1. B ALTIMORE C ITY P UBLIC S CHOOLS 1 Family and Community Engagement Budget Training FY2012

2. B ALTIMORE C ITY P UBLIC S CHOOLS 2 Training Objectives Objectives: To gain a better understanding of parents and community members roles and responsibilities in the budget process To provide parents and community members an opportunity to learn about the budget process

3. B ALTIMORE C ITY P UBLIC S CHOOLS 3 In Your Folder: Training Materials: PowerPoint School and Community Input into the FY11 Budget Process (Guidance Document with Attachments)  Input Survey  Sample Budget Forum Agenda  Grid  Visual of the Budget Process  Partnership Assessment Tip Sheet  Selection of School Family Council Tip Sheet

4. B ALTIMORE C ITY P UBLIC S CHOOLS Icebreaker Computers: $ 1500 Textbooks: $2000 Instructional Supplies: $2000 Additional Math Teacher: $8000 After-school Program: $2000 Transportation for Field Trips: $1500 Custodial Supplies: $1200 Parent Activities: $1500 Attendance Monitor: $3000 Social Worker:$ 6000 4 What are the priorities for your school? Imagine your school has $10,000 to spend next year in the areas listed below. In what areas would you spend your money? Talk with your neighbor for two minutes about what areas are most important to your school.

5. B ALTIMORE C ITY P UBLIC S CHOOLS 5 Icebreaker Let’s talk about the decisions you made and why? Just like real life budgets, school budgets have limitations. The amount of money a school receives is based on the number of students enrolled and only allows for SOME of the initiatives to be accomplished.

6. B ALTIMORE C ITY P UBLIC S CHOOLS 6 Consider This… Try re-creating the same budget you just developed with only $8,000.00

7. B ALTIMORE C ITY P UBLIC S CHOOLS Discussion of Frequently Asked Questions (FAQs) Fair Student Funding FAQs Human Capital FAQs Title I FAQs Special Ed FAQs Office of New Initiatives FAQs 7

8. B ALTIMORE C ITY P UBLIC S CHOOLS Fair Student Funding: A Basic Foundation of Education Reform in Baltimore City Fair Student Funding in City Schools Means of ensuring that all students have the opportunity to attain an excellent education, even during financial downturns. FSF is in the second year of implementation. Budget Process Restructuring Changed school budgeting from staff-based model to per pupil model. Links dollars to students and provides school-based flexibility in decision making process to improve student achievement. Empowerment Theory of Action Those closest to the kids should make the key decisions about programs, partners, supports, and staffing, within a framework of bounded autonomy. School funding should be transparent, equitable, and purposeful. City Schools new framework should transform central office into organization focused on guidance, support, and accountability. 8

9. B ALTIMORE C ITY P UBLIC S CHOOLS FY12 Budget Development – Key Dates January 11 th Board public work session held to discuss Fair Student Funding Weights. February 4th State released local education funding estimates. March 8th Second public work session to review priorities for FY12 budget. March, April - Dates TBD First & Second public hearings, to review updated budget calculations. 9 March 28 th Principals receive budget targets. March 28 th – May 27th Network team support of principals & school communities in budget process. May 10th CEO presents FY 2012 budget to the Board & public. May 27th Final school budget approval deadline. May 31st CEO presents FY2012 to the Board for adoption.

10. B ALTIMORE C ITY P UBLIC S CHOOLS FSF III (FY11): Majority of District Funding Goes Directly to Schools 10 Total Expenditures $1.077 Billion FY11 Operating Budget - General Funds Expense ($ 000’s) * School based expenditures also include school police, Special Ed Non-public placement tuition, and Special Ed contract teachers/specialists

11. B ALTIMORE C ITY P UBLIC S CHOOLS Key Components of FY 2011 FSF III Total Enrollment PreK Enrollment Self- Contained Enrollment Base Enrollment WeightsWeights $1,500 per basic & advanced pupil, determined by entry cohort’s achievement and maintained until cohort’s transition to next grade band (K-5, 6-8, 9-12) $750 per qualified high school student $641 per self-contained student Dropout Prevention Students with Disabilities (SWD) Supplemental Dependent on special education students’ hours of service to encourage inclusion LRE-Specific Allotment 11

12. B ALTIMORE C ITY P UBLIC S CHOOLS Base funding for all students except pre-K, self-contained SWD, & charter $4,924 per pupil Base funding for self-contained SWD $641 per self-contained SWD (not including devolved $) Drop-out prevention weight $750 per high school student eligible for free or reduced-price lunch Special education devolution $72.5 mil. allocated on the basis of individual students’ needs Gifted weights ES $1,500 per advanced pupil, defined as students scoring advanced on BOTH reading & math Grade 1 Stanford 10 tests, extrapolated until grade cohort begins or transitions into another major grade band (K-5, 6-8, 9-12) MS $1,500 per advanced pupil, defined as students scoring advanced on AT LEAST ONE reading or math MSA test; incoming 6th grade scores from prior year, extrapolated until grade cohort begins or transitions into another major grade band (K-5, 6-8, 9-12) HS $1,500 per advanced pupil, defined as students scoring advanced on AT LEAST ONE reading or math MSA test; incoming 9th grade scores from prior year, extrapolated until grade cohort begins or transitions into another major grade band (K-5, 6-8, 9-12) K-8 Treat the K-5 grades as ES and the 6-8 grades as MS Low-performance weights ES $1,500 per low-performing pupil, defined as % scoring "not ready" on the K-Readiness Test MS$1,500 per low-performing pupil, defined as % scoring basic on both tests HS$1,500 per low-performing pupil, defined as % scoring basic on both tests K-8Treat the K-5 grades as ES and the 6-8 grades as MS Hold harmless caps Loss cap Losses capped at 15% of the current year budget, for year 1 Gain gap Gains capped at 10% of the current year budget, for year 1 Locked dollars Unique to each school (principals, vocational/ESOL/JROTC teachers, etc) Special revenue SWD and grant dollars allocated out per school given guidelines FSF III Funding in Detail 12

13. B ALTIMORE C ITY P UBLIC S CHOOLS Human Resources - Staffing Staffing Considerations  Student Enrollment  Student – Teacher Ratios  Determined by the Principal and school community.  May add or reduce teaching staff in each academic area, consistent with established priorities. 13

14. B ALTIMORE C ITY P UBLIC S CHOOLS Human Resources - Staffing ● Staffing Considerations (continued)  Staffing Requirements (“must haves”)  Guidance Counselor or counseling services  Librarian (full or part time)  A Fine Arts program (Music, Art, Dance, Theater)  Principal Autonomy  Programs  Selection of teachers and para-educators in accordance with No Child Left Behind guidelines  Selection of support staff 14

15. B ALTIMORE C ITY P UBLIC S CHOOLS Human Resources – Teachers Teacher Selection  In accordance with “No Child Left Behind” all teachers must be Highly Qualified Highly Qualified Teachers =  Holds a professional teaching certificate - Standard Professional - Advanced Professional - Resident Teacher  Teaches within certification area 15

16. B ALTIMORE C ITY P UBLIC S CHOOLS Human Capital – Principals Principal Selection  City schools looks for visionary leaders with exceptional management and instructional leadership skills who can dramatically improve student achievement. Selection process includes parent and community engagement. Principal Requirements  Master’s degree or Master’s equivalent  Valid Maryland State Department of Education Advanced Professional Certificate with an endorsement as Principal/Supervisor or Administrator II or Eligibility for Resident Principal Certification - Teaches within certification area 16

17. B ALTIMORE C ITY P UBLIC S CHOOLS Human Resources – Para-educators Para-educator Selection  In accordance with “No Child Left Behind” all para- educators must be Highly Qualified Highly Qualified Para-educator =  Has completed a minimum of 48 college credits OR  Has a high school diploma and has passed the Para Pro Assessment Examination with a passing score of 455 17

18. B ALTIMORE C ITY P UBLIC S CHOOLS Incorporating Parents and Community into the Budget Process (Guidance #303) 18 1.Hold a Community Budget Forum prior to budget submission 2.Engage stakeholders to provide ongoing input before budget is submitted 3.Hold a Community Budget Review within two weeks of budget submission 4.Have Advisory Team and School Family Council submit Budget Feedback Surveys following Community Budget Review

19. B ALTIMORE C ITY P UBLIC S CHOOLS Community Budget Forum 19 1. Principal and Advisory Team meet to plan for Community Budget Forum 2. Principal and Advisory Team host Community Budget Forum and collect feedback from the school community

20. B ALTIMORE C ITY P UBLIC S CHOOLS Community Budget Forum Should be co-hosted by Principal and Advisory Team Must be well publicized and documented (SANE) Sample Agenda:  Introduction of Advisory Team and School Staff  Review School Profile and Data  Review FY11 Budget and Priorities  Discuss FY12 Budget and Priorities  Discuss Potential Partnership Opportunities/Needs  Identify Next Steps  Have Participants Complete Evaluation 20

21. B ALTIMORE C ITY P UBLIC S CHOOLS Discussing Partnership Priorities New for FY 12 budget planning process Purpose: To identify partnership priorities as a strategy for leveraging additional support for the school. Definition:  A partnership is a mutually supportive relationship between a school and a group (e.g. business) in which the partners commit to specific goals.  The term “partnership” almost always refers to relationships that do not require schools to pay for products or services. However, the term may be applied if the school pays the vendor or paid contractor a small amount but the value of products or services greatly exceeds the cost to the school. 21

22. B ALTIMORE C ITY P UBLIC S CHOOLS Discussing Partnership Priorities 22 Partnership Priorities in the Budget Process  Input from school community  Solicit ideas from support groups (e.g. School Family Council, organized parent group)  Survey those connected to the work of the school (e.g. staff, parents, volunteers, students, alumni)  During the Community Budget Forum (reflected as an agenda item)  Planning  Use the School Performance Plan  See guidance attachment: “Tips for Discussing Partnership Priorities”  Consult the Family and Community Specialist assigned to school  Articulation in the Principal’s Budget Tool  Required on the Family and Community Engagement section  Links to district online Partnership/Volunteer System  Principals will receive an email with username and password to access

23. B ALTIMORE C ITY P UBLIC S CHOOLS Discussing Partnership Priorities 23 Corporations Professional Associations Small Businesses Civic Groups Faith-Based Institutions Fraternal Organizations HospitalsMilitary UniversitiesFoundations Fine Arts Institutions Government Agencies Community- Based Non- Profits Alumni Parents, Families Time Using members of the community to volunteer their time to support students and schools (e.g. tutors, mentors, guest speakers, coaches of extracurricular activities). Financial Contribution Receiving monetary donations that benefit specific school and student outcomes (e.g. scholarships, attendance incentives, and other special opportunities for students such as robotics competitions). Product Donation Receiving tangible resources (e.g. furniture, technology, supplies) In-Kind Services Receiving the donation of professional services through various businesses, vendors and/or sponsorships (e.g. teacher and staff professional development, marketing/printing/promotional resources, graphic design services) Networking through Relationships Identifying contacts and linking to resources that provide access to special programs or services that expose students to opportunities and enhance their academic experience (e.g. internships, service learning opportunities, job shadowing) Sectors Resources

24. B ALTIMORE C ITY P UBLIC S CHOOLS Principal Submits Budget 24 Principal continues to solicit budget feedback from Advisory Team and school staff and submits budget to Executive Director

25. B ALTIMORE C ITY P UBLIC S CHOOLS Community Budget Review 25 Within two weeks of the budget being submitted a Community Budget Review must be held at a School Family Council meeting

26. B ALTIMORE C ITY P UBLIC S CHOOLS Initial Feedback 26 1. The Advisory Team identifies one member to complete the initial budget feedback form following the Budget Review meeting. 2. The School Family Council chair is responsible for completing an initial budget feedback form following the Budget Review meeting. Feedback forms must be completed within three days of the Community Budget Review

27. B ALTIMORE C ITY P UBLIC S CHOOLS Budget Review and Approval 27 Budget sent to CEO for approval Budgets and feedback forms are reviewed by the Executive Directors Budget needs substantial changes Principal calls a second Community Budget Review The Advisory Team and the School Family Council will complete a second Budget Feedback form

28. B ALTIMORE C ITY P UBLIC S CHOOLS Annual Meeting 28 Final budget reviewed again at Annual Meeting in early Fall 2011

29. B ALTIMORE C ITY P UBLIC S CHOOLS Enrollment Adjustment 29 1. After school receives its budget adjustment based on enrollment the Principal shall notify the school community 2. If the budget adjustment is substantial the Advisory Team and School Family Council must complete an Enrollment Adjustment Feedback form

30. B ALTIMORE C ITY P UBLIC S CHOOLS 30 Thank you for your participation! For Questions and Comments, Contact the Office of Partnerships, Communications and Community Engagement Baltimore City Public Schools (410) 545-1870