DCPS Budget & Staffing Guide

1. INTRODUCTION

The Weighted Student Formula (WSF) is a method for equitably distributing funding to schools based on student enrollment and student characteristics. The mechanism is formula driven: By design, similar categories of students should receive the same level of funding. It also should be transparent — the public should be able to discern easily the basis of funding for each school. In conjunction with the WSF, DCPS also uses site-based management, so it is up to the principal and the Local School Restructuring Team (LSRT) to determine how a local school’s WSF funds are allocated, as long as compliance and other limited requirements are met.

The WSF is a defensible system of resource allocation, supported by research and used by a growing number of urban and suburban districts across the country. It is important to keep in mind, however, that the WSF is a tool for distributing funds. It is not intended to address funding adequacy — whether or not local schools have enough resources to meet achievement targets and other benchmarks determined by the District.

This guide is intended to assist the principal and Local School Restructuring Team (LSRT) better understand the weighted student formula budget process. Included is the timeline for the allocation process, instructions on the use of each fund type, personnel information and instructions on completing the budget template and schedule A (staffing plan). There is other information as well to help guide the team through budget development and to bring greater transparency to the expectations embedded in site-based management.

The preliminary budget allocations are based on enrollment projections, as amended by each principal and approved by the appropriate regional superintendent, for the upcoming school year. In addition, estimated enrollment for special education came from current year’s ENCORE data and enrollment for English Language Learners is projected by the Office of Bilingual Education; the free/reduced price lunch count is calculated by applying current year’s percentage of F/RP eligible students to next year’s enrollment.

The budget and staffing process should occur in lock step with the local school plan development. Based on student data, budgets and staffing should support the goals laid out in the local school plan. This is your opportunity to set a staffing plan that will deliver the programming outlined in your local school plan. It is expected that the budget developed in the spring aligns with each school’s objective, this is the time, therefore, if appropriate, to make any significant changes to existing school structure. Barring any major changes in the fall, the reconciliation process should not be viewed as an opportunity to make major staffing changes.

Continuing the practice from last year, schools with historical variances between projections and enrollments will have 5 percent of its allocation held in reserve. The threshold used in determining the 5% holdback is a 3-year average variance of -25 students or more. Principals that have 5% of their allocation withheld should, however, come to the roundtable sessions with a spending plan for the money.

Also continued for 2007 – 2008, is the mandate that every school have at least a .5 librarian as well as an art and music program. Schools can elect to have an art and/or music teaching position (full or part-time) or a school can deliver art and music instruction in alternative. The alternative program should be outlined in the local school plan and will be subject approval and monitoring by the Office of Academics.

Finally, the fall reconciliation process will continue based on a early September enrollment count, as it did for SY06-07. Staff will be monitoring enrollment and registration and working with principals during the late summer to identify opportunities to move staff as needed prior to the opening of school.

2. NEW FOR SCHOOL YEAR 2007 – 2008

The following section discusses the major changes to the formula and its implementation for the 2007 – 2008 school year. There are some other changes that are highlighted in other sections of this guide.

Space Constrained Subsidy

A new subsidy is created for 2007 – 2008 for schools that are both in buildings with enrollment capacity less than 300 students and enrollment versus capacity at 90% or greater. These schools will receive two times the normal small school subsidy (which continues this year).

Custodians & Custodial Supplies

Starting in school year 2007 – 2008, custodians will report to the Office of Facilities Management, with joint supervision by OFM and the principal. As a result, the majority of funding for custodial supplies will revert to OFM. A small portion of funds building-specific supplies will be allocated to each school on a per pupil basis. Schools have flexibility to use these funds for custodial needs or program in other ways. The supplies under the responsibility of OFM will be provided to each principal.

Per Pupil Base

The per pupil base increases by 3% from last school year. This increase keeps pace with rising labor costs and maintains the same level of purchasing power; schools with the same enrollment will be able to afford the same staff.

There is one major change to the base, however: because custodians will fall under OFM, the resources previously in the base for custodians have been removed. This means that the per pupil base is lower than last year, but because schools will no longer be responsible for custodians, this decrease will not effect purchasing power.

Grant Funds

Guidance on the use of grant funds is updated for this year, particularly for Title 1-EAZ funds (section IV). In addition, there is guidance on the use of Title – Parent Partners funds. This grant, added during the 2006 – 2007 reconciliation, was not included in this guide last year. Be sure to review the new guidance as you plan out your budget and staffing for next year.

3. ALLOCATION TIMELINE

4. GUIDANCE ON USE OF FUNDS

Weighted Student Formula Funds

Weighted Student Formula (WSF) funds are predominantly unrestricted funds to finance the operation of each school. These resources fund teachers and support staff, building leadership, supplies and materials, field trips, short-term substitutes and custodians. A more complete listing of school responsibilities vs. central responsibilities can be found in Section VII. Weighted Student Formula funds constitute the majority of resources allocated to each school and should be used to support the core program. Grant funds that flow to schools are to supplement WSF funds and can not be used in lieu of WSF funding for core academic programming.

WSF add-on funds are for students with special needs and English language learners (ELL) must be used to support these students. It is not permissible to use these resources to support the core academic program. Add-on resources are intended to fund items that extend beyond the basic academic program, such as special education or ELL teachers and aides, specialized supplies or materials to support these populations or professional development directly related to serving these students. For special education, add-on funds should be used to support inclusive learning in the least restrictive environment by providing personnel, programs, and materials that increase access to the general curriculum and increase the capacity for teaching and learning. Items such as field trips, computers or basic supplies and materials should be funded through the general WSF allocation.

WSF funds are programmed in collaboration between the principal and the Local School Restructuring Team (LSRT). Local schools must meet certain requirements, such as a set of required staff or certain number of substitute days, which can be satisfied with either WSF unrestricted funds or grant funds.

Title I Part A (EAZ)

Title I funds may be used for a variety of services and programs geared toward improving student achievement, with a special focus on instruction in reading and mathematics. Title I funds are to be used to supplement the amount of funds that would be made available from non-Federal sources and not to supplant funds from the regular budget. It is critical to note that the local budget must be exhausted to fund regular classroom teachers first, prior to the allocation of federal resources for supplemental staffing. Supplemental staffing can include math and/or reading resource teachers for small group instruction, team teaching, teacher mentoring and/or coaching, and before, after and/or Saturday school instruction.

Title I Targeted Assistance Schools

Schools with poverty over 35% and under 40% -- as determined by the number of students that qualify for free or reduced-priced meals – must use educationally related criteria to identify students to be served under Title I and operate Targeted Assistance Title I Programs. These programs must include intense interventions that target the most at-risk students. Target Assistance Title I Schools must document and track services to these students only and may not use funds to hire regular classroom teachers or meet the general needs of the school.

Title I School-wide Schools

Schools with poverty levels above 40% may operate school-wide programs. Although flexibility is provided in the design of the program and combining federal and local funds to upgrade the entire educational programs, schools must demonstrate that the needs of the students most at-risk of failing are addressed. Also, the programs must uphold objectives of Title I – closing achievement gaps and improving student academic achievement.

How should Title I Funds Be Programmed

• Hire contract Reading and/or Math Resource instructor to provide intensive academic intervention to students
• Administrative Premium to pay teachers for before and after-school tutorial programs
• Purchase of educational software and equipment that will support and enhance classroom instruction
• Embedded professional development activities to support research-based instructional practices
• Development of reading and math intervention programs targeting the most academically at-risk students
• Professional development that focuses on strengthening leadership and instructional capacity within the school and support reform measures. One time conferences are not an allowable expenditures as such professional development must be part of ongoing professional development initiatives
• Parent Partners for volunteer pay to increase parental involvement (EAC)
• Parent training to improve parental involvement in and support of student achievement (EAC)

Allowable Uses

The legislation encourages the use of research-based instructional strategies to increase quantity and quality of learning time. Line item expenditures of funds may include:

• Hire or contract personnel to provide supplemental instructional services, not regular classroom teachers;
• Payment of stipends to parents as volunteer partners in the school;
• Purchase of supplies and materials, equipment, software, and reference materials to support research-based strategies – (general supplies, materials, furniture and equipment are not allowed)
• Payment for services that serve an educational purpose toward improving student achievement;
• Payment of professional development activities which may include tuition and employee training to meet the highly qualified staffing requirements; and

Disallowable Uses of Title I

• No out of town travel or one-time conferences
• No purchase of furniture or general equipment (playground equipment, classroom furniture, general school and/or office supplies)
• No funding of educational aides or non-instructional personnel

Title I Part A (EAC)—Parental Involvement

Title I Part A EAC funds must be used to develop and execute jointly with parents of children participating in Title I Part A services, a written school parental involvement policy. In developing this policy, each school is required to do the following:

• Jointly develop with, and distribute to, parents of participating Title I children an agreed upon written parental involvement policy.
• Notify parents of the policy in an understandable and uniform format, and in a language that the parents can understand.
• Make the parental involvement policy available to the local community and update it at least annually to meet the changing needs of parents and the school.
• Hold an annual meeting with parents of participating children and other meetings during the school year.

Allowable Usages of the EAC, Parental Involvement Funds include:

• Parent Partners Stipends -- $16 per day – two days per week; not greater than $128.00 per month.
• Trainings—Workshops (such as guidance in assisting students academically at home; parenting skills, and other such trainings)
• Reference Materials—(literature to support trainings, books, and other such items)
• Supplies, materials, software, and equipment for parent centers in the schools
• Community partnership organizations—(i.e. National Network of Partnership Schools)

Schools in need of Improvement

Title I Schools in Need of Improvement (SINI), Corrective Action (CA) or Restructuring (R) must spend at least 10 percent of their Title I, Part A funds to provide the school’s teachers and principal with high-quality professional development that directly addresses the academic achievement problems that caused the school to be identified for school improvement. To demonstrate compliance, schools must conduct root-cause analysis and use such as the basis for the design of professional development that:

• Directly addresses the academic achievement problem that caused the school to be identified for school improvement;
• Meets the requirement for professional development activities as outlined in the school’s improvement plan; and
• Is provided in a manner that creates increased opportunity for participation in the professional development.

Overall expenditures for schools in these categories must directly support activities as outlined in their school improvement, corrective action or restructuring plans. Specifically, funds must be earmarked to support the needs of the most at-risk students as identified on the DC CAS and other academic indicators.

Title II, Part A – Professional Development (ITQ)

Title II Part A funds may be used to support high-quality professional development activities as described by NCLB Act of 2001. Funds may be used to provide follow-up training for teachers who have participated in professional development activities to ensure that the knowledge and skills learned by teachers are implemented in the classroom.

How to Program Funds

• Intensive, classroom-focused professional development services that are aimed at improving the quality of instruction
• Conferences that are supported with a sustainability plan that will ensure that essential information and strategies will have a lasting impact on classroom instruction
• Training to incorporate technology that enhances classroom instruction that can include the use of technologies to track student performance and use such data to drive the instructional programming.

Allowable Uses

• Are high quality, sustained, intensive and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom;
• Are not one (1)-day short-term workshops or conferences, unless supported with a sustainability plan that demonstrates such workshops or conferences are built into a comprehensive professional development initiative and is approved by the DCPS LEA Office of Grant Programs;
• Improve and increase teachers’ knowledge of core subjects [English, reading or language arts, mathematics, science, foreign language, civics and government, economics, arts, history, and geography] they teach;
• Are an integral part of a school-wide improvement plan;
• Give teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging content standards and performance standards;
• Improve classroom management skills;
• Support training of highly qualified teachers;
• Advance teacher understanding of effective instructional strategies that are impacted by scientifically-based research and include strategies for improving academic performance;
• Are aligned with and directly related to the content standards;
• Are developed with extensive participation of teachers, principals, parents and administrators;
• Provide training for teachers and principals in the use of technology used to improve teaching and learning in core academic subjects in which the teachers teach;
• Are regularly evaluated for their impact on increasing teacher effectiveness and improving student academic achievement;
• Provide instruction in methods of teaching children with special needs;
• Include instruction in the use of data and assessments to inform and instruct classroom practice; and
• Include instruction in ways that teachers, principals, and pupil services personnel can work more effectively with parents.

Schools must provide a sustainability plan that demonstrates the follow-up training and support for teachers who have participated in professional development activities to ensure that the knowledge and skills learned are implemented effectively in the classroom.

Restrictions on Use of Title II, Part A Funds

Funds may not be used to:

• provide direct services to students and parents;
• purchase educational supplies, materials or equipment for student use;
• construct facilities
• supplant (replace) funds from the regular budget

Title III -- English Language Learners

New for SY07-08 -- Based on recommendations from the U.S. Department of Education, Title III funds will no longer be directly allocated to schools but rather will be used for targeted and focused activities.

5. STAFFING & BUDGET REQUIREMENTS

Required Staffing

For SY07-08, the following staff or programs are required at every school.

Budget Requirements

• Minimum 3.5 % of budget must be for non-personnel services (NPS / OTPS)
• Substitute days minimum
• 75 for Elementary and Middle/Junior High Schools
• 150 for High Schools
• Overtime should be budgeted based on historical expenditures
• Historic Expenditure Report will be provided by DCPS Budget Office.
• Administrative Premium – Teachers and Educational Aides Only (ET 15, EG 09- Instructors and EG 4)
• Split funding- individual positions must have one dedicated source of funding; cannot split fund an individual position
• Custodial supplies
• Most of the custodial supplies will be budgeted and managed by the Office of Facilities Maintenance. Typical supplies will be delivered on a routine basis to each school site. A listing of these supplies is attached to this manual
• Schools will receive a small allocation for custodial supplies that are specific to each sites

6. AVERAGE COST BY POSITION

The chart below delineates the average cost (salary + benefits) used for budget development. These costs are pre-populated in the budget template. Average salaries are adjusted each year based on changes in the labor force, step increases and negotiated pay raises.

7. SHARING STAFF BETWEEN SCHOOLS

A strategy to maximize resources at the school level is to share staff between two schools. Two buildings may partner to share, for example, one art teacher and one music teacher, enabling each school to have exposure to both art and music. Similar arrangements could occur with math and reading resource teachers and even administrative staff. Schools, with the permission of the Regional Superintendent and the Deputy Chief of Accountability, may share building administrators between two schools. The intention is for schools to be creative in ways to maximize the instructional opportunities for children.

Agreements to share staff are executed through a Memorandum of Understanding that is signed by each principal as well as the appropriate regional superintendent(s). This agreement must stipulate which principal is responsible for evaluation and timekeeping for the individual. Scheduling may be worked out in the spring or fall to align with the master scheduling process.

MOUs can be entered into at two points of the school year: during the preliminary budget process in the spring and during reconciliation. At reconciliation, a school may terminate an already executed MOU only if both parties agree to terminate. The sharing of school administrators is the exception to this schedule. Administrative shares executed in the spring can not be terminated at reconciliation; however, shared administrative relationships can be initiated during reconciliation.

Positions Eligible for Sharing:

• ET 15 non-classroom instructors (e.g., math/reading resource, librarian, counselor, social worker, art/music/PE teachers)
• Administrative staff (business managers, administrative assistants)
• Special education coordinators (ET 10)
• Coordinators
• Principal & assistant principal (see note above)

• A blank MOU for sharing staff is attached at the end of this guide.

8. SCHOOL VS. CENTRAL RESPONSIBILITIES

The table below provides clarification in determining school vs. central responsibility in budgeting. The table is not exhaustive but is designed to answer most questions.

Nurses

All DCPS schools receive half-time nursing services at no charge. Any school that would like to purchase additional nursing services to make its nurse a full-time nurse may do so through the existing line item on the OTPS worksheet in the WSF budget template. These nurses are provided through a Memorandum of Understanding between DCPS and the Department of Health (DOH). DOH agrees to provide the participating schools with the nurses currently placed in each respective school, where this is the school’s preference. If a school prefers to hire a different nurse, the principal has the option of being involved in the interviewing and selecting of the new nurse. DOH maintains all employer rights and responsibilities for these nurses.

If a nurse in one of the participating schools is unable to continue full-time employment, DOH will provide a replacement nurse for that school as soon as possible. Principals may work with the appropriate DOH supervisor to evaluate nurses and to request any kind of disciplinary action or removal. (Note: the nurses’ union requires that only nursing professionals may evaluate these nurses. Principals may participate in this evaluation, but only DOH can formally conduct the evaluations.)

DCPS has agreed to notify DOH, by July 1 of each year, which schools will require full-time nurses for the coming school year, and which schools request the continuation of their current nurse. Therefore, schools that would like to hire full-time nurses must indicate such on the budget component of their initial Local School Plan. A school does not have the flexibility to remove a nurse from its budget once it has been approved.

Finally, the cost for an additional ½ time nurse will increase to: $49,253

9. COMPLIANCE GUIDELINES

English Language Learners

Grades P – 6

• 22 ELP Level I - IV students : 1 bilingual or ESL teacher
• 50 ELP Level I students : 1 translation aide
• 100 ELP Level I - IV students : 1 bilingual counselor

Grades 7 – 12

• 15 Level I students : 1 bilingual or ESL teacher
• 22 Level II - IV students : 1 bilingual or ESL teacher
• 50 Level I students : 1 translation aide
• 100 Level I - IV students : 1 bilingual counselor

Grades 6-12 in Secondary Schools

• 125 Level I - IV students : 0.5 Bilingual Service Provider (included in the total FTE requirement)

Level I = NEP and Levels II to IV = LEP, Level V = FEP

Itinerant Schools

• Itinerant ESL teachers are required in schools in which the required FTE is .5 or less (approximately 10 ELLs or fewer). Schools in this category will be “charged back” the total amount of the NEP/LEP allocation in order to cover the cost of the itinerant teachers.
• Schools with FTEs of greater than .5 and less than .73 (approximately 11 to 16 ELLs enrolled) will be required to hire a .5 bilingual or ESL teacher.
• Schools with FTEs equal to .73, but less than 1.25, will be required to hire a full-time bilingual or ESL teacher. Thereafter, the FTEs will be rounded to the closest whole or .5 to determine the number of bilingual or ESL teachers required.

Teacher Ratios for All Grades

• Level 1 (up to 8 hours of service): 25 students : 1 teacher
• Level 2 (8-16 hours or service): 20 students : 1 teacher
• Level 3 (16-24 hours of service): 15 students : 1 teacher + 1 aide
• Level 4 (more than 24 hours of service): 10 students : 1 teacher + 1 aide

Special Education Coordinators – see required staffing in Section IV

General

• NPS earmark of $50 per student with special needs
• Special education compliance worksheet may generate .5 teacher requirement. If this occurs, schools may budget for .5 FTE teacher (change from current year of teacher or aide option)

Expectations

• Monthly Compliance Requirements Platinum @95% or Addendum required to Local School Plan
• Data entry into ENCORE is accurate and current
• IEP completion is timely
• Assessment completion is timely
• Hearing Officer Decisions and Settlement Agreements are implemented timely
• Referrals to special education are within improvement target range
• Prior to referral, all students must go through the SST process

Cluster Programs

School Responsibilities

• Lead and manage to ensure equity of access and on-grade level success for every student
• Students enrolled in these programs are reflected in total enrollment but not in level 4 count
• Schools receive base allocation for all students enrolled in cluster program
• Base allocation used to cover services such as principal & asst. principal, art, music, PE, media specialist, custodial services administrative office support AND basic supplies, such as paper, pencils and other consumables that are afforded to general education students

Central’s Responsibilities

• Purchase all supplies and materials that are unique and necessary to support a particular program; and deliver items to program
• Provide appropriate number of teachers and aides
• Pay for short-term substitute teachers
• Return 200 additional students to the cluster and local school programs from centers and non-public placements

10. ENGAGING THE LSRT AND SCHOOL COMMUNITY IN BUDGETING PROCESS

The involvement of the Local School Restructuring Team (LSRT) in the budgeting and staffing decisions and the local school plan development, in addition to being required, brings valuable community insight to the process. For this reason, it is crucial that each school community be aware of the budgeting process at every step of the way. It is the principal’s responsibility as the building leader to ensure that this occurs.

The principal is the point of contact for budget and staffing, as well as academic programming. It is incumbent upon the building administrator to share information and seek input from the LSRT and greater school community on issues surrounding budget development and local school planning. Final budget and staffing decisions, however, are the responsibility of the principal.

During the budget process, the principal should timely (within 1 – 2 days of receiving guidance from central office staff) disseminate pertinent information regarding any changes in enrollment and the effect the change will have on budget allocations. Such strategies can include convening a meeting for parents and staff or circulating a bulletin that explains the impending changes and the rationale for those changes.

At the end of the budget process, that is, once roundtables are completed and the appropriate Divisional Superintendent approved the budget, the LSRT and school community should be informed of the final budget. Copies of the budget should be posted in the school office and made available in the library. Additionally, a meeting should be held or bulletin posted to inform the community of any staffing changes and timelines associated with the changes that will for the next school year. Maintaining open lines of communication and transparency is a priority of the Superintendent.

11. DISTRICT OF COLUMBIA PUBLIC SCHOOL MANDATES FOR SCHOOL PERFORMANCE

A. Incentive School (met AYP targets)

• Recognized and rewarded with increased flexibility, particularly in the development of the school wide plan. Incentive schools that score higher than the 70^th percentile are recognized as high-performing schools.

Requirements:

• Funds need to be utilized to continually to support academic achievement and growth of the school community in order to achieve the 100% proficiency of all students by the year 2014.

B. *Targeted Assistance (as determined by DCPS for classification of status for 1^st year not making AYP)

• Develop school improvement team to review the schools practices, programs, services, and prescribe intervention strategies
• Strengthen the curriculum as the primary tool for addressing individual students’ academic needs

Requirements:

• Must set aside 10% of Title I funds to be used for professional development (as of SY’ 07-‘08’ for LEA’s not meeting AYP for the 1^st year). Funds must be spent in collaboration with content area Directors or designees (Program Specialist—English Language Arts/Reading and Numeracy/Math Coaches).
• Professional development should include:
• Development of reading and math strategies to improve student achievement, and also root causes for school not meeting AYP requirements
• Must ensure appropriate school representative attend All District level trainings in math and reading/literacy
• Address providing support in instructional programs through collaborative team planning (vertical and horizontal), rearrangements of programs, school strategies, etc.
• Provide training in differentiated instruction, integration of math and reading across the curriculum, classroom management, parental involvement, team building, and other needed areas
• Provide training in data analysis, development of student and school needs, and implementation of strategies to address needs as a result of data analysis. Implementation of strategies to address needs should be scientifically based researched strategies; all instructional based strategies also should be based on detailed curriculum guides aligned to DCPS standards and scientifically based researched
• Conduct monthly and or quarterly assessment benchmarks (DC BAS—Think Link benchmarking tool) of student achievement in core academic areas,
• Conduct data analysis of student academic performance in relation to monthly and or quarterly benchmarks
• Identify most at risk students and develop intervention strategies
• Revisit current intervention strategies to determine if effective and revise accordingly if needed based on student progress/achievement

C. *Schools In Need of Improvement (SIPs) (2^nd year not making AYP; Is the 1^st Year as In Needs of Improvement According to NCLB)

• School should receive intensive training and direct support from on-site coaches and external audit teams. These teams should include:
• Reading Coaches to assist instructional staff with addressing academic weaknesses
• Math Coaches to assist instructional staff with addressing academic weaknesses
• Data Analysis with a focus on developing annual targets for improvement
• Review of school’s use of instructional time
• Support and review of teacher collaborative lesson planning implementation

Requirements:

• Must provide parents of students attending schools identified as “in needs of improvement, corrective action, or restructure” of the following options:
• the option to transfer their child to a high performing school based on the sending and receiving schools lists published by the DCPS LEA Grants Program Office; or
• the option of enrolling their child in supplemental educational services (tutoring outside of the classroom) at no cost to the parent (See the Title I School Choice Handbook available at: www.k12.dc.us for supplemental education services and school choice information)
• Must set aside 10% of Title I funds to be used for professional development. Funds must be spent in collaboration with content areas Directors or designees (Program Specialist—English/Language Arts and Numeracy/Math Coaches).
• Must ensure appropriate school representatives to attend ALL District level math and reading/literacy trainings
• Development of reading and math strategies to improve academic achievement and other strategies which target root causes for school not meeting AYP requirements
• Professional development should:
• provide support to instructional programs through (team planning (vertical and horizontal), rearrangements of programs, school strategies, double block periods, etc.)
• provide training in differentiated instruction, integration of math and reading across the curriculum, classroom management, parental involvement, and team
• build on other areas of need
• provide training in data analysis, development of student and school needs, and implementation strategies to address needs as a result of data analysis; implementation of strategies to address needs should be scientifically based researched strategies; all instructional based strategies should be based on detailed curriculum guides aligned to DCPS standards and be developed for each student at risk of failing to meet state proficiency standards
• Identify students failing or at risk of failing in meeting states proficiency standards utilizing several methods (i.e. grades, standardized test scores, informal assessments, etc.) and the causation of the at risk and or failure status
• Develop and implement specific strategies to address academic deficiencies and needs of students failing or at risk of failing
• Develop a Student Support Team and ensure all members have received required training
• Implement scientifically based research strategies which target areas in which improvement is needed; all instructional based strategies should be based on detailed curriculum guides aligned to DCPS standards
• Conduct monthly and quarterly assessment benchmarks (DC BAS—Think Link benchmarking tool) of student progress/achievement in core academic areas
• Conduct data analysis of student academic performance in relation to monthly and or quarterly benchmarks
• Revisit current intervention strategies to determine if effectiveness and revise accordingly if needed based on student progress/achievement
• Implement scientifically based intervention strategies to improve student abilities and performance
• Use funds to hire a Reading and or Math Resource Teacher with a clear program and schedule to outline an effective intervention plan.

D. *Corrective Action, DCPS (3^rd consecutive year not making AYP; Is the 2^nd year as School In Needs of Improvement

According to NCLB)

• Revise school improvement plan and develop a clear improvement comprehensive strategy for school improvement with supports for implementing the model;
• Deployment of School Improvement Specialist/Coach to work directly with the school in coordinating and implementing reform
• Deployment of dedicated School Improvement Specialist, Literacy Coach, Numeracy Coach, and Parent Coordinator for America’s Choice Implementation.
• Review schools use of instructional time
• Support and review the teacher collaborative lesson planning and implementation
• Intense focus walks with Regional Assistant Superintendent and partner institution of higher education
• Implement targeted changes in staffing or leadership with adequate resources and a clear improvement plan and
• Extend the school year or school day for additional academic and enrichment programs which aligns to the normal school day curriculum and instruction

Requirements:

• Must provide parents of students attending schools identified as “in needs of improvement, corrective action, or restructure” of the following options:
• the option to transfer their child to a high performing school based on the sending and receiving schools lists published by the DCPS LEA Grants Program Office; or
• the option of enrolling their child in supplemental educational services (tutoring outside of the classroom) at no cost to the parent (See the Title I School Choice Handbook available at: www.k12.dc.us for supplemental education services and school choice information)
• Must set aside 10% of Title I funds to be used for professional development. Funds must be spent in collaboration with content area Directors or
• designees (Program Specialist—English Language Arts and Numeracy/Math Coaches).
• Must hire a full time Mathematics and or Reading Resource Teacher/Specialist with a clear plan for programmatic implementation and scheduling.
• Professional development should include:
• Must ensure appropriate school representatives attend ALL District level math and reading/literacy trainings
• Develop reading and math strategies to improve student achievement, and also root causes for school not meeting AYP requirements ;
• Address providing support in instructional programs through (team planning (vertical and horizontal), rearrangements of programs, school strategies, double block periods, etc.)
• Provide training in differentiated instruction, integration of math and reading across the curriculum, classroom management, parental involvement, team building, and other needed areas
• Review performing of monthly and or quarterly benchmarks (DC BAS—Think Link benchmarking tool) of student achievement in core academic areas and data analysis of those completed assessments monthly and or quarterly
• Implement scientifically based researched strategies that target areas in which improvement is needed. Instructional based strategies should be based on detailed curriculum guides aligned to DCPS Standards and be developed for each student as risk of failing to meet state proficiency standards.
• Identify students failing or at risk of failing in meeting states proficiency standards utilizing several methods (i.e. grades, standardized test scores, informal assessments, etc.)
• Implement scientifically based research strategies which target areas in which improvement is needed. Instructional strategies should be based on detailed curriculum guides aligned to DCPS standards.

E. *Restructuring, DCPS (4^th consecutive year not making AYP; Is the First Year as Corrective Action According to NCLB)

• Deployment of School Improvement Specialist/Coach to work directly with the school in coordinating and implementing reform
• Deployment of dedicated School Improvement Specialist, Literacy, Numeracy, and Parent Coordinator for America’s Choice implementation
• Implement targeted changes in leadership and staffing or an alternative governance structure with adequate resources and a clear improvement plan including:
• Extensive data analysis with a focus on developing annual targets for improvement
• Review and realignment of the school’s use of instructional time
• Review and realign of teacher collaborative lesson planning and implementation
• Intensive focus walks with Regional Assistant Superintendent and institution of higher education partners
• Extend the school year or school day for additional academic and enrichment programs which aligns to the normal school day curriculum and instruction

Requirements:

• Must provide parents of students attending schools identified as “in needs of improvement, corrective action, or restructure” of the following options:
• the option to transfer their child to a high performing school based on the sending and receiving schools lists published by the DCPS LEA Grants Program Office; or
• the option of enrolling their child in supplemental educational services (tutoring outside of the classroom) at no cost to the parent (See the Title I School Choice Handbook available at: www.k12.dc.us for supplemental education services information and school choice)
• Must set aside 10% of Title I funds to be used for professional development Funds must be spent in collaboration with content area Directors or designees (Program Specialist—English/Language Arts and Numeric/Math Coaches)
• Must ensure appropriate school representatives attend ALL District level math and reading/literacy trainings
• Must hire a full time Math and Reading/Literacy Coach to provide professional development, coaching, and mentoring.
• Professional development should include:
• developing reading and math strategies to improve student achievement, and also root causes for school not meeting AYP requirements;
• providing support in instructional programs through team planning (vertical and horizontal), rearrangements of programs, school strategies, double blocking, etc.
• training in differentiated instruction, integration of math and reading across the curriculum, classroom management, parental involvement and team building.

12. KEY NAMES AND CONTACT INFORMATION

LEA Grants - 442-5149

Kimberly Hood Executive Director

Walter Lundy Director of Compliance and Monitoring

Darryl Rader Director of Program Services

Karin Davis Team Leader – Fiscal Management

Leslie Finley Team Leader – School Support

Count Branham Team Leader – Program Management (NCLB Choice & SES)

Karen Carpenter Team Leader – Private and Home Schooling

Other Contacts

Noah Wepman 442-5608 Office of Resource Allocations & Management

Valarie Sheppard 442-5344 Office of Human Resources

Phil Peng 442-5272 CFO Budget Office

Margaret McLeod 576-8851 Office of Bilingual Education

Karl Muhammad 442-5506 Office of Special Education

* email for budget analysts is firstname.lastname@dc.gov. All others is firstname.lastname@k12.dc.us

13. INSTRUCTIONS ON COMPLETING BUDGET TEMPLATE

The following is a recommended “order of operations” for completing the budget component. You are likely to need to refer back and forth between the budget and compliance worksheets. However, because the sheets are linked to each other, the order in which they are completed is crucial to developing a budget that balances and provides all the information needed.

• Complete Totals Budget Sheet and Analyst Sheet
• Complete ESL Compliance Sheet
• Complete Special Ed Compliance Guide & Compliance Sheet
• Complete PS Sheet
• Complete OTPS Sheet
• Check to make sure that Totals Budget Sheet balances
• Complete Grant Detail Sheet
• Validate FY2008 Preliminary Schedule A
• Complete FY2008 Schedule A (Staffing Plan)

Detailed instructions for completing each of these steps are in the following pages. In addition a set of completed budget sheets has been included in this packet for use as an example.

When filling out the budget sheets there are several important things to keep in mind.

1. Save your file often.

As you are most likely going to be creating several different budget permutations for your LSRT to review, a good first step is to save a copy of the program under your school’s name. Using the Save As command [File – Save As], enter a new name for the draft you are about to create (i.e. School Name1, School Name2, etc.) in the File Name box. Then just hit Enter. To save quickly while you’re working hit [Ctrl-S].

2. Use your school name when you save your file.

The file name appears as a header on each of the budget sheets, so saving the file with the school name is a way to identify each printed page even if it is separated from the rest of the file. Your final budget file should be named “School Name 07.”

3. Label your disks.

Write the name of your schools on the disk so that it can be identified in case it is separated from the rest of your school’s submission.

4. Data may be entered only in those cells that are highlighted light yellow or green.

Cells highlighted in light yellow you must populate. All information for light yellow cells can be copied from your allocation sheets. Cells highlighted in green you may choose to populate depending on your budget plan. Cells shaded gray or light green contain formulas that use information entered into other cells. These cells are protected and cannot be changed.

BUDGET INSTRUCTIONS

Developing your budget electronically instead of by hand is much easier and will save you and your team a lot of time. With a little familiarity with the budget program, creating a draft budget can take as little as ten minutes!

The budget program was designed to work on Microsoft Excel 5.0 for Windows 95 and will operate without trouble on more recent releases as well. Schools that do not have access to an IBM compatible computer may also use the program with a PowerMac, provided it has the Microsoft Excel 5.0 (or more recent) application.

Troubleshooting: The Budget Office Review Team Members are available to help you with the development of your budget. Please feel free to call your Budget Analyst or the Budget Office main number (442-5300) any time you are in need of assistance.

Step 1: Open the file.

The budget program is a Microsoft Excel spreadsheet named “WSF Template SY07-08”.” It should be noted that the title might appear slightly different if you are using a PowerMac or older version of Excel.

• Open the file either through Microsoft Excel [File – Open], or by double clicking the file itself. If you are opening it from e-mail, simply double click on the file.

• It is likely that you will create several different budget permutations for your LSRT to review, so a good first step is to save a copy of the program under a new name. Using the Save As command [File – Save As], enter a new name for the draft you are about to create (i.e. School Name1, School Name2, etc.) in the File Name box. Then just hit Enter.

Step 2: Familiarize yourself with the contents of the budget program.

WSF Budget has nine worksheets. Each of the sheets is described below.

Analyst – This sheet is primarily informational. Total enrollment and Free and Reduced lunch recipients need to be entered. All cells highlighted light yellow should be completed with information from the allocation sheets. Once your budget is complete, this sheet will provide an analysis of expenditures for your review.

Totals – This sheet serves as a balance sheet for the amount of money available and the amount the school has in proposed expenditures. Again, all cells highlighted light yellow should be completed with information from the allocation sheets. The difference column should have only $0s when the budget is complete.

ESL Compliance – This is the compliance sheet for programs serving English language learners.

Spec Ed Guide & Compliance – This sheet provides guidance on compliance for Special Education programs as to staffing for special education teachers and instructional aides.

PS – This sheet contains all information for personal services expenditures. It is broken down into seven parts: full- time staff, part-time staff, WAE positions, substitutes, administrative premium, itinerant ESL teachers, and funding sources for items with multiple funding sources.

OTPS – This sheet contains all information for other than personal services expenditures. Proposed OTPS expenditures are broken down by object class.

Grant Detail – This sheet contains the detail of the proposed grant expenditures to assure compliance.

Schedule A – FY07 – This sheet provides the staff located at your school from the Preliminary Allocation

Schedule A – FY07 – This sheet provides the proposed staffing schedule for the upcoming school year.

You may move easily between the worksheets by clicking on the tabs with these names near the bottom left part of the screen or using [Ctrl – Page up] and [Ctrl – Page down] keys.

Before you get started, browse through each of the worksheets. It may make sense to refer to a paper copy as you do this to help understand how the pieces fit together. Note that the PS and OTPS worksheets (Budget Sheets 2 & 3, respectively) run horizontally. You may use the arrow keys to move across the sheets.

Step 3: Enter the enrollment information on the Analyst sheet. Enter the total enrollment and the Free & Reduced Price Lunch enrollment in the top left hand corner in the light yellow shaded cells. This information can be found on your Preliminary Budget Allocation Sheet.

Step 4: Enter the summary information for your school. All of this information can be found on your Preliminary Budget Allocation Sheet.

• Start with the Total worksheet. It is titled “Budget Sheet 1: Summary Funding Table.”

• Enter your school name (not in Capital letters) and your budget organization 4 digit code.

• Enter the allocation for each source of funding as provided on your Preliminary Budget Allocation Sheet. The Weighted Student Formula funds should include small school subsidy, specialty funds, and custodial supplies. Schools are receiving only Title I and Title II professional development funds. This should be put in the correct lines. Note: Be careful when transferring information between the two sheets as they are not directly aligned.

• After you’ve entered the allocations for each funding source, scroll down and enter the Weighted Student Formula (WSF) Breakdown of the funding from the second sheet that has enrollment information. Make sure that the custodial supplies amount is included in general education. The “Balance Check” box should have a zero in it. If a number other than zero appears, the amounts entered into the breakdown of the WSF do not total the amount entered for WSF funding in the first section. (The breakdown will help you see if you have adequately budgeted for special education and ESL compliance.)

• You will notice that after you enter the allocation for each type of funding, the Total cell under Funds Available increases, and that the information also appears in the Difference column. Both of these changes are a result of the formulas coded into the shaded cells.

Note: Remember that you are budgeting all of the funds listed in the Funds Available column (both appropriated and non-appropriated).

• After you have entered the Funds Available that will be budgeted, enter the amount you estimate your PTA will raise in the yellow highlighted cell. This funding is not considered part of your budget and has no bearing on this process, but is requested for informational purposes. It should be kept in mind by the LSRT as it makes decisions about budgeted funds.

Step 5: Complete the English Language Learner (ELL) Planning and Compliance Sheet. Specific directions are at the top of the sheet. If you have no English language learners, you may skip this step.

Step 6: Complete the Special Ed Guidance Sheet and the Special Ed Planning and Compliance Sheet. Again, specific directions are located on each sheet.

Step 7: Budget all Full Time Staff.

Switch to the PS worksheet (Budget Sheet 2). Part A: Full Time Staff can be thought of as an order form for full time school based personnel. Based on the priorities and strategies articulated in the academic plan, the LSRT should use this part of the form to purchase its full time staff.

A Note on Average Cost: DCPS employees are paid on the basis of their Pay Plan and Pay Grade, which generally corresponds to their job titles. For example, school teachers’ salaries are based on Grade 15 of the ET Pay Plan. For the purposes of developing budgets through the Weighted Student Formula, schools are charged on the basis of the Average Cost of each Pay Plan and Pay Grade’s salary and benefits. Thus, a math teacher with one year of experience and a guidance counselor with thirty years of experience have the same Average Cost, as both are classified in the ET Pay Plan at Pay Grade 15.

School Based Management Staffing

• For each item number under School Based Management Staffing, enter in the Units column the number your school wants to purchase. For example, if your school wants 3 assistant principals, you would enter “3” in the Units column for Item No. 2.

• You will note that as soon as you enter the number of Units, a corresponding amount (Units * Average Cost) appears in the Total Cost column.

• Funding Source – Unless otherwise noted, the worksheets assume that WSF funds are paying for all items, thus leave this column blank. If any other funds besides WSF are to be used to pay for an item, place the symbol representing the appropriate grant in the Funding Source column. (The funding source key is on the third sheet when it is printed out on Part G of Budget Sheet 2. Scroll to the far right to see it in the Excel file.)

Funding Source Key: 1= Title I, 2= Title II

School Based Teacher Staffing

• Under “School Based Classroom Staffing,” enter the number of teachers of each type for Items No. 9-14. For example, if your school wants 23 general education teachers, enter a 23 in the Units cell for Item No. 10.

• Note that as you enter the different types of teachers, the shaded Units cell at the top of the Teacher section keeps track of your total. In addition, while the shaded cells under Subtotal keep track of the cost of each type of teacher, the shaded cell under Total Cost shows the sum of these numbers.

Note: Do not forget to enter the budgetary information tabulated on the Special Education and ELL Budget Planning and Compliance Worksheets, in the appropriate rows. Remember, you can enter only full time staff in Part A. Part time staff may be entered in Part B.

School Based Support Staffing and School Based Custodial Staffing

• Repeat the process used for School Based Management Staffing.
• The only Educational Aides (Educational Therapy Assistants) that should be budgeted in this section are 12 month, 80 hour aides that are currently employed or have been approved by the Director of Special Education.

Additional Full Time Staffing

Schools may decide to budget for a staffing position that is not listed on Budget Sheet 2, Part A: Full Time Staff. Schools should enter these positions in this section. If there are positions that appear on the sheet, but not at the appropriate pay plan and grade, enter them here. Remember, any positions that are included in this sheet must be on the approved job title list sent to you by HR.

Note: Schools not budgeting for additional full time positions (those with titles and Pay Plan & Grades not provided on this sheet) should skip this section.

• The only Educational Aides (Educational Therapy Assistants) that should be budgeted in this section are 12 month, 80 hour aides that are currently employed or have been approved by the Director of Special Education.

• For each type of position, enter the position Title, Pay Plan, Pay Grade and Average Cost in the corresponding cells for each item. Note that for Average Cost you do not have to enter commas or use a dollar sign. The Budget program does both for you automatically.

• Enter the number of Units your school wants to purchase for each item. The Total Cost will be calculated for you.

Note: Your Review Team’s Personnel representative can help you determine the right Pay Plan and Pay Grade for a position you want to add. The Budget representative can provide assistance in determining average cost.

Step 8: Budget All Part Time or WAE Staff.

Note: Part Time Staff is defined as those employees who are between .5 and 1.0 FTE.

WAE Staff are those employees who are less than .5 FTE. The exception to this rule is returning retirees that may work more than half-time but do not receive benefits.

Schools are, of course, not limited to employing only full time personnel. Based on the priorities and strategies identified in the academic plan, the LSRT should use Part B1: Part Time Staff to purchase its part time staff.

A Note on FTE’s: The FTE (units of Full Time Equivalents) should be entered as the proportion of full time hours worked. For example, a school that decides to hire a music teacher for three days per week should enter .6 (six-tenths) in the FTE column. Alternatively, a special education teacher who spent half the day at one school and half at another would be entered as .5 (five-tenths) in the FTE column for each school. Except for instructional assistants, you may only use the following FTE increments:.5, .6, and .8. The FTE increments for instructional assistants are described below. Also, custodial staff can only be budgeted as full FTEs.

• Scroll to the right (using the mouse or arrow keys) to get to Part B1: Part Time Staff.

• Please indicate the number of educational aides your schools is purchasing using the top section on Part B1. Note that each type of aide is listed for a 10 month, 60 or 70 hour position.

NOTE: No additional 12 month, 80 hour instructional assistants can be hired, except for those hired as part of special education programs that have written permission from the Director of Special Education. In addition, All Educational Therapy Assistants are 12 month, 80 hour employees.

• Other part time employees should be included in the next section. If the position your school is purchasing is not listed, list them in lines 51 through 54. Enter each individual’s FTE in the corresponding cell in the FTE column. (Part time FTE increments are limited to: .5, .6, and .8).

• The Total Cost for each position and the Subtotal for Part B1 will be calculated automatically.

• If the funding source is something other than the WSF, be sure to enter the appropriate letter or number in the Funding Source column.

In addition to part time staff, schools may want to hire WAE employees that are scheduled to work a specific number of hours each year not to exceed 1040 hours, which is equal to .5 FTE. (Returning retired employees may be WAE and work over 1040 hours per year.) Based on the priorities and strategies identified in the academic plan, the LSRT should use Part B2: WAE Staff to purchase its WAE staff.

NOTE: To determine how many hours a WAE employee will work during the year, use 2080 as the total number of hours per year. While no benefits are added to this wage, taxes of 7.65% should be included in the hourly rate listed.

• Enter each individual’s number of hours in the corresponding cell in the # of hours column.

• Enter the position, pay plan and grade and the hourly rate for that pay plan and grade. To find the hourly rate, take the yearly rate and divide it by 2080 unless the position is one that is an ET 16 or equivalent (teachers, psychologists, social workers, etc.). (See note below.)

NOTE: The hourly rate for WAE positions that are ET 16 is $27.54 an hour.

• Again, if the funding source is something other than the WSF, enter the appropriate letter or number in the Funding Source column.

• The Total Cost for each position and the Subtotal for WAE staffing will be calculated automatically.

STOP! Now is a good time to make sure that all personnel who appear on the ESL and Special Ed Compliance Sheets have been included in the PS budget sheets.

Step 9: Budget Substitute Days - Part C

Schools are required to include short-term substitutes in their budgets. Short term substitutes are defined as those spending less than ten consecutive days in one classroom. For example, if a teacher is sick, the payment for that teacher’s substitute should come out of the WSF. Alternatively, if a teacher is out on long –term leave the payment for the substitute will be picked up by the central office after the first ten days.

• Enter the number of days your school anticipates needing substitutes. It is required that elementary and middle schools budget a minimum of 75 substitute days. High schools are required to budget a minimum 150 days.
• There are two lines for substitutes: one for teachers out on sick leave and one for release time for professional development activities. It is a good idea to look at your professional development calendar to anticipate the number of substitutes you will need.

Step 10: Budget All Administrative Premium / Overtime Pay.

Note: Before completing Budget Sheet 3: Administrative Premium / Overtime Pay, it is strongly recommended that the LSRT review the “School Based v. Central Responsibility Table” provided in the guidebook. Funding for several types of administrative premium and overtime pay will continue to be provided centrally (athletic team coaches, for example). The LSRT should ensure it does not budget for an item provided centrally.