1
Family and Community Engagement
Budget Training FY2012
BALTIMORE CITY
PUBLIC SCHOOLS
Training Objectives
2
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
BALTIMORE CITY
PUBLIC SCHOOLS
In Your Folder:
3
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
BALTIMORE CITY
PUBLIC SCHOOLS
Icebreaker
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.
 Transportation for Field Trips:
 Computers: $ 1500
$1500
Custodial Supplies: $1200
Parent Activities: $1500
Attendance Monitor: $3000
Social Worker:$ 6000
 Textbooks: $2000




BALTIMORE CITY
 Instructional Supplies: $2000
 Additional Math Teacher: $8000
 After-school Program: $2000
PUBLIC SCHOOLS
Icebreaker
5
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.
BALTIMORE CITY
PUBLIC SCHOOLS
Consider This…
6
Try re-creating the same budget you just developed with only
$8,000.00
BALTIMORE CITY
PUBLIC SCHOOLS
Discussion of Frequently Asked Questions
(FAQs)
7
 Fair Student Funding FAQs
 Human Capital FAQs
 Title I FAQs
 Special Ed FAQs
 Office of New Initiatives FAQs
BALTIMORE CITY
PUBLIC SCHOOLS
Fair Student Funding: A Basic Foundation of
Education Reform in Baltimore City
8
Fair Student Funding in City Schools
• Means of ensuring that all students have the opportunity to attain an
excellent education, even during financial downturns.
• FSF is in the second year of implementation.
Budget Process Restructuring
• Changed school budgeting from staff-based model to per pupil model.
• Links dollars to students and provides school-based flexibility in decision
making process to improve student achievement.
Empowerment Theory of Action
• Those closest to the kids should make the key decisions about programs,
partners, supports, and staffing, within a framework of bounded autonomy.
• School funding should be transparent, equitable, and purposeful.
• City Schools new framework should transform central office into organization
focused on guidance, support, and accountability.
BALTIMORE CITY
PUBLIC SCHOOLS
FY12 Budget Development – Key Dates
9
January 11th
March 28th
• Board public work session held to
discuss Fair Student Funding
Weights.
• Principals receive budget targets.
March 28th – May 27th
February 4th
• Network team support of principals &
school communities in budget process.
• State released local education
funding estimates.
May 10th
March 8th
• Second public work session to
review priorities for FY12 budget.
March, April - Dates TBD
• First & Second public hearings, to
review updated budget
calculations.
BALTIMORE CITY
• CEO presents FY 2012 budget to the
Board & public.
May 27th
• Final school budget approval deadline.
May 31st
• CEO presents FY2012 to the Board for
adoption.
PUBLIC SCHOOLS
FSF III (FY11): Majority of District Funding Goes Directly
to Schools
10
FY11 Operating Budget - General Funds Expense ($ 000’s)
Total
Expenditures
$1.077 Billion
* School based expenditures also include school police, Special Ed Non-public placement tuition, and Special Ed contract
teachers/specialists
BALTIMORE CITY
PUBLIC SCHOOLS
Key Components of FY 2011 FSF III
11
Total
Enrollment
PreK
Enrollment
Weights
Base
Enrollment
Dropout
Prevention
Students with
Disabilities (SWD)
Supplemental
LRE-Specific
Allotment
BALTIMORE CITY
SelfContained
Enrollment
Base
Enrollment
$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
Dependent on special education students’
hours of service to encourage inclusion
PUBLIC SCHOOLS
FSF III Funding in Detail
Base funding for all students except
$4,924 per pupil
pre-K, self-contained SWD, & charter
Base funding for self-contained SWD $641 per self-contained SWD (not including devolved $)
Drop-out prevention weight
Special education devolution
Gifted weights
$750 per high school student eligible for free or reduced-price lunch
$72.5 mil. allocated on the basis of individual students’ needs
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
K-8
Low-performance weights
$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)
Treat the K-5 grades as ES and the 6-8 grades as MS
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-8
Hold harmless caps
Loss cap
Gain gap
Locked dollars
Special revenue
Treat the K-5 grades as ES and the 6-8 grades as MS
Losses capped at 15% of the current year budget, for year 1
Gains capped at 10% of the current year budget, for year 1
Unique to each school (principals, vocational/ESOL/JROTC teachers, etc)
SWD and grant dollars allocated out per school given guidelines
BALTIMORE CITY
PUBLIC SCHOOLS
12
Human Resources - Staffing
13
 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.

BALTIMORE CITY
PUBLIC SCHOOLS
Human Resources - Staffing
14
●
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

BALTIMORE CITY
PUBLIC SCHOOLS
Human Resources – Teachers
15
 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
BALTIMORE CITY
PUBLIC SCHOOLS
Human Capital – Principals
16
 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
BALTIMORE CITY
PUBLIC SCHOOLS
Human Resources – Para-educators
17
 Para-educator Selection

In accordance with “No Child Left Behind” all paraeducators 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

BALTIMORE CITY
PUBLIC SCHOOLS
Incorporating Parents and Community into the
Budget Process (Guidance #303)
18
1.
Hold a Community Budget Forum prior to budget
submission
Engage stakeholders to provide ongoing input before budget
is submitted
2.
3.
4.
Hold a Community Budget Review within two weeks of
budget submission
Have Advisory Team and School Family Council submit
Budget Feedback Surveys following Community Budget
Review
BALTIMORE CITY
PUBLIC SCHOOLS
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
BALTIMORE CITY
PUBLIC SCHOOLS
Community Budget Forum
20
 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
BALTIMORE CITY
PUBLIC SCHOOLS
Discussing Partnership Priorities
21
 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.
BALTIMORE CITY
PUBLIC SCHOOLS
Discussing Partnership Priorities
22
 Partnership Priorities in the Budget Process

Input from school community




Planning




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)
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
BALTIMORE CITY
PUBLIC SCHOOLS
Discussing Partnership Priorities
23
Sectors
Resources
Corporations
Professional
Associations
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).
Small
Businesses
Civic Groups
Faith-Based
Institutions
Fraternal
Organizations
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).
Hospitals
Military
Universities
Foundations
Fine Arts
Institutions
Government
Agencies
CommunityBased NonProfits
Alumni
Parents,
Families
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)
BALTIMORE CITY
PUBLIC SCHOOLS
Principal Submits Budget
24
Principal continues to solicit budget feedback
from Advisory Team and school staff and
submits budget to Executive Director
BALTIMORE CITY
PUBLIC SCHOOLS
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
BALTIMORE CITY
PUBLIC SCHOOLS
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
BALTIMORE CITY
PUBLIC SCHOOLS
Budget Review and Approval
27
Budgets and feedback forms are
reviewed by the Executive
Directors
Budget needs substantial
changes
Budget sent to
CEO for
approval
The Advisory Team and the School Family Council will
complete a
second Budget Feedback form
Principal calls a second Community
Budget Review
BALTIMORE CITY
PUBLIC SCHOOLS
Annual Meeting
28
Final budget reviewed again at Annual Meeting
in early Fall 2011
BALTIMORE CITY
PUBLIC SCHOOLS
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
BALTIMORE CITY
PUBLIC SCHOOLS
Thank you for your participation!
30
For Questions and Comments, Contact the
Office of Partnerships, Communications
and Community Engagement
Baltimore City Public Schools
(410) 545-1870
BALTIMORE CITY
PUBLIC SCHOOLS