UNDERSTANDING THE
BUDGET PROCESS
Educational Service Center – NORTH
February 2015
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
Purpose of Training“Budget 101”
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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
Understanding Budgets - “Big Picture”
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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.
Available Resources
 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
 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

LAUSD Core Instructional Program
LAUSD CORE Waiver –
Accountability System
Variety of Funds and Programs
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Unrestricted
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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
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7S046 - CE-NCLB TI
Schools
7E046 – CE-NCLB TI School
– Parent Involvement
7S176 – T3A-LEP-Limited
English Proficiency
Categorical Program – Title I 7S046
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 7E046
Per Pupil Allocations 2014-2015
 50%-64.99 = $11
 65%-100 = $13

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 :
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
34
Purpose of Title III Funds
35
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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.
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.
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*)
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*Restricted items require pre-approval and must be placed in pending distribution during budget development
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•
•
•
•
•
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 standardsbased lesson design and delivery in the areas of ELD
and access to the core curriculum using Specially
Designed Academic Instruction in English (SDAIE)
strategies
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2. Targeted intervention services
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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
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•
•
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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
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•
•
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
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•
•
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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
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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
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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 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
Resources
•
Program & Budget
Handbook

•
•
Budget At A Glance
EL Budget Checklist
Estimated Rate Sheet
Multilingual and Multicultural Education Department
Budget Development Checklist
2014-15
School:
EL #:___________
EL %:___________
Principal:
Email:
Budget Contact:
Email:
ESC:
Phone #:
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
Title III S176
Direct Services Only
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*)
Allocation:
$
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:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Processing Time: Turn and Talk
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
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
Additional Template to Analyze Data
Alignment of Categorical Programs/Funds
with Single Plan for Student Achievement (SPSA)
Develop Budget
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
 Less
amount of $
$
 More $
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
Before your Appointment
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.

Day of 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.

Purpose of
Training
“Budget 101”
Categorical
Program – Title I
7E046
Understanding
Budgets “Big
Picture”
Categorical
Programs – Title
III S176
Variety of
Funds and
Programs
Alignment of
Categorical
Programs/Funds
With SPSA
Categorical
Programs –
Title I S046
Budget
Development
Process for
2015-2016