DCPS Budget & Staffing Guide
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1. INTRODUCTION

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

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

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

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

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

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

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

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

2. NEW FOR SCHOOL YEAR 2007 – 2008

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

Space Constrained Subsidy

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

Custodians & Custodial Supplies

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

Per Pupil Base

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

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

Grant Funds

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

 

3. ALLOCATION TIMELINE

DATE	ACTION
January 29	Enrollment projections sent to principals
February 2	Enrollment adjustments due back to Divisional Superintendent
February 15	Allocations distributed at meeting with Principals & LSRTs
February 14 – 28	Principals and LSRTs develop local school plan, budget and staffing
February 28	Budget & staffing plans due to Divisional Superintendent, Budget Analyst & HR Specialist
March 5 – 16	Budget roundtables at Backus MS

4. GUIDANCE ON USE OF FUNDS

Weighted Student Formula Funds

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

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

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

Title I Part A (EAZ)

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

Title I Targeted Assistance Schools

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

Title I School-wide Schools

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

How should Title I Funds Be Programmed

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

Allowable Uses

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

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

Disallowable Uses of Title I

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

Title I Part A (EAC)—Parental Involvement

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

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

Allowable Usages of the EAC, Parental Involvement Funds include:

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

Schools in need of Improvement

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

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

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

Title II, Part A – Professional Development (ITQ)

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

How to Program Funds

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

Allowable Uses

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

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

Restrictions on Use of Title II, Part A Funds

Funds may not be used to:

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

Title III -- English Language Learners

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

5. STAFFING & BUDGET REQUIREMENTS

Required Staffing

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

Position	Guideline
Librarian	Minimum .5 FTE in all schools
Art & Music	Program required – minimum .5 FTE in all schools or can be a demonstrated program that: provides a minimum of 45 minutes of instruction per week for entire student population differentiates instruction based on ability/grade levels employs highly-qualified personnel has proven ability to produce results within the art form is approved by the appropriate content director
Special Education Coordinator (ET 10)	.5 coordinator required for all schools with 10-50 students with special needs 1 coordinator for schools with 50-100 students with special needs Additional coordinator as needed over 100 students

Budget Requirements

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

 

6. AVERAGE COST BY POSITION

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

Pay Plan	Grade	SY07-08 Average Cost	SY06-07 Average Cost	% Change	Example Job Titles
DS	4	30,205	30,864	-2.13%	Clerks
DS	5	33,524	32,816	2.16%	Registrars
EG	4 - 60hr	21,112	22,431	-5.88%	Educational Aides: 10 months/60 hours
EG	4 -70hr	24,949	25,522	-2.25%	Educational Aides: 10 months/70 hours
EG	4 -80hr	27,609	29,609	-6.75%	Educational Aides: 10 months/80 hours
EG	5	31,739	31,045	2.23%	Behavioral Technicians
EG	7	40,716	39,483	3.12%	Administrative Aides
EG	9	74,109	71,819	3.19%	Teachers (12 months)
EG	9	50,625	50,322	0.60%	Attendance Counselors
EG	9	44,650	43,886	1.74%	Admin Assistants: Non-Union
EG	11	70,654	63,770	10.80%	Business Managers
EG	12	65,458	64,705	1.16%	Administrative Officers
ET	6	114,375	113,697	0.60%	Principals (ES)
ET	6	118,634	117,888	0.63%	Principals (JHS)
ET	6	125,139	119,181	5.00%	Principals (SHS)
ET	8	102,701	103,547	-0.82%	Assistant Principals (all)
ET	10	89,707	88,536	1.32%	Special Ed Coordinators, Program Coordinator, Academy Coordinators
ET	15	77,708	75,281	3.22%	Teachers, Counselors, Librarians, Social Workers, Psychologists

 

7. SHARING STAFF BETWEEN SCHOOLS

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

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

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

Positions Eligible for Sharing:

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

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

 

8. SCHOOL VS. CENTRAL RESPONSIBILITIES

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

School Based Responsibility		Central Office Responsibility
General Education Staffing
General education teachers General education and pre-K aides Librarians/media specialists and aides Guidance counselors and clerks School psychologists and social workers (non-special education) Attendance counselors Computer lab coordinators and aides Parent coordinators Principals and other administrative staff Management staffing overtime Short-term substitutes (sick leave & professional development) In-school suspension coordinators Administrative premium & custodial overtime		Long-term substitutes (those that serve over 10 consistent days in the same classroom) Security
Materials and Transportation
Replacement textbooks Educational supplies Field trips Optional, school-based testing		New textbooks District-wide testing
Special Education
School-based teachers Educational aides Special education coordinators Extra time payments for any staff involved in a site-based project including planning, in-service, parent meetings. Substitute days to allow special education teachers to observe students with disabilities in general education classrooms and consult with colleagues, particularly at secondary level (e.g., 1 day per month) Limited assistive technology Adaptive furniture for special needs students Office supplies/copier access for any staff assigned to the building, including the related service staff (SLP, S/P, OT/PT, and psychologists) All furnishing for classrooms/offices, including specialized equipment utilized to position/feed/lift students in classrooms All classroom and resource materials utilized by teachers, therapists and paraprofessionals in non-cluster programs Registration fees, expense reimbursement for any instructional staff approved for professional leave Appropriate planning time for staff to complete IEPs as required by state and federal regulations For unique level 4 programs, schools may want to consider how a “crisis team” will be established at schools, particularly small schools, that house special education programs Transportation for any student sent home before the end of the school day due to illness or disciplinary action Transportation for after school activities	All staff for vocational/transition services; and program/compliance administrative and support staff All related service therapy providers Extra time payments for any staff working on a district/departmental project Planning but not necessarily purchasing assistive technology devices required by an individual student as part of the IEP Test kits, protocols and scoring key/services for all evaluations activity required by special education regulations Furniture for administrative offices, file cabinets for central compliance files; any specialized equipment housed in therapy sites for therapy use Supplies and materials for school-based cluster programs Registration fees, expense reimbursement for any approved professional leave taken by centrally staffed persons Interpreter services for difficult-to-find language and signing interpreters if not available at the site. (special education assists the 504 office in requests for sign language interpreters). All IEP forms, notices to parents as required by state and federal regulations Transportation for students to and from school
Bilingual/ ESL
Bilingual and ESL teachers Bilingual counselors Translation aides Itinerant ESL teachers (90% of total ESL Allocation) ACCESS for ELLs Test Chair Schools with ELL populations greater than 100 students Elementary schools are to designate a ACCESS test chair and are to provide one class period per day for the chair’s duties Secondary are to designate a 0.5 test chair as part of total FTE requirement Schools with less than 100 ELLS are to provide on class period per week for the test chair’s duties Compensation and/or scheduling accommodations for staff to interpret at parent conference or school events Compensation to staff for written translations of school-related material Written translations of school materials (not originating from the central office) Monitoring of former ELL students		Professional development on the teaching and learning of ELLs New bilingual and ESL teacher support Initial English language proficiency and academic assessment placement testing for secondary students Transcript evaluation for secondary students Annual English language proficiency test Bilingual/ESL Interpretation and Translation Provide interpreters when language needed is not available in the school Provide translations of material disseminated by Central Office Data maintenance and distribution on ELL population in DCPS
Head Start
Teachers		Head Start Educational Aides Materials and equipment for Head Start classrooms
Facilities
Custodians	Boiler plant operators/engineers
Custodial overtime	Maintenance and grounds keeping staff
	Custodial supplies
Professional Development
Non-DCPS delivered professional development	Technical assistance to provide training on administrative support systems
Technology
Hardware acquisition (in accordance with all system standards)	Automated service request in support of network, desktop and administrative systems Wiring and infrastructure (voice, data, video) Technical support of classroom and library computer systems
Software acquisition (in accordance with all system standards)
Consumable computer supplies

Nurses

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

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

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

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

9. COMPLIANCE GUIDELINES

English Language Learners

Grades P – 6

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

Grades 7 – 12

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

Grades 6-12 in Secondary Schools

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

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

Itinerant Schools

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

Special Education

Teacher Ratios for All Grades

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

Special Education Coordinators – see required staffing in Section IV

General

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

Expectations

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

Cluster Programs

School Responsibilities

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

Central’s Responsibilities

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

10. ENGAGING THE LSRT AND SCHOOL COMMUNITY IN BUDGETING PROCESS

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

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

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

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

11. DISTRICT OF COLUMBIA PUBLIC SCHOOL MANDATES FOR SCHOOL PERFORMANCE

A. Incentive School (met AYP targets)

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

Requirements:

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

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

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

Requirements:

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

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

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

Requirements:

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

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

According to NCLB)

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