resourcing in act public schools · web viewfor-official-use-only for-official-use-only 2019...

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STUDENT RESOURCE ALLOCATION IN ACT PUBLIC SCHOOLS

2019



Table of Contents

Table of Contents1. STUDENT RESOURCE ALLOCATION.........................................................................................3

1.1 Principles 3

1.2 SRA Statements 4

2. COMPONENTS OF SRA...........................................................................................................4

2.1 Core Allocation 5

2.2 Loading Allocations 6

2.3 Other Allocations 8

2.4 Preschools 9

2.5 School Operational Allocation 10

3 ADDITIONAL LINE AREA CASH PAYMENTS............................................................................11

4 TRANSITIONAL ARRANGEMENTS.........................................................................................12

5 RESOURCE ALLOCATION CURRENCY IN SRA STATEMENTS...................................................13


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1. STUDENT RESOURCE ALLOCATION

The Student Resource Allocation (SRA) has been developed to reflect the ACT Government’s commitment to implement a student needs based school funding model for ACT public schools. The Directorate commenced the implementation of the SRA in 2016 to bring improvement in learning outcomes for all students. This document outlines for school leaders how the elements of the SRA model work together to provide the school’s overall (global) budget.

1.1 PrinciplesThere are seven guiding principles that guide the Canberra public schools reform direction and provide a summary of the key objectives of the SRA Program, including the SRA school funding model.

Educational Considerations

Educational considerations, based on the best evidence available, will drive the data sets, weightings, and parameters used in the design and implementation of new arrangements.

Fairness

Fairness will result when schools with a similar mix of learning needs receive similar funding.

Transparency

Transparency will ensure funding is visible and directed to support the needs of students and schools.

Accountability

Accountability for the resources schools receive, including articulation of the responsibilities of schools to support, and report on, student learning.

School level decision making

School level decision making will be enabled through clear understanding of what resources will be provided to schools and when it will be provided.

Transitional fairness

Transitional fairness will drive progressive implementation over several years so schools, where necessary, can adjust as the ACT moves from the old system to the new model.

Sustainable and flexible

Sustainable and flexible design allows for new policy priorities and changing school and student populations over time.


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1.2 SRA StatementsSchools receive an SRA Statement twice each year.

In September, the projected allocation is provided to schools for the purposes of planning for the following year.

In April, the actual allocation is provided following confirmation of student enrolments by the February Census.

In addition, schools are provided additional cash payments for professional development, international private students, support for students with disability in January, April, July and October1.

Attachment A is an example of a SRA Statement.

Attachment B outlines how to interpret the SRA Statement.

Attachment C provides the timeline for Strategic Finance to generate the actual SRA statement for schools each year.

2. COMPONENTS OF THE SRA

The following key components are reflected in each school’s SRA Statement:

Core Allocation per student funding stages of schooling base funding

Loading Allocations students with a low socio-economic status background students with English as an additional language or dialect students with disability

Other Allocations Continuum of Educational Support (Achievement Centres/Connect10, Pastoral Care

Coordinators, Youth Workers) Aboriginal Torres Strait Islander Support Program (Cultural Integrity) Transition and career support Other (e.g. new school allowance; additional administration support)

Preschool Allocation Sessions based staffing allocation

School Operational Allocation Education and administration

1 Over time the mechanisms and timing of these payments will change.


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Physical infrastructure & other Pre-school/Early childhood

In addition to the above, some school programs are centrally administered by Education Support Office.

2.1 Core Allocation The core allocation provides funding for students where minimal levels of disadvantage exist.

The core allocation includes the following funding elements:

Per Student Funding Stages of Schooling weighting Base Funding

Schools use this allocation to configure the most effective staffing arrangements to deliver high quality educational services to all students.

2.1.1 Core Allocation Methodology

Per Student Funding is based on the 2014 average cost per student across the system with application of indexation each year, as determined by the ACT Government budget.

Stages of Schooling Weighting (SOS) reflects differentiation in costs between schooling sectors.

Base Funding represents the minimum allocation that is required to open a school without students. Schools meet the cost of additional leadership or administrative staff through the Per Student Funding allocation.

Table 1 below provides the funding rates for 2019.


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Table 1 (1)

2019 Per Student

Funding ($)

SOS weighting 2019 Per Capita ($) (2)

2019 Base Funding ($)

Early Childhood (<80 Students) $4,395 1.42 $6,241 $503,724Early Childhood (>80 Students $4,395 1.42 $6,241 $675,724Primary (Kindergarten to Year 3) $4,395 1.42 $6,241 $675,724Primary (Years 4 to 6) $4,395 1.00 $4,395High $4,395 1.61 $7,076 $675,724College $4,395 1.55 $6,812 $675,724Combined 2 $4,395 Refer note 3 Refer note 3 $993,231

Notes:1. The funding rates and the SOS weighting are rounded to the nearest whole number.2. The per capita funding is calculated based on the Per Student Funding multiplied by the SOS

weightings. 3. The combined school (Primary to year 10) SOS is determined based on the primary and high school

SOS weightings.

2.2 Loading Allocations

In addition to Core Funding, resources are provided to support the identified educational needs of particular students.

2.2.1 Low Socio Economic Status

The low Socio-Economic Status (SES) needs based loading is determined by a Student Family Education and Occupation Index (SFI) specific to individual ACT public schools. The SFI uses parental education and occupation levels to determine school-level need. The low SES loading does not assign funds directly to individual students.

Schools that are above the system average on the SFI index receive the needs based loading.

The SFI index will be reviewed in 2019.

2.2.2 English as an Additional Language or Dialect

The English as an Additional Language or Dialect (EAL/D) loading reflects the diversity of student need in English language proficiency.

The Australian Curriculum, Assessment and Reporting Authority (ACARA) EAL/D Learning Progression Continuum, describing phases of English language acquisition by EAL/D learners, is used to identify student need within the beginning, emerging and developing phases.


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ACARA EAL/D Learning Progression Phases

The EAL/D loading recognises:

particular needs of students from refugee backgrounds stages of schooling.

The annual EAL/D school level summary (Attachment D) reports student numbers and weightings that attract funding.

The EAL/D loading is indexed, but the rate per unit of need will change depending on the level of need across the system

2.2.3 Aboriginal and Torres Strait Islander student support (Cultural Integrity)

The Aboriginal and Torres Strait Islander funding is allocated to all schools with the expectation that the needs and aspirations of all Aboriginal and Torres Strait Islander students will be met across the system. Developing Cultural Integrity across the Directorate is a key priority in achieving this intent.

Cultural Integrity

The Directorate has developed a suite of resources to define Cultural Integrity and strengthen cultural practice within each school.

The allocation supports all schools to develop a culturally welcoming, safe and supportive environment for Aboriginal and Torres Strait Islander students, their families and the broader school community. Developing Cultural Integrity also involves integrating Aboriginal and Torres Strait Islander culture, history and perspectives into learning for all students.

The allocation includes a base amount to all schools regardless of enrolment, plus a student based allocation with additional weighting for early years (kindergarten to year 2) and the transition years (years 7 and 11).

Programs managed through the Aboriginal and Torres Strait Islander Section

In addition, the Education Support Office will provide advice, guidance and support to schools and students through a range of programs that include:

Aboriginal and Torres Strait Islander Education Officers (IEOs); Scholarships; Vocational Learning Options; and Professional Learning.


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ConsolidatingDevelopingEmergingBeginning


2.2.4 Students with Disability

The policy framework and funding allocation for Students with Disability Support is currently under review. Resources allocated to schools will continue under the current process and methodology:

o Disability Education Programso Schools resourcing based on settings and individual student need as identified by the

Student Centred Appraisal of Need (the Appraisal or SCAN).

Information on the Appraisal process is available on the Supporting Students with Disability webpage.

2.3 Other Allocations

2.3.1 Continuum of Educational Support

In the 2019 school year, the allocation is intended to provide each high school with a new funding allocation to develop and implement the Continuum of Educational Support model in the school.

The continuum of support identifies engagement strategies within five key areas: transitions five core elements early interventions flexible learning provisions outreach and alternative education provision.

The Continuum of Educational Support allocation takes into consideration a base allocation, student enrolment and the school SFI index.

2.3.2 Transition and Careers Support

This program provides a career and transition service to meets the need of senior secondary students. The funding is allocated to Colleges to provide high quality, professional transitions and careers support for all students.

This resource provides transitions and careers support to high schools and primary schools through Transition Network Groups.

2.3.3 New School Allowance

New school allowance supports the principal to establish a base administration and leadership team in the first three years of a new school’s development. The intent of the new school allowance is to support effective planning to welcome new enrolments and develop the school’s vision, values and essential policies and procedures.

Resource Allocation 2019 Budget($) Year 1 181,200Year 2 135,900Year 3 90,600


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2.3.4 Supplementation

Supplementation is the allocation of additional resources, over and above the school’s SRA in circumstances relating to low student enrolments. Upon receiving these additional resources it is expected that the school is concurrently planning necessary adjustments in the forward years to reduce ongoing reliance upon supplementation. The amount and period of supplementation is determined by the Deputy Director-General.

2.3.5 Student Support and School Equity ProgramsFunding for Student Support and School Equity Programs is provided to schools to support students from low socio economic status backgrounds and students experiencing complex social issues (e.g. children affected by domestic violence, children in foster care and children experiencing trauma).

The resource allocation recognises that schools are best placed to decide how to use these funds to support the range of student needs. In the SRA Statement, Student Support funding is reflected as ‘cash’ under Core Allocation and School Equity funding is reflected as ‘cash’ under Low Socio Economic Status Loading Allocation.

2.3.6 Other Specific Staffing Allocations

This allocation reflects Australian Government funding for services through a Memorandum of Understanding.

2.4 PreschoolsFunding is provided to preschools to deliver 15 hours of educational services to four year old students in ACT public schools. The 15 hours include three hours of funding from the Australian Government.

Resource Allocation 2019 Budget ($)1 Session (on-site) $106,455

Preschools are funded by session rather than enrolment numbers or other measures. School Improvement branch assists schools in planning optimal numbers of sessions for each school.

2.5 School Operational Allocation The Schools Operational Allocation (SOA) provides cash funding for school operations – other than staffing. The funding is for educational and school administration costs, including energy, water and sewerage, cleaning and minor maintenance.

2.5.1 SOA Policy IntentThe policy intent of the SOA is to provide school leaders flexibility and control, within system-wide parameters, to make decisions about school expenditure. Schools manage their SOA budget considering innovation, economy, efficiency and effectiveness to achieve maximum benefit. Efficiencies achieved can be reinvested by the school to improve educational outcomes.

The SOA comprises four allocations under two categories:


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Education & Administration

This includes funding, based upon student enrolments, for educational costs associated with curriculum, teaching aids and materials. An administration (Corporate base) amount is for general office, administration and communication.

Physical Infrastructure & Other

The Physical Infrastructure component of the SOA is for energy, water and sewerage, cleaning and minor maintenance. Minor maintenance includes school scheduled maintenance, grounds maintenance, recycling and waste. A further allocation (Other) provides for costs associated with combined schools, transportable buildings, multi campus, off-site, site specific requirements (e.g. shared facilities) and new school establishment allowances.

2.5.2 SOA Allocation MethodologyTable 3 provides the allocation methodology for each of the allocation categories.

Table 3Funding Categories Allocation Methodology 2019 ($)

Student Funding Per student funding will be provided to primary and secondary students, students in special schools, students in Introductory English Centres.

Funding per unit will be provided to Students with Disability in all special settings (LSU, LSU-A, LSC).

Mainstream Schools/Introductory English CentresPrimary Student Rate - $132Secondary Student Rate - $152Special SchoolsPrimary Special Primary Rate - $495Secondary Special Primary Rate - $661Specialist UnitsSpecialist units in Primary - $1,850Specialist unit in Secondary - $2,431Specialist unit in Combined - $4,281

Corporate Base Funding

The corporate base funding will be allocated by schooling sector (Early Childhood, Primary, Secondary, Combined and Special School).

There are a number of variables with different costs in all schooling sectors.

Early Childhood - $22,021Primary $30,609Secondary $93,590Combined $110,106Special $33,032

Physical Infrastructure Energy, Water and Sewerage and Cleaning

Baseline funding has been developed for energy, water and sewerage and cleaning.

Minor Maintenance

A baseline allocation for schools based on the age, gross floor space and

Individual school base.


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enrolment. It also includes grounds maintenance by schooling sector.

Other Allocations a) Transportable buildings used for educational purposes only.

b) Additional sector/setting.c) Specific site allocation.d) New school allowance.

Additional Sector/Setting - $10,795Transportable - $1,101Other Site Specific 1 - Refer Note 1New School Allowance 2 Refer Note 2

1. Includes funding for hydrotherapy pool maintenance ($21,590), multi campus ($5,398) and long distance preschools sites from the feeder primary school ($540 per site).

2. New schools allowance for College ($1.078m), High school ($793k), Primary including preschool ($364k) and Early Childhood School ($306k) in year one. Consumables, forming part of the new school allowance, are allocated at 40% in year two and 25% in year three.

Note: All values in tables above are rounded to the nearest whole dollar.

3 ADDITIONAL LINE AREA CASH PAYMENTS

In addition to resources outlined on the SRA Statement, schools may receive cash funding through the Education Support Office. These payments are made in the four gateway instalments: January, April, July and October each calendar year.

Schools may receive funding for the following programs as follows:

3.1 Curriculum Support

Funding for language teacher networks is provided to the school where the coordinator of each network is based. The coordinator uses the funds to provide access to professional learning for language teachers across the network.

Funding is also provided to host schools of language assistants through a Memorandum of Understanding. For example, three schools are provided with funding for a Mandarin language assistant each year through the Memorandum of Understanding (MOU) with the Taipei Economic and Cultural Office.

Reimbursements are made for recipient schools for costs associated with other curriculum support programs, e.g. ANZAC Spirit Prize.

3.2 Teacher and Principal Professional Learning Funds

The Teacher and Principal Professional Learning Funds are provided to schools to contribute to the professional development needs of teachers and school leaders.

3.3 Student with Disability

Some schools are provided cash funding or staffing points post February census relating to Students with Disability (SWD) under the existing methodology.


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3.4 International Private Students2

Schools receive cash resourcing to provide curriculum, teaching, pastoral care, student welfare and reporting services for their international students.

These payments are made as part of the April and October SOA payment. Schools will be notified of the amount through the ESO Remittance Advice distributed from School Finance, Strategic Finance. Further details can be provided by the International Education Unit.

The annual cash value per student of resourcing available to schools is:

Schooling Sector 2019 ($)Preschools $2,581

Primary $6,693

High $8,575

College $8,917

Senior Introductory English Centre $8,917

Primary Introductory English Centre $6,693

Resourcing for students who enrol during the year will be allocated on a pro-rata basis.

4 TRANSITIONAL ARRANGEMENTS

Phased implementation underpins successful movement by all schools to the SRA model. Individual school transition settings have been determined to assist each school in their change to the new funding arrangements.

The majority of schools will transition to the Core and SES funding in the next 3-5 years while some schools currently above the SRA funding level will take longer to transition.

All mainstream schools have been fully transitioned to the new SOA for 2019. Specialist schools are planned to be transitioned by 2020.

23 The mechanism for funding is still to be reviewed


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5 RESOURCE ALLOCATION CURRENCY IN SRA STATEMENTS

The SRA Statement provides resources as staffing points and dollars. The SRA Statement also includes the terms ‘credit’ and ‘cash allocation’.

The ‘credit allocation’ is provided in staffing points and reflects the payroll for school staff. The payroll is funded centrally and not through the school bank accounts. Indicative staffing points and the total staffing budget in dollars is provided.

Management of the credit allocation by schools will continue to be through staffing points and CRS days until the implementation of the School Administration System (SAS).

The ‘cash allocation’ refers to funds that will be paid directly into the school’s bank account. Cash allocations are provided for the following programs:

Student Support Funds (Core Funding) and School Equity Funds (Low SES) Aboriginal and Torres Strait Islander allocation Additional Administration Workload Support Continuum of Educational Support School Operational Allocation

Contact:

Director: Strategic Finance

Senior Manager: Schools Resourcing & Finance


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EXAMPLE OF AN SRA STATEMENT ATTACHMENT A


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HOW TO READ THE SRA STATEMENT ATTACHMENT B


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ATTACHMENT C

ATTACHMENT D


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SRA English as an Additional Language or DialectNeeds Based Loading: School level summarySchool name: Sunny SchoolStep 1: Number of EAL/D students reported at each phase of the ACARA EAL/D Learning Progression

Beginning Emerging Developing Consolidating TotalNumber of EAL/D students 10 27 43 96 176 Step 2: Number of EAL/D students reported by refugee status and year level

Beginning Emerging Developing Consolidating TotalNumber of students with refugee status 1 - - - 1 Number of students in year levels K-2* 6 18 28 30 82 Number of students in year levels 7-12 6 15 13 30 64 *Note year levels 3-6 do not attract a year level weighting

Beginning Emerging Developing Consolidating TotalEAL/D students (from Step 1) 10 27 43 96

x x x xACARA EAL/D Learning Progression phase weighting 8 4 2 -

= = = =Unit of need 80.0 108.0 86.0 - 274.0 Step 4: Calculate unit of need based on number of EAL/D students attracting refugee status weighting

Beginning Emerging Developing Consolidating TotalNumber of Refugee status (from Step 2) 1 - - -

x x x x Refugee status weighting 8.0 4.0 2.0 -

= = = = Units of need 8.0 - - - 8.0 Step 5: Calculate unit of need based on number of EAL/D students attracting year levels K-2, 40 per cent weighting

Beginning Emerging Developing Consolidating TotalNumber of students in year levels K-2 (from step 2) 6 18 28 30

x x x x K-2 weighting (40 per cent of ACARA phase weighting) 3.2 1.6 0.8 -

= = = = Units of need 19.2 28.8 22.4 - 70.4 Step 6: Calculate unit of need based on number of EAL/D students attracting year levels 7-12, 60 per cent weighting

Beginning Emerging Developing ConsolidatingNumber of students in year levels 7-12 (from step 2) 6 15 13 30

x x x x 7-12 weighting (60 per cent of ACARA phase weighting) 4.8 2.4 1.2 -

= = = = EAL/D student unit of need 28.8 36.0 15.6 - 80.4

EAL/D students that attract weighting.


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Step 7: Calculate the total units of needBeginning Emerging Developing Consolidating

EAL/D students ACARA unit of need (Step 3) 80.0 108.0 86.0 - + + + +

EAL/D student Refugee status unit of need (Step 4) 8.0 - - - + + + +

EAL/D student K-2 unit of need (Step 5) 19.2 28.8 22.4 - + + + +

EAL/D student 7-12 unit of need (Step 6) 28.8 36.0 15.6 - = = = =

Total EAL/D student unit of need 136.0 172.8 124.0 - 432.8 Step 8: Calculate the EAL/D student needs-based loading

Total unit of need

Rate per unit of need

Total EAL/D loading ($)

Funding calculation ($) 432.8 x $265.30 = $114,822

Total EAL/D Loading $114,822


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