New Harbor Community Center Operating Budget Note this .docx

New Harbor Community Center Operating Budget
Note this does not account for approximately 114 volunteers
across the various programs and
shared services.
Revenues Current Next Fiscal YR Projections
Government grants $ 66,000 $ 400,000
Other grants $ 70,000
Unsolicited funds $ 60,000 $ 20,000
Special events $ 25,000
Diocese $ 25,000 $ 25, 000
Conferences — Churches $ 1,000
ABC Construction $ 50,000 $25,000
United Way $ 2,500 $2,500
Solicited funds $ 103,700 $200,000
Total $ 403,200 $ 672,500
Operating expense
Salaries
Executive director $ 40,000 $ 45,000
Administrator / Accountant $ 30,600 $ 40,000
Community programmer — $ 35,000
Staff $ 133,000 $ 208,000
P/T Staff $ 73,000 $ 108,000
Payroll taxes $ 17,000 $ 28,000
Employee benefits $ 9,000 $ 14,000
Continuing education $ 2,000 $ 3,000
Insurance $ 12,000 $ 25,000
Vehicle operating expense $ 5,000 $ 6,000
Professional fees $ 6,000 $ 11,500
Fund raising expense $ 15,000 $ 25,000

Administrative expense $ 6,600 $ 10,000
Non-donated food $ 2,500 $ 9,000
ELC program $ 6,600 $ 13,600
ECEDC program $ 8,000 $ 15,800
Buildings and grounds/repairs $ 15,000 $ 17,000
Insects and rodents $ 1,200 $ 1,500
Trash removal $ 1,200 $ 1,500
Furniture and equipment $ 1,000 $ 2,000
Utilities $ 15,000 $ 20,000
Security $ 1,000 $ 12,500
Total $ 370,700 $ 500,000
Income statement
Revenue $ 403,200 $ 672,500
Expenses $ 400,700 $ 668,900
Gain/loss $ 2,500 $ 3,600
NEW HARBOR SCHOOL DISTRICT
New Harbor School District is a relatively small district,
currently
enrolling approximately 1,000 students. New Harbor’s current
budget is
$12 million — a figure that’s been dropping significantly for
several
years.

However, New Harbor’s population has shifted in recent years.
It now has
a significant number of students who require additional services
and
supports. There are now 50 English language learner students;
100
students with a disability; and 250 students in poverty in the
New Harbor
School District.
Calculating the cost of services and supports for these students
shows that
New Harbor’s English language learners require double the
amount of services
and supports above a base cost; students with a disability
require one-and-a-
half times more; and students in poverty 50 percent more.
Because New Harbor is a small school district and because
there’s a lack of
tax base within the district, it has to spend even more to provide
basic
services.
If New Harbor used an accurate, fair, and transparent education
funding
formula that addressed the necessary resources required by its
student
population, it would look something like this:
Base Cost 5 Total Student Enrollment
5 1.1 for higher costs of operating a small school district

5 1.1 for districts located in a region with a low property tax
base
+ # of ELL students 5 Base Cost 5 2.0
+ # of students with disabilities 5 Base Cost 5 1.5
+ # of students in poverty 5 Base Cost 5 0.5
Plugging in the numbers listed above — using $10,000 as the
Base Cost —
shows that New Harbor’s current cost to provide services and
supports for its
students is $15.85 million. That’s the adequacy goal or target.
5 5 =
New Harbor’s adequacy goal is $3.85 million
beyond its current budget of $12 million. The
$3.85 million gap is known as the funding
gap.

How is New Harbor going to close the gap?
States that use sound funding formula components — an
accurate base cost, student
and district factors, and an adequacy goal — typically take a
measured approach to
reaching their adequacy goal.
That often means phasing in funding increases to reach the
adequacy goal over time,
rather than appropriating the entire dollar amount of the gap in
one year. Characteristics
of a school district, such as community wealth and local tax
effort, are often used to
determine whether the state or the local district should provide
a greater percentage of
funding to close the gap.
New Harbor, because it already has a high tax effort but
relatively low property values,
would likely need the state to provide a larger share of funding
to close the gap. Without this
extra help from the state, the district could never generate
enough local funding to provide its
students with an equal opportunity to learn compared to
children living in more wealthy
communities with fewer high-cost students.
Additional formula calculations would be necessary to establish
the actual percentage
increase provided by the state and by the district. The school
board and state leaders have not
been able to develop a long term funding formula.

–
New
Harbor
Quick
Facts
Leadership: New Harbor North High School has one Principal.
The Principal is responsible for all
hiring, teacher performance appraisal and reviews, and
operational management of the school
budget. The Vice Principal position is vacant due to a
resignation.
School Staff: The senior teacher/librarian position is vacant and
being left unfilled to date. A
vacant part-time physical education teacher position has been
filled the past year by temporary
staff.
The staff/student ratio is 1:36.
The guidance counselor/student ratio is 1:390.
Special Education and Additional Support: The school offers
support for ESOL students and
students with special needs. Additional staff positions are
funded through state funds for students

with special needs. Per their state contract, additional staff does
not participate in extra-curricular
activities; they work only classroom and support hours.
School fund-raising activities are committed to student-focused
extra-activities. All learning
resources are funded through the New Harbor School District.
New Harbor Public Schools
Staff Survey Results — Spring 2015 — School Summary
The 'District' column shows the average across all High Schools
in the New Harbor
PublSchools.
Prepared by Research, Evaluation, & Assessment on 7-Jul-2015
Page 1 of 4
New Harbor North High School
a. The principal is strongly committed to shared decision
making. 3.25 3.80 3.45 3.78 2.70 3.79
b. Useful information to make informed decisions is readily
available to
teachers.

3.40 3.64 3.59 3.65 2.44 3.65
c. The principal participates in the professional development
activities of
teachers.
3.84 3.89 3.70 3.95 2.57 3.80
d. Our stance towards our work is one of inquiry and reflection.
3.60 3.63 3.34 3.69 2.16 3.70
e. The principal is a strong leader in school reform. 3.73 3.72
3.86 3.84 2.44 3.75
f. The school staff is committed to helping students learn. 3.97
4.24 3.91 4.28 2.74 4.29
g. The principal ensures that student learning is the "bottom
line" in this
school.
3.71 3.85 3.69 3.88 2.38 3.79
h. In this school we take steps to solve problems; we don't just
talk about
them.
3.13 3.33 3.42 3.46 2.73 3.48
i. Assessment of student performance leads to changes in our
school's curriculum.
3.32 3.39 3.31 3.38 2.82 3.38
j. The principal sets high standards of teaching. 3.45 3.75 3.58
3.78 2.83 3.76

k. I feel supported by colleagues to try out new ideas. 3.71 3.94
3.63 3.94 3.52 4.06
l. The faculty has an effective process for making group
decisions and solving
problems.
3.13 3.32 3.27 3.45 3.12 3.50
m. Resources are distributed equitably within this school. 3.19
3.41 3.22 3.42 1.96 3.37
n. The resources available to me are sufficient for me to do my
job. 2.92 3.25 3.20 3.37 2.14 3.48
o. Communication between students and staff is open and
reflects mutual
respect.
3.19 3.58 3.35 3.66 2.75 3.75
p. Our building's budget is aligned with the building's academic
achievement
plan.
3.43 3.45 3.47 3.61 2.59 3.49
q. The students are treated fairly. 3.69 3.86 3.72 3.87 3.02 3.88
Note The score is based on a scale from 1 to 5, with 5 equal to
"Strongly Agree" and 1 equal to "Strongly Disagree".

a. Are continually learning and seeking new ideas. 3.58 3.82
3.60 3.83 3.03 3.92
b. Are engaged in systematic analysis of student performance
data. 3.43 3.51 3.45 3.50 3.02 3.65
c. Are encouraged to experiment with their teaching. 3.64 3.78
3.47 3.76 2.78 3.82
d. Trust each other. 3.05 3.41 3.22 3.45 2.87 3.67
e. Feel responsible to help each other do their best. 3.22 3.52
3.34 3.57 3.24 3.73
f. Share ideas and teaching practices. 3.70 3.77 3.56 3.79 3.17
3.91
g. Take an active role in school-wide decision making. 3.45
3.65 3.40 3.65 2.71 3.64
1. Consider the professional climate in your school. To what
extent do you agree
or disagree with each of the following statements about general
school climate? School District
2015
School District School District
2. Now consider the teachers at your school. To what extent do
you agree or
disagree with the following statements?
2015

School District School District School District
in the New Harbor
PublSchools.
Page 2 of 4
a. Encourages teachers to try new methods of instruction. 3.95
3.83 3.61 3.82 2.81 3.82
b. Promotes parental and community involvement in this school.
3.66 3.98 3.57 4.02 3.05 4.07
c. Works to create a sense of community in this school. 3.69
3.89 3.58 3.93 2.56 3.96
d. Takes a personal interest in the professional development of
teachers. 3.68 3.81 3.51 3.77 2.23 3.76
e. Is strongly committed to shared decision making. 3.20 3.68
3.22 3.62 2.09 3.63
f. Supports and encourages teachers to take risks. 3.56 3.71 3.34

3.70 2.67 3.67
g. Takes a positive and active role in resolving conflicts within
the staff fairly
and quickly.
3.33 3.68 3.29 3.59 2.50 3.62
a. Setting discipline policy. 2.98 3.11 2.90 3.01 2.58 3.12
b. Determining the content of in-service professional
development programs. 3.39 3.53 3.55 3.46 2.52 3.47
c. Hiring new full-time teachers. 3.17 3.54 3.31 3.61 2.61 3.37
d. Deciding how the school budget will be spent. 2.78 3.42 3.33
3.45 2.43 3.35
"A Great Deal of Influence" and 1 equal to "No Influence".
5. To what extent do you feel respected by the following
individuals or groups? 2013
School District
2014
School District

2015
School District
a. Your principal. 3.44 3.47 3.16 3.39 2.57 3.44
b. Your district administrators. 2.57 2.57 2.51 2.44 2.05
2.32
c. Students in your classes. 3.43 3.50 3.38 3.53 2.75 3.60
d. Parents of students in your school. 3.25 3.43 3.33 3.48
3.11 3.50
"To a Great Extent" and 1 equal to "Not At All".
3. Now consider your principal’s leadership for reform. To what
extent do you
agree or disagree with the following statements?
2015
4. How much actual influence do you think teachers have over
school policy AT
THIS SCHOOL in each of the following areas?
2015

in the New Harbor
PublSchools.
Page 3 of 4
Certificated Teachers Only
a. Share ideas on teaching with
other teachers.
1.7% (1) 11.9% (7) 23.7% (14) 33.9% (20) 28.8% (17) 59
b. Observe another teacher
teaching.
32.2% (19) 37.3% (22) 16.9% (10) 6.8% (4) 6.8% (4) 59
c. Be observed by another teacher. 35.6% (21) 39.0% (23)
11.9% (7) 1.7% (1) 11.9% (7) 59
d. Teach with a colleague. 44.6% (25) 33.9% (19) 10.7% (6)
5.4% (3) 5.4% (3) 56
e. Discuss with other teachers
what you/they learned at a
workshop or conference.
10.2% (6) 47.5% (28) 25.4% (15) 13.6% (8) 3.4% (2) 59
f. Analyze student work with

other teachers.
13.6% (8) 35.6% (21) 32.2% (19) 13.6% (8) 5.1% (3) 59
g. Discuss particular lessons that
were not very successful.
15.5% (9) 32.8% (19) 34.5% (20) 8.6% (5) 8.6% (5) 58
h. Discuss beliefs about teaching
and learning.
8.5% (5) 25.4% (15) 30.5% (18) 18.6% (11) 16.9% (10) 59
i. Discuss how to help students
having problems.
1.7% (1) 13.8% (8) 29.3% (17) 31.0% (18) 24.1% (14) 58
j. Discuss common challenges in
the classroom.
3.4% (2) 11.9% (7) 25.4% (15) 32.2% (19) 27.1% (16) 59
k. Work together to develop
teaching material or activities
for particular classes.
16.9% (10) 23.7% (14) 32.2% (19) 15.3% (9) 11.9% (7) 59
l. Discuss and attempt to solve
program- or school-level
problems.
6.8% (4) 22.0% (13) 37.3% (22) 25.4% (15) 8.5% (5) 59

6. Please indicate the frequency with which
you do each of the following:
A Few Times A Once or Twice Once or Twice Almost Daily
Total
a Month a Week
in the New Harbor
PublSchools.
Page 4 of 4
What is your position at this school? District
Demographic Characteristics of the Respondents
Gender School District
Female 39.2% (31) 48.3% (265)
Male 35.4% (28) 33.2% (182)
No Response 25.3% (20) 18.6% (102)

1st Year 12.5%
(2)
5.6% (31)
6 to 10 yrs 12.8% (18) 21.5% (118)
No Response 17.7% (14) 14.6% (8
Teacher 58.2% (46) 61.0% (335)
Other Certificated Support Staff 7.6% (6) 6.9% (38)
Instructional Asst. 8.9% (7) 7.7% (42)
Office Staff 7.6% (6) 4.0% (22)
Other Classified Support Staff 2.5% (2) 2.9% (16)
Custodial Staff (0) (0)
Lunchroom Staff (0) 0.2% (1)
Principal/Assistant Principal 1.3% (1) 0.9% (5)
Other (0) 0.9% (5)
No Response 13.9% (11) 15.5% (85)
2013 2014 2015
Survey Respondents 65 532 100 584 79 549
Total Staff* 96 929 103 1,014 103 1,014
Response Rate 67.7% 57.3% 97.1% 57.6% 76.7% 54.1%
* Total Staff is based on October count. In some cases, when
staff are assigned to a school after October or if part-time staff

complete the survey, the
total responses may exceed the total staff count.
How long have you been with New Harbor North H.S.
(counting this year)? District
2 to 5 yrs 44.1% (19) 24.2% (133)
over 10 yrs 12.9% (26) 34.1% (187)
80% 76%
84% 69% 69% 74%
Students taking college admissions
tests (SAT or ACT)
Percent of test-takers passing a
college-level test during HS (AP or
IB)
Students with advanced career
preparation
65% 64% 68%
25%
44% 31%
43% 42% 36% 25% 27% 29%

Student, Family, and Staff School Climate Survey
81%
10th graders proficient on the state
reading test
76% 77% 80% 79% 83% Graduates
prepared for a 4-year
college
63% 60% 66% 61% 60% 65%
9th and 10th graders proficient on the
state Algebra and Geometry tests (first
time test takers)
66% 67% 66% 65% 67%
68%
62% 67% 67% 59% 65%
50% Graduates enrolling in higher
education within 1 year
88% 87% 83% 85% 86%
83%
Jennifer Wiley, Principal
School Report for the 2014–2015 School Year
School Results District HS Average

School Results District HS Average
12–13 13–14 14–15 12–13 13–14
14–15 12–13 13–14 14–15
12–13 13–14 14–15
10th graders proficient on the state
writing test
Percent of test-takers scoring above
59%
57%
57%
9th and 10th graders proficient on the 51% 63% 60%
71%
state Biology test (firsttime test takers)
average on college admissions tests
20% 24% 24%

Graduates taking a college-level 63%
57% 82% 65% 65% 72%
course during HS (AP or IB)
Year-to-Year Growth: Following the Same Students
10th graders who met or exceeded typical
growth on the state reading test
9th and 10th graders who met or
exceeded typical growth on the highest
state math test they took
10th grade English language learners who
met or exceeded typical growth on the
state reading test
45%
58%
47%
62%
63%

60%
54%
47%
55%
54%
58%
55%
Average Positive Responses
Family perceptions of School
Quality
84% 82% 84% 80%
Repeat 9th graders earning sufficient

credit
30%
27%
39%
34%
25%
Student perceptions of Classroom
Instruction
Staff perceptions of Instructional
Practice
55%
60%

51%
62%
57%
65%
56%
59%
Students graduating in 6 years or fewer
86%
87%
86%
75%

77%
81%
* Families responding to survey: 11%;Students
responding to survey: 71%;
Staff responding to survey: 66%
:
Attendance Accountability and School Performance
Public Schools Segmentation Level: Level
3
Students with fewer than 10 absences
per year
52% 58% 56% 53% 54% 54%
Annual Measurable Objective (AMO) target for
Reading: Below
Annual Measurable Objective (AMO) target for
Math: On/Above
Student Demographics Student Proficiency on State Tests
American Indian 1% School average compared to
District high school average Reading
Mathematics
African American 33%
Latino 8%
School District Avg School District Avg

Asian/Pacific-Islander 51%
White/Caucasian 7%
Arab
<1%
Free/Reduced Lunch 68%
English Language Learners 19%
American Indian
Black
Latino
Asian/Pacific-Islander
Caucasian
67%
81%
81%
91%
k 9
k13
m 3
78%
68%
75%
82%
93%
k24
k10

k 3
k 2
k 1
44%
60%
82%
79%
m 4
k15
m 1
m10
51% m 1
43% k 5
54% k 2
77% k 1
80% 1
Special Education 10%
Arab 85% m 3 50% k14 64% m
5
Advanced Learning Programs
Data as of October 1, 2015 District HS Total
Student Achievement
33% 46%
50% 38% 41% 48%
2014-2015 School Year

# Students: 445
# Teachers: 15 # Other Staff: 9
Average class size: 24
Average daily attendance: 91.6%
Student mobility: 12%
College and Career Ready
79% 77% 80% 74%
Family perceptions of School-
Family Engagement
This measure shows how much growth students
have achieved compared to similar
students across the state in the same grade level.
The overall metric reported is the
percentage of students whose growth was average
or above (50th to 99th growth
percentile) on the state test.
On-Track for Graduation
81% 84% 85% 88% 88%
88%
First-time 9th graders earning sufficient
credit
Student perceptions of School 57% 51% 65% 64%
Environment

Students graduating in 4 years or fewer
79% 75% 74% 73% 74% 72%
School Plan & Budget for the 2013-2014 School Year
The mission of New Harbor High School is to
graduate students who have achieved academic
excellence and
who look forward to sharing their expertise,
understanding, and compassion to create and
increasingly
peaceful and productive society.
One of the goals of having School
Reports is to support families as
critical partners with us in a
student s academic success. To
get involved, please share this
with your friends and neighbors,
visit the school, or consider
talking to the teacher or principal
about joining the school's
Building Leadership Team or
Parent Teacher Student

Association to shape your
school's improvement plan.
The mission at New Harbor Public Schools is to
ensure every student graduates ready for
college, career and life.
Invitation to Participate
School
Goals
1. Increase the number of first time 9th graders
earning 5 or more credits at the end of
the year from 84% to
88%
2. Raise student passage rate on Algebra EOC from
84% to 85% 3. Raise HSPE Reading Scores
from 77.5 % to
80%.
2014-2015 Percent of School Funding
Annual
Budget
Report
Special Ed
14%
Basic & Voc
Ed
74%

Grant &
Other
6%
ELL
6%
Total 2014-
2015 School
Budget:
$9,022,553
Projected
2015-16
Student
Enrollment:
445
Per-Student
Funding:
$6,678
All financial data are from the 2015-16 recommended
budget.
School
Mission
Statement
District
Mission
Statement

New Harbor Community Center Operating Budget Note this .docx

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