understanding the budget process educational service center – north february 2015
TRANSCRIPT
UNDERSTANDING THE BUDGET PROCESS
Educational Service Center – NORTH February 2015
ESC North Categorical Team
Title I Coordinators
Sue Florindez
(818) 654-3651
Daniel Steiner
(818) 654-3662
PACE Administrator
Marilu Pigliapoco
(818) 654-3600
EL Program Coordinators
Lizza Irizarry
(818) 654-3700
Sharon A. Rodriguez
(818) 654-3647
Alicia Bernal
(818) 654-3613
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
Purpose of Training- “Budget 101”
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.
Understanding Budgets - “Big Picture”
Federal and State Education ProgramsProgram and Budget HandbookAssurances and JustificationsTitle 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 ProgramsProgram and budget handbookAssurances and JustificationsTitle I Ranking Insert website
School Fiscal Services General Funds Program Manual Estimated Rate sheets Insert website
Available Resources
LAUSD Core Instructional Program
LAUSD CORE Waiver –Accountability System
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
Variety of Funds and Programs
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 7S046
Per Pupil Allocations 2014-2015 50%-64.99 = $11 65%-100 = $13
Categorical Program – Title I 7E046
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 :
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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
ELTitle III
Title I(Includes Els)
General Funds
EL
Title III
General
Funds
Titl
e I
(Inclu
des Els)
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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 progress in ELA and Math as measured by grade level skills state assessments.
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) identified needs of ELs (data)(2) EL budget (3) Single Plan
1. Professional Development
The Single Plan must address the Title III AMAO performance targets and include the following:
(1) Training on analyzing EL data(2) Differentiated instruction for ELs based on
proficiency levels (3) Best practices(4) Teaching language throughout all content areas (5) 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 (5th-27 and 4th -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 RosterCELDT, DIBELS, Scholastic Reading Inventory, Report CardsMaster Plan Placement and Scheduling
AMAO DataLanguage CensusReclassification Rates
AMAOsReclassificationEarly WarningsLTELsEL Student ProfileSchool CELDT data
Resources
• Program & Budget Handbook Budget At A
Glance• EL Budget
Checklist• Estimated Rate
Sheet
Multilingual and Multicultural Education Department
Budget Development Checklist 2014-15
Title III S176 Direct Services Only
Allocation: $
1 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*)
Allocated:
2 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*)
Allocated:
3 Instructional Support Title III Instructional Coach Day-to-Day Subs
Allocated:
4 Parent Outreach and Training (not for ELAC meetings) Parent Conference Attendance Parent Training Allowance Professional Expert
Allocated:
* Restricted items should appear under Pending Distribution until request is approved. NOTES:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
School: EL #:___________ EL %:___________
ESC:
Principal: Email: Phone #:
Budget Contact: Email: Phone #:
School Budget Signature Form Justification Pages Title III (S176) Principal Sig. &Date SSC Chair Sig. & Date ELAC Inform Date
Title III (S176) Header is complete Justifications align with SPSA descriptions
6 Bilingual Paraprofessionals # _____
Yes No
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 CoordinatorsLizza Irizarry EL Program K-12 818-654-3700Sharon Rodriguez, ELD Coordinator, Elementary Instruction 818-654-3647Alicia Bernal, ELD Coordinator, Secondary Instruction 818-654-3613Multilingual and Multicultural Education Departmenthttp://achieve.lausd.net/Page/1839
Additional Template to Analyze Data
Alignment of Categorical Programs/Funds
with Single Plan for Student Achievement (SPSA)
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
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
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.
Before your 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.
Day of Appointment
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