-educators in accordance

with No Child Left Behind guidelines Selection of support staff

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Human Resources – TeachersHuman Resources – Teachers

Teacher Selection In accordance with “No Child Left Behind” all teachers must be

Highly Qualified

Highly Qualified Teachers = Holds a professional teaching certificate

- Standard Professional- Advanced Professional- Resident Teacher

Teaches within certification area

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Human Capital – PrincipalsHuman Capital – Principals

Principal Selection City schools looks for visionary leaders with exceptional management and

instructional leadership skills who can dramatically improve student achievement. Selection process includes parent and community engagement.

Principal Requirements Master’s degree or Master’s equivalent Valid Maryland State Department of Education Advanced Professional Certificate with an

endorsement as Principal/Supervisor or Administrator II or Eligibility for Resident Principal Certification

- Teaches within certification area

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Human Resources – Para-educatorsHuman Resources – Para-educators

Para-educator Selection In accordance with “No Child Left Behind” all para-educators

must be Highly Qualified

Highly Qualified Para-educator = Has completed a minimum of 48 college credits OR Has a high school diploma and has passed the Para Pro Assessment

Examination with a passing score of 455

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Incorporating Parents and Community Incorporating Parents and Community into the Budget Process (Guidance #303)into the Budget Process (Guidance #303)

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1. Hold a Community Budget Forum prior to budget submission

2. Engage stakeholders to provide ongoing input before budget is submitted

3. Hold a Community Budget Review within two weeks of budget submission

4. Have Advisory Team and School Family Council submit Budget Feedback Surveys following

Community Budget Review



Community Budget ForumCommunity Budget Forum19

1. Principal and Advisory Team meet to plan for Community Budget Forum

2. Principal and Advisory Team host Community Budget Forum and collect feedback from the school community



Community Budget ForumCommunity Budget Forum

Should be co-hosted by Principal and Advisory Team

Must be well publicized and documented (SANE)Sample Agenda:

Introduction of Advisory Team and School Staff Review School Profile and Data Review FY11 Budget and Priorities Discuss FY12 Budget and Priorities Discuss Potential Partnership Opportunities/Needs Identify Next Steps Have Participants Complete Evaluation

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Discussing Partnership PrioritiesDiscussing Partnership Priorities

New for FY 12 budget planning process

Purpose: To identify partnership priorities as a strategy for leveraging additional support for the school.

Definition: A partnership is a mutually supportive relationship between a school

and a group (e.g. business) in which the partners commit to specific goals.

The term “partnership” almost always refers to relationships that do not require schools to pay for products or services. However, the term may be applied if the school pays the vendor or paid contractor a small amount but the value of products or services greatly exceeds the cost to the school.

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Discussing Partnership PrioritiesDiscussing Partnership Priorities22

Partnership Priorities in the Budget Process Input from school community

Solicit ideas from support groups (e.g. School Family Council, organized parent group) Survey those connected to the work of the school (e.g. staff , parents , volunteers, students,

alumni) During the Community Budget Forum (reflected as an agenda item)

Planning Use the School Performance Plan See guidance attachment: “Tips for Discussing Partnership Priorities” Consult the Family and Community Specialist assigned to school

Articulation in the Principal’s Budget Tool Required on the Family and Community Engagement section Links to district online Partnership/Volunteer System Principals will receive an email with username and password to access



Discussing Partnership PrioritiesDiscussing Partnership Priorities

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Corporations

Professional Associations

Small Businesses

Civic Groups

Faith-Based Institutions

Fraternal Organization

s

Hospitals Military

Universities Foundations

Fine Arts Institutions

Government Agencies

Community-Based

Non-ProfitsAlumni

Parents, Families

TimeUsing members of the community to volunteer their time to support students and schools (e.g. tutors, mentors, guest speakers, coaches of extracurricular activities).

Financial ContributionReceiving monetary donations that benefit specific school and student outcomes (e.g. scholarships, attendance incentives, and other special opportunities for students such as robotics competitions).

Product DonationReceiving tangible resources (e.g. furniture, technology, supplies)

In-Kind ServicesReceiving the donation of professional services through various businesses, vendors and/or sponsorships (e.g. teacher and staff professional development, marketing/printing/promotional resources, graphic design services)

Networking through RelationshipsIdentifying contacts and linking to resources that provide access to special programs or services that expose students to opportunities and enhance their academic experience (e.g. internships, service learning opportunities, job shadowing)

Sectors Resources



Principal Submits BudgetPrincipal Submits Budget24

Principal continues to solicit budget feedback from Advisory Team and school staff and submits budget to

Executive Director



Community Budget ReviewCommunity Budget Review25

Within two weeks of the budget being submitted a Community Budget Review must be held at a School Family Council meeting



Initial FeedbackInitial Feedback26

1. The Advisory Team identifies one member to complete the initial budget feedback form

following the Budget Review meeting.

2. The School Family Council chair is responsible for completing an initial budget feedback form following the Budget Review

meeting.

Feedback forms must be completed within three days of the Community Budget Review



Budget Review and ApprovalBudget Review and Approval27

Budget sent to CEO for approval

Budgets and feedback forms are reviewed by the Executive

Directors

Budget needs substantial changes

Principal calls a second Community Budget Review

The Advisory Team and the School Family Council will complete a

second Budget Feedback form



Annual MeetingAnnual Meeting28

Final budget reviewed again at Annual Meeting in early Fall 2011



Enrollment AdjustmentEnrollment Adjustment29

1. After school receives its budget adjustment based on enrollment the Principal shall

notify the school community

2. If the budget adjustment is substantial the Advisory Team and School Family Council must complete an Enrollment Adjustment

Feedback form



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Thank you for your participation!

For Questions and Comments, Contact the Office of Partnerships,

Communications and Community Engagement

Baltimore City Public Schools(410) 545-1870

family and community engagement budget training fy2012

Documents