2015-2016 MMSD Budget and Allocation
Supplemental Guidance
Elementary School
Strategic Framework Priority Area #1 – Coherent Instruction
Subsection
Scheduling
Support for
Students
Master
Schedule
4K
Copy of full
Principal
Guidance Doc
for Budget &
Planning:
https://drive.g
oogle.com/a/m
adison.k12.wi.u
s/folderview?id
=0B0p6W2EE2
5Q4QWE0VjU0
d2FKSUE&usp=
sharing
4K web site at
http://deelweb
.madison.k12.
wi.us/4k
4K
Informational
Line: 442-2933
Guidance
Link to Guidance for Scheduling:
https://mtss.madison.k12.wi.us/files/mtss/scheduling-guidance-03-03-2015.pdf
Licensure
 All teachers hold an elementary/regular education license that includes prekindergarten or kindergarten
Conversions
 EA hours can be converted to SEA, must ensure 2 adults to 18 students at all
times
 4K Student Services allocation may be converted with approval from Chief of
Schools
 Use Conversion Request Form in conjunction with Departmental and Chief of
Staff Budget approval:
https://budget.madison.k12.wi.us/files/bpa/ConversionRequestForm.pdf
Class Placement
 Cluster of ELLs and students with special education needs to maximize
support AM and PM
 BRS support allocated within 4K classrooms based on ELL student need
Staff Assignment
 Student to teacher ratio is 2:18, 2 adults to 18 students per session (AM and
PM)
 Consider and efficiently schedule all adults (EA, SEA, CC, Related Services
staff) supporting 4K classrooms to provide necessary support to meet the
2:18 ratio
Schedules
 3 hrs. and 13 min. per day, 4 days per week, breakfast and lunch should be
eaten in the classrooms
 https://drive.google.com/open?id=0B0p6W2EE25Q4bE8zQm1nNHNvcUk&au
thuser=0
Instructional Design Consideration
 4K teachers provide a play-based curriculum, using The Creative Curriculum
framework
 Minimum of 60 minutes of child initiated choice time daily
 Lessons planned to meet the expectations of the 4K Standards for
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Early
Childhood
Special
Education
(ECSE)
Early Learning
Sessions (ELS)
ECSE web site
at
https://earlyed
.madison.k12.
wi.us/node/14
3
Development and Learning
 Alignment to the Wisconsin Model Early Learning Standards
 4K teachers complete observational assessment that includes:
o Anecdotal notes and other evidence of learning
o Online GOLD Assessment, recording progress three times per year for
each student
 PALS PreK administered to all 4K students Fall and Spring
 4K students and families access Student Support and Intervention Team (SSIT)
when necessary at each building
Professional Development
 4K and Early Childhood Summer Institute Aug. 19 and 20, optional PD
 4K teachers meet monthly, on the 3rd Monday: 1:00-1:45 optional, 2:00-3:00
required
 Ensure that 4K EAs attend professional development
 Topics by cohort: 4K Foundations, CORE Books, Math and Science, Sensory
Smart behavior, Dual Language Learners. Cohorts incorporate MTSS, GRR, and
Close Reading components
Budget
 $150 per 1.0 FTE 4K teacher added to school-based formula budgets. Funding
utilized in consultation with building principal to support the required 87.5
hours of 4K outreach priorities
 87.5 hours of family outreach activities required for each 4K teacher and
documented on the 4K Outreach Log at this link:
https://drive.google.com/open?id=0B0p6W2EE25Q4bVRXY3VoV0dwX00&aut
huser=0
Physical Classroom Space
 4K classrooms should have a minimum of 630 square feet with a bathroom in
the room or right across the hallway
 Sections of 4K may not be combined into one room
 Preference for sinks in 4K classrooms
Licensure
 Ensure each ECSE teacher has Early Childhood special education license (809)
Conversions
 Not applicable
Class Placement
 ECSE/Early Learning Session class size recommended at 14 students with 50%
peer models with 2 adults - one ECSE teacher and one SEA
 BRS support allocated within the classroom and for IEPs based on ELL student
need
Schedules
 Early Learning Sessions (ELS) are 3 hour and 13 minute sessions per day, 4
days per week, AM and PM
 https://drive.google.com/open?id=0B0p6W2EE25Q4bE8zQm1nNHNvcUk&au
thuser=0
Instructional Design Consideration
 Teachers provide a play-based curriculum, using The Creative Curriculum
framework
o Minimum of 60 minutes of child initiated choice time daily
o Alignment to student IEPs and the Wisconsin Model Early Learning
Standards
2

Students
Receiving
Special
Education
Services
Teachers complete observational assessment that includes:
o Anecdotal notes and other evidence of learning and IEP progress
o Online GOLD Assessment, recording progress three times per year for
each student
Professional Development
 4K and Early Childhood Summer Institute Aug. 19 and 20 optional PD
 Teachers meet monthly, on the 3rd Monday: 1:00-1:45 optional, 2:00-3:00
required
Budget
 $600 per 1.0 ECSE teacher added to school-based formula budgets. Funding
utilized in consultation with building principal and aligned to building
priorities for ECSE and ELS model.
Licensure
 Verify all special educators have an and are assigned to classes/levels for
which they are licensed
Class Placement
 All students with disabilities are scheduled into appropriate
classes/educational environments and provided specially designed
instruction/related services in alignment with their IEPs
Schedules
 A case manager is assigned to every student prior to the beginning of the
school year
 SEAs are assigned to support students with disabilities prior to the start of the
year and are provided orientation related to student needs, goals and
services
 Teacher and SEA schedules are created in accordance with the CBA, allowing
for breaks/lunch (SEAs) and lunch/planning time (teachers)
Staff Assignment
 Special Education Teacher and SEA schedules are completed prior to the start
of the school year, with an emphasis on supporting students with the most
significant needs first
 Related services schedules created collaboratively to ensure maximum
support and minimal overlap in classrooms (e.g. minimize the number of
supplemental adults in an environment at one time)
 Core academic times for students with IEPs are scheduled to not interfere
with Breakfast, Lunch and Recess times
 Coordinate SEA bus, lunch and recess duties to maximize academic support
for students with IEPs
Instructional Design Consideration
 School leaders and special educators utilize the Continuum of Environments
and Array of Services Guidelines to make placement decisions.
https://specialed.madison.k12.wi.us/files/specialed/ContinuumServices.pdf
 Students with disabilities are scheduled into classes within natural
proportions but not to exceed 40% density
 General education teachers are informed of any responsibilities to provide
supplementary aids and services (e.g., accommodations and or modifications)
 For individuals transitioning from one building to another, the students
moving across levels (SMAL) process is used to ensure information transfer
and a smooth start to the new year
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English
Language
Learners
Professional Development
 Special education team meeting structures/processes are clearly established
prior to the start of the new year
 SEAs receive 4 hours of paid collaboration time prior to the school year to
meet with their special education teacher/team. Principals should
intentionally plan for use of these hours in consultation with individual case
managers
Budget
 Resources provided by the Student Services Department are utilized in
accordance within State IDEA parameters and are only used to fund the
excess cost of special education
 Purchasing cards are provided for Special Education purposes aligned to
student need within buildings
Conversions
 Conversions are permissible in two basic areas (1) regular/flexible to special
education and (2) special education teacher to SEA or vice versa
 Use Conversion Request Form in conjunction with Departmental and Chief of
Staff Budget approval:
https://budget.madison.k12.wi.us/files/bpa/ConversionRequestForm.pdf
ESL/BRT STAFF
Licensure
 ESL teachers must have content license and ESL certification
 BRTs must have content license, ESL certification and bilingual certification in
a designated non-English language
 BRTs must pass the MMSD language proficiency assessment at a level of
Advanced Low or above prior to being offered or placed in a BRT position
 ESL/BRTs that are funded out of general allocation or another funding source
must meet the same requirements as BRTs allocated by OMGE
Conversions
 ESL/BRT allocation cannot be converted into any other position
 ESL/BRT allocation is supplemental in nature and therefore cannot be
assigned as a classroom teacher
 BRS allocation can be converted to BRT while preserving a minimum of 1.0
BRS Spanish allocation. BRS for other languages cannot be converted
 Use Conversion Request Form in conjunction with Departmental and Chief of
Staff Budget approval:
https://budget.madison.k12.wi.us/files/bpa/ConversionRequestForm.pdf
BRS Services
 Spanish BRS allocation is designed to serve Spanish speaking students and
families at each individual school site
 Hmong and all other BRS allocation is considered to be “District-Wide.” The
home base for these BRS is at the school that has the highest number of
students that generate allocation. Placement of BRS for languages other than
Spanish may change due to student enrollment
 BRS schedules should include time for translation, interpretation, parent
communication and student support
ESL/BRT Instructional Design Considerations:
 All ELLs with DPI levels 1-5 qualify for services
 All ELL students must have documented instruction from ESL/BRT certified
teachers in OASYS and on Individual Plan of Service (IPS) forms
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
Services documented in OASYS and on the IPS forms (which parents agree
with) must match actual delivery of instruction in frequency and minutes
 ESL/BRT schedules should follow this guidance: 10% Case management, 15%
professional development, 75% student instruction
 ELLs should be clustered in order to provide adequate services (no more than
50% ELLs in one classroom)
 Consider clustering by DPI levels (oral composite or literacy composite, not
only overall composite scores). Having peers of the same language
background can be very supportive to students
 ELLs who qualify for Advanced Learning and/or Special Ed services must also
receive ELL services
 ESL/BRTs can provide intervention to ELLs based on data-based decisionmaking at the school level
Professional Development
 Mandatory attendance for compliance related PD and OASYS training
 BRT/ESL/BRS should attend all other school and district sponsored PD as
directed by the building principal
Budget
 Deadline for submitting material orders based on assigned Title III budget is
March 1st
DLI/DBE PROGRAM
Licensure
 DLI teachers teaching in a non-English language (Spanish, for example) must
have a content license and bilingual certification in the non-English language
 DLI teachers must pass a MMSD language proficiency test at the Advanced
High or above level before being offered a position or assigned to teach in DLI
 DLI teachers teaching in English minimally must have a content license and
ESL certification in the non-English language. This currently only applies to
grades 4-5 at the elementary level
 DBE teachers must have content license and bilingual certification in the nonEnglish language. DBE teachers must pass a MMSD language proficiency test
at the Advanced High or above level before being offered a position or
assigned to teach in DBE
Conversions
 DLI/DBE allocation comes from the general allocation funds. A BRT allocation
cannot be used for a classroom DLI/DBE teacher position
Class Placement
 ALL Spanish speaking ELLs with DPI levels 1-5 qualify for these programs. A
home language screener can be used to guide instructional services
 All ELL students must have documented instruction from ESL/BRT/Bilingual
certified teachers in OASYS and on Individual Plan of Service (IPS) forms
 Services documented on OASYS and on the IPS forms (which parents agree
with) must match actual delivery of instruction in frequency and minutes
 Class composition must follow the 40%-60% ratio of Spanish- speakers/NonSpanish speakers (DLI)
Instructional Design Considerations
 Bilingual programs must teach at least 50% of the instructional day in the
non- English language to be considered a bilingual program
 For 2015-16, please follow the 90/10 model for language distribution K-5
 Separation of languages for instruction: teachers must scaffold the learning
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Advanced
Learners
https://advanc
ed.madison.k1
2.wi.us/files/ta
g/Advanced%2
0Learner%20Pl
an9.29.14%20%2
81%29.pdf
environment so that students can maximize the opportunities to stay in the
language they are acquiring
 Always honor student language choice
 Biliteracy taught in collaborative structure: in order for students to attain the
biliteracy goal of dual language immersion programming, it is essential for the
Spanish and English instruction to be complementary to each other’s goals.
Staff must plan together in order to meet this instructional feature
 Assessment must take place in the language(s) of instruction
ELLs/Non-ELLs in DLI Programs
 Parents of all students must have completed an application for DLI and been
admitted following the 2015-16 lottery procedures
 All Spanish speaking ELLs with DPI levels 1-5 qualify for these programs. A
home language screener can be used to guide instructional services. ELLs and
Non-Ells qualify for these programs based on the DLI Lottery Requirements
 All ELL students must have documented instruction from ESL/BRT certified
teachers entered in OASYS and on the Individual Plan of Service (IPS)
 Services documented on OASYS and on the IPS forms (which parents agree
with) must match actual delivery of instruction in frequency and minutes
Lottery Procedures
 All lottery procedures must be followed
Licensure
 https://advanced.madison.k12.wi.us/files/tag/Advanced%20Learner%20Instr
uctional%20Resource%20Teachers-Job%20Description%202015_1.pdf
 AL-IRT must hold valid WI teaching license for the grade levels in which they
are teaching and coaching
 Supplementary TAG licensure is preferable but not required
Conversions
 No conversions
 School may add to existing allocation or combine with another allocation (i.e.,
AL-IRT and Interventionist)
Class Placement/Schedule
 Principal, or SBLT, have lists of Advanced Learners (by domain, level of
support and programing needs) for next year scheduling
 Advanced Learners whose programing includes subject(s) acceleration are
included in appropriate student counts for those subject(s) when creating
master schedule
 Principal or SBLT looks at placement of Advanced Learners for teaching
purposes as they would ELLs or Special Education students (AL-IRTs as
resource for consultancy)
 AL-IRT, AL Teacher Leader or AL Director to help problem solve scheduling
situations for clusters of Advanced Learners
Staff Assignment
 AL-IRTs should not be allocated as classroom teachers when classes are large
enough to be positioned within a school’s master schedule
Instructional Design Consideration
 Teachers have lists of students identified at Advanced Learners in classes (ALIRT responsibility)
 Teachers support Advanced Learners primarily through learning opportunities
such as: (non-exhaustive)
o Differentiation of skills
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Tiers 2 & 3:
Intervention
classes and
Supplemental
Supports
https://mtss.m
adison.k12.wi.
us/interventio
n
o Tiered Assignments
o Learning Centers
o Flexible Grouping/Clustering
o Student-driven Inquiry
 AL-IRTs are used for support, coaching and small group differentiation to
meet the needs of Advanced Learners
 When support of Advanced Learners cannot be provided in the classroom,
teacher teams or SSIT (including the AL-IRT) will develop a plan to support
student learning with assistance from AL-IRT
Professional Development
 AL-IRTs are required to attend Advanced learning professional development
days (about 2 time per month)
 Include AL-IRTs in school-based PD
Budget
 School should include costs within their local formula budget for registration
fees for enrichment activities such as MathFest
Licensure




General education teachers may provide literacy intervention for one
period/time a day (e.g., WIN block, or other designated time within the
schedule)
Math Interventions may be delivered by certified staff with general
educator license. Multiple interventions per day may be provided
Literacy interventionists providing more than 1 period per day of
intervention must be highly qualified. Highly Qualified means:
o Hold 316/17 license
o Be enrolled in a program and eligible for an emergency license,
or
o Be reading recovery trained
o See http://tepdl.dpi.wi.gov/licensing/licenseandassignment/reading for more information on requirements to
teach reading for multiple class periods
o If this is not possible, then the interventionist must work under
the direct supervision of an HQ teacher. This means that the
instructor will be working within close proximity of the HQ
teacher
Education Assistant (EA) must work under the direct supervision of an
HQ teacher (see above)
Tutoring Before or After School Funded Through Title I
 Must include an academic component
 Title I funded instructor must meet HQ requirements - either hold
appropriate license or work under the direct supervision of an HQ teacher.
 HQ requirements do not extend to agencies outside of MMSD providing
tutoring support.
Instructional Design Consideration
 Determine the strength of your core
 Review existing spring data to plan for fall in terms of schedule, staff
allocation, placement and resources
 Plan to deliver supplemental supports and interventions for 20% of your
student population, including those who are struggling and advanced
(combined)
 ESL/BRTs can provide intervention to ELLs based on need
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Student
Services
Title I
Homeless
Professional Development
 Ensure your schedule allows for Interventionists to attend professional
development (4 times per year)
 Interventionists should participate in on-site coaching visits
Budget
 The District will provide and purchase student consumables of already
purchased literacy and math intervention materials at 20% of their total
enrollment
 If additional evidence based intervention materials are needed, other funding
sources should be utilized, such as Title I or building-based formula
Schedules
 Ensure that schedules for part-time student services staff are developed in
consultation with the other principal(s)
 Create a behavior response schedule
 Schedule Second Step classroom sessions for at least 40 consecutive minutes
a week
 Schedule SAVE lessons for K-3 (6-7 lessons, 30 minutes each)
 Schedule COPS (4-5)
 Schedule developmental guidance presentations to each grade level
throughout the year
Staff Assignment
 Appoint a principal designee, ensure they attend a designee training
 Review student services job descriptions limiting ancillary duties
 Ensure student services is staffed to deliver the related services outlined in
Individual Education Plans
Professional Development
 Ensure your schedule allows for nurses, PBS coaches, BEAs, social workers,
psychologists, and counselors to attend monthly professional development
Conversions
 Title I funded staff cannot be converted to an SEA
 Title I funds may not be utilized for BRT or BRS positions
 Title I funds cannot be utilized to extend Advanced Learning FTE
Budget
 Funds are to be budgeted in a way that aligns with needs identified in the
School Improvement Plan
 Capital purchasing deadline is March 15.
 Deadline for Purchasing cards, requisitions and direct pays is April 1.
 Title I Budget and Staffing Guidance 2015-16:
https://docs.google.com/document/d/1IwNnheAirmtFDCAoUZ8sxJcp54ActYe
HRBqiX_mGjTs/edit?usp=sharing
Staff Assignment
 Each building has assigned Point of Contact (POC) to aid in supporting
students and families experiencing homelessness
Instructional Design Consideration
 All students experiencing homelessness are considered Title I
eligible. Therefore, these students must be progress monitored in OASYS (by
interventionists or social workers) and provided with supplemental academic
supports when demonstrating need
 In order for TEP or Title I to provide transportation to an after school activity,
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Technology
Family
Engagement
Professional
Learning
Systems
Professional
Development
and SIP
there must be an academic component
Professional Development
 Per federal law, all district staff who may come into contact with students
experiencing homelessness are to be trained annually on the identification
and rights of this student population provided through the McKinney-Vento
Homeless Assistance Act
 All building POC's are trained on an annual basis by the TEP staff and should
in turn be providing training to building level staff
Budget
 Budget should utilized to provide additional FTE to support homeless
students and / or to assist with transportation
 Contact TEP staff at Central Office for needed supplies or clothing
Staff Assignment
 Flexibly schedule your Library Media Technology Specialist (LMTS) to support
use of technology as a tool for instruction
 Keep library open when LMTS is working with teachers/students in
classrooms
 G1 Schools Consider REACH focus areas to include Genius Hour, Lego
Mindstorms, Global Ed., Makerspace
Budget
 Applies only to Mendota, Falk, Leopold and Glendale - For every 1.0 Parent
Liaison FTE $2500 should be allocated from school-based formula accounts
Budget
 SIP funds are intended to provide outside of the contract day compensation
to SBLT members who attend meetings. The hourly rate is $20
 SIP funds include compensation for one substitute to allow nonadministrative SBLT members to attend quarterly leadership institutes.
Schools are responsible for reserving and paying their own sub on those days
 Please be strategic when reserving subs, there is a considerable sub shortage
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