Transcript Budget Development Process for Categorical Programs
UNDERSTANDING THE BUDGET PROCESS
Educational Service Center – NORTH February 2015
ESC North Categorical Team
Title I Coordinators
Sue Florindez (818) 654-3651 [email protected]
Daniel Steiner (818) 654-3662 [email protected]
PACE Administrator
Marilu Pigliapoco (818) 654-3600 [email protected]
EL Program Coordinators
Lizza Irizarry (818) 654-3700 [email protected]
Sharon A. Rodriguez (818) 654-3647 [email protected]
Alicia Bernal (818) 654-3613 [email protected]
Purpose of Training “Budget 101” Understand “Big Picture” for budgets and share foundational information Clarify variety of funds available to schools Review compliance and fiscal guidelines and funding to schools Prepare for 2015-2016 budget development appointment, including document requirements
Understanding Budgets - “Big Picture” Goal of all budgets is to meet the needs of student groups and to increase student achievement Schools have a variety of funds and programs to address these needs and support student outcomes, and some of these funds have restrictions regarding the use Schools must adhere to Federal and State program guidelines as well as the accountability system to monitor student progress.
Available Resources Federal and State Education Programs Program and Budget Handbook Assurances and Justifications Title I Ranking http://achieve.lausd.net/fsep School Fiscal Services General Funds Program Manual Estimated Rate sheets http://achieve.lausd.net/Page/794
Available Resources Federal and State Education Programs Program and budget handbook Assurances and Justifications Title I Ranking Insert website School Fiscal Services General Funds Program Manual Estimated Rate sheets Insert website
LAUSD Core Instructional Program
LAUSD CORE Waiver – Accountability System
Variety of Funds and Programs
Unrestricted
13027- General Fund School Program 10183 – Targeted Student Population 13723 – Charter School Block Grant 13724 – Charter School Allocation in place of EIA 14154 – T II BG Magnet
Categorical Programs
7S046 - CE-NCLB TI Schools 7E046 – CE-NCLB TI School – Parent Involvement 7S176 – T3A-LEP-Limited English Proficiency
Categorical Program – Title I 7S046 Per Pupil Allocations 2014-2015 50%-64.99 = $489 65%-100 = $644 Funds are generated by poverty percentage, but students receive services based on low achievement
Categorical Program – Title I 7E046 Per Pupil Allocations 2014-2015 50%-64.99 = $11 65%-100 = $13
Alignment of Categorical Programs/Funds with Single Plan for Student Achievement (SPSA)
Comprehensive Needs Assessment
Comprehensive Needs Assessments can include data analysis related to student achievement, professional development, school-family relationships, attendance, and suspensions/expulsions: Data analysis – what was done, why did it happen, and what needs to be done now.
Comprehensive Needs Assessment
Surveys, interviews, focus groups, using a task force, or action research can also gather information to determine the effectiveness of an action or task.
The Comprehensive Needs Assessments are discussed with stakeholders in order to align goals and strategies to actions tasks in the SPSA.
Comprehensive Needs Assessment/ Sample Survey
Categorical Program – Title III 7S176
Funding for EL Students :
Title III Funds
pay for supplemental services above and beyond
Title I and General Funds Title I Funds
pay for supplemental services
above and beyond “
General Funds
”
All students are entitled and MUST receive services provided by
“
General Funds
” before supplemental
services can be considered 34
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Purpose of Title III Funds
For exclusive benefit of ELs To enhance the core ELD program Treasures ELD, High Point, LTEL: English 3D and Reader’s Handbook To enhance the Access to Core Program ELs in the content areas
Title III of the No Child Left Behind (NCLB) Act of 2001 provides supplemental funding to implement programs designed to help ELs attain English proficiency and meet the State’s academic and content standards .
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Title III Federal Funds Federal Requirements
Performance goals: AMAO 1: Make annual progress toward English language proficiency as measured by the CELDT AMAO 2: Achieve and maintain English proficiency as measured by the CELDT AMAO 3: Make adequate yearly Math as measured by grade level skills state assessments.
progress in ELA and
1. Professional Development
Provide EL-related professional development (PD) for teachers, administrators, and other school support staff to improve and implement high-quality ELD and access to core instruction for ELs.
• • • • • • • • PD Registration Fees Staff Conference Attendance Mileage Staff Training Rate PD Teacher Regular PD Teacher X-time Professional Expert Contracted Instructional Services (Restricted Item*) *Restricted items require pre-approval and must be placed in pending distribution during budget development
1. Professional Development
The school must develop and implement an ongoing professional development plan that aligns with: (1) (2) (3) identified needs of ELs (data) EL budget Single Plan
1. Professional Development
(1) (2) (3) (4) (5) The Single Plan must address the Title III AMAO performance targets and include the following: Training on analyzing EL data Differentiated instruction for ELs based on proficiency levels Best practices Teaching language throughout all content areas Collaborative planning time to improve standards based lesson design and delivery in the areas of ELD and access to the core curriculum using Specially Designed Academic Instruction in English (SDAIE) strategies
2. Targeted intervention services
To address and remedy the academic and linguistic deficits of identified ELs. These funds are to be used to support intervention activities for ELs; non-EL students are not eligible to receive Title III services NOTE: Students reclassified to fluent English proficient (RFEP) are not eligible to receive Title III funds. • • • • Teacher Tutor X-Time TA Relief Time CPA Tutor X-Time Tutoring (Restricted Item*) Instructional Coach X-Time Tutoring (Restricted Item*) *Restricted items require pre-approval and must be placed in pending distribution during budget development
3. Title III Instructional Coach
• • • To build teacher capacity To support the consistent implementation of the District’s Title III initiatives, including ELD and Access to Core professional development and instructional planning.
Demonstrate lessons Mentor/Co-Teach Facilitate
4. Parent Outreach and training
• • To support activities and training related to the instructional program for ELs. (Title III may not be used to support ELAC meetings.) Parent Conference Attendance (e.g. CABE, NABE, AMAE, etc.) Parent Training Allowance (i.e. expenditures related to the attendance of conferences: mileage, meals, public transportation costs, etc.)
Alignment
• • • All the stars have to align!
Use data to identify areas of strengths and needs for both ELD and Access to Core Conduct a comprehensive needs assessment to determine what the needed instructional resources are Align your budget items to those instructional needs and resources
EL Data analysis and next steps
1. Site your findings (what worked for us, what didn't work) 2. How do we strengthen or improve our program?
3. Align your next steps to your budget around Materials, Activities (e.g. PD, planning, etc.), Personnel, Services (e.g. tutoring, lesson study, etc.)
School scenario 1- Elementary AMAO 1
Third Grade, Total 64 students 31 Students-No Change on CELDT (2 Students are Special Ed) 17 Students-Decreased on CELDT (2 Student are Special Ed) Overall Scores are mostly 1-3, only 6 students with an overall 4 LTEL (5 th -27 and 4 th -4 students) Total of 31 LTELS (11 students are Special Ed) Only 1 student has an overall 4 REFLECTION: What are you doing for your EL students? Is it working? How do you know?
Sources of Data
EL Roster, RFEP Monitoring Roster CELDT, DIBELS, Scholastic Reading Inventory, Report Cards Master Plan Placement and Scheduling AMAOs Reclassification Early Warnings LTELs EL Student Profile School CELDT data AMAO Data Language Census Reclassification Rates
Resources
• • • Program & Budget Handbook Budget At A Glance EL Budget Checklist Estimated Rate Sheet Multilingual and Multicultural Education Department
Budget Development Checklist 2014-15 School: EL #:___________ EL %:___________ Principal: Email: ESC: Phone #: Budget Contact: Email: Phone #: School Budget Signature Form Title III (S176)
Principal Sig. &Date SSC Chair Sig. & Date ELAC Inform Date
Justification Pages Title III (S176)
Header is complete Justifications align with SPSA descriptions
Title III S176 Direct Services Only Allocation: $
1 2
Professional Development
PD Teacher Regular PD Registration Fees PD Teacher X/Z Staff Training Rate Staff Conference Attendance Mileage (for conferences) Contracted Instructional Services (Restricted Item*)
Targeted Intervention Service for English Learners
Tutor Teacher X-Time TA Relief Time CPA X-Time Tutoring (Restricted Item*) Instructional Coach X-time Tutoring (Restricted Item*) 3 4
Instructional Support
Title III Instructional Coach Day-to-Day Subs Parent Outreach and Training (not for ELAC meetings) Parent Conference Attendance Parent Training Allowance Professional Expert
* Restricted items should appear under Pending Distribution until request is approved. NOTES:
Allocated: Allocated: Allocated: Allocated: ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
Processing Time: Turn and Talk
Turn to a neighbor and tell them two things you heard about this Title III Funding.
Share any questions you still have.
ESC-North EL Program Coordinators
Lizza Irizarry EL Program K-12 818-654-3700 Sharon Rodriguez, ELD Coordinator, Elementary Instruction 818-654-3647 Alicia Bernal, ELD Coordinator, Secondary Instruction 818-654-3613
Multilingual and Multicultural Education Department http://achieve.lausd.net/Page/1839
Additional Template to Analyze Data
Alignment of Categorical Programs/Funds with Single Plan for Student Achievement (SPSA)
Develop Budget Review 2014-2015 budget expenditures for personnel, services and items Establish priorities for spending based on stakeholder feedback the analysis of data, and evaluation of programs Plan and discuss budget scenarios for 2015-2016 Same amount of $ Less $ More $
Develop Budget
Develop Budget
Budget at a Glance Direct Services
Services for which the student is the direct recipient or beneficiary of the services.
Budget at a Glance Indirect Services
Personnel and supplies that are administrative in nature and do not have a direct relationship to instruction
Budget Development Process for 2015-2016
Budget Development Process for 2015-2016
Before your Appointment Meet with School Site Council (SSC) to discuss and approve categorical budgets. Remember to secure
signatures in BLUE ink.
Prepare 2015-2016 Assurances and Justifications (A&Js) that reflect the SSC approved expenditures.
Include SPSA pages from the final approved version of the SPSA For any item not included in your SPSA, a SPSA Update must be included with the A&Js.
Day of Appointment Please come prepared with all required documentation that have appropriate signatures.
For schools receiving that receive Title I funds, the first station will be with the Title I and PACE Coordinators. The next station will be with the EL Coordinator.
After meeting with the Categorical Coordinators, the last station is with Fiscal Specialist.
The Instructional Director accompanies the school during the process.
Purpose of Training “Budget 101” Understanding Budgets “Big Picture” Variety of Funds and Programs Categorical Programs – Title I S046 Categorical Program – Title I 7E046 Categorical Programs – Title III S176 Alignment of Categorical Programs/Funds With SPSA Budget Development Process for 2015-2016