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1 BUDGET AND GRANT MANAGEMENT A Self-Paced Module ISC Self-Paced Training Program Next Page >

2 2 ISC Self-Paced Training Program Welcome to the ISC Self-Paced Training Curriculum For the Empowered Learner > If you at any point in time need to review, repeat or move rapidly through any section, you are in control. You determine when you fully understand and have gained the knowledge put forth in each module. > Use the navigation buttons at the bottom of the screen to maneuver through the document. >Leadership, Empowerment and Accountability are at the forefront of our organization today. >This Self-Paced Curriculum was developed and designed to empower you to control and manage your learning pace. It challenges you to take the lead in identifying the functional areas that you need to learn more about and it challenges you to take accountability for your learning progress. Next Page >

3 3 BUDGET and GRANT MANAGEMENT PURPOSE To equip and empower school-based personnel with basic, yet, in-depth understanding of how New York City public schools are funded, and provide tools to comprehend the fiscal foundations of budget and grant management. Next Page >

4 4 BUDGET and GRANT MANAGEMENT OBJECTIVES >Leadership: To learn to manage fiscal resources with integrity. >Build Capacity: To acquire knowledge to optimize utilization of available resources in the school budget >Empowerment: To understand key budget concepts, processes and reporting functions essential to effective school-based fiscal management Let’s begin…. Next Page >

5 5 Budget and Grant Management Next Page > < Previous Page TABLE OF CONTENTS Click on the topic to view the related section or click to view the entire module. End Session Deadlines Budget Procurement Payroll The ISC RESOURCES Procurement SOP Purchasing Method Guideline/Thresholds Helpful Links Payroll Per Session Time Keeping Galaxy Staffing Rollover Checklist Glossary STRATEGIES FUND SOURCES Gifts & Grants Budget Development Budget Paradigm CRAFT Reimbursable Title I EGCR C4E Reimbursable Handbook Register Projections Overview Tax Levy FSF Formula FSF Weights Mid-year Adjustment Surplus Rollover PLANNING Q & A TABLE OF CONTENTS

6 6 BUDGET and GRANT MANAGEMENT Budget Development Register Projections PLANNING Click on the desired topic above to view the related section or click to continue through the entire section. Overview < Previous Page Next Page > CRAFT Budget Paradigm Website Go to Table of Contents End Session CEP Organizational Chart

7 7 Schools receive funding from two primary sources: >Tax Levy – funds that are derived from the city tax revenues and state aid to school districts. >Reimbursable Funding – the portion of the funds derived from specific state and federal legislative programs. < Previous Page Next Page > How do Schools Receive Funding ? BUDGET and GRANT MANAGEMENT PLANNING / Overview Go to Table of Contents End Session

8 8 > Instructional programs can be outlined in the Organization Chart, which is a document that is required to be maintained at each school. > The Organization Chart includes all staff members and coordinators, listed with assignments and programs. > It is helpful for schools to have a tentative Organization Chart when prepared for their initial budget meeting. BUDGET and GRANT MANAGEMENT PLANNING / Overview < Previous Page Next Page > Organization Chart Go to Table of Contents End Session

9 9 > Allows the School Leadership Team (SLT) an opportunity to assess the effectiveness of current instructional programs. > The sub-committee of the SLT determines proposed modifications and/or alternatives, develops goals and objectives. > SLT creates action plans that will translate into observable, effective strategies to improve student achievement. > The final plan supports the school’s vision and will assist in shaping the budget. BUDGET and GRANT MANAGEMENT PLANNING / Overview < Previous Page Next Page > CEP The Comprehensive Educational Plan Go to Table of Contents End Session

10 10 > Children First Reforms > The CEP and School Leadership Teams > Funding Allocations > Contractual Mandates > School-specific Initiatives BUDGET and GRANT MANAGEMENT PLANNING / Budget Development < Previous Page Next Page > Considerations in Developing the School Budget Go to Table of Contents End Session

11 11 < Previous Page Next Page > Align Resources Analyze Data Develop Instructional Plan Set Educational Goals A budget that works for your school and your students begins with an annual planning process using data to create clear goals and plans. With that groundwork in place, you will be able to most strategically align your resources to realize your goals. Budgets Should Be Driven By Data and Instructional Goals Go to Table of Contents End Session BUDGET and GRANT MANAGEMENT PLANNING / Budget Development

12 12 BUDGET and GRANT MANAGEMENT PLANNING /Budget Development < Previous Page Next Page > Budget Development Paradigm 1. Core – Required to Serve All Students Administrators, Teachers, Parent Coordinator, Secretaries, School Aides, Crucial OTPS, etc. 2. Mandated Services Special Education Classes, Related Services, APE, ELL, Guidance, Librarians, etc. 3. Supplemental EGCSR, Extended Day, Additional AIS, PD etc. 4. Enhancements Competitive grants Legislative grants Council Member items Gifts to school TARGETED $$$ (TL + reimbursable) Contract for Excellence PK, EGCSR, Title I, Title III, AIDP TL FSF TL & IDEA- Mandated Svcs TL FSF Program PyramidFunding Ladder Go to Table of Contents End Session

13 13 BUDGET and GRANT MANAGEMENT PLANNING / Budget Development < Previous Page Next Page > 13 Alignment of Resources Using the Program Pyramid and the Funding Ladder ISC/CFN Officers and SSO Network Teams will assist principals in aligning their fiscal resources with their instructional goals and objectives. Go to Table of Contents End Session

14 14 Context: What are the overall strengths and weaknesses of my school (based on Quality Review, Progress Report and other data)? What goals do I have for the coming year? Required: What do I need to serve my students at a basic level? What commitments has my school already made? Account: How much money do I have left after meeting initial requirements? Focus: What needs and priorities remain? What people, services and materials would I ideally purchase for my school? Trade-offs: What are the different ways I can meet my needs and priorities given the resources I have left to spend? BUDGET and GRANT MANAGEMENT PLANNING / Budget Development < Previous Page Next Page > CRAFT REFER TO CRAFT on the web…… The planning process for designing a Personalized Program Pyramid involves the consideration of many variables; which “CRAFT”, the self study tool brings to light. Go to Table of Contents End Session

15 15 > Initial school per capita allocations are based on register projections and the associated funding weights attributed to the general education/special education populations. > Based on the audited October 31 st registers and the school’s current enrollment, Office of Student Enrollment Planning and Operations (OSEPO) posts figures for the upcoming fiscal year. > Once posted, Principals assess projected figures and can either accept or request a review, where they may provide alternate data. BUDGET and GRANT MANAGEMENT PLANNING / Register Projections < Previous Page Next Page > REFER TO REGISTER PROJECTION WEBSITE on the DOE Intranet … Register Projections Go to Table of Contents End Session

16 16 < Previous Page Next Page > > User account set-up will be done by designated staff > You must be logged onto your computer with your DOE login and password > Go to > Click on the Finance Register Projection link How do I get to the Register Projection Website? Go to Table of Contents End Session BUDGET and GRANT MANAGEMENT PLANNING / Register Projections

17 17 BUDGET and GRANT MANAGEMENT PLANNING / Register Projections < Previous Page Next Page > The Register Projection Website > The ISC/CFN will have read-only access to their schools > Principals can request changes or accept the projections > All actual changes will be done by OSEPO > Explanations can be found in the Register Projection Glossary Go to Table of Contents End Session

18 18 BUDGET and GRANT MANAGEMENT PLANNING / Register Projections < Previous Page Next Page > The Register Projections WebForm Go to Table of Contents End Session

19 19 A school’s initial allocation is based on: Current Register The Comprehensive Education Plan Register Projection Select the most appropriate answer by clicking on it. BUDGET and GRANT MANAGEMENT PLANNING A school’s need to fund core services Go to Next Question Next Page > Click Here < Previous Page Go to Next Question Next Page > Click Here < Previous Page

20 20 Go to Next Question Next Page > Click Here < Previous Page

21 21 But your answer is incorrect. Register Projections > Initial school per capita allocations are based on register projections and the associated funding weights attributed to the general education/special education populations. > Based on the audited October 31 st registers and the school’s current enrollment, Office of Student Enrollment Planning and Operations (OSEPO) posts figures for the upcoming fiscal year. > Once posted, Principals assess projected figures and can either accept or request a review, where they may provide alternate data. Go to Next Question Next Page > Click Here < Previous Page

22 22 What is the purpose of the CEP when building a budget? BUDGET and GRANT MANAGEMENT BUDGET and GRANT MANAGEMENT PLANNING Assess & evaluate all programs School’s vision for scheduling funds Strategic plan for student improvement All of the above Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page Go to Next Question Next Page > Click Here < Previous Page

23 23 Go to Next Question Next Page > Click Here < Previous Page

24 24 But your answer is incorrect. > Allows the School Leadership Team (SLT) an opportunity to assess the effectiveness of current instructional programs. > The sub-committee of the SLT determines proposed modifications and/or alternatives, develops goals and objectives. > SLT creates action plans that will translate into observable, effective strategies to improve student achievement. > The final plan supports the school’s vision and will assist in shaping the budget. Comprehensive Educational Plan Go to Next Question Next Page > Click Here < Previous Page

25 25 BUDGET and GRANT MANAGEMENT GIFTS & GRANTS FUND SOURCES < Previous Page Next Page > REIMBURSABLES Title I EGCR C4E Reimbursable Handbook TAX LEVY FSF Formula FSF Weights Mid-year Adjustment Surplus Rollover Click on the desired topic above to view the related section or click to continue through the entire section. Go to Table of Contents End Session

26 26 BUDGET and GRANT MANAGEMENT FUND SOURCES < Previous Page Next Page > 26 The DOE receives funds from Federal, State, City and Private sources. These funds are placed into specific allocation categories. The appropriation of allocation categories to school budgets is detailed by the School Allocation Memorandum (SAM) The pie chart shows a graphic representation of the proportions of the three funding sources and varies from school to school. Go to Table of Contents End Session

27 27 BUDGET and GRANT MANAGEMENT FUND SOURCES /Tax Levy BUDGET and GRANT MANAGEMENT FUND SOURCES /Tax Levy < Previous Page Next Page > > Monies provided by New York City to support educational programs are called Tax Levy funds. > The majority of the monies come from property values and other taxable sources within New York City and New York State. > Tax Levy funds account for a majority of a school’s budget. REFER to TAX LEVY SAM #1 on the web…… Go to Table of Contents End Session

28 28 BUDGET and GRANT MANAGEMENT FUND SOURCES /Tax Levy < Previous Page Next Page > Tax Levy Funds are the most flexible of all fund sources. These monies can be used to cover all needs of a school building. However, they must be used to cover necessary mandated services first. Examples of these services are: > Principal > Secretaries > Classroom Teachers > Cluster Teachers > Per Diem Days > Necessary Purchases (examples include student desks, chairs, lunch-room tables, administrative supplies) Go to Table of Contents End Session

29 29 BUDGET and GRANT MANAGEMENT FUND SOURCES /Tax Levy < Previous Page Next Page > Tax Levy SAM #1 The School Allocation Memoranda (SAM) will provide additional information on how Tax Levy funds are allocated and how the funds can be used. SAM #1 provides detailed information on the initial funds given to schools. Go to Table of Contents End Session

30 30 BUDGET and GRANT MANAGEMENT FUND SOURCES /Tax Levy < Previous Page Next Page > Most Common Tax Levy (TL) Allocation Categories (A/C): TL Fair Student Funding (HS) These are the funds allocated through the new formula that make up the majority of a school’s budget. These funds are all unrestricted and should be used to fund school mandates first. The remainder may be used at the principal’s discretion. TL Fair Student Incremental Funding (HS) Schools with budgets below their FSF formula will receive additional funding in this allocation category. TL FSF General Hold Harmless (HS) Schools with an FSF formula that is less than prior year funding will receive this allocation in an effort to maintain the funding level. TL Children First Funding These funds are to be used by schools to purchase their School Support Organization. Any remaining funds can be used at the principal’s discretion to best meet the needs of their students. TL Children First Inquiry Team These funds are allocated to assist the Inquiry Team in data-driven decision making. Go to Table of Contents End Session

31 31 BUDGET and GRANT MANAGEMENT FUND SOURCES /Tax Levy < Previous Page Next Page > TL FSFThe major tax levy allocation TL Parent Coordinator This allocation provides tax levy funds for each school to support a parent coordinator position. TL SummerProvides resources for Summer Instructional Programs. TL Mandated Counseling/Speech This allocation provides resources for speech teachers and counselors to provide Individualized Education Program (IEP) Mandated Related Services. TL NYSTL (Hardware, Software, Library and Textbooks This allocation provides resources for textbooks, library books, computer software and computer hardware. Funds are automatically scheduled into the appropriate object codes for textbooks (337), library (338), computer software (199) and computer hardware (300). Most Common Tax Levy (TL) Allocation Categories (A/C): Go to Table of Contents End Session

32 32 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy Legacy Teacher Supplement A “Legacy Teacher” is defined as a teacher, presently on payroll, who joined your school staff prior to April 2007 (pre-FSF). >A list of teachers, who are considered in the Legacy category, will be provided via the Principal’s Portal. >Additional funds are provided to offset rising teacher salaries (longevity, step and differentials), which affect the school-wide average (SWA). These funds are placed in a separate allocation. >The formula applied will be shown as part of the budget documents for your school on the web. < Previous Page Next Page > Go to Table of Contents End Session

33 33 Tax Levy Funds come from which sources? State Legislative Programs City Tax Revenues and State Aid Real Estate Taxes Federal Legislative Programs BUDGET and GRANT MANAGEMENT FUND SOURCES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

34 34 Go to Next Question Next Page > Click Here < Previous Page

35 35 But your answer is incorrect. > Monies provided by New York City to support educational programs are called Tax Levy funds. > The majority of the monies come from property values and other taxable sources within New York City and New York State. > Tax Levy funds account for a majority of a school’s budget. Tax Levy Go to Next Question Next Page > Click Here < Previous Page

36 36 > Grade weights: based on student grade levels > Needs weights: based on student needs > Enhanced weights: for students in “portfolio” high schools > Foundation: a fixed sum of $225,000 for new schools only BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > Tax Levy funds are primarily distributed through the Tax Levy (TL) Fair Student Funding (FSF) allocations. The TL FSF formula has four basic components: Go to Table of Contents End Session

37 37 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > Grade Weights >Each student has a base level of funding depending on their grade level. >Schools with non-traditional grade configurations will receive base weight in more than one category.  For example, a K–8 school will receive respective weights for their K–5 and 6-8 students.  A 6th grader carries the same weight whether they attend a 6–8, K–8, or 6–12 school. K–5 6–8 9– FSF Grade Weights Go to Table of Contents End Session

38 38 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > 38 Academic Intervention Weight Poverty ( K – 5 ) >This need is significant for students in schools beginning before 4th grade. For FY10, the weight applied to each eligible student is >This weight is not applicable for students in grades 6–12. These students receive the Achievement weight. >Eligibility is based on the same factors as Title I. Go to Table of Contents End Session

39 39 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > 39 Academic Intervention Weight >This weight is based on the student’s academic standing when they first enter a school. It remains even if the standing improves, not penalizing a school’s or student’s success. >This weight is split into two tiers: Category 1 for lowest achievers and Category 2 for students closer to proficiency.  For FY10, Far Below Standards weights, per student, are 0.50 (6-8) and 0.40 (9-12)  For FY10, Below Standards weights, per student, are 0.35 (6-8) and 0.25 (9-12) >This weight is not applicable for schools beginning before 4 th grade. Far Below Standards Students scored 0/1, 1/1, 1/2 on State tests Go to Table of Contents End Session Achievement ( 6 – 12 ) Far Below Standards Students scored 0/1, 1/1, 1/2 on State tests Below Standards Students scored 1/3, 1/4, 2/2, 0/2 on State tests

40 40 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > >In FY10, students who enter a school with no scores will be allocated weights in proportion with the rest of the school. >This is a change from the previous formula when students with missing scores did not receive any weight. >For Example, 10% of a school’s students are “well below standards” and 20% are “below standards.” 10 new students are missing scores when they enter. The school will receive a well below standards weight for one of those students (10%) and a below standards weight for two of those students (20%). Achievement Weight: Change in Eligibility Go to Table of Contents End Session

41 41 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > 41 English Language Learner Weight (ELL) >Eligibility is based on the NYSESLAT exam. >The ELL weight increases with a student’s age. FY10 weights are 0.40 for students in grades K-5 and 0.50 for students in grades >When there are no ELL scores available, these students receive the Achievement weight only as per the formula on the previous slide. English Language Learner (K-12) Go to Table of Contents End Session

42 42 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > High School Portfolio Weights >Designated portfolio schools will receive a weight to support their specialized instructional models. >Portfolio categories for FY 10 are:  Career and Technical Education (26 schools): 0.05–0.26  Specialized Audition (6 schools): 0.35  Selective Academic (12 schools): 0.25  Transfer (37 schools): 0.4 Portfolio (Specialized High Schools only) Go to Table of Contents End Session

43 43 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > Special Education Categories The Special Education weights are formulated based on four levels of service: FSF CategoryPrevious Classification Less than 20% Special Education Teacher Support Services (SETSS) Between 20% and 60% Multiple SETSS Part-time Collaborative Team Teaching (CTT) Greater than 60% Self- contained Self-contained students including 12:1, 12:1:1, and 15:1 Greater than 60% integratedCTT Go to Table of Contents End Session

44 44 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > Special Education Weights >Funding for special education classroom services will foster development of instructional models tailored to student needs. >Schools receive per-student funding based on the number of periods a day that a student requires special education services. For FY09, these weights are as follows:  Less than 20%: 0.56  Between 20% and 60%: 0.68  Greater than 60% (Self-contained): 1.23 (K–8), 0.73 (9–12)  Greater than 60% (integrated/CTT): 2.28 (K–8), 2.52 (9–12)  CTT classes are held to same contractual class size for general education classes, with no more than 40% of the class with an IEP.  Schools must organize CTT classes with requisite number of General Education students to allow placement of Special Education students up to maximum allowable. >Special education students also carry Academic and ELL weights if they are eligible. >Funding for other IEP-mandated services, including Related Services, IEP teachers, IEP paraprofessionals, Assistive Technology, APE teachers and District 75 programs is received through separate allocations. These allocations are calculated based on student Individualized Education Plans (IEP). Special Education Less than 20% Between 20% and 60% Greater than 60% Self- contained Greater than 60% integrated Go to Table of Contents End Session

45 45 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > 2009–10 Weights / Per Capita Grade Weights K–56–89– / $4, / $4, / $4,123 Need Weights Academic Intervention Poverty0.24 / $960—— Achievement—well below standards Achievement—below standards — 0.50 / $2, / $1, / $1, / $1,030 ELL0.40 / $1, / $2, / $2,061 Special Education Less than 20%0.56 / $2,242 20–60%0.68 / $2,722 Greater than 60% (Self-contained)1.23 / $4, / $4,923 Greater than 60% (integrated)2.28 / $9, / $9,126 Portfolio Weights Specialized Audition schools——0.35 / $1,401 Specialized Selective schools——0.25 / $1,000 CTE schools—— 0.05–0.25/ $200–$1,000 Transfer schools——0.40 / $1,601 Go to Table of Contents End Session

46 46 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > Transitioning FSF Budgets A school’s FSF allocation does not stay the same from year to year. Schools may see reductions in funding due to: >A decrease in student enrollment and/or needs, which reduces their FSF formula level Schools may see increases in funding due to: >Higher student enrollment and/or needs which increases their FSF formula level Schools may see changes in purchasing power due to: >Teacher attrition >Prior year’s hiring decisions - the decision to hire a new or veteran teacher will affect your school-wide average (SWA). Go to Table of Contents End Session

47 47 The four basic components of FSF are? Grade weight, needs weight, enhanced weights and foundation Core weight, portfolio weights, academic weight and special ed weight General Ed, Special Ed, Academic intervention and administrative considerations BUDGET and GRANT MANAGEMENT FUND SOURCES Answers A and B Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

48 48 Go to Next Question Next Page > Click Here < Previous Page

49 49 FSF Weights > Grade weights: based on student grade levels: K-5, 6-8, 9-12 > Needs weights: based on student needs > Enhanced weights: for students in “portfolio” high schools > Foundation: a fixed sum of $225,000 for new schools But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

50 50 ARRA will add almost $1 billion new dollars to NYC DOE American Recovery and Reinvestment Act Stabilization Funds Increases to Formula Grants Education Secretary’s Portion Governor’s Portion Race to the Top Competitive grants to states Innovation Fund Competitive grants to innovative LEAs and partnerships 18.2% Used for other government services including education at state discretion 81.8%  Distributed between K-12 and higher ed to cover budget shortfalls  Based on State funding formulas  Title I-A Allocation  School Improvement Grants  IDEA Parts B and C  Homeless Education  Ed Technology Grants  Vocational Rehabilitation  Independent Living  Impact Aid Construction BUDGET and GRANT MANAGEMENT FUND SOURCES / ARRA < Previous Page Next Page > Go to Table of Contents End Session

51 ARRA will add funds, but will not fully close the gap  Stabilization funds helped reduce the cut.  Increase formula grants  IDEA dollars will help fund the increase in mandated special education services  Title I funds will provide more resources to more of our schools  Competitive funds may eventually bring additional funds to state and city, but full details are not yet available  Non-educational ARRA funds - we are working to get additional stimulus dollars via the competitive grants and working with other agencies  Important notes regarding stimulus funds  Districts and schools do not need to apply for the stimulus funds  Bulk of the money will flow to NYC in two forms: Stabilization funds awarded on a per capita basis and Formula Grants using traditional formulas such as Title I and IDEA  Federal Government has made it clear that the quality and transparency of our expenditure reporting, beginning this summer, could impact our funding next year. BUDGET and GRANT MANAGEMENT FUND SOURCES / ARRA < Previous Page Next Page > Go to Table of Contents End Session

52 Budget gap will impact schools more significantly than in recent years  Continue to minimize cuts to schools – central took 13% cut when schools took 3% cut in FY09 and reduced central and administrative positions by 8%. Central will continue to take reductions.  Schools’ total budgets will be reduced by the same percentage across nearly all schools.  Looking at total budgets this year as opposed to budget allocations excluding the federal dollars  Less than 100 schools will experience a smaller percentage reduction due to their mix of funding streams. < Previous Page Next Page > Go to Table of Contents End Session BUDGET and GRANT MANAGEMENT FUND SOURCES / ARRA

53 This decrease follows significant budget increases that helped build the foundation for significant student achievement gains  Brought $8 billion new dollars into system over 7 years  Moved over $350 million out of the bureaucracy into schools  Increased per pupil spending by over 20% since 2004  Increasing teacher quality as we are now at 100% certified teachers  Increased funding for students with the greatest academic challenges at a relatively higher rate over the last 3 years  All of this built a stronger base from which to take the cut These sizeable investments have provided our schools with the instructional and operational resources and structures needed to support improving student achievement now and in the future BUDGET and GRANT MANAGEMENT FUND SOURCES / ARRA < Previous Page Next Page > Go to Table of Contents End Session

54 54 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > > Official audited registers are based on October 31 for general education students and December 31 for special education students. These audited registers determine adjustments made to school budgets at mid-year. > Only weights allocated using projected registers are adjusted. Grade per-capita, Special Education and Portfolio weights are included in this adjustment. > This adjustment may increase or decrease the school’s budget based on the audited register. Go to Table of Contents End Session Mid-year Adjustment

55 55 BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy < Previous Page Next Page > >In Greater than 60% categories (elementary & middle school self-contained and CTT) funding is given as “filled” and “unfilled” seats. >Schools may receive an upward or downward adjustment to their special education allocations at the mid-year based on the actual number of ‘filled’ seats. Special Education: Filled and Unfilled Seats Go to Table of Contents End Session

56 56 < Previous Page Next Page > >When a school’s register increases beyond the initial projection used in the TL FSF calculation, additional funds may be requested to accommodate fiscal needs. ASA Register Growth is available through your ISC/CFN Officer and may be requested with the acknowledgement that funds will be recouped when the mid-year adjustment is made. Additional Spending Authority (ASA) for Register Growth BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy Go to Table of Contents End Session

57 57 The Special Ed Mid-year adjustment is based on Special Education enrollment data as of…. 9/1/ /31/ /31/2009 1/1/2010 BUDGET and GRANT MANAGEMENT FUND SOURCES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

58 58 Go to Next Question Next Page > Click Here < Previous Page

59 59 Mid-Year Adjustment For SPED weights only, adjustments will be made based on December 31st register data. But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

60 60 < Previous Page Next Page > Surplus Rollover Program Guidelines If a Tax Levy Surplus Rollover option is offered, specific criteria will apply. >No allocation categories can be in deficit; >No Per Session / Per Diem bulk jobs can be in deficit; >OTPS items cannot have overcommitted amounts; >No persons without jobs can appear in the myGalaxy InfoLink; >B-Segments cannot be funded with ASA HH (exceptions apply); >No items can be funded with ASA AA; >No item can be funded with ASA-Centrally Funded Excess; >No item can be funded with ASA-Returns from Reassignment. BUDGET and GRANT MANAGEMENT FUND SOURCES / Tax Levy Go to Table of Contents End Session

61 61 Which criteria below is NOT a surplus rollover criteria? No allocation categories in deficit No OTPS items with overcommitted amounts No bulk jobs in deficit No items that have been purchased by a school are “uncertified and showing as not being received as of 1/1/2009 BUDGET and GRANT MANAGEMENT FUND SOURCES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

62 62 Go to Next Question Next Page > Click Here < Previous Page

63 63 Rollover Criteria > No allocation categories in deficit > No Per Session/Per Diem/F-Status bulk jobs in deficit > No OTPS items with overcommitted amounts > No persons without jobs appearing in the myGalaxy infolink > No B-Segments using ASA HH funding [exceptions: Long Term Absence, Leave with Pay, Pending Line of Duty, Reassigned Pending Investigation] > No items scheduled using ASA AA funding > No item using ASA-Centrally Funded Excess Staff > No item using ASA-Returns from Reassignment But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

64 64 < Previous Page Next Page > > Reimbursable funding represents the portion of the school allocation derived from specific state, federal and private fund sources. > Reimbursable funding must be used to provide supplemental instructional services. > Funding is determined by eligible student population such as:  Poverty Rate  English Language Learners (ELL)  Special Education  At-Risk Students  Attendance Rate BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

65 65 < Previous Page Next Page > > Supplement not Supplant! > Reimbursable funding is used to implement academic intervention services (AIS), as described in the CEP. > Misuse of reimbursable funds will lead to disallowances. > See website below for School Allocation Memorandum. REFER to SCHOOL ALLOCATION MEMORANDUMS on the web…… tml Note: Funds are directed to the school from the city. Upon review of usage, the state reimburses the city for the expenses. BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

66 66 < Previous Page Next Page > > Reimbursable allocation categories correspond to reimbursable fund sources, each of which is designed to support a supplemental program in the school. > For each Reimbursable allocation, the school must have an acceptable supplemental program described in its CEP. > The services scheduled in the budget must be consistent with the program defined in the CEP and adhere to the guidelines for the fund source underlying the allocation category purpose and allowable expenditures. > Each employee charged to a reimbursable allocation must be the person performing the responsibilities associated with the underlying program. > All OTPS and personnel expenditures must be consistent with the CEP & fund source guidelines. BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

67 67 < Previous Page Next Page > Title 1 School Wide Projects (SWP) The use of these funds is planned, collaboratively, at the school level to improve overall student performance. In addition to challenging content, the plan incorporates intensive professional development for staff and collaboration with parents and the community, where appropriate, to strengthen the school's program. Title 1 Targeted Assistance These funds are intended to provide supplemental instruction to the at- risk student. Attendance Improvement Dropout Prevention Funding to provide opportunities for students at risk for dropping out of school and improve attendance and academic performance. Early Grade Class Size Reduction (EGCR State/Federal) To reduce class size for kindergarten through grade three in an effort to improve student achievement. Title III LEP (Limited English Proficient) Provides supplementary funding to enhance services to all LEP/ELL students. Contracts for Excellence These funds are distributed to certain schools under State law and are accompanied by stringent guidelines. Most Common Reimbursable Funding Allocations BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

68 68 < Previous Page Next Page > Title I, which is part of the NCLB law, provides funds to help educators improve teaching and learning for students in economically disadvantaged communities. The four pillars of NCLB are: >Teacher Qualifications – All teachers should be Highly Qualified >Parent Involvement >Assessment and Accountability >Scientifically Based Research Curricular TITLE I No Child Left Behind (NCLB) Requirements BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

69 69 < Previous Page Next Page > NCLB Choice and Supplementary Educational Services (SES) TITLE I > Students attending Title I schools identified as Schools in Need of Improvement (SINI) may request Public School Choice transfers  Parents of these students must be given the option (when possible) to transfer their child to a higher performing school. > Schools identified as Title I Schools in Need of Improvement in year 2 must offer free Supplemental Educational Services (SES) to students who are eligible for the federal free lunch program. BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

70 70 < Previous Page Next Page > How is the Title I Allocation Determined? TITLE I A school is targeted to receive Title I resources if its poverty percentage is above the cutoff rate. The poverty percentage is the number of Free Lunch Eligible students divided by the student enrollment. FY 09 Bronx Title I Cutoff: 40% Bronx Per Capita$ FY 09 Brooklyn Title I Cutoff:40% Brooklyn Per Capita$ FY 09 Manhattan Title I Cutoff: 40% Manhattan Per Capita $ FY 09 Queens Title I Cutoff: 40% Queens Per Capita $ FY 09 Staten Island Title I Cutoff: 35% Staten Island Per Capita $ Title I Allocation to a Title I School: 10/31 Audited Register x Poverty Percentage x Per Capita BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

71 71 < Previous Page Next Page > TITLE I – Required Set Asides 10% of a school’s Title I allocation must be set aside for Professional Development. 5% of a schools Title I allocation must be set aside to ensure that all staff in the core subject areas become “highly qualified”. 1% of a school’s Title I allocation must be set aside to support parent involvement programs as described in the CEP. These set asides are MINIMUM amounts. BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

72 72 < Previous Page Next Page > Title I Schools are either: > Schoolwide Program Schools (SWP) or > Targeted Assistance Schools (TA) TITLE I BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

73 73 < Previous Page Next Page > TITLE I – Schoolwide Program (SWP) > Schoolwide instructional improvement for all students: special focus on needs of academically at-risk students. > Reform must be described in the CEP. > Class size reduction is permitted, but must result in enriched (not same) instructional strategies. > All teachers of core subject areas in an SWP school are considered Title I teachers and must be fully qualified. > In SWP Schools up to 50% of one or more Assistant Principals (AP) that are supervising Professional Development (PD) and/or Academic Intervention Services (AIS) can be charged to Title I. BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

74 74 < Previous Page Next Page > TITLE I - SWP How does my school become Schoolwide? >In the early spring, the State Education Department (SED) and DOE will release the annual invitation to submit an application to the school wide planning initiative >Eligible schools  All Title I TA schools are eligible to apply to become SWP, except for schools in Staten Island. In Staten Island, a school's poverty count must be at least 40% in order to apply to become SWP BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

75 75 < Previous Page Next Page > TITLE I – Targeted Assistance Academic intervention services (AIS) for low performing and at-risk students only >Program must be described in CEP & only serve most in need (targeted) students >Teachers funded with Title I TA must be highly qualified. >Maintain a list of participating students & account for funded staff assignments  Examples: additional reading teachers for AIS; add-on tutoring program; after school instruction > Class size reduction and funding of an A.P. are not permitted BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

76 76 < Previous Page Next Page > Suggested Acceptable Uses > AIS teachers > After school AIS program > Supplementary counseling > Professional development > Parental involvement > Supplemental Instructional Materials TITLE I – Targeted Assistance Allowable Titles > Math/Literacy Coaches > Teachers – AIS only > Guidance Counselors / Social Workers > DC 37 Paras - translation/parent outreach only > Ed Paras – Non-IEP > Teacher Per Diem > Per session supporting the Title I after school program BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

77 77 < Previous Page Next Page > Only charge partial positions to Title I Targeted Assistance as defined below:.20 = one (1) day/week.40 = two (2) days/week.50 = 2-1/2 days/week.60 = three (3) days/week.80 = four (4) days/week The percentage correlates with the actual service to be provided. Schedule small remaining balances in OTPS – supplies, not percentages for personnel that do not reflect actual service. TITLE I – Targeted Assistance BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

78 78 < Previous Page Next Page > NCLBTitle I requirements YesNo Copy of the Title I School Parent Involvement Policy Documentation of the annual Title I meeting Copy of the Title I School-Parent Compact Copy of letter notifying parents that they may request information regarding the professional qualification of their child’s classroom teacher and paraprofessional (translations as needed) Copy of letter notifying parents that their child has been assigned, or has been taught for four or more consecutive weeks by a teacher who is not highly qualified (translations as needed) Certification for all teachers of core academic subjects teaching in SWP Certification for those teaching in a program supported by Title I funds (TA) Documentation that all paraprofessionals hired after January 8, 2002 have meet mandated qualifications Copy of the attestation form signed by the principal to annually verify certification requirements for all teacher and paraprofessionals Copy of the letter notifying parents that the school is in need of improvement Status and availability of Choice and/or SES (translations as needed) Documentation of parent involvement activities funding using the school’s share of the 1% mandated set-aside Documentation of 5% set aside for Professional Development to ensure that teachers are highly qualified Documentation of 10% set aside for Professional Development to increase teacher effectiveness and student achievement All letters must be dated TITLE I - Checklist BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

79 79 < Previous Page Next Page > State & Federal Program – priority is to use funds to reduce class size to an average of 20 students on a grade. When space is not available to open new classes, funding can support push-in teachers for supplemental instruction. > Priority must be given to reducing class size in general education settings. > Each full classroom position generates a.2 cluster position. This funding must be used for the individual who actually provides coverage for the staff funded by the program. > Push-in teachers do not require prep period coverage and no cluster may be scheduled for push-in teachers. > Allocations provide teacher positions at the schools average teacher salary. > Classes must be organized in accordance with guidelines. Expect close monitoring. Evidence of compliance must be provided on request in order to avoid potential loss of funds. Early Grade Class Reduction - EGCR BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

80 80 < Previous Page Next Page > School A:100 students form 4 tax levy classes with 25 students each School B: 100 students form 5 classes with 20 students each; 4 classes are funded with tax levy and the 5 th class is funded with other reimbursable funding* *Schools receiving EGCR allocations can use that fund source to reduce class size in K-3. Schools receiving Title I SWP allocations can use that funding to reduce class size in any grade. Early Grade Class Reduction - EGCR Using Supplemental Funding to Reduce Class Size BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

81 81 < Previous Page Next Page > Contracts for Excellence (C4E) Overview The DOE receives a portion of its overall budget in the form of Foundation Aid from New York State. While the State allows some of the increase in year-over-year Foundation Aid funding to be used for growth in general operating costs and investment in ongoing programs, the majority is subject to the provisions of the “Contracts for Excellence”. New York City schools received Contracts for Excellence, or C4E, funds for the first time in 2007–08. C4E dollars are preliminary. These funds are subject to a public engagement process and approval by the SED. This means there could be changes in that budget line. BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

82 82 < Previous Page Next Page > Contracts for Excellence – the Process > C4E will be included in the CEP planning process  Schools will be explicitly asked to include C4E funds in the Action Plan  CEP Template will include C4E Appendix  SLTs will be given professional development around C4E > Intent is for C4E planning to be data-driven and tied into overall school goals  DOE will issue guidance on aligning C4E spending with student and educational needs at the same time that the CEP Template is released > FY10 – Maintenance of Effort  No new/additional funds were given in FY10. Schools received the same amount of C4E as FY09. Most schools scheduled these funds in the same manner as in FY09 to maintain the programs initiated. There were some changes in some schools due to either register changes or other changes at the school BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

83 83 < Previous Page Next Page > Contracts for Excellence Funds must support specific program initiatives. >Reduced Class Size or Reduced Pupil/Teacher ratio >Dedicated Instruction >Teacher Coaches >Middle & High School Restructuring >Full-Day Pre-Kindergarten Programs >Model Programs for English Language Learners Funds must go to students with the greatest educational need. >English Language Learners >Students in Poverty >Students with Disabilities >Students with Low Academic Achievement or At Risk of Not Graduating Funds must supplement, not supplant. >For new or expanded programs only >Should be used towards meeting school’s overall educational goals as outlined in the CEP BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

84 84 < Previous Page Next Page > Contracts for Excellence – Spending Guidance Reduced Class Size or Reduced Pupil/Teacher ratio: >Additional Classroom: New classrooms this year, new early grade class size funds in >Additional Teacher: New CTT classrooms this year, other team-teaching models, ASD classrooms >Maintenance of Effort (MoE): Class size reduction efforts from prior years that continued this year (e.g., existing early grade initiatives, classrooms that were added last year and maintained this year) Dedicated Instruction: >Longer Day: Before and after school programs >Longer Year: Summer programs >Additional Instructional Blocks: Extra English and Math or other core classes; progress monitoring; ongoing assessment, individualized interventions >Individualized Tutoring: Targeted support for at-risk students >Maintenance of Effort (MoE): Efforts from prior years that continued this year BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

85 85 < Previous Page Next Page > Teacher Coach: >Recruit and Retain HQT: Recruitment strategies and retention incentives >Mentoring: For 1 st and 2 nd year teachers and principals/APs >Teacher Coaches: Individualized PD, lead teachers (SPED and general ed) >Principal Coaches: Leadership development >Children First Inquiry Teams: How did this benefit the school? MS and HS Restructuring: >Instructional Changes: New models adopted to facilitate achievement including scheduling changes, academies, etc. Planning and implementation help from Central’s Office of Multiple Pathways. Middle School Reform efforts. >Structural Changes: New school support Full-Day Pre-K and Kindergarten >New programs, expanded programs Contracts for Excellence – Spending Guidance BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

86 86 < Previous Page Next Page > Contracts for Excellence – Allocation > C4E school allocations will be released in a new “Contract for Excellence FY09” allocation category >C4E funds will be classified as reimbursable – Schools will be responsible for funding fringe benefits. >Funds may only be used for new and expanded programs that meet the C4E eligibility requirements. BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session

87 87 < Previous Page Next Page > The Reimbursable Handbook The Reimbursable Handbook is designed as a tool to assist Principals and School Leadership Teams in the appropriate use of reimbursable dollars. BUDGET and GRANT MANAGEMENT FUND SOURCES / Reimbursable Go to Table of Contents End Session REFER to THE REIMBURSABLE HANDBOOK on the web….

88 88 School Reimbursable Funding is for: Additional instructional services Basic supplies Implementation of academic intervention services and additional instructional services BUDGET and GRANT MANAGEMENT FUND SOURCES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

89 89 Go to Next Question Next Page > Click Here < Previous Page

90 90 > Reimbursable funding represents the portion of the school allocation derived from specific state, federal and private fund sources. > Reimbursable funding must be used to provide additional instructional services that are over and above the basic instructional services. > Reimbursable funding is used to implement academic intervention services (AIS), as described in the CEP. Reimbursable Funding But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

91 91 Reimbursable funds cannot pay for: Internal Services After-School Programs Parent Involvement Internal Services and After-School Programs BUDGET and GRANT MANAGEMENT FUND SOURCES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

92 92 Go to Next Question Next Page > Click Here < Previous Page

93 93 > Supplement not supplant! > Reimbursable funding is used to implement academic intervention services (AIS), as described in the CEP. > Misuse of reimbursable funds will lead to disallowances. > See below website for School Allocation Memorandum. Reimbursable Funding But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

94 94 < Previous Page Next Page > GIFT – A donation rendered via check, goods, or services from a private institution, corporation or not for profit institution (i.e. PTA donation, local bank donation, etc) GRANT – An award based on approval of a written proposal that is transmitted by the sponsoring Agency to the Senior Grants Officer at the ISC. (i.e. 21 Century Community Learning Center, Teaching American History, Learning Technology, etc) BUDGET and GRANT MANAGEMENT FUND SOURCES / Gifts & Grants Go to Table of Contents End Session

95 95 < Previous Page Next Page > > School receives letter and check from donor specifying the nature of the gift and guidelines for the use of these funds. > These funds must be recorded through the “School Based Gifts and Grants Reporting System” which is located on the DOE Intranet. > If funds will only be used for OTPS funds can be deposited in the school’s general fund. > If funds will be used for personnel (per diem, per session, trainee) then the original check should be sent to the Senior Grants Officer (SGO)/CFN Grant Liaison for deposit into the schools budget. > All documentation including the “School Based Gifts and Grants Reporting System” must be kept at the school. REFER to GUIDELINES FOR GIFTS AND GRANTS on the web…… BUDGET and GRANT MANAGEMENT FUND SOURCES / Gifts & Grants Go to Table of Contents End Session For Monetary Gifts up to $9,999

96 96 < Previous Page Next Page > > School receives a letter from the donor with the value of the gift or a check including requirements for the use of these funds. > Copies of documentation are kept at the school > School completes the required School Based Gifts and Grants form on the DOE Intranet. > The original check and copy of letter with guidelines of use is sent to the SGO/CFN Grant Liaison located at the ISC. > SGO/CFN Grant Liaison will reach out to the Division of Contracts and Purchasing and the Division of Budget Operations and Review (DBOR) to ensure that the funds are placed in Galaxy for use. BUDGET and GRANT MANAGEMENT FUND SOURCES / Gifts & Grants Go to Table of Contents End Session For Monetary and Non-monetary Gifts of $10,000 and more

97 97 < Previous Page Next Page > > School completes form on the “School Based Gifts and Grants Reporting System”. > School forwards a copy of the grant award letter along with the school’s proposal to the Senior Grants Officer. > The Senior Grants Officer enters the grant on the Division of Contracts and Purchasing website. > DBOR enters funds into Galaxy for use of funds. > Principal and SGO/CFN Grant Liaison work together to ensure that funds are being used appropriately according to the approved grant. Grants BUDGET and GRANT MANAGEMENT FUND SOURCES / Gifts & Grants Go to Table of Contents End Session

98 98 < Previous Page Next Page > > Many Corporations and Institutions have resources allocated towards Education and School Improvement. This information can be obtained directly from their website or through a designated contact. > Contact the Senior Grants Officer (SGO) at the Integrated Service Center or the Grant Liaison at the CFN for more information regarding acquiring grants for your school. Acquiring Gifts and Grants BUDGET and GRANT MANAGEMENT FUND SOURCES / Gifts & Grants Go to Table of Contents End Session

99 99 For a gift or grant under $10,000, where can funds be placed? School Account Galaxy DBOR None of the above BUDGET and GRANT MANAGEMENT FUND SOURCES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

100 100 Go to Next Question Next Page > Click Here < Previous Page

101 101 > These funds must be recorded through the “School Based Gifts and Grants Reporting System” which is located on the DOE Intranet: > If funds will only be used for OTPS funds can be deposit in the school’s general fund. > If funds will be used for personnel (per diem, per session, trainee) then the original check should be sent to the Senior Grants Officer (SGO)/CFN Grant Liaison > All documentation including the “School Based Gifts and Grants Reporting System” must be kept at the school. For Monetary Gifts up to $9,999 But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

102 102 Grant Funds can be found in: Galaxy School Account Checking Account BUDGET and GRANT MANAGEMENT FUND SOURCES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

103 103 Go to Next Question Next Page > Click Here < Previous Page

104 104 > School completes form on the “School Based Gifts and Grants Reporting System”. > School forwards a copy of the grant award letter along with the school’s proposal to the Senior Grants Officer. > The Senior Grants Officer enters the grant on the Division of Contracts and Purchasing website. > DBOR enters funds into galaxy for use of funds. Grants But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

105 105 < Previous Page Next Page > STRATEGIES PROCUREMENT SOP Procurement Methods Guidelines/Thresholds Per Session PAYROLL Timekeeping Checklist GALAXY Staffing Rollover Click on the desired topic above to view the related section or click to continue through the entire section. BUDGET and GRANT MANAGEMENT Go to Table of Contents End Session

106 106 < Previous Page Next Page > ROLLED-OVER: These services need to be reviewed on the FY10 TO, and updated to ensure proper attributes and funding. NOT ROLLED-OVER: These services must be rescheduled on the FY10 as necessary. > All Annual Positions which rolled with their prior year’s Allocation Category and in an approved condition > People in Itinerant Tables of Organization (TO) which rolled in the Itinerant TO in their sub schools with their funding > FY10 Forecasted Vacancies created for the OMTS > Vacancies with intended names, created for staff expected to return from sabbatical on 8/1/09 > Vacancies with intended names created for staff with reserved jobs in EIS > F status positions > All Bulk jobs, including  Per Session  Per Diem > OTPS > Set Asides, including  SSO  ATR > B-Segments (Jobs with an end date before 6/30/09) > FY09 vacancies not staffed before the roll Staffing Rollover BUDGET and GRANT MANAGEMENT STRATEGIES / Galaxy Go to Table of Contents End Session

107 107  Rollover TO: All charges should have valid allocation categories for each line on your TO.  Returning Staff: Create positions for all staff returning from Leaves of Absence, including file numbers.  IEP-driven Services: Create / Update positions necessary for IEP-driven services (IEP paras, guidance counselors, speech, etc.). Enter, for each IEP para position, the assigned student ID number. (This information must be accurately entered into ATS (Automate the Schools) / CAP (Child Assistance Program).  Removals: All personnel listed on the rollover TO, who will not be returning to your school, should be placed in the “Removals” section.  TL FSF/Special Education: Create / Update all positions required for special education classes (Self-contained, collaborative team teaching, SETSS).  TL FSF --- OTPS/School Leadership Team: Create a line in Non-Contractual Services to cover SLT stipends (Currently $300/SLT member).  Title I Category (SWP and TA): Schedule mandated set-asides for  1% --- Parent Involvement  5% --- Highly Qualified (HQ)  10% --- Professional Development  TL FSF/ELL: Create / Update all positions required for delivery of mandated ELL services to eligible students.  Per Diem Activities: Schedule sufficient funds to cover teacher and para absences in per diem & prep period coverage.  Rolled Open Encumbrances: Review all items. Certify Delivery for orders received. Cancel any orders that will not be delivered before June 30.  School Support Organization (SSO): Set aside the appropriate amount to pay for your selected SSO – Use the Set-aside section to create the line.  Hourly Staff Schedule Confirmation: Review all hourly staff to ensure the correct schedule (# hours/week) is reflected in Personnel Details.  Principal Per Session: Schedule sufficient funds for per session activity anticipated in a distinct line & title code. (CAP = 400 hours)  Attributes: Ensure that all attributes are correct and appropriate for all of the items on the TO. Pre-formatted Program descriptions have been added to the program field and it is recommended that they be selected rather then entering free-form entries.  Scheduled All Funds: Ensure that all funds in A/C Totals are scheduled and that there are no negative balances.  Comments: For reimbursable line items, enter information in the Comments field to support the FS-10.  CEP Alignment: With your School Leadership Team, review the alignment of the budget with the CEP. < Previous Page Next Page > Checklist for a new School Year BUDGET and GRANT MANAGEMENT STRATEGIES / Galaxy Go to Table of Contents End Session

108 108 Which Galaxy items are NOT rolled over from one year to the next? Annual positions Itinerant positions All bulk jobs All of the above BUDGET and GRANT MANAGEMENT STRATEGIES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

109 109 Go to Next Question Next Page > Click Here < Previous Page

110 110 Items Not Rolled over in Galaxy > F status positions > All Bulk jobs (Including: Per Session, Per Diem and OTPS) > Set Asides (Including: SSO and ATR) > B Segments (Jobs with an end date before 6/30/09) > FY09 vacancies not staffed before the roll But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

111 111 Which item below is NOT a Galaxy check list item? Rollover T/O Returning staff Removals Cafeteria staff BUDGET and GRANT MANAGEMENT STRATEGIES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

112 112 Go to Next Question Next Page > Click Here < Previous Page

113 113 Galaxy Checklist Rollover T/O Returning Staff IEP-driven Services Removals Per Diem Activities TL FSF --- OTPS/School Leadership Team TL FSF/Special Education Title I Category (SWP and TA): TL FSF/ELL Principal Per Session Rolled Open Encumbrances School Support Organization (SSO) Hourly Staff Schedule Confirmation Attributes All $$$ Scheduled Comments School Leadership Team (SLT) But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

114 114 Follow Standard Operating Procedure (SOP)! > Ensure that funding is appropriately scheduled in Galaxy > Note that there are specific deadlines that affect certain purchases such as computers and furniture. > Select the Procurement Method – Purchase Order (PO), Procurement Card (P-Card) or Small Item Payment Process (SIPP) > Designate three different individuals to process all orders as follows: > the initiator (designated by the principal) > the authorizing official (the principal or designee) > the receiver of goods (designated by the principal). > Certify Delivery On-line promptly > Maintain all internal controls < Previous Page Next Page > Expenditure Plans BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

115 115 < Previous Page Next Page > Detailed regulations and procedures which govern all NYC DOE purchasing of supplies, materials, equipment, textbooks, library books, transportation, repairs, maintenance of equipment, professional services and hundreds of other goods and services necessary for running the school. The budgetary term used to classify these services is called OTPS (Other Than Personnel Services). The major considerations in OTPS expenditures are quality, cost and need. Standard Operating Procedure (SOP) REFER to the SOP on the web…… BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

116 116 < Previous Page Next Page > >There must be sufficient funds in the spending plan in order to procure any goods and services. >Schools must purchase contracted goods and services from the established DOE contracted vendor. >Under no circumstances should goods be ordered or services begin prior to generating a fully approved purchase order. >Schools must have an initiator (e.g. secretary or school aide) and an approver (i.e. Principal, APO or School Business Manager) to process purchase orders. The initiator cannot be the approver. >Schools must maintain original documentation to support all purchases; i.e. original signed and dated purchase order, packing slip. SOP OVERVIEW BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

117 117 < Previous Page Next Page > >Certification of delivery requires a comparison of the order delivered to the packing slip and the original purchase order. A sign off signature is required on each document acknowledging that the goods or services have been fully received and certification of delivery should be entered into FAMIS immediately. >All goods and services must be delivered by June 30th. Back orders are not allowable. Any goods received and accepted after June 30th will be charged against the school’s next fiscal year budget. >All purchases from non-contracted vendors must be in strict compliance with open competitive bidding rules. See the SOP for bidding thresholds. >Collusion with vendors is subject to disciplinary action. Under no circumstances may schools ask vendors to obtain the bids or split the orders among different vendors to avoid SOP bidding requirements. >Sole Source is not a determination of the vendor. Sole Source must be researched and documented by the School Purchasing Liaison to ascertain that there is no equivalent product that can be provided by another vendor. SOP OVERVIEW BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

118 118 < Previous Page Next Page > > FAMIS Portal Purchase Order > SIPP (Small Item Payment Process) > P-Card (Procurement Card) PURCHASING METHODS Three major considerations when purchasing: What is being purchased - is it regulated and controlled? Is the commodity item contract or non-contract? What is the anticipated cost? BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

119 119 > Are funds available in the appropriate object codes to make this purchase? > Does the funding source allow for this purchase? > Are all purchasing guidelines being followed, before the order is placed? > Will the goods or services being purchased further the educational and/or administrative goals of the school or site? > Will the goods or services be delivered/completed within the fiscal year (by June 30) < Previous Page Next Page > Questions to Consider before initiating a purchase… BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

120 120 < Previous Page Next Page > FAMIS Portal/E-Catalog SIMPLIFIES THE PURCHASE OF ALL GOODS AND SERVICES FROM DOE CONTRACTED VENDORS. E-Catalog is the on-line system used to place orders with contracted vendors. > Access through the FAMIS Portal. > Principal’s approval will forward orders to DCP for production BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

121 121 < Previous Page Next Page > Select the Purchasing Option Option 1 – Contracted: > Select this to order from the E-Catalog (textbooks, general supplies, computers, audio visual media, instructional materials etc.,), Non-List place orders for Professional Services, or use Listing Applications Option 2 - Non-Contracted: > Non-contracted ordering, including 3-bids, No Bids, Sole Vendor, Exception to Bid, and Competitive Grant Option 3 - Change Notice: > Change or cancel a Portal order that has already been posted. Option 1 – Contracted: > Select this to order from the E-Catalog (textbooks, general supplies, computers, audio visual media, instructional materials etc.,), Non-List place orders for Professional Services, or use Listing Applications Option 2 - Non-Contracted: > Non-contracted ordering, including 3-bids, No Bids, Sole Vendor, Exception to Bid, and Competitive Grant Option 3 - Change Notice: > Change or cancel a Portal order that has already been posted. BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

122 122 > Free Delivery > Delivery into the school > Product is insured > Damaged items are replaced > Less paperwork < Previous Page Next Page > Contracted vs. Non-Contracted Vendors Contracted > Must submit bids prior to payment > Pay for delivery > Delivery into schools additional charge > Goods are not insured > Additional paperwork > Delivery time not guaranteed Non-Contracted BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

123 123 < Previous Page Next Page > > Enter a Change Notice via FAMIS Portal to cancel an original order or make changes such as decrease or increase the order or change the items > There must be a balance on the PO in order to generate a change notice > The principal must sign the paper copy as the Authorizing Official in the designated space indicating approval > Send the vendor a copy of the signed Change Notice > Attach a hard copy to the file copy of the original purchase order Change Notice BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

124 124 < Previous Page Next Page > E-Catalog: >Select E-Catalog to order textbooks, computers, instructional materials, general supplies, audio visual equipment, etc. Non-List: >Create a purchase order with a contracted vendor for contracted items not available in the E-Catalog. Includes used textbooks, sheet music, magazine subscriptions, libraries, listing applications and more. Professional Services: >Create a purchase order for contracted professional services (i.e. professional development, curriculum development, evaluation services, student support services, counseling services). Listing Applications: >For the designated procurements of published or copyrighted materials, artistic performance of specific artists or groups, payment of admission fees to cultural institutions and other such programs. Contracted Purchasing Option Selected BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

125 125 < Previous Page Next Page > E-Catalog Purchasing Textbooks: Includes textbooks, student workbooks, teacher materials, trade books, etc. Computer Software: Instructional and administrative computer software. Audio Visual Media: Includes videos, DVDs, audio CDs and cassettes. Supplies, Instructional Materials, and Hardware: Includes classroom supplies, office supplies, computers, printers, instructional learning materials, art supplies, lab equipment, etc. Wireless Service: Includes new phone & plans, equipment replacement, renewal of existing service plan, Blackberry license, new plan purchase and termination services. Internal Services: Professional development provided by the Department of Education. Coach Bus: Bus Transportation BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

126 126 < Previous Page Next Page > SHOPDOE.com allows users to find items on the e-Catalog: Features and Benefits: >Search by: Description, Item Number, Vendor Number, Vendor Name, ISBN Number, Vendor Catalog Number, Manufacturer Name, Manufacturer Item Number, Brand/Model, or Contract Number > Narrow your search by clicking on the ‘Advanced Search‘ then select any combination of criteria from the search functions of the 10 fields listed above. > Ability to sort by Item Number, Description and Price > Vendor Contact Information > Create an E-Shopping cart by clicking on ‘Add to Cart’ on the search screen > Remove items from the search screen by clicking on ‘Remove’. > Print a list of the items you are searching and in your E-shopping cart. > Allows you to share information with other staff members BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session REFER to SHOPDOE on the web…… https://dfoforms.nycenet.edu/ecatalog/

127 127 < Previous Page Next Page > > Approved DOE service providers are now available through E-catalog > These services include professional development sessions, a high school tracking service and more > In order to encumber a PO for these services funds must be set aside in galaxy under Internal DOE Services and use object code 998 > Once the PO is entered and approved at the school it will go into another approval box for further approval from Teaching and Learning > In order for this PO to be approved a registration form must be filled out and submitted to the contact indicated on the registration form (form is found on the Long Description link in FAMIS) > If further assistance is required please contact Client Services at Internal DOE Services BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

128 128 < Previous Page Next Page > SIPP: Small Item Payment Process When to Use: > Emergency Expenditures > Pay stipends to SLT members. BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

129 129 < Previous Page Next Page > > SIPPs of $500 or less will be posted directly from school > SIPPs of $501 and up will require ISC/CFN approval > Sales tax is not paid or reimbursed > Reimbursement should not be paid to the general school fund > Supporting documentation must be retained at the school level for all orders. For orders over $500, back up documentation must be submitted to the ISC/CFN for further approval > A non-recurring purchase does not require bidding if under $250 > Postage SIPP: Small Item Payment Process GENERAL GUIDELINES BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

130 130 < Previous Page Next Page > > The principal gives advance approval for an expenditure, ensuring available funds and propriety. > The Purchasing Secretary advises the employee on the SIPP process. > The employee completes the form: “Brief Description of Items/Services Purchased” (SIPP form), provides receipts and proof of payment. > The liaison reviews & initials the form before submitting to the principal. > If further approval is needed by the ISC, all supporting documentation must be submitted to the ISC/CFN Representative for their review before generating and approving SIPP SIPP: Authorization Process BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

131 131 < Previous Page Next Page > As per SOP, “The Authorizing Official is responsible for certifying that goods and services being ordered for a school or site are needed to conduct the educational or administrative program, and is in accordance with all NYC Department of Education rules and regulations including bidding and contracts. In a school, the authorizing official is usually the principal and his/her designee. For a program, the director or his/her designee is usually the authoring official. Before authorizing a proposed expenditure, the authorizing official must check that the terms and conditions of the agreement, including the exact nature of the items or services to be provided, are specified on the appropriate purchasing document. The authorized official should be thoroughly familiar with applicable rules, regulations, and procedures.” Authorizing Official BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

132 132 < Previous Page Next Page > ALL SOP RULES AND REGULATIONS MUST BE FOLLOWED! >Single Transaction: P-Card limit for schools has been increased from $2,500 to $5,000 per single transaction >Total: The school may encumber up to $15,000 at a given time on the P-Card Approval is required by the ISC/CFN for additional encumbrances. >P-Cards can be purchased using one object code thereby eliminating the need to purchase multiple P-cards. >Schools must maintain a P-Card log which includes enough information to enable the cardholder to match card transactions with the banking institution’s month end statement. Such information should include:  Dates of purchase;  Vendor name;  Brief description of the purchase;  Dollar amount;  Receipt of goods/service;  The name of the individual purchaser/buyer. >FAMIS Onscreen Expense Reporting and Certification: Principals will be asked to certify on-line the breakdown of actual expenditures by object codes; automatic budget modifications will occur as a result, if required. The P-Card BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

133 133 < Previous Page Next Page > TRAC - Travel Reimbursement Approval Certification Travel Reimbursement Approval and Certification (TRAC) is an online application to request and receive reimbursement for local and out of town travel. This new interactive electronic form MUST be used for: > Reimbursement for Local Travel > Pre-Approval of Out of Town Travel > Reimbursement for pre-approved Out of Town Travel TRAC can be accessed via FAMIS > Click on Miscellaneous > Click on TRAC TRAC can also be accessed via https://dfoforms.nycenet.edu/trac https://dfoforms.nycenet.edu/trac Reference the TRAC Webcast for details of each step in the process. It can be found at: The On-Line TRAC Guide: click FCD2-4F85-89D9-E939A9489F07/0/TRACGUIDE.pdf FCD2-4F85-89D9-E939A9489F07/0/TRACGUIDE.pdf BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

134 134 < Previous Page Next Page > > Each Principal is responsible for maintaining and updating the inventory records for his or her school. > All equipment, textbooks, computer software and educational and administrative supplies stored in large quantities, should be inventoried regardless of funding source. > The annual updated inventory of equipment and large quantities of unused supplies in storage must be completed on an annual basis no later than April 15th. Inventory Guidelines BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session REFER to the details of the SOP on the web……

135 135 < Previous Page Next Page > Each Principal should designate an Inventory Specialty Officer (ISO) who will: >Maintain an up-to-date inventory in a computerized database (use the fields from the former standard inventory list or cards). >Permanently engrave or, if the item is sensitive, label with a permanent marker: Property of NYCDOE/School. >The minimum value of equipment to be included in inventory is $250. Computer Inventory: DELL maintains the inventory of all computer equipment in our schools. A copy of the inventory can be obtained by calling Off-site Utilization Forms: An employee wishing to use equipment off- site must obtain prior written permission of the principal on the form. Inventory Guidelines BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

136 136 Guidelines and Thresholds < Previous Page Next Page > Professional Services BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

137 137 < Previous Page Next Page > Professional Services/Commodities BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session Guidelines and Thresholds

138 138 < Previous Page Next Page > Commodities BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session Guidelines and Thresholds

139 139 < Previous Page Next Page > Procurement Cards/SIPP BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session Guidelines and Thresholds

140 140 < Previous Page Next Page > Monitor Open Items OPEN ITEMS: Encumbered purchase orders for which (a) delivery has not yet been made or (b) delivery has been made, but payment not yet processed pending confirmation of delivery. > Do you have orders which are outstanding for over 30 days (or 60 days for furniture and equipment)?  If so, contact the vendor. > Is delivery expected before June 30 or > Is the purchase still expected to fulfill the intended purpose?  If not, cancel the order, thereby releasing the funds. Send the vendor written confirmation of the cancellation. Revisit the use of these funds. BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

141 141 < Previous Page Next Page > > Immediately upon receipt of the goods or services ordered, verify consistency with original order. > If all goods or services have been delivered, a copy of the order is to be signed and dated by a school official, other than the person who initiated or approved the order. > Retain the signed order, along with all packing slips or applicable documents. Same should be kept on file at the school attached to the original order. > CERTIFY DELIVERY ON-LINE in the FAMIS Portal (under Purchasing/Payments). Enter the “received date” & name of the person who examined the shipment. Certification of Delivery BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

142 142 < Previous Page Next Page > Deadlines Action Item Anticipated DOE Deadline NYSTL Funds: Textbooks, Library, Hardware, Software Order early to maximize the instructional benefit (Prior to Thanksgiving) Budget modifications deadlinemid-March FAMIS Purchasing Furniture, Computer Equipment and Computer Security Devices late March FAMIS Purchasing All Other Good & Services, All Fund Sources mid-April Annual Physical InventoryApril 15th Balance on P-card = $0June 30th Delivery of Goods & ServicesJune 30th Enter SIPP (Imprest Funds)June 30th Certify delivery on-lineUpon receipt –ongoing BUDGET and GRANT MANAGEMENT STRATEGIES / Procurement Go to Table of Contents End Session

143 143 What is E-Catalog? A catalog whereby schools can select various purchasing options. The online system used to place orders with contracted vendors An online system to view all services that can be purchased from the DOE The online system used to place orders with non-contracted vendors BUDGET and GRANT MANAGEMENT STRATEGIES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

144 144 Go to Next Question Next Page > Click Here < Previous Page

145 145 E-Catalog E-Catalog is the on-line system used to place orders with contracted vendors. Access through the FAMIS Portal. Principal’s approval will forward orders to DCP for production But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

146 146 > Schedule funds in PRINCIPAL PER SESSION in Galaxy prior to the per session activity. > You MUST submit the required information in order for your request to be automatically ed to your community superintendent for approval. > The “Per Session Activity Online Screen” in the FAMIS Portal allows a principal to request approval to perform a per session activity. > If a request requires a waiver approval, it will be electronically sent to the Division of Human Resources for appropriate action. > Once approved by the superintendent, the payroll secretary must enter time in T-bank using the PR code and no further approval is required. It is critical that principal per session be entered in a timely fashion! < Previous Page Next Page > Principal Per Session BUDGET and GRANT MANAGEMENT STRATEGIES / Payroll Go to Table of Contents End Session

147 147 < Previous Page Next Page > > Maintain a written timekeeping policy, specifying procedures for monitoring and recording employees’ daily arrival, departure, absence and lateness. > Maintain a written organization chart, which must agree with the information contained in your Galaxy Table of Organization. > Record absence, lateness and early departure for pedagogues in EIS. > Itinerant Employee: Transmit the employee’s time record to the payroll location (biweekly) to ensure that employees’ time balances are current. > Cancel Direct Deposit of employees who are going to be on unpaid leaves, terminated or retired. > Immediately notify the Human Resources Partner to remove from payroll those employees who are on unpaid leave of absence or have left service through termination, resignation or retirement and submit appropriate documentation to HR Connect. > Return undistributed checks to the Bureau of Check Management within three (3) days of issuance (each check requires an undistributed paycheck form). Maintain an undistributed paycheck log for tracking purposes. Timekeeping BUDGET and GRANT MANAGEMENT STRATEGIES / Payroll Go to Table of Contents End Session

148 148 When should a school make a request for approval of Principal Per Session hours? After the per session activity has commenced Prior to the per session activity commencing End of the school year Beginning of the school year BUDGET and GRANT MANAGEMENT STRATEGIES Select the most appropriate answer by clicking on it. Go to Next Question Next Page > Click Here < Previous Page

149 149 Go to Next Question Next Page > Click Here < Previous Page

150 150 Principal Per Session > Lines should be created prior to scheduling work > Once approved by the superintendent, the payroll secretary may enter time in T-bank using the PR code and no further approval is required. But your answer is incorrect. Go to Next Question Next Page > Click Here < Previous Page

151 151 What should a school do if they are in possession of undistributed checks? Lock in a drawer for safe keeping and maintain a log Secure checks until the Bureau of Check Management contacts the school and maintain a log Return undistributed checks to the Bureau of Check Management within 3 days of issuance and maintain a log Immediately notify your ISC BUDGET and GRANT MANAGEMENT STRATEGIES Select the most appropriate answer by clicking on it. Next Page > < Previous Page

152 152 Next Page > < Previous Page

153 153 Timekeeping Return undistributed checks to the Bureau of Check Management within three (3) days of issuance (each check requires an undistributed paycheck form). Maintain an undistributed paycheck log for tracking purposes. But your answer is incorrect. Next Page > < Previous Page

154 154 HELPFUL WebLINKS GLOSSARY RESOURCES < Previous Page Next Page > DEADLINES Procurement Payroll Budget BUDGET and GRANT MANAGEMENT Click on the desired topic above to view the related section or click to continue through the entire section. Go to Table of Contents End Session

155 155 A/CAllocation Category AIS Academic Intervention Services ATRAbsence Teacher Reserve ATSAutomate the School C4EContract For Excellence CEPComprehensive Educational Plan CFEsCentrally Funded Excesses DBORDivision of Budget, Operation and Review GalaxyBudgeting Tool NYSTLNew York State Textbook Law OTPSOther Than Personnel Services Tax LevyMonies provided by New York City to support educational programs are called Tax Levy funds ReimbursableOther than Tax Levy funds (Supplement not Supplant) SAM School Allocation Memorandums - outlines the school allocation for a particular initiative or fund source SIPPSmall Item Payment Process SLTSchool Leadership Team TL FSF Tax Levy Fair Student Funding < Previous Page Next Page > Glossary BUDGET and GRANT MANAGEMENT RESOURCES / Glossary Go to Table of Contents End Session

156 156 Principal's Portal FAMIS Portal myGalaxy SAMs - School Allocation Memorandums SOP - Standard Operating Procedures Reimbursable Handbook School Based Gifts and Grants Reporting System < Previous Page Next Page > Helpful Clickable WebLinks BUDGET and GRANT MANAGEMENT RESOURCES / Helpful Links Go to Table of Contents End Session

157 157 Resource Guide to School Budgets CRAFT Budgeting Tool The School Budget Overview Division of Financial Planning & Management (formerly DBOR) DOE Intranet DBOR Intranet Payroll Memorandums < Previous Page Next Page > Helpful Clickable WebLinks BUDGET and GRANT MANAGEMENT RESOURCES / Helpful Links Go to Table of Contents End Session

158 158 < Previous Page Next Page > Budget and Procurement ( Subject to Change ) Surplus Rollover {if offered} Expected-early March Budget Mod CloseMid March Competitive Grants Rollover (if applicable) Mid May Furniture, Computers, Hardware, Security Devices Expected-end of March FAMIS Portal/E-Catalog ordersMid April Balance on P-Card to zeroAnticipated Mid June Delivery of Goods and ServicesJune 30 SIPP EntryJune 30 Certify Delivery On-lineImmediately upon receipt Budget Procurement BUDGET and GRANT MANAGEMENT RESOURCES / Deadlines Go to Table of Contents End Session

159 159 < Previous Page Next Page > Enrollment or Changes to Direct DepositMay 1 Q-Bank Payroll CloseEnd of May E-Bank CloseEnd of May H-Bank and Z-Bank CloseEnd of June Payroll ( Subject to Change ) BUDGET and GRANT MANAGEMENT RESOURCES / Deadlines Go to Table of Contents End Session

160 160 ISC/CFN Officer and ISC/CFN Representative Ongoing guidance & support in the Budget Development and Procurement Processes HR Partner/Director and Payroll Support Ongoing guidance and support in staffing and payroll of school-based personnel Senior Grants Officer Ongoing guidance and support in use and compliance of reimbursable funding sources Contact your ISC/CFN Business Team for assistance BUDGET and GRANT MANAGEMENT CONTACTS < Previous Page Go to Table of Contents


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