1. UNDERSTANDING THE BUDGET PROCESS Educational Service Center – NORTH February 2015

2. ESC North Categorical Team Title I Coordinators Sue Florindez (818) 654-3651 sue.florindez@lausd.net Daniel Steiner (818) 654-3662 daniel.steiner@lausd.net PACE Administrator Marilu Pigliapoco (818) 654-3600 marilu.pigliapoco@lausd.net EL Program Coordinators Lizza Irizarry (818) 654-3700 lizza.irizarry@lausd.net Sharon A. Rodriguez (818) 654-3647 sharon.a.rodriguez@lausd.net Alicia Bernal (818) 654-3613 alicia.bernal@lausd.net

3.  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”

4.  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”

5.  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

15.  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 Available Resources

24. LAUSD Core Instructional Program

25. LAUSD CORE Waiver – Accountability System

26.  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

27. 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

28.  Per Pupil Allocations 2014-2015  50%-64.99 = $11  65%-100 = $13 Categorical Program – Title I 7E046

29. Alignment of Categorical Programs/Funds with Single Plan for Student Achievement (SPSA)

30. 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.

31. 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.

32. Comprehensive Needs Assessment/ Sample Survey

33. Categorical Program – Title III 7S176

34. Funding for EL Students : 34 pay for supplemental services above and beyond Title III Funds pay for supplemental services above and beyond Title I and General Funds pay for supplemental services above and beyond Title I Funds pay for supplemental services above and beyond “General Funds” All students are entitled and MUST receive services provided by before supplemental services can be considered All students are entitled and MUST receive services provided by “General Funds” before supplemental services can be considered EL Title III Title I ( Includes Els ) General Funds EL Title III General Funds Title I (Includes Els)

35. Purpose of Title III Funds 35  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.

36. Title III Federal Funds Federal Requirements 36  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.

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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.)

44. 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

45. 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.)

46. 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?

47. Sources of Data EL Roster, RFEP Monitoring Roster CELDT, DIBELS, Scholastic Reading Inventory, Report Cards Master Plan Placement and Scheduling AMAO Data Language Census Reclassification Rates AMAOs Reclassification Early Warnings LTELs EL Student Profile School CELDT data

49. Resources Program & Budget Handbook  Budget At A Glance EL Budget Checklist Estimated Rate Sheet

50. 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

51. Additional Template to Analyze Data

52. Alignment of Categorical Programs/Funds with Single Plan for Student Achievement (SPSA)

53.  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

56. Budget at a Glance Direct Services Services for which the student is the direct recipient or beneficiary of the services.

57. Budget at a Glance Indirect Services Personnel and supplies that are administrative in nature and do not have a direct relationship to instruction

58. Budget Development Process for 2015-2016

60.  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

61.  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

62. 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