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  1. Children First

  2. Welcome to the…ISC/CFN School-based Budget Development Webcast A Collaborative Presentation….Presenters: Chancellor’s Office: Photeine Anagnostopoulos, Chief Operating Officer ISC Marlene Siegel, Executive Director, Bronx ISC Debby Sachs, Deputy Executive Director – Business Services, Staten Island ISC Rosemary Tafaro, Deputy Executive Director - Business Services, Manhattan ISC Magda Dekki, Deputy Executive Director – Business Services, Brooklyn ISC Karen Moser, Lead Customer Service Manager, Queens ISC Ricardo Duran, Lead Customer Service Manager, Bronx ISC CFN Lisa Batson, Director of HR/Operations, CFN Network 1 DBOR Annie Finn, Assistant Budget Director – Galaxy 2 2 2 2 2

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

  4. Objectives… • Explain the overall budget situation and implications for schools. • Describe the budget allocation process. • Outline key protocols for budgeting, staffing and reporting, essential to budget planning and development at the school level. • Convey the support to be provided by the ISC, CFN, SSOs and central offices, as partners with schools. 4 4 4 4

  5. Agenda • FY 10 Budget Landscape 10 min • Implications for Budget Planning 10 min • School Budget Allocations 20 min • Building Your Table of Organization (T/O) 10 min • Human Resources – Staffing 20 min • Galaxy – Budgeting Tool 10 min • Timelines 5 min • Resources/Support 5 min 5 5 5 5 5

  6. NYC DOE’s FY 10 Budget Landscape • Budget Gap • ARRA – American Recovery and Reinvestment Act • Impact on Schools 6 6 6 6 6

  7. Despite increase in overall DOE budget, we will experience a funding gap in FY10 • Funding is increasing. • Executive Budget - significant increase in overall DOE budget to $22 billion • ARRA – increased programmatic funds (Title I and IDEA) and added fiscal stabilization funds: $928M FY10, $938M FY11. • Purchasing power is decreasing. • Mandated special education costs • Contractual compensation costs as teacher seniority increases • Increase in pension expenses and debt service • Translates into significant decline in discretionary funds available to principals 7 7 7

  8. ARRA will add almost $1 billion new dollars to NYC DOE American Recovery and Reinvestment Act Increases to Formula Grants Stabilization Funds Governor’s Portion Education Secretary’s Portion • Title I-A Allocation • School Improvement Grants • IDEA Parts B and C • Homeless Education • Ed Technology Grants • Vocational Rehabilitation • Independent Living • Impact Aid Construction • 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 • Race to the Top • Competitive grants to states • Innovation Fund • Competitive grants to innovative LEAs and partnerships 8 8 8 8 8

  9. 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 and will not be allocated consistentlyacross schools. • 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 from Title I, IDEA and stabilization; can apply for Innovation 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. 9 9 9

  10. 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 excluding the surplus roll. • 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 to their total budgets before the roll due to their mix of funding streams. • Adding in the savings from the surplus roll, total school budgets in aggregate will be down 3.8%. Depending on what level of dollars a school rolled, the school may have a higher or lower actual percentage reduction overall. 10 10 10

  11. 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% to $16,195 in FY07 • 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 11 11 11

  12. We face abrupt changes in the year ahead, but we must also stay our course towards high student achievement • Economic downturn will constrict our resources, but will not erase the gains of the past five years • Principals will still have more money and discretion than they had five years ago • Continued focus on prioritizing what works for our schools and students 12 12 12

  13. Implications for Budget Planning • Core Principles • Strategic Approach to Budget Decisions 13 13 13 13 13

  14. Budget cuts and new ARRA funds will influence budget planning for principals in key ways • Hiring restrictions – hire from within the current teaching pool • Requirements – Potential for a minor increase in requirements on spending as schools with an increase in programmatic funds must spend within program guidelines • Increased fiscal accountability – intense scrutiny from city, state, and feds to ensure accurate planning, tracking, and reporting • Collective Responsibility – noncompliance with reporting and programmatic guidelines by individual schools may put citywide funding streams in jeopardy 14 14 14

  15. Our approach to budget cuts demonstrates a continued commitment to the principles of Children First • Accountability – Principals are accountable for their students’ achievement under all economic conditions • Empowerment – Principals maintain discretion to manage their budgets to best meet the needs of their students; this includes deciding which aspects of their budgets to cut • Teacher Quality – Teachers are an integral lever • No forced placement of teachers (nor guidance counselors and APs) • Principals can still decide whether to hire and whom to hire, so long as the teacher comes from within the system • DOE will manage implementation to ensure no teacher layoffs and avoid potential disruption caused by bumping teachers across schools • Central Support to Schools – Continue to provide systemic support to schools, such as tools to monitor students’ performance and progress and the replacement of failing schools with new small schools 15 15 15

  16. Potential Impact of School Budget Reductions The stimulus dollars will prevent us from having to take massive layoffs, saving a significant majority of the 14,000 layoffs proposed in January and allowing us to prevent having to take any teacher layoffs. • Schools may decide to: • Make large cuts to their OTPS and per session funds • Reduce after-school and supplemental programs • Layoff non-teaching school personnel • Eliminate teaching positions where necessitated by budget • The DOE will: • Not layoff teachers • Experience some elimination of teaching positions, but attrition will allow those teachers to be absorbed into other positions in the system • Institute hiring restrictions to avoid layoffs and ensure continued principal discretion in hiring 16 16 16

  17. Core principles should guide school-level decision-making and approach to budget cuts • Set Priorities • Collaborate with school community to determine what makes the most impact on improving student achievement • Integrate budget planning and CEP development as plan for and allocate resources for the school’s priorities • Analyze options for budget reductions within context of the school’s priorities • Can cut in 3 major buckets of tax levy spending – • OTPS and Per Session/ Per Diem Payments, • Non-teaching staff (e.g, school aides, non-mandated paras, administrators except APs) • Guidance counselors and teaching positions • Can NOT cut Title I and C4E dollars (can reallocate dollars within Title I and C4E programs as appropriate but cannot take money out of C4E or out of Title I) • Maintain the integrity of instructional programs by limiting elimination of teaching positions to situations where it is necessary to balance budgets • Other options should be given serious consideration before deciding to excess teachers 17 17 17

  18. We will implement hiring restrictions, but not a freeze • Hiring freeze would mean that schools can not fill positions; hiring restrictions only minimally limit aspects of hiring • Schools can still hire to fill vacancies created from staff leaving or from implementation of new programs • Pool of potential hires is limited to: • Teachers currently teaching in other schools today • Teachers whose positions were eliminated due to budget cuts • Current ATR pool • Some exceptions will need to be made • Filling shortage areas • New schools in their first, second or third years can hire 40% of their new teachers from outside the system 18 18 18

  19. Careful monitoring and implementation will also be essential around management of new ARRA funds • Preserve and create jobs • DOE: jobs saved, especially teachers • Use funds for current DOE staff • Support ARRA four core educational reforms • Adopting rigorous college- and career-ready standards and high-quality assessments; • Establishing data systems and using data for improvement; • Increasing teacher effectiveness and equitable distribution of effective teachers; and • Turning around the lowest-performing schools. • ARRA Title I and ARRA IDEA: Additional Mandates • Maintenance of Effort • Comparability • Supplement, not Supplant 19 19 19

  20. Principals will need to make school budget and personnel decisions mindful of enterprise-wide impacts • Each principal’s individual actions will impact the availability of funding for all schools. • Budget Reductions • Unnecessary elimination of teaching positions will overwhelm capacity for attrition and other new hiring situations to absorb this liability, potentially forcing further budget cuts or other disruptive actions. • Unnecessary layoffs in non-teacher titles will disrupt other schools through bumping. • Use of ARRA funds • Failure to budget and use funds within program guidelines could jeopardize significant amounts of funding to DOE • Follow reporting and program requirements – risks to funding if audit issues arise; and waste of staff time and OTPS dollars to correct • Parent Involvement – important in Title I • Funds released to NYC/DOE in allotments • Quarterly Reviews • Much more detailed documentation than usual 20 20 20

  21. FY 10 School Budget Overview 21

  22. KEY TAKE-AWAYS • Prioritize Student Achievement – Despite a downturn in the budget, we must continue to emphasize everyone’s accountability to continue to improve student achievement • Address Budget Cuts Strategically – Mandated and contractual expenses are outpacing funding, but equitable cuts and smart decision-making will preserve foundation of past 7 years. • Preserve Children First Ideals – Maintain principal discretion, retain teacher investments, and invest in what works. • Collective responsibility –Work with your colleagues in mind; noncompliance with reporting and programmatic guidelines by individual schools may put citywide funding streams in jeopardy and excessing staff generates a fiscal drain on all schools 22

  23. School Budget Allocations • Fair Student Funding • ARRA Funding • Title I • Contract for Excellence (C4E) • Mid-Year Adjustment • Allocation Release Timetable 23 23 23 23 23

  24. As in the past, school characteristics will determine actual funding mix for each school • Many more schools and students will qualify for Title I funds • FSF will continue to be based on student needs and register count • FSF funds will be cut by an across-the-board percentage; equity for all schools • No new C4E this year but schools maintain their C4E dollars from the previous two years X016 M123 Q999 24 24 24

  25. Across-the-board budget reduction as a percent of Fair Student Funding Allocations • No changes to FSF formulae or components • FSF FY09 Allocations as of May 1, 2009, adjusted for • Non recurring allocations (e.g. surplus roll, shared positions) • Register changes • Teacher Salary Changes • Collective Bargaining • Percentage cut applied against: FSF + FSF Hold Harmless/FSF Increment + Children First • Register Loss Reductions • Teachers can be put into centrally-funded excess due to pupil register reductions, only to the extent that schools are unable to self-fund this liability. • Follow the guidance in SAM #33, which will be updated for changes in costs and funding • School-funded excess will no longer appear on TO as ”in excess” 25 25 25 25 25

  26. ARRA funding equitably allocated to all schools within ARRA guidelines Fund Streams – funds only available in both FY10 and FY11 • Stabilization – PS only • TL DRA Stabilization • TL Stabilization • Title I ARRA • Eligibility cut-off, based on reduced + free lunch pupils (applies to “regular” Title I too) • 40% cut-off…..X, K, M, Q • 35% cut-off….Staten Island • NO FRINGE (“Regular” Title I will continue to have fringe.) • PS & OTPS • Some OTPS limits (e.g. P-Cards) • IDEA ARRA CTT • NO FRINGE • IDEA ARRA IEP Paras • NO FRINGE 26 26 26 26 26

  27. Thorough and transparent documentation of reduction decisions and use of new fund sources • Financial Documentation • Preserve/create Jobs: use of funds on Galaxy TO • ARRA Funds…Supplantation: DOE must demonstrate that it would not have been able to provide the services in question with local funds had the federal funds not been available. In other words, “but for” the federal funds, the services would have been reduced or eliminated. • e.g., provide documentation showing that position which would have been eliminated was previously funded with tax levy • Programmatic Documentation • Galaxy Program Field Drop Down • Grant reporting requirements • Budget Reductions • Year-over-Year Galaxy TO comparison (DBOR) • Galaxy Program Field Drop Down ARRA 27 27 27

  28. Galaxy Filter Rules for ARRA Program Descriptions • ARRA program descriptions must be selected from the Galaxy “Program: field drop down menu. • There are four program descriptions to be used to describe all ARRA funds. • Title I ARRA has additional descriptions to be able to accommodate ARRA and Title I program mandates. • Modifications to all ARRA fund sources will require a comment describing the action being taken. ARRA 28 28 28

  29. American Recovery and Reinvestment Act ARRA Responses to Your Questions 29 29 29 29 29 29

  30. TITLE I 30 30 30 30

  31. Many more schools and students will qualify for Title I, Part A in FY10 • For the 2009-10 school year, the poverty percentage required for Title I eligibility is 40% for Brooklyn, Bronx, Manhattan, and Queens, and 35% for Staten Island. • The current poverty percentage cut offs for school Title I eligibility were reduced from the previous year’s cut points of 60% for Brooklyn, Bronx, and Manhattan, 55.7% for Queens, and 37.8% for Staten Island. • Calculation of poverty percentage in previous years only included free lunch-eligible students. For this year, the calculation includes both free and reduced lunch eligible students. • As a result of the changes in eligibility criteria, 180 additional schools became newly designated as Title I eligible in the spring of 2009 (if school hasn’t been contacted, then not Title I) 31 31 31

  32. Title I Schoolwide Program (SWP) • SWP is an option for Title I schools with 40% or more poverty. • The purpose of a Schoolwide Program is to upgrade the school’s educational program to improve academic achievement throughout a school so that all students, particularly the lowest-achieving students, can demonstrate proficiency related to the state’s academic content standards. • Funds can be used from Title I, Part A and other federal education program funds and resources to address the needs of all children in the school, but particularly the needs of low academic achieving children and those at risk of not meeting the State academic content standards. • Flexibility of Title I SWP funding enables schools to move away from fragmented programs by developing and implementing a single, coherent instructional plan for the whole school that addresses the educational needs of allchildren. • With SWP, schools can combine some, but not all programs. • Reform must be described in the CEP. The plan must contain all 10 SWP required components and schools must implement them. • Class size reduction is permitted, but must result in enriched (not same) instructional strategies. • In SWP schools up to .5 of one or more APs that are supervising P/D and/or AIS can be charged to Title I. • Successful implementation of the Schoolwide model requires the commitment from the entire school community. • Note: Current Title I schools that are already approved to implement Schoolwide Programs do not need to reapply for Schoolwide Program status for the 2009-10 school year. For these current SWP schools, the development of a CEP for 2009-10 that is reflective of all SWP planning requirements and inclusive of all required components of a Title I Schoolwide Program is all that is required to maintain continuous SWP status. 32 32 32

  33. Title I Programmatic Requirements – Parent Involvement • Title I schools must have a plan that makes parents partners in their children’s education. This written plan, called a parent involvement policy (PIP), is required at the district and school level. • In a Title I Schoolwide Program, all students are considered participants in the Title I program, thus, all parents are Title I parents. • Activities must focus on engaging parents in the improvement of student academic achievement. • The PIP must address barriers to effective parent involvement and strategies to reduce them. • Schools may use Title I funds to pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and childcare costs, to enable parents to participate in school-related meetings and training sessions. Title I may also be used to pay for light refreshments for parent meetings. • Title I parents must be involved in annually evaluating parent involvement policy and compacts • Title I parent involvement activities should be coordinated with other programs that have parent involvement requirements 33 33 33

  34. Title I Fiscal and Administrative Requirements – Allocation Set-Asides Title I schools must set-aside the following amounts from their total Title I allocation to support required activities: • 1% for Parent Involvement • Schools must consult with the parents of students served in the Title I program regarding the use of these funds to support increased parent involvement in activities related to the improvement of student academic achievement as described in the school’s Parent Involvement Policy. • 5% for Highly Qualified Teacher Requirements • Schools that have not yet achieved the 100% HQT requirement must set-aside 5% of their Title I allocation to support allowable activities to meet this goal. • 10% for Professional Development • Schools must set aside and spend at least 10% of their Title I allocation for high quality professional development in response to PD requirements for SWP and Targeted Assistance programs, and to address requirements for schools identified for improvement (SINI) to improve instruction in the academic area(s) of identification and for student subgroups that have not made adequate yearly progress (AYP). • These set-asides are MINIMUM amounts. 34 34 34

  35. Professional Development and Technical Assistance for Title I Schools • Training and technical assistance will be provided by the Office of School Improvement, in collaboration with ISC/CFN staff and OFEA, to support schools in understanding and implementing Title I program and fiscal and administrative requirements. These activities will include: • Scheduled workshops for SLT (and DLT) members (in-person and webinars) • Targeted training sessions for Principals, Teacher Leaders, and PA/PTA Presidents • Printed materials • Intervention and support for individual schools (Team approach –OSI, OFEA, and ISC/CFN budget partners) 35 35 35

  36. TITLE I Responses to Your Questions 36 36 36 36 36 36 36

  37. CONTRACTS FOR EXCELLENCE (C4E) 37 37 37

  38. 2009-10 Contracts for Excellence (C4E) • Under the Governor’s Executive Budget, NYC will receive no new C4E funds in 2009-10 • However, under State Education Law, schools will be expected to maintain effort for programs funded with C4E in 2007-08 and 2008-09 in 2009-10 • C4E funds are reflected in schools’ 2009-10 budgets as follows: • Discretionary Funds Schools that received Contract for Excellence 09 (discretionary) allocations in 2008-09 will receive those same allocations in 2009-10. 2009-10 new schools will also receive discretionary allocations. • Targeted Funds Schools that received “targeted” C4E allocations in 2008-09 (e.g., TL 09 C4E CTT, TL 09 C4E ASD, Contracts 4 Excel 09 Pre-K, Contract for Excellence FY 09 Summer - i.e., ELL Summer School) will also receive those allocations in 2009-10 as long as they have retained the population necessary to maintain effort. For example, if a school was funded to support 10 new CTT students in 2008-09 and has a net loss of 8 CTT students in 2009-10, that school will receive an FY10 C4E CTT allocation that is lower than in FY09.

  39. Review of C4E Restrictions • Funds must support specific supplemental program initiatives • New for FY 2010 – The program strategy must be indicated in the “Program” field in Galaxy in order for funds to be scheduled. • Existing program descriptions rolled over into FY 2010 need to be updated to reflect the strategy instead of the program description. 39 39 39 39 39 39

  40. Review of C4E Restrictions • 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 • Maintenance of Effort versus New or Expanded Programs: • The expectation is that schools will maintain effort for 2008-09 programs funded with Contract for Excellence 09 (HS) dollars in 2009-10. However, in cases where a school’s student population has changed, rendering a program unsustainable, schools may reallocate discretionary funds to new C4E-eligible uses. • Required Documentation: • Schools will not be required to complete a new version of CEP Appendix 8 this year. However, schools that opt to reallocate 2008-09 funds to pay for new or expanded programs in 2009-10 are required to use the Comment field in Galaxy to provide a brief but clear narrative explanation of how the proposed use of funds meets the Contracts for Excellence provisions. • Please see FY10 SAM 6 for additional details 40 40 40 40 40

  41. C4E Responses to Your Questions 41 41 41 41 41 41 41 41

  42. Mid-year Adjustment and Allocation Release Timetable 42 42 42 42

  43. Mid-year Adjustment Policy • Grade-level and portfolio weights adjusted based on audited October 31st enrollment. No adjustments made to the FSF ELL or Academic Intervention needs weights • Special education needs weights will be adjusted as follows: • Elementary, Middle Schools and High Schools will receive a special education SETSS, Multiple-SETSS and Part-Time CTT adjustment based on December 31st registers • Elementary and Middle Schools will receive their special education self-contained and collaborative team teaching funding adjusted based on December 31st registers • High Schools receive their special education self-contained and CTT funding adjusted based on December 31st. registers • Unfilled seats funding for special education classes will be adjusted, leaving only two unfilled seats per class for those elementary and middle schools that have refused to take additional students. Exceptions include: • Capped classes and low incidence classes will not lose funding based on confirmation from OSEPO that students have been turned away • Determination regarding funding adjustments will be made based on a review of the wait list at that time • All adjustments will be taken by multiplying the net change in register by • the per capita associated with the weight. 43 43 43 43 43

  44. Allocations Scheduled for Release on May 20th Fair Student Funding Children First Supplemental Legacy Teacher Supplement FY10 Budget Reduction FY09 Surplus Roll (first half) FY09 Contract for Excellence (C4E) Citywide Special Education MIS VI, VII, VIII FSF Summer Instructional Program Title I School Allocations Parent Coordinator OTPS for New Schools American Recovery and Reinvestment Act (ARRA) Allocations D75 Special Education Citywide Program D79 Alternative Programs 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 Early Grade Class Size FY09 Deficit Roll Robin Hood Libraries Dual Language/Transitional Bilingual Education Planning Grant 44 44 44 44 44

  45. Pending Allocations for Release May 20th thru August 45 45 45 45 45

  46. Pending Allocations To Be Determined 46 46 46 46 46

  47. Building Your Table of Organization • The goal setting process • Alignment of Resources 47 47 47 47 47

  48. Budgets Should Be Driven By Data And Instructional Goals Align Resources High Student Achievement Develop Action Plans Set Educational Goals CEP Complete Needs Assessment 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. 48 48 48 48

  49. Comprehensive Education Plan (CEP) Table of Organization 4. Enhancements 3. Supplemental EGCSR, Extended Day, Additional AIS, PD etc. 2. Mandated Services Special Education Classes, Related Services, APE, ELL, Guidance, Librarians, etc. 1. Core – Required to Serve All Students Administrators, Teachers, Parent Coordinator, Secretaries, School Aides, Crucial OTPS, etc. Organization Pyramid • Analyze data to assess needs… • Determine your goals… • Develop your educational plan. Prioritize strategies that increase student achievement Engage your School Support Organization (SSO) in this process. 49 49 49 49 49

  50. Alignment of Resources ISC/CFN and SSO Teams will assist principals in managing the budget reduction… deploying available resources to achieve school goals. Funding Ladder • Competitive grants • Legislative grants • Council Member items • Gifts to school Align allocated funds with items in Table of Organization … Level by level… 1-2-3-4 TARGETED $$$ (TL + reimbursable) Contract for Excellence PK, EGCSR, Title I, Title III, AIDP TL TL & IDEA-Mandated Services TL & ARRA Prioritize strategies that increase student achievement Tax Levy (TL) ARRA – Stabilization 50 50 50 50 50