School  Committee  Final  Budget  Presentation 4
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  • District Initiatives: CHS Diploma System Middle Level Reform Dunn Literacy Initiative Special Education Program Evaluation State & Local Fiscal Issues Local tax cap restricting tax rate to 3.5% in FY 09 limiting total town revenue to $1.3M S-3050 Property Tax Legislation limiting maximum request for Town appropriation to schools to 5.0% State aid level funded three consecutive years – over 1 million dollar impact Decline in Medicaid revenue due to new guidelines Key Budget “Drivers” (page 24 in budget book) Salary 327,000 increase – would have increased over 900,000 Healthcare Claims 1,086,000 increase Pensions 550,000 increase 99% in 4 years

School  Committee  Final  Budget  Presentation 4 School Committee Final Budget Presentation 4 Presentation Transcript

  • Cumberland Public Schools: “ A Smart District Getting Smarter ” Presentation to the Cumberland School Committee April 7, 2010
  • FY 11 Budget: Financial Issues
    • Town Appropriation - 1% Increase $362,024
    • Unidentified Savings 497,030
    • Retirement Incentive 498,519
    • Personnel/Program Reductions/Concessions 897,000
    • $2,254,573
  • Primary Goals
    • Discussion of FY 11 Budget Recommendations to Support
    • Learning and Teaching
    • Cumberland Diploma System & PBGR
    • PK-12 Arts Education Programs
    • PK-12 Library/ Media Programs
    • PK-12 Physical Education, Health and Athletic Programs
    • Summary of Staff Analysis
    • Presentation of Elementary School Design Proposal
  • Cumberland Diploma System PBGR & Teaching and Learning MATH Scope & Sequence ELA Curriculum & Literacy Initiatives SCIENCE Physics First & Chemistry Second Data to Inform Instruction Teams & Transition ILP & Technology
  • PK-12 Arts Education Programs
    • Goal: A high quality arts education program of study which leads to arts literacy for all students and includes dance, music, theatre, and
    • visual arts and design.
    • Classes in at least visual arts and design and music shall be available for each student in each grade through the middle level.
    • A program of study shall exist for all secondary students to enable them to demonstrate proficiency in at least one art form.
    • Reference: Basic Education Program, June 2009
  • PK-12 Library/Media Programs
    • Goal: A high quality library-media program provides all students with multiple opportunities to access and interact with library-media instruction and materials necessary to acquire proficiency in the essential learning skills that support the curriculum.
    • Elementary students provided with access to full service library-media program through increase in staffing in the Elementary School Design Proposal.
    • Cumberland High School and middle level library-media program supports resources including books, written materials, internet resources, and information technology accessible to all enrolled students and personnel.
    • Select Reference: Basic Education Program, 2009
    • Learning4Life, AASL, 2008
    • References:
    • Basic Education Program Regulations, RI Board of Regents (June 2009)
    • RI Physical Education Framework Supporting Physically Active Lifestyles through Quality Physical Education, RIAHPERD (March 2003)
    • Co-Curricular Physical Activity and Sport Programs for Middle School Students, Position Statement by National Association for Sport and Physical Education
    • A Position Statement by The National Association for Sport and Physical Education's (NASPE) Position Statement on Caseload Assignments, National Association of School Nurses (June 2006)
    PK-12 Physical Education, Health & Athletics Programs
  • PK-12 PE, Health & Athletic
    • Elementary
    • Physical Education classes for Grades 1-5 students
    • Secondary
    • Physical Education classes consistent with Graduation Requirements
    • Intramural/after-school program at middle level
    • RI Interscholastic League (RIIL) Program for JV and Varsity Sports
    Goal: A high quality physical education program of study leads to the development of knowledge and skills necessary to lead a physically active lifestyle.
  • Non-Certified Staffing Analysis
    • Closed
    • 3.5 FTE Custodians
    • 9.5 FTE Teacher Assistants
    • 0.5 FTE Pool Manager
    • 1.0 FTE Foreman
    • 14.5 FTE TOTAL
    • Open
    • 2.0 FTE Teacher Assistants
    • 0.5 FTE District Support Technician
    • 3.0 FTE Custodial Floaters
    • 5.5 FTE TOTAL
  • Elementary Staffing Analysis
    • Closed
    • 9.5 FTE Classroom Teachers
    • 1.0 FTE Special Educator
    • 10.5 FTE TOTAL
    • Open
    • 4.0 FTE Classroom Teachers
    • 1.0 FTE Special Educator (Severe & Profound)
    • 5.0 FTE TOTAL
  • Middle School Staffing Analysis
    • Closed
    • 1.2 FTE English (NCMS)
    • 2.0 FTE Family Consumer Science (Middle)
    • 1.0 FTE Band (Middle)
    • 0.2 FTE Mathematics (NCMS)
    • 0.2 FTE Science (NCMS)
    • 0.2 FTE Social Studies (NCMS)
    • 0.6 FTE Physical Education (Middle)
    • 2.0 FTE Special Educators (Middle)
    • 7.6 FTE TOTAL
    • Open
    • 2.0 FTE Music (Middle)
    • 2.0 FTE Afterschool Program Coordinators
    • 4.0 FTE TOTAL
  • CHS Staffing Analysis
    • Closed
    • 1.0 FTE English
    • 1.0 FTE Family Consumer Science
    • 1.0 FTE Mathematics
    • 1.0 FTE World Language
    • 0.8 FTE Technology Education
    • 0.5 FTE Special Educator
    • 0.4 FTE School Nurse-Teacher
    • 5.7 FTE TOTAL
    • Open
    • 1.0 FTE Special Educator
    • 1.0 FTE TOTAL
  •  
  • Elementary School Design Proposal
    • Present key elements
    • Discuss advantages for student learning
    • Identify data impacting design proposal
    • Compare financial savings of original proposal and modified proposal
    • Discuss implementation issues
  • Elementary School Design Proposal WHY NOW? Discussion emerges during zero-based budget process Proposal included in FY 11 Budget for academic and financial advantages Proposal is strategy to maximize use of schools in a cost-effective way Proposal is strategy to preserve the integrity of face-to-face instruction and the instructional core
  • Recommendation: Elementary School Design Proposal
    • That the Cumberland School Committee approve an Elementary School Design for the 2010-2011 school year and beyond for the Cumberland Public Schools which includes the following grade configurations:
    • Ashton School Grades PK & Kindergarten
    • BF Norton School Grades 1, 2, 3
    • Garvin Memorial School Grades 4, 5
    • Community School Grades 1, 2, 3
    • J J McLaughlin Cumberland Hill Grades 4, 5
    • Through more equitable distribution of resources, the district believes it can create advantages for student learning while, at the same time, create savings for the district estimated at $500,000.
  • Advantages for Student Learning: Elementary School Design
    • Creates early learning environment specifically designed for young learners with an increased range of academic, social and emotional supports available to Cumberland families as their students enter the public schools;
    • Creates equity in the student-teacher ratio at individual grade levels;
    • Provides increased opportunities to implement research-based practices that support the needs of English Language Learners, students with disabilities; and high-end learners;
    • Provides compliance with Regulations Governing the Length of School Day (June 2004)
  • Elementary School Design: Advantages for Student Learning
    • Creates early learning environment
    • specifically designed for young learner
    • with an increased range of academic,
    • social and emotional supports available to
    • Cumberland families as their students
    • enter the public schools
    • Reference: RI Early Learning Standards, 2003
    • Basic Education Program, June 2009
  • Early Learning Concept: Advantages for Student Learning Coordinate access to high quality early childhood programs Full-Day Kindergarten available to “level the playing field” for at-risk learners Options for quality child care programs and partnerships with community agencies Child Outreach services available in a central location for all Cumberland residents Walk-in services for OT/PT & Speech available in a central location
  • Advantages for Student Learning: Elementary School Design
    • Creates equity in the student-teacher ratio at individual grade levels
    12 18 16 17 14 7 4 Totals 23:1 (7) 22:1 (10) Cumb Hill 23:1 (9) 22:1 (9) 21:1 (8) Community 24:1 (5) 22:1 (8) Garvin 23:1 (7) 21:1 (8) 22:1 (6) BF Norton 23:1 (7) 15:1 (4) Ashton 5 4 3 2 1 K PK School
  • 2010-11 Class Size Overview (in current school design) 14 19 18 18 15 7 Totals 25:1 (3) 21:1 (5) 25:1 (4) 20:1 (5) 21:1 (4) NA Cumb Hill 22:1 (4) 24:1 (5) 23:1 (5) 24:1 (4) 24:1 (4) 23:1 (4) Community 20:1 (3) 22:1 (3) 21:1 (3) 20:1 (3) 21:1 (3) 23:1 (1) Garvin 22:1 (2) 16:1 (3) 16:1 (3) 18:1 (3) 21:1 (2) 23:1 (1) BF Norton 25:1 (2) 20:1 (3) 19:1 (3) 20:1 (3) 20:1 (2) 23:1 (1) Ashton 5 4 3 2 1 K PK Preschool Center School
  • Elementary School Design: Advantages for Student Learning
    • Creates increased opportunity to implement
    • differentiated instructional strategies such
    • as flexible skills grouping
    • that respond to the needs of all learners ,
    • including high-end learners
    • Select References: District Strategic Plan, 2008
    • Rhode Island PK-12 Literacy Policy
    • Differentiated Instruction (Tomlinson)
    • Schoolwide Enrichment (Renzulli)
  • Elementary School Design: Advantages for Student Learning
    • Increases  collegial  opportunities  for  
    • grade  level  collaboration  and  professional  collaboration  
    • on  critical  student  learning  issues  
    • such  as  differentiation  of  instruction,  
    • lesson  development and  
    • professional  development  
    • Select References: RI Quality Standards on Professional Development
    • Differentiated Instruction (Renzulli, Tomlinson)
  • Elementary School Design Current Space Utilization 70% 96% 80% 40% 72% % Capacity 309 462 518 222 265 Present Utilization Grades 1-5 437 483 644 552 368 Classroom Capacity Grades 1-5 Garvin Cumb Hill Community BF Norton Ashton
  • Elementary School Design 49% 42% 16% 100% 6% % Students Within .75 mile 22% 19% 6% 56% 1% % Students Within .5 mile Garvin Cumb Hill Community BF Norton Ashton
  • Elementary School Design Implementation Plan
    • Original Plan Design
    • Grades 1-3 & Grades 4-5
    • Preschool & Kindergarten students assigned to Ashton
    • Elementary students assigned to ‘partner schools’ by grade level
    • Modified Plan Design
    • Grades 1-5
    • Preschool & Kindergarten students assigned to Ashton
    • Elementary students assigned to four schools by neighborhood
  • Elementary School Design Estimated Fiscal Note
    • Original Plan Design
    • Savings
    • 7 teachers 311,703
    • 1 Principal 93,093
    • .5 Kindergarten teacher 47,377
    • .5 Kindergarten TA 13,651
    • .5 Special Education Teacher 19,971
    • .8 Special Education TA 16,512
    • Pension Savings 50,477
    • Medicare Savings 6,155
    • Medical 40,000
    • Cost
    • Child Outreach -37,000
    • Library -22,623
    • $ 539,316
    • Modified Plan Design
    • Savings
    • 4 teachers 178,116
    • 1 Principal 93,093
    • .5 Kindergarten teacher 47,377
    • Pension Savings 27,493
    • Medicare Savings 3,353
    • Medical 25,000
    • Cost
    • Child Outreach -37,000
    • Library -22,623
    • Special Education TA -20,641
    • Special Education Teacher -39,983
    • $ 254,185
  •