Presentation is loading. Please wait.

Presentation is loading. Please wait.

FY 09 School-based Budget Development May 2008 Hosted by: Integrated Service Center Children First.

Similar presentations


Presentation on theme: "FY 09 School-based Budget Development May 2008 Hosted by: Integrated Service Center Children First."— Presentation transcript:

1 FY 09 School-based Budget Development May 2008 Hosted by: Integrated Service Center Children First

2 22 Welcome to the… School-based Budget Development Webcast A Collaborative Presentation….ISC – DBOR – DHR Presenters: ISC >Rosemary Tafaro, Deputy Director for Business Services >Karen Moser, Lead Customer Service Manager >Ricardo Duran, Lead Customer Service Manager DBOR >Annie Finn, Assistant Budget Director – Galaxy DHR >Lawrence Becker, CEO, Division of Human Resources

3 3 Today’s format will be interactive… The webcast will include –  Key Information  Review  Polls  Q & A

4 44 Agenda School Budget Allocation 30 min Fair Student Funding: Refresher & What’s New? Contract for Excellence (C4E) Allocation Release Timetable 2.Building Your Table of Organization (T/O) 10 min School Organization/Instructional Program Alignment of Resources 3.Galaxy - Budgeting Tool 25 min Budget Rollover, FY 08 to FY 09 What’s New? Galaxy Checklist 4.Human Resources - Staffing15 min 5.Timeline 10 min 6.Resources 7.ISC Support

5 5 Budgets Should Be Driven By Data And Instructional Goals Align Resources Complete Needs Assessment Develop Action 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.

6 66 Fair Student Funding (FSF) Budget Reduction Refresher & What’s New? Contract for Excellence (C4E) Allocation Release Timetable School Budget Allocation

7 7 NYC DOE’s FY09 Budget Situation We face an economic downturn. Our non-discretionary new costs are greater than our new State and City funds. Even though times are tough, the overall impact on school budgets is modest ($99M). This is true largely because we’ve made it our first priority to minimize the impact of our budget shortfall on schools. We are honoring the principles and commitments of FSF. As of now, all schools will take at least a 1.4% reduction. Because of State restrictions, however, some schools will experience reductions in spending power of up to 6%. If we could distribute the new State funds equitably, all schools would experience a 1.4% reduction in spending power. We are appealing to Albany to reduce restrictions on $63M in Contract for Excellence (C4E) dollars to make this more equitable for our schools and our schoolchildren.

8 8 What Schools See in Galaxy Preliminary budgets appeared in Galaxy on Thursday evening, May 22nd. Please note: This budget has much of your resources. You might actually see more dollars, in absolute terms, than you see in your school year budget. But, with costs up, this might mean you have less spending power. Because not all funding streams are allocated at this point in time, you won’t see the total impact on the budget. The amount shown as the FY 09 Budget Adjustment is just one step in creating the school budget. It does not represent the net reductions. ISC staff contacted every school on Friday, May 23rd to advise each principal of the net percentage change to the total budget each school will see.

9 9 What Schools See in Galaxy (continued) The percentage reduction to the budget, that your ISC Officer communicated on May 23 rd, pertains to the net change to what your school’s FY 09 budget would have been without the reduction in the tax levy dollars and addition of Contract for Excellence (C4E) money and the Legacy Teacher Supplement. The net change is taken as a percentage of the total budget, excluding federal dollars like Title I. Based upon what we know currently, we do not believe any school will be at a lower level of dollars than what is seen in Galaxy. Depending upon the outcome of the appeal to the State concerning the $63M, some schools may see an increase in C4E dollars. The C4E funds are subject to a public engagement process and approval by the SED. This means that there could be changes in that budget line, so be cautious with the use of these funds. ISC Officers are available to answer any other questions.

10 10 Fair Student Funding (FSF) >Increase equity without sacrificing stability >Encourage better use of resources to strengthen achievement by giving principals:  More discretion over dollars  Greater responsibility for costs of new teachers’ salaries  Incentives to enroll high-need students and enable them to succeed >Maintain transparency >Create a sound process for improving budgeting over time Key Goals

11 11 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, $225,000 sum for all schools FSF Formula: Four Basic Components

12 –09 Weights Grade WeightsK–56–89– / $3, / $4, / $4,064 Need Weights Academic Intervention Poverty0.24 / $947—— Achievement—well below standards Achievement—below standards — 0.50 / $1, / $1, / $1, / $986 ELL0.40 / $1, / $1,974 Special Education Less than 20%0.56 / $2,210 20–60%0.68 / $2,684 Greater than 60% (self-contained)1.23 / $4, / $2,881 Greater than 60% (integrated)2.28 / $8, / $9,944 Portfolio Weights Specialized Audition schools——0.35 / $1,381 Specialized Selective schools——0.25 / $986 CTE schools—— 0.05–0.25/ $197–$1,026 Transfer schools——0.40 / $1,578

13 13 FSF Formula Overview + Grade weights + = Foundation Student Need weights Total FSF Formula NOTE: Weight per capita amounts are purely illustrative

14 14 Grade Weights >Each student has a base level of funding depending on 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 K–5 weight for grades K–5 and 6–8 weight for grades 6–8.  A 6th grader carries the same weight at a 6–8, K–8, or 6–12 school. K–5 6–8 9– FSF Grade Weights

15 15 Academic Intervention Weight Poverty >Significant weight for students in schools beginning before 4th grade: >No weight for 6–8 or 9–12 graders—those students receive the Achievement weight. >Eligibility is based on the same factors as Title I.

16 16 Academic Intervention Weight >Based on students’ academic standing when they enter a school; remains if they improve— not punishing a school’s success >Weight split into two tiers: Category 1 for lowest achievers and Category 2 for students closer to proficiency  Far Below Standards weights: 0.50 (6-8) and 0.40 (9-12)  Below Standards weights: 0.35 (6-8) and 0.25 (9-12) >Not available in schools beginning before 4 th grade Achievement 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

17 17 Achievement Weight: Change in Eligibility >Students who enter a school with no scores will now be allocated weights in proportion with the rest of the school. >This is a change from last year’s formula when students with missing scores did not receive any weight. >Example: A school has 10% of students who are “well below standards” and 20% “below standards.” The school has 10 students missing scores when they enter. The school will receive a well below standards weight for one of those students and a below standards weight for two of those students.

18 18 English Language Learner Weight >Eligibility is based on NYSESLAT exam >Weight increases as students age, from 0.40 in K-5 to 0.50 in 6-12 >Dollars also flow to low-achieving ELLs with no ELA scores in Academic Intervention weight English Language Learner

19 19 Special Education Weights >Per capita funding for special education classroom services will foster development of instructional models tailored to student needs, not funding patterns. >Schools receive per-student funding based on the number of periods a day that a student requires special education services.  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): 2.28 (K–8), 2.52 (9–12) >Special education students also carry academic and ELL weights if they are eligible. >Other IEP-mandated services, including Related Services, IEP teachers, IEP paraprofessionals, Assistive Technology, APE teachers and District 75 programs are funded separately. Special Education Less than 20% Between 20% and 60% Greater than 60% self- contained Greater than 60% integrated

20 20 Special Education Categories This table provides a summary of the types of services that map to each category of special education funding. 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

21 21 High School Portfolio Weights >Designated portfolio schools will receive a weight to support their specialized instructional models. >Portfolio categories for FY 09 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

22 22 Foundation All schools, regardless of size or type, will receive a lump-sum Foundation of $225,000. >These funds can be spent flexibly. >This base level of funding ensures that the smallest school in New York City is able to operate under FSF. >The foundation was increased this year to cover the collective bargaining increases from the UFT and CSA contracts. Foundation

23 23 Teacher Salaries In FY 09, all teachers are charged in the budget at the schoolwide average teacher salary based on the school’s March 2008 payroll. When vacancies occur or new hires are made, schools can choose whether to invest in more or less senior teachers, with impact on the schoolwide average salary showing in the following year’s budget. Schools must plan for the costs of their teachers each year. A One-Year Lag for Decisions to Take Effect: “Buy Now, Save or Pay Later”. Teachers on school payrolls prior to the start of FSF, April 2007, will receive the Legacy Teacher Supplement to cover increases in salary due to longevity, steps and differentials – in proportion to the number of remaining base teachers.

24 24 FSF – Review Test Your Knowledge Responses to Your Questions

25 25 Fair Student Funding Small Changes to the Formula Teacher Legacy Supplement Transition to FSF, FY 08 to FY 09 Special Education What’s New?

26 26 Small Changes to the Formula… >Collective bargaining increase:  The weights will not change, but the amounts associated with them will change to reflect salary increases resulting from recent UFT and CSA contract settlements. >Missing scores now counted:  Students who enter a school with no scores will now be allocated the achievement weight in proportion with the rest of the school. >Special Education – “Unfilled” seats expected to be filled:  Non-new elementary and middle schools are initially allocated money to fund full special education CTT and self-contained classes. If schools do not fill the class, there will be a midyear SPED adjustment as of December 31 st. to improve its fairness and reflect increasing costs THERE ARE NO CHANGES TO THE WEIGHTS

27 27 Collective Bargaining (CB) Increases Recent contract settlements (collective bargaining) increased CSA and UFT salaries. The FSF weights will not change, but the per capita amounts associated with them will increase to cover collective bargaining raises. CSA: >Allocation methodology:  All schools receive an increase to the FSF foundation of $25,000.  The remainder will be distributed through the weights, increasing the per-capita amounts associated with all weights. >Notes:  In 2007, as a result of the timing of the CSA contract settlement, the DOE distributed FY07–08 funds on a positional basis.  In , a fixed amount was given to cover the principals’ increase and a variable portion to cover APs, with the remainder self-funded.  Schools were told that the allocation would be made via FSF in FY09. UFT: >Allocation methodology: All money is distributed through the weights, increasing the per capita amounts associated with all weights.

28 28 Teacher Legacy Supplement Schools will receive a Teacher Legacy Supplement allocation A “Legacy Teacher” is defined as a teacher on payroll before April 2007 (pre-FSF). >A list of teachers, who are considered in the Legacy category, will be provided via the Principal’s Portal. >These additional funds are provided to offset Legacy increases (longevity, step and differentials) in a discrete allocation category. >The formula applied will be shown as part of the budget documents for your school on the web.

29 29 Transition Rules In , to balance stability and equity, we: >Gave schools hold harmless (HH) allocations if their historical funding levels were higher than the FSF formula allocated to them (over-formula). We committed to allocate HH for at least two years, through 2008–09. >Directed new resources (incremental funds) toward schools that had historically been under-funded (under-formula) – 55% of the gap. In , we remain committed to both stability and equity, but are faced with a more difficult fiscal environment. We will: >Give over-formula schools their FY 08 HH allocations and their FSF formula amount according to their FY09 registers. >Give under-formula schools their FY 08 Incremental allocations and adjust for changes in register or student needs in the following ways:  Net increase in register or student needs: fully fund the increases.  Net decrease in register or student needs: reduce by the factor that a school is under-formula.

30 30 Transitioning from FY08 to FY09 FSF Budgets A school’s FSF allocation does not stay the same from year to year. Schools may see reductions in funding due to: >Student enrollment or needs decreases affecting their FSF formula level Schools may see increases in funding due to: >Student enrollment or needs increases affecting their FSF formula level >Legacy teacher supplement given to help cover increasing costs of teachers hired prior to FSF >Additional money added to FSF “pot” to cover increased salary costs from recent collective bargaining Schools may see changes in purchasing power due to: >Teacher attrition >Last year’s hiring decisions taking effect this year

31 31 A Linked Web Tool Will Give Formula Back-up for All Adjustments

32 32 Special Education: Filled and Unfilled Seats In Greater than 60% categories, elementary & middle schools, funding is given as “filled” and “unfilled” seats: >Purpose:  Fund schools upfront for CTT or self-contained classes through the SPED weights, although the SPED class register may not yet have reached the maximum number. (Additional dollars come when unfilled seats are filled through the grade weight.)  Allow schools to hire teachers when doing the rest of their budget planning >Schools may receive an upward or downward modification to their special education weight allocations on June 15,  Student Enrollment (OSEPO) will work with schools before June 15 th to determine whether class configurations initially funded are most appropriate given the needs of students at school and overall needs of district.  Schools expected to open classes projected at the June 15, 2008 adjustment to assure funding. >Funding will be removed at mid-year for unfilled seats.  Unfilled seats should fill as SPED placements happen during year.  CTT classes are held to same contractual class size for general education classes, with no more than 40% of class or a maximum of 12 students with IEPs.  Schools must organize CTT classes with requisite number of GE students to allow placement of SPED students up to maximum allowable.  At mid-year – December 31 st – SPED funding for all but two unfilled seats in “greater than 60%” categories will be removed if school has the option of taking students to fill classes and declines those students.

33 33 SPED Weight Adjustment Detail New elementary and middle schools and high schools: >New elementary and middle schools, as well as high schools, are funded on a per-student basis for special education >As of October 31, 2008 >Did not receive unfilled seats funding >Net register change multiplied by associated per capita

34 34 Special Education: 12:1:1 Funding The funding for greater than 60% self-contained is for the average of a 12:1 class and a 12:1:1 class. The additional para will not be funded discretely: >Special education students are also eligible for poverty, ELL and academic intervention weights. Funds generated from these weights should be used in addition to the SPED weights to support the needs of SPED students.

35 35 Special Education: Mid-Year Adjustment Process For SPED weights only, adjustments will be made based on December 31 st register data. Increases: >ASA-Register Growth funding may be requested by schools as follows:  Grade Weight For an increase in overall registers (general & special education)  Special Education Weights SETSS, Multiple SETSS, and Part-Time CTT Special Education allocations for only those schools receiving per capita allocations (no unfilled seats funding) >Opening of additional self-contained & CTT classes is subject to approval by Student Enrollment (OSEPO) Chief Financial Officer (CFO).  Once funding has been approved, schools will receive funding at the maximum class size: 10 CTT and 12 self-contained (includes unfilled seats).  Mid-year, adjustments will be made for filled and unfilled seats based on the number of approved classes, using December 31st register data.

36 36 Increases (Continued) >Special Education weights will be given for students not initially funded in a school’s projections that are at a school as of December 31 st. Additional grade weights will also be given after October 31 st registers close if there is an increase in total enrollment between October and December stemming from an increase in special education registers. Decreases: >SPED funding for all but two unfilled seats in “greater than 60%” categories will be removed, if a school has the option of taking students in order to fill its classes and declines those students. Special Education: Mid-Year Adjustment Process ( )

37 37 Mid-Year Adjustment Overview It is cost prohibitive to provide for upward, but not downward, adjustments, and principals continue to indicate a strong preference for stability and lead time when planning resources with school budgets. Therefore: >Only weights allocated using projected registers are adjusted at the mid-year:  Grade weights, special education weights, and portfolio weights >No adjustments are made to weights allocated based on audited data:  ELL and academic achievement weights >Adjustments based upon audited registers, will happen:  For grade and portfolio weights based on October 31, 2008  For special education weights for existing elementary and middle schools, based on December 31, 2008  For special education weights for new schools and high schools, based on October 31, 2008  Transfer schools decide individually between October 31 or later adjustment. Basis Grade Weights SPEDELLPoverty Achiev- ement Projected FY09XX Audited FY08XXX Mid-Year AdjustmentXX

38 38 Transfer Incentives: NCLB PSC and/or PRT Eligible schools that receive students through the NCLB PSC (Public School Choice) and/or PRT (Progress Report Transfer) transfer process will receive a one-time funding allocation for each transferring student. >Student eligibility: according to the student’s proficiency levels on NYS math and ELA exams (for students enrolled as of ). >School eligibility: All non-SINI/SURR schools with Progress Report grades “A” and “B” and non-SINI/SURR “C” schools that also received Quality Review score of “proficient” or better will be eligible for funding allocation. Schools that received the FSF NCLB weight in the school year will receive the second-year weight for the same set of NCLB students who are enrolled as of Moving forward, schools will receive funding according to the FY09 eligibility transfer incentive criteria and the incentive will not be a part of the FSF allocation.

39 39 What’s New? - Review Test Your Knowledge Responses to Your Questions

40 40 Contract for Excellence (C4E) Review of Program  Eligible Uses  Students Targeted  Supplemental Funds Year One, Year Two, Process

41 41 Intent of C4E Funds – Eligible Uses >To be spent across six program areas:  Class Size Reduction  Time on Task  Teacher & Principal Quality  Middle & High School Restructuring  Full-Day Pre-K  Model Programs for English Language Learners (new in )

42 42 Intent of C4E Funds – Students Targeted To be focused on improving performance of students with the greatest educational need:  English Language Learners  Students in Poverty  Students with Disabilities  Students with Low Academic Achievement

43 43 Supplement, not Supplant >Contract for Excellence funds are to be used for new or expanded programs only >Not to be used to cover programs or personnel previously funded with tax levy dollars! >Should be used towards meeting school’s overall educational goals as outlined in the CEP

44 44 Year One C4E: Schools that received C4E funds in FY 08 will receive C4E in the same fund sources in FY 09. Training and Galaxy cross-walking documentation were provided in conjunction with C4E and SURR monitoring visits, Spring In May and June 08, cross-walking materials for all other schools that received C4E funds in will be provided. What will be provided for each school? List of allocation categories (A/C) that include C4E funds Crosswalk from A/Cs to C4E program spending C4E program strategies as reported to the SED Any other relevant C4E information (e.g., targeted class size school)

45 45 Year One C4E Cross-walking Example Allocation categories that include C4E funds In the school’s budget: TL Fair Student Funding Incremental$100,000 TL Children First Funding HS$50,000 TL Fair Student Funding HS$75,000 TL Children First Inquiry Teams$10,000 Outside school’s budget (Central): Fringe$84,600 Multiple Pathways$25,000 Total$344,600

46 46 Crosswalk from Galaxy to C4E Program Spending In the school’s budget: Class Size Reduction Time On Task Teacher / Principal Quality MS/HS Restructuring Full-Day Pre-K & K In GalaxyFringe or Central TL Fair Student Funding Incremental $136,000$100,000$36,000 TL Children First Funding HS $68,000$50,000$18,000 TL Fair Student Funding HS $102,000$75,000$27,000 TL Children First Inquiry Teams $13,600$10,000$3,600 Outside school’s budget (Central): Fringe on TL FSF, TL CF and TL FSF $0see above Multiple Pathways $25,000$0$25,000 Total$170,000 $136,000 $13,600 $25,000 $-$235,000$109,600

47 C4E Program Strategies Reported to SED Class Size ReductionAdditional Classroom$136,000 Additional Teacher in Classroom$102,000 Time on TaskLonger Day Longer Year Additional Instructional Blocks$68,000 Tutoring Teacher & Principal QualityRetain & Recruit HQT Mentors Teacher Coaching Principal Coaching District-Wide Initiative: Inquiry Teams$13,600 MS & HS RestructuringInstructional Changes Structural Changes District-Wide Initiative: Multiple Pathways$25,000 Full Day Pre-K & KFull Day Pre-K & Kindergarten Total$344,600

48 48 Year Two C4E: > C4E school allocations will be released in a new, “Contract for Excellence FY09” allocation category >Funds will be allocated according to SED indexing methodology >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. 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.

49 C4E 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

50 50 Preliminary FY09 School Budgets Released CEP Template Finalized & Sent Out for Translation CEP Template Released to Schools and SLTs CEP Training for SLTs CEP Planning Process C4E Planning Process - to include SLT consultation, as well as collaboration with SSOs and ISCs Preliminary C4E Plan Reviewed by DOE June 27 School Preliminary C4E Plans Due (electronic submission) 30 July 15 C4E Plan Submitted to SED June Week of May Week of July Week of

51 51 FSF in the Context of School Funding Fair Student Funding >Foundation >Grade Weights >Student Needs Weights >Portfolio Weights >Hold Harmless & Incremental Funds >Teacher Legacy Supplement Children First Funds >Funds given on a per-school ($85K) and per- student basis ($117) to pay for School Support Organization, plus additional flexible dollars to be spent at the school’s discretion. Programmatic Allocations >Tax-levy programs that remain discretely funded, such as Parent Coordinators and YABCs. Categorical Funds >Restricted and made up of several different streams: Federal and State funds such as Title I, Title III, etc.

52 52 C4E – Review Test Your Knowledge Responses to Your Questions

53 53 Allocation Release Timetable

54 54 Allocations Scheduled To Be Released In May Fair Student Funding Children First Supplemental Allocation Legacy Teacher Supplement FY09 Budget Reduction Surplus Roll (first half) FY09 Contract for Excellence (C4E) Citywide Special Education MIS VI, VII, VIII Summer Instructional Program Title I School Allocations Parent Coordinator OTPS for New Schools NYS Textbook Law (NYSTL), Library, Computer Software and Hardware Allocation. School Success Grant Special Education IEP Teacher IEP Paraprofessional Adaptive Physical Education (APE) Autism Spectrum Disorder (ASD) Non-FSF Allocations (ASL Schools & 15K418) YABC Program Pre-Kindergarten Program

55 55 Pending Allocations Expected To Be Released After Initial Allocations Early Grade Class Size ReductionMay Robin Hood LibrariesMay Specialized High School Admissions TestingMay Summer School Title IIIMay Lead Teacher AllocationJune Special Education Lead TeacherJune AIDP Attendance TeachersJune Attendance Improvement/ Dropout Prevention (AIDP) AllocationJune Limited English Proficient (LEP)- Title IIIJune School Based Assessment Staff AllocationJuly TL SLIPJuly FY'09 Member ItemsJuly Section 504 Paraprofessional AllocationJuly AIDP Shelter (STH): Site and School BasedJuly Title I Neglected and DelinquentJuly New York State Textbook Allocation, Part IIJuly

56 56 Pending Allocations To Be Determined ◦ Reading First (Year 6)◦ Targeted Middle School Intervention ◦ Success Via Apprenticeship (SVA) Program◦ Junior Reserve Officers Training Corps (JROTC) ◦ New School Implementation Grants◦ Safe Schools Initiative ◦ Children First Inquiry Teams ◦ Dual Language/Global Technology Community of Learners Grants ◦ Data Specialist Allocation◦ Law Enforcement Academy ◦ English Language Learner (ELL) Capacity Grants◦ FSF NCLB Transfer Weight ◦ UFT Union Officers, District Representatives & Functional Chapter Leaders◦ Special Education Planning Grant ◦ Design Your Own (DYO) Assessment◦ School Bonuses ◦ Periodic Assessment Initiative◦ Summer Instructional Program -12 Month Assist Principal (AP) ◦ Substance Abuse Prevention◦ English Language Arts (ELA) Scoring OTPS Allocation ◦ Title III Immigrant Program◦ Gifted and Talented Allocation ◦ Achieve Now Academy Allocation◦ English Language Arts (ELA) Scoring Allocation- Per Session ◦ Vocational and Technical Education Act (VATEA) Allocation◦ Mid Year Allocation Adjustment ◦ Psychologist-In-Training (PIT) Allocation◦ Reading First Per Session Allocation ◦ Golden Apple Awards◦ English Language Learner (ELL) Reserve ◦ Students With Interrupted Formal Education (SIFE)◦ Dual Language Grants for Planning and Implementation ◦ Translation and Interpretation Services◦ Math Scoring Allocation-Per Session ◦ After School Funding Allocation◦ Reducing Violent and Disruptive Incidents ◦ OTPS Allocation for PSAL Program◦ City Year New York

57 57 School Organization/Instructional Program Alignment of Resources Building Your Table of Organization The instructional program drives budgeting.

58 58 School Organization/Instructional Program 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 Program Pyramid Analyze data to assess needs… Determine your goals… Develop your instructional program…Table of Organization Engage your School Support Organization (SSO) in this process.

59 59 Alignment of Resources 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 Services TL FSF Funding Ladder Align Allocation Categories with items in Table of Organization … Level by level… ISC Officers and SSO Network Teams will assist principals in deploying available resources -- budget, staffing, training and scheduling – to deliver on their goals.

60 60 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 60 Budget Development Paradigm 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 Services TL FSF Funding LadderProgram Pyramid

61 61 CRAFT (self-study tool) 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? REFER TO CRAFT on the web…… palSupports/default.htm

62 62 Building your T/O Review Test Your Knowledge Responses to Your Questions

63 63 Galaxy - Budgeting Tool Budget Rollover, FY 08 to FY 09 What’s New? Galaxy Checklist (policies and requirements for scheduling funds)

64 64 Staffing Rollover ROLLED-OVER These services need to be reviewed on the FY09 TO, and updated to ensure proper attributes and funding. NOT ROLLED-OVER These services must be rescheduled on the FY09 as necessary. All Annual Positions will be rolled over with a valid Allocation Category and in an approved condition. F status positions People in Itinerant Tables of Organization will be rolled over in the Itinerant TO in their sub schools in their funding, as long as it is valid. Bulk jobs Per Session Per Diem FY09 Forecast Vacancies created for OMTSOTPS Vacancies with intended are created for staff expected to return from sabbatical on 8/1/08 Set Asides Vacancies with intended are created for staff with reserved jobs in EIS B Segments (Jobs with an end date before 6/30/08) FY08 Vacancies 64

65 65 Attributes During initial schedule development: Attributes indicating “REQD” [required] must be updated with the attribute that best describes the service. Additionally, be sure all other attributes are correct. Attributes are utilized in the School Based Expenditure Reports (SBER) and numerous ad hoc report requests received by DBOR, so it is important that this data be correct. 65

66 66 Staff funded in the FY08 ACs below have been moved to the default AC for FY09 FY 08 Allocation CategoryDefaulted to FY 09 Allocation CategoryStatus of Allocation Title III ImmigrantTL Fair Student Funding/HSTo be allocated TL Data SpecialistTL Fair Student Funding/HSTo be determined TL Host School MSTL Fair Student Funding/HSTranscription funds only will be allocated TL HOST SCHOOL HSTL Fair Student Funding/HSTranscription funds only will be allocated TL IEP PARA FOR NON PUBSTL Fair Student Funding/HSUpon Request TL MEMBER ITEMSTL Fair Student Funding/HSTo be allocated as per City Council TL MS Task ForceTL Fair Student Funding/HSTo be allocated TL One-Time AllocationsTL Fair Student Funding/HSTo be allocated TL One-Time Allocations HSTL Fair Student Funding/HSTo be allocated TL PRE-K PROGRAM SUPPORTTL Fair Student Funding/HSTo be determined TL ROTCTL Fair Student Funding/HSTo be determined TL School Operational SupportTL Fair Student Funding/HSUpon Request TL SECTION 504TL Fair Student Funding/HSUpon Request TL Special Ed Non PublicTL Fair Student Funding/HSUpon Request TL SUMMERTL Fair Student Funding/HSTo be allocated; accrual policy to be determined TITLE I N AND D CWTL Instructional Programs CWTo be allocated AIDP STH SCHOOL BASED D79TL Instructional Programs HS D79To be allocated TITLE I N AND D D79TL Instructional Programs HS D79To be allocated TL CEO RIKERS FUNDSTL Instructional Programs HS D79To be determined 66

67 67 Allocation Category Conversions: Staff in FY08 were rolled into AC noted for FY09 Staff charged to FY08 Allocation Category Were rolled into FY09 Allocation Category TARGETED PREK PLUSPREK PLUS TARGETED PREK TITLE IPREK TITLE I TARGETED PREK STATEUniversal Pre K Title I Coach Transitional Allocation NOTE: This funding has been discontinued. Depends on school allocation and Title I status as of 4/18/08: 1) Title I SWP or Title I Targeted Assistance; or 2) TL Fair Student Funding or TL Fair Student Funding HS TL 1st Year SubsidyTL 2nd Year Subsidy 67

68 68 ASA: Additional Spending Authority Staff Funded with ASA in FY 08 Staff funded with ASA, including those in the Removals section (Hold Harmless funding), will be moved back onto the T/O, in the default funding. “Prior Year HH” will appear in the program field where applicable. Only staff with the reason “Reassigned Pending Investigation” will be rolled over in the Removals section (ASA-Hold Harmless funding) 68 FY 08

69 69 ASA in FY 09 ASA-Register Growth: If the school expects a higher register than projected, the principal may request ASA - a loan, to be repaid at the time of the midyear adjustment. ASA – Anticipated Allocations and Competitive Grants: (for grants, based on grant award letters from the fund source) Pending receipt of the funds, the school may request ASA – a loan, to be repaid at the time the funds are available in Galaxy. ASA – Hold Harmless/Removals – Pending actual removal of individuals from payroll, due to certain types of personnel actions, the school may request ASA-HH funding by moving the person into the Removals section, coded appropriately. This should only be done after proper documentation has been submitted to HR-Connect (leaves of absence) or ISC; e.g., pending transfer, leave of absence, retirement, termination. ASA: Additional Spending Authority FY 09

70 70 Galaxy – Budgeting Tool T/O Report What’s New?

71 71 TO Report A new report is available on the myGalaxy Print menu, which enables a download of the Galaxy T/O into an Excel spreadsheet. 71

72 72 Galaxy Budgeting Tool - Review Test Your Knowledge Responses to Your Questions

73 73 Galaxy Checklist

74 74 Galaxy Checklist A. School Organization/Payroll Rollover T/O: Have you selected an appropriate A/C for all persons on the rollover T/O who will remain in your school? Returning Staff: Leaves of Absence (LWOP) --- Have you created positions for staff returning from leaves of absence? Have you entered the SSNs of the persons returning in their designated vacancies? IEP-driven Services: Have you identified the position entitlements for IEP- driven services (IEP paras, guidance counselors, speech, etc.)? Have you entered, for each IEP para position, the OSIS number of the student assigned to the para? Removals: Have you placed personnel listed on the rollover T/O, who will not be in your school in the “Removals” section? You must indicate a reason and effective date.

75 75 B.Requirements Applicable to Specific A/C TL FSF --- OTPS/School Leadership Team: Are funds scheduled in Non- Contractual Services to cover SLT stipends ($300/SLT member)? TL FSF/Special Education: Have you scheduled all positions and OTPS required for special education classes (self-contained, collaborative team teaching? SETSS? Title I Category: >1% --- Parent Involvement: Have you scheduled the funds in either non-contractual services and/or per session? >10% --- Professional Development: Is the required amount scheduled? >5% --- Highly Qualified (HQ): Is the required amount scheduled? Pre-formatted program descriptions are now required and have been added to the program field. Free-form entries are no longer permitted. TL FSF/ELL: Have you scheduled all positions and OTPS required for delivery of mandated ELL services to eligible students?

76 76 C. Operational Requirements Per Diem Activities: Are sufficient funds scheduled to cover absence -- per diem teacher & prep period coverage (recommended: 8 days per classroom + cluster/quota teacher); per diem paraprofessional --- recommended: 8 days/para. Principal Per Session: Are sufficient funds scheduled for per session service anticipated specifically for the principal (distinct line & title code)? CAP = 400 hours Rolled Open Encumbrances: After reviewing open items, have you cancelled orders that will not be received by June 30 th ? For orders received, have you certified delivery on-line? School Support Organization (SSO): Have you set aside the appropriate amount to pay for your selected SSO – Use the Set-aside for SSO title. Hourly Staff Schedule Confirmation: Have you reviewed all hourly staff, including school aides, family workers, school health service aides and/or hourly clerical staff, to ensure the correct schedule (# hours/week) is reflected in the Personnel Details window?

77 77 D.Completeness Attributes: Have you selected the appropriate attributes (organization category, assignment, program, etc.) for all of the personnel on the rollover T/O and entered information for all blank and ”REQD” attributes? All $$$ Scheduled: Have you checked the A/C Totals to ensure that all funds are scheduled and you do not have any negative balances? Comments: For reimbursable line items, have you entered information in the Comments field to support generation of the FS-10 and ensure that expenditures conform to legislation and established fund source guidelines?

78 78 E.Review Process School Leadership Team (SLT): Have you reviewed, with your School Leadership Team, the alignment of budget with the CEP? The ISC will use the Galaxy Checklist as a tool to facilitate collaborative review of school budgets with principals. The ISC will generate copies of the final school budgets from Galaxy for review/sign-off by the Community and HS Superintendents, in accordance with State Law.

79 79 Galaxy – Checklist Review Test Your Knowledge Responses to Your Questions

80 80 Human Resources – Staffing Leave Tracking System Filling Vacancies Excessing Staff Absence Teacher Reserve

81 81 LEAVE TRACKING SYSTEM New Leaves of Absence/HR Connect Filling Vacancies Returns from Leave Transfers In: Open Market Transfer System (OMTS) New Hires: New Candidate Finder Tool

82 82 Filling Vacancies: Returns from Leave Tracks employees’ intentions upon expiration of their leave Helps schools, in consultation with ISCs, to make budgeting and hiring decisions for the coming school year Tracks employees’ intentions upon expiration of their leave Helps schools, in consultation with ISCs, to make budgeting and hiring decisions for the coming school year What is the Leaves Tracking System (LTS)?

83 83 LTS Support If an employee is having trouble accessing the LTS, they can call HR Connect for assistance at (718) Payroll Secretaries should if they need a user account to access LTS. Include: a. First and last name b. School location c. File number d. Request for access to LTS If an employee is having trouble accessing the LTS, they can call HR Connect for assistance at (718) Payroll Secretaries should if they need a user account to access LTS. Include: a. First and last name b. School location c. File number d. Request for access to LTS

84 84 Open Market Transfer System: Overview Open Market is a tool to help you identify current persons with UFT titles interested in transferring to your school. Includes those in excess and on leave. Candidates may apply to specific vacancies or to particular schools. Vacancies are created in Galaxy --- automatically feed to OMTS. Schools should enter additional information in OMTS, further describing positions to candidates. OMTS displays a candidate’s probation status, seniority, salary, rating info (past 3 yrs.), service history, license & cert info, etc. Opened April 10 th ; closes August 7 th COB.

85 85 OMTS Process OMTS helps you identify candidates you would like to interview and hire. If you decide to extend an offer to candidate, you must finalize the transfer through Galaxy. Be sure you and the candidate sign the contract generated by Galaxy. Once you have the contract signed, enter the candidate’s name and SSN into your school’s Table of Organization. An will be generated to the current principal informing that the particular teacher has transferred from their school. Be sure to get feedback from the current principal on the candidate’s performance!

86 86 NEW HIRES: There are many ways DHR’s Teacher Recruitment & Quality Office (TRQ) can support principals in identifying new teachers to fill vacancies at their school. TRQ hiring support services include: Newly Restructured Networking and Career Fairs  June 3rd- Bronx Fair (all subject, all grades)  June 12 th - Citywide (secondary subjects)  June 19 th - Citywide (elementary subjects)  July and August fairs to be scheduled soon. Direct Referrals of New Teacher Candidates  Through TRQ and HR Partners Professional Development Sessions and Resources  Webcasts, customized assistance, and resources on Principals’ Portal The New Teacher Finder For more information: Contact TRQ Hiring Support at (718)

87 87 What Is the New Teacher Finder?  Easy to use on-line system developed to help principals easily identify pre-screened, prospective teachers* who have expressed serious interest in and commitment to working in a NYC public school.  Accessible by Principals, Human Resource Partners and School Support Organizations. Functions of the New Teacher Finder-  Use advanced search criteria to find candidates  Sell your school  Create “Requests for Applications”  View interested candidates and potential matches The New Teacher Finder link can be found at on the Principals’ Portal or at Initial username and password are LAN ID (eg, jsmith99). You will be asked to change your password the first time you log on. * Speech Therapists, Guidance Counselors, School Social Workers, School Psychologists, School Secretaries, Attendance Teachers, and Lab Specialists can also be recruited through the New Teacher Finder.

88 88 Excessing Staff When excessing staff, select the least senior within license and place in the EXCESS SECTION properly coded as to reason. EXCESS REASONS Grade loss or reconfiguration (must be confirmed centrally) Grant or Program ending or reduction (only if not foreseeable; must be confirmed by ISC) Register loss (must be at least 5 percent to be considered for central funding) Mandated position no longer required (must be confirmed by ISC) Schools should not use any excess reason prefaced by the letters “ISC”. Those are for ISC use only. Excess staff will remain on and be funded from the school's budget until placed. Guidelines have been established to govern the granting of ASA- CFES (Centrally Funded Excess Staff) only under strict conditions related to the reasons listed above. Pursuant to these guidelines, a school may request that an excess position (coded in one of the first four reasons above) be considered for ASA-CFES and a decision will be rendered. Excess staff in the Excess Section for whom the first four reasons do not apply must be coded as “Self-Funded Excess”.

89 89 Absence Teacher Reserve (ATR) CFE-funded excess staff in the ATR locations (ATRs) were reviewed by ISC/HR staff and a determination was made for each person as follows: Remain in ATR location Revert back to school (if still open) Move to another location due to:  Person being hired  Correction of data error Those CFE- funded excessed staff reverted back onto the school’s FY09 T/O must be evaluated again against funding, seniority and program needs and, if appropriate, placed in Excess again. 89

90 90 Role of the ISC Your ISC can help you: Create vacancies in Galaxy (ISC Officer). Navigate OMTS system & resolve any issues you may have (HR Partner). Identify & screen qualified candidates who have applied to your school (HR Partner). Understand the excessing rules (HR Partner). Answer any additional questions.

91 91 HR - Staffing Review Test Your Knowledge Responses to Your Questions

92 92 Timeline April 10: Open Market Transfer System (OMTS) opens. May 22 nd DBOR releases FY 09 initial school budget allocations. May: Schedule Budget/Staffing consultations through ISC Officer. The ISC team will participate – ISC Rep, HR Partner, Payroll Support. Continuously: Transmit to ISC Payroll Support- forms for all planned removals (resignations, retirements, terminations, etc.) promptly after entry of removals in Galaxy. May - June: Budget Entry/Finalization: ISC Teams continuously review & consult with the Principal to assist in finalizing the budget in Galaxy in according with scheduling guidelines. The ISC teams with work with the Senior Grants Officer (SGO) to verify that all reimbursably funded items are consistent with the associated services described in the CEP and the underlying guidelines of the reimbursable fund source. May 12-19:CEP template is released to schools and SLTs.

93 93 Timeline (Continued) May 19 – June 9:CEP training for SLTs May 19 – July 19:CEP planning process May 19 – June 27:C4E Planning Process - to include SLT consultation, as well as collaboration with SSOs and ISCs June 27:School Preliminary C4E plans are due --- electronic submission Late June:FY 09 School Budgets are finalized - All Allocation Categories are scheduled fully; and the Galaxy Checklist is complete. Be sure removals, excesses, and vacancies are up to date. June 30 th :Community and HS Superintendents review and sign off on school budgets. August 7: Open Market Transfer System (OMTS) closes. August 8:Open Excess Staff Selection System

94 94 DOE Web Resources Materials and tools to help you understand your budget and make the most of your available resources. 94 The Resource Guide To School Budgets: This guide is a comprehensive overview of the DOE budget and schools’ budgets, with a focus on how FSF and C4E dollars are allocated and can be spent. CRAFT Budgeting Tool: This is a method of budgeting designed to help you align your school’s instructional goals and action plan with your budget development process. This tool first gives a framework for how best to prepare for your budgeting process and then gives a framework for how to budget within the constraints or funding categories and still make sure your budgeting choices further your goals and underscore your action plan.

95 95 DOE Web Resources Several views of your school’s budget on line. 95 The School Budget Overview [http://schools.nyc.gov/AboutUs/BudgetsFairStudentFunding/YourSchoolBudget/default.htm].http://schools.nyc.gov/AboutUs/BudgetsFairStudentFunding/YourSchoolBudget/default.htm Detail on each school’s funding streams, FSF formula entitlement level for and preliminary actual budget, including how the different reduction scenarios affect each school’s budget in From this page, you can also find your FSF Formula Overview, which gives detail on each school’s FSF formula entitlement and how a school is moving from its FSF allocation to its allocation, including information on the change in number and need level of students and the change in weight amounts due to collective bargaining salary increases. Teacher Salary Calculation Information: This database will be available on the Principals’ Portal soon. It will show your school’s FY08 and FY09 school-wide average salary calculations so that you can better understand what is driving your teacher costs. You will also be able to see which teachers are receiving the Legacy Teacher Supplement and how your purchasing power is changing with your school’s staffing changes. FY 08 and FY09 Funding Stream Comparison [http://schools.nyc.gov/AboutUs/BudgetsFairStudentFunding/YourSchoolBudget/Allocation Comparison.htm]. This Web site will give each school’s total amount allocated by funding stream for FY08 and FY09 so that you can see the year to year changes.http://schools.nyc.gov/AboutUs/BudgetsFairStudentFunding/YourSchoolBudget/Allocation Comparison.htm

96 96 DOE Web Resources Division of Budget Operations & Review (DBOR): DBOR Intra-net website: Division of Financial Operations – Payroll Memoranda: /PayrollMemoranda.htm Division of Human Resources – Salary Schedules: 96

97 97 Support Primary Contact: Your ISC Officer Your ISC Officer will provide ongoing guidance & support in the Budget Development Process. Budget/Staffing consultations with the ISC officer and HR Partner will be scheduled at your convenience: At the ISC At your school --- upon request, subject to availability Bring: FY 08 Table of Organization FY 09 Organization/Staffing Plan Educational Goals/Instructional Plan ISC Your SSO and ISC teams are ready to support you.

98 98 Webcast Evaluation Thank you for participating in our Webcast. Updated CLICK to COMPLETE EVALUATION >> CLICK to COMPLETE EVALUATION >>


Download ppt "FY 09 School-based Budget Development May 2008 Hosted by: Integrated Service Center Children First."

Similar presentations


Ads by Google