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School Based Budget Development Guide
2016-17 Budget
March 2016
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TABLEOFCONTENTS
1. INTRODUCTION....................................................................................................................................................................1
2. FUNDINGSOURCES..............................................................................................................................................................1
3. BASELINESTAFFING...........................................................................................................................................................23A. EXPLAININGTHEINPUTSINTHEBASELINESTAFFING..........................................................................5
4. CENTRALLYASSIGNEDINSTRUCTIONALSTAFF.......................................................................................................54A. OCCUPATIONALANDVOCATIONALPROGRAMS........................................................................................64B. ENGLISHLANGUAGELEARNERS.......................................................................................................................64C. RELATEDSERVICESFORSPECIALEDUCATION..........................................................................................64D. STUDENTSUPPORTTEAMS...............................................................................................................................74E. ATTENDANCESUPPORTTEACHERS...............................................................................................................74F. EXPLAININGTHEINPUTSINTHECENTRALLYASSIGNEDSTAFF.........................................................8
5. STAFFINGANDSCHOOLBUDGETPROCESS...............................................................................................................9
6. FLEXIBLECONTRACTFOREXCELLENCEFUNDBUDGETS...................................................................................176A. EXPLAININGTHEINPUTSINTHEFLEXIBLECONTRACTFOREXCELLENCEFUNDING...............176B. STATEGUIDELINESFORCONTRACTFOREXCELLENCEALLOCATIONS...........................................17
7. SUPPLEMENTALFUNDBUDGETS................................................................................................................................197A. TITLEIALLOCATIONSANDSPENDING(STAFFINGANDSUPPLIES)................................................197B. TITLEIIIALLOCATIONSANDSPENDING(ENGLISHLANGUAGELEARNERPROGRAMS)...........20
8. SPECIALTYSCHOOLSANDPROGRAMS......................................................................................................................22
9. SUPPLYENHANCEMENTALLOCATIONINFORMATION........................................................................................229A. SCHOOLALLOCATIONS......................................................................................................................................239B. CENTRALALLOCATIONS...................................................................................................................................26
APPENDIXA CONTACTNAMESANDNUMBERSAPPENDIXB SCHOOLBASEDBUDGETINGCALENDARAPPENDIXC SCHOOLBUDGETWORKSHEETTEMPLATEAPPENDIXD SBMTEXPECTATIONSAPPENDIXE PROGRAM/COURSEADDITIONREQUESTFORMAPPENDIXF PROGRAM/COURSEDELETIONREQUESTFORMAPPENDIXG PROCEDURESFORORDERINGTITLEIINSTRUCTIONALSUPPLIESAPPENDIXH PARENTINVOLVEMENT&ENGAGEMENTEXPENDITURESAPPENDIXI GUIDANCEPLANNINGMEMOFOR2015‐16TITLEIIIEXPENDITURESAPPENDIXJ TITLEIII2013‐2014‐SCHOOL‐BASEDGUIDANCEDOCUMENTAPPENDIXK JOBDESCRIPTIONS
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1. INTRODUCTION
Welcome to the 2016‐17 Fiscal Year Budget Development Guide (SBB Handbook). This guide is intended to provide
school administrators with useful information about how resources are allocated to their schools and explains the
development of school budgets, outlines central office program requirements, provides instructions on the use of fund
types, and describes the process for completing the budget template during the budget process.
The 2016‐17 Budget Process is the fourth year of site based budgeting. Year 1 was intended to bring transparency and
equity to the budget process with greater central office support. Year 2 included adjustments to the process based on
feedback received from principals via a survey completed in July, 2013 as well as the continued dialogue with the School
Based Budget Steering Committee. With each year adjustments to improve the process will be implemented.
The SBB Handbook will explain how allotments of positions and dollars are determined for each school, and what
latitude schools have to make decisions about how these resources are used. This document distinguishes between two
major school budget categories: resources that are provided to schools, which they then make decisions about how to
budget and use; and resources whose use and allocation is budgeted centrally, even though the resources are deployed
in schools.
The major budget components in each of these categories are explained in more detail in subsequent sections of this
document.
Please note that additional updates may be forthcoming to sections as the District continues to work through the budget process and deficit closure recommendations. A copy of the SBB Handbook can be found on the Finance Department’s webpage. 2. FUNDINGSOURCES
The District has two major funds that support school operations:
1. The General Fund, often referred to as “Operations and Maintenance” or “O&M” is the primary fund of the
District and supports the general day to day operations of the District. 80% of the revenues in the General Fund
come in the form of state aid. It is intended to provide basic and mandated services to schools.
Within the General Fund are set‐aside funds such as Contract for Excellence (“C4E”) and Magnet (“MAG”). Set‐
aside funds are included in the overall General Fund budget but may have restrictions on what they can be spent
on.
2. The Special Projects Fund is more commonly known as the Grants Fund and includes several grants from state,
federal and local sources that are intended to be supplemental in nature and are provided for specific types of
expenditures. The grants allocated to most schools include Title I, Title III and School Improvement Grants.
Funding sources and relevant spending restrictions are discussed in the specific budget sections later in the SBB
Handbook.
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3. BASELINESTAFFING
Baseline staff will be allocated to schools based on state mandates and contractual obligations according to the following table. Departments, in collaboration with Principals and Associate Superintendents of School Leadership, will allocate staff for Occupational and Vocational programs, English Language Learners, Related Services for Special Education students, Instructional Technology and Attendance Support Teachers as outlined in section Four. Special Education classroom teachers will be assigned by the Special Education Department based on students’ Individual Education Plans (IEPs) in the baseline staffing process. Depending on available funding, schools will be allocated additional “flexible” general fund dollars to staff and support their schools based on plans approved by the Associate Superintendents of School Leadership. The process for submission and approval of school budgets are discussed in section Five.
Assistant Principals Minimum 0.5
School Configuration Enrollment Base‐Line Allocation
Pre‐K – 4th grade 1‐449 0.5
450‐749 1.0
750‐1,050 2.0
1,051 and above 3.0
Pre‐K – 8th grade 1‐299 0.5
300‐749 1.0
750‐1,050 2.0
1,051 and above 3.0
5 – 12th grade 1‐299 0.5
300‐600 1.0
601‐950 2.0
951 and above 3.0
Class Size
School Configuration Teacher : Student Ratio
Pre‐K 1:18 and 1.0 Pre‐K Assistant
Kindergarten Varies
1‐6th grade 1:30
7 – 8th grade 1:30
9 – 12th grade 1:30
School Clerical Minimum 1.0
Enrollment Clerk Typist
All Schools 1‐499 1.0 0.0
500‐699 1.0 0.5
700‐999 1.0 1.0
1,000 and above 1.0 2.0
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Guidance Counselors Minimum 0.5
School Configuration
*If additional Counselors are purchased; they must be in .5 increments
7 – 12th grade 0.5 for every 150 students
Minimum per school 0.5
Library Media Specialist Minimum 0.5
School Configuration Enrollment Base‐Line Allocation
*If additional Librarians are purchased; they must be in .5 increments
Minimum per school 0.5
7 – 12th grade 501 and above 1.0
Special Area Requirements
Grade Subject Classes Per Cycle % of School Year
K – 3rd grade Art 1.0 All Year
Music 1.0 All Year
Physical Education 3.0 All Year
4 – 6th grade Art 2.0 All Year
Music 2.0 All Year
Physical Education 3.0 All Year
7th grade Art 3.0 Half Year
Music 3.0 Half Year
Physical Education 3.0 All Year
Health 3.0 All Year
Home & Careers 3.0 All Year
Technology 3.0 All Year
8th grade Art 3.0 Half Year
Music 3.0 Half Year
Physical Education 3.0 All Year
LOTE 6.0 All Year
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Home & Careers 3.0 All Year
Technology 3.0 All Year
FTE Equivalents
FTE Periods Per Day FTE Days Per Cycle
0.17 1.0
0.2 1.0
0.33 2.0
0.4 2.0
0.5 3.0
0.6 3.0
0.67 4.0
0.8 4.0
0.84 5.0
1.0 5.0 1.0 6.0
Secondary FTE Calculation (Grades 7 – 12)
1 # Secondary Students 123
2 Class Size 30
3 # Classes per Period #1 divided by #2 5
4 Periods per Day (Excluding Lunch) 8
5 # Classes per Day #3 multiplied by #4 40
6 Teaching Period Load 5
7 Secondary FTEs #5 divided by #6 8.00
FTE Adjustments:
8 Self‐Contained Class # Self Contained classes multiplied by +0.5 1.0
9 Occupational/Vocational School Wide
FTEs
.5 Reduction for each 1.0 Centrally assigned
business and CTE teachers
0.0
10 7th ‐12 grade Baseline Budget Sum of #7, #8, and #9 9.00
Hold Back Provision Secondary Schools:
11 7th ‐12 grade Baseline Budget Line #10 above 9.00
12 7th ‐12 grade Baseline Allocation Calculated to cover mandated subjects 8.45
13 Unallocated Baseline FTEs #11 minus #12 .55
14 Hold Back Provision #13 multiplied by 20% (0.11)
15 Principal TBD Allocation #13 minus #14 0.44
Hold Back Provisions
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The District has historically had declining enrollment, particularly at the high school grades 9 through 12. Therefore, a
holdback provision of 20% will be applied for staffing purposes. Staffing adjustments will be made based on actual
enrollment as of the 2016‐17 BEDS day in the data dashboard.
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3A. EXPLAININGTHEINPUTSINTHEBASELINESTAFFING
There are a number of central factors that are accounted for when Buffalo City School District (BCSD) calculates initial school budget allocations. These include:
Projected Student Enrollment
Special Education Student Population
English Language Learner (ELL) Student Population
School Configuration (Elementary School, K‐8 Model School, Middle School, or High School)
Teacher‐to‐Student Ratios by Grade Configurations
Specialty School/Program Status
Each one of these factors determines the initial budget allocation for your school. These different factors are highlighted below. Explanations for each factor can be found later in the guide. Enrollment Projections
The primary driver for your school’s initial budget allocation is projected student enrollment. Projected student enrollment is determined by analyzing the current year’s enrollment data by school to estimate enrollment for the upcoming school year. Current year enrollment in the data dashboard as of October was utilized for initial projections. Principals provided updated enrollment data for the current fiscal year as of December. Current year enrollment in the data dashboard was reviewed again in February/March. 2016‐17 projections also take into account more nontraditional factors that can significantly affect enrollment, such as school closures, school reconstruction, grade expansions or reductions. Individual school enrollments are totaled and compared to the Districts overall trend over the past three years. Principals will be asked to validate the projected enrollment during the School Based Budget process. Should a Principal believe the projected enrollment differs significantly from their projections, they should discuss the variances with their Associate Superintendent of School Leadership (ASL) and bring supporting data. It should be understood that the total of individual school enrollments should not be significantly different than the District’s overall enrollment trend – i.e. – significant enrollment growth should not be projected without documentation and indication of where the students are transferring/enrolling from. Staffing adjustments will be made based on actual enrollment as of the 2016‐17 BEDS day in the data dashboard. 4. CENTRALLYASSIGNEDINSTRUCTIONALSTAFF
Departments, in collaboration with Principals and Associate Superintendents of School Leadership, will allocate staff for Occupational and Vocational programs, English Language Learners, Special Education, Related Services for Special Education students, Student Support Teams, Instructional Technology and Attendance Support Teachers in accordance with the procedures described below. Centrally assigned instructional staff cannot be reduced by the School’s SBB team.
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4A. OCCUPATIONALANDVOCATIONALPROGRAMSThe programs will be staffed using different staffing ratios for: Trades, Business and Differentiated programs.
Certified Programs of Study require that the students take a minimum of 6 courses and the required NYSED Career &
Financial Management (CFM) Course. These programs of study lead to Industry certification and Regents with Advanced
designation. Once a student’s cohort starts a program the district is obligated to allow for that cohort to complete the
course of study before the program can be eliminated. All levels of instruction no matter the number of students
cannot be combined due to the discrete curriculum and safety concerns at each level. For a CTE program to be added an
industry advisory committee is required to review the curriculum, facilities and equipment to ensure that they meet
industry standards and that the Career pathways has a positive employment outcome for students. If the District
decides to eliminate a program an advisory committee review is required as well; and the last enrolled cohort must have
the ability to complete the program of study.
Differentiated programs of study are for students with disabilities in special classes (15:1, 12:1:1, 12:1:2, 8:1:1, Regents'
track 6:1:1). Students in differentiated programs will take one unit of differentiated instruction each year. Students will
be required to take Differentiated Career & Financial Management (CFM) as a pre requisite; this Differentiated CFM
classes with students with disabilities should not exceed 15 but does not have to be co taught. The differentiated trade
classes will be co taught by a CTE and Special education teacher. Students with disabilities who complete a minimum of
two units of CTE instruction which includes 54 of work based instruction will be eligible to attain the CDOS credential.
All differentiated classes will be capped at no more than 15 students.
4B.ENGLISHLANGUAGELEARNERS &FORMERENGLISHLANGUAGELEARNERS English for Speakers of Other Languages (ESOL) teachers will be assigned based on the units of service required under Commissioner’s Regulations Part 154 and in consideration of best practices for English language development programs. The service provision chart for Bilingual Education (BE) and English as a New Language (ENL) is available on line at
http://www.p12.nysed.gov/biling/resource/cr‐part‐154/units‐of‐study‐tables.html
o ENL must be provided in both stand‐alone and integrated settings for students who scored Entering and Emerging proficiency levels per NYSITELL or NYSESLAT results.
o The grade span for service provision may not exceed more than two grade levels. o Formerly Limited English Proficient (FLEP) students must receive support services (.5 units of ESL per
day) for two years after achieving proficiency.
4C. RELATEDSERVICESFORSPECIALEDUCATION
Related Service personnel for students with disabilities include teachers of the Speech and Hearing Handicapped or Teachers of the Speech and Language Delayed, Occupational Therapists, Physical Therapists, Teachers of the Hearing Impaired/Deaf, and Teachers of the Visually Impaired/Blind. Individualized Education Plans (IEPs) mandated counseling is the responsibility of the Social Worker assigned to the building Student Support Team. Staff is assigned to schools based on services mandated on the students’ IEPs. FTE count is adjusted throughout the year as mandated services increase or decrease.
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4D. STUDENTSUPPORTTEAMSStudent Support Teams (SST’s) generally consist of a Chairperson, a Psychologist, a Social Worker, a School Counselor and a clerk.
The Special Education Department has articulated the district goal of providing a full time SST in every school. For this budget year, SSTs will be staffed at the minimums listed below. At the point that the goal of a full time team is accomplished, addition of staff beyond a full time team will be considered based upon the unique needs of a particular building.
SST Chairperson
School Enrollment Base‐Line Allocation
1‐89 0.5
90‐179 1.0
180‐259 1.5
260 and above 2.0
SST Social Worker
School Enrollment Base‐Line Allocation
1‐499 .5
500 and above 1.0
SST Psychologist
Students with Disabilities Enrollment Base‐Line Allocation
Elementary Schools
1‐499 .5
500 and above 1.0
Bilingual Schools (#3, #30, #33, #45, #76, #204) Additional .33 Bilingual Psychologist
High Schools
1‐449 .5
450 and above 1.0
4E. ATTENDANCESUPPORTTEACHERS
Attendance Support Teachers are currently assigned to serve Priority Schools based on chronic and severe absence data.
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4F. EXPLAININGTHEINPUTSINTHECENTRALLYASSIGNEDSTAFF
Occupational and Vocational Education Population
Business:
Certified Programs of Study – minimum 6 classes taken over 4 years w/ CFM
Electives: individual courses taught for credit but not leading to Industry certification
Trades:
All Trade programs are Certified Programs of Study – minimum 6 classes taken over 4 years w/ CFM
Differentiated: 12:1:1 or 15:1:1 co‐taught with a CTE teacher and Special Education teacher
CTE teacher Number of students Period Taught Max. students
Trade 24 6 (2 period Block scheduled) 72
Business 30 5 150
Differentiated 12 to 15 6 – trade or 5‐ business 72/90 or 60/75
CFM A & B 24‐trade or 30‐ business 6 – trade or 5‐ business 150
*If a trade teacher has a 3 period block max load could be 72 to 96
Special Circumstances:
Work experience Coordinators: Each school should allow for a minimum of 1 period a day for a CTE teacher with a Work
based Coordinator Extension on their license to place students in work related experience as required by New York State
Education Department (NYSED) and New York State Department of Labor (NYSDOL).
Programs with special focus or community involvement will require additional staff. For example: Emerson –
Restaurant, McKinley – House project requires 2 senior carpentry teachers & McKinley Horticulture due to the size of
the facility requires 2 teachers and others as needed.
English Language Learner Student Population Similarly to Special Education student population, English Language Learner (ELL) student population support needs are determined by a review of the number of ELL students currently enrolled and their level of English proficiency (Entering, Emerging, Transitioning, Expanding, and Commanding). Staffing for ELL students is guided by the Department of Multilingual Education (DME) staffing ratios, program design, and best practices. The student‐teacher ratio is approximately 40:1 for elementary schools and 35:1 for high schools. Base funds are allocated according to the given ratio, then adjustments are made based on program design and grade span. Other adjustments are made to accommodate for co‐teaching, the most effective model of service delivery. For example, if a school has 40 students across grades kindergarten through grade 1, the school will receive funds for one full‐time ESL teacher. A school with 40 students across grades K‐8 may require more teachers due to scheduling capacity. Schools with larger ELL populations generally have one teacher across one or two grade levels, while schools with under 10 students may have a part‐time daily teacher or itinerant teacher who provides services on alternating days in the six‐day cycle.
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Adjustments to ESL services may be necessary during the year as students populations change. Schools are not permitted to repurpose funds designed to support ELL needs. Special Education Student Population
Staffing for the Special Education student population is determined by a review of all current IEPs. Staffing to meet IEP needs is mandated by the Regulations of the Commissioner of Education, Part 200 staffing ratios and teacher caseload requirements as well as current best practices. The department annually audits teacher caseloads assuring that FTEs are assigned in the most efficient, cost effective way possible. If necessary, the department will make recommendations to principals which result in revisions to the school master schedule. In this way, the maximum number of students can be assigned to a teacher caseload. Staffing adjustments may occur during the year as student needs increase/decrease. Schools are not able to repurpose funds designed to support Special Education needs. Attendance There are seven critical factors reviewed when determining the placement of centrally assigned Attendance Support Teachers:
1. Number of students in the AT RISK attendance category. 2. Percent of students in the AT RISK attendance category. 3. Number of students in the CHRONIC attendance category. 4. Percent of students in the CHRONIC attendance category. 5. Number of students in the SEVERE CHRONIC attendance category. 6. Percent of students in the SEVERE CHRONIC attendance category. 7. Total number of students in the three attendance categories indicated above.
5. STAFFINGANDSCHOOLBUDGETPROCESS
Staff for grades 7 through 12 schools will be allocated as a total number of FTEs to cover their student enrollment for every period of the day. Staffing requests and scheduling must comply with subject area courses mandated by the State Education Department (SED) first. The remaining allocated FTEs can be chosen by the Principal in consultation with and approval by their Associate Superintendent of School Leadership. Principals should complete their School Budget Worksheet (See Appendix C) and submit it electronically to the Office of School Leadership (Attention Lori Repman) and Keith Robertson, Assistant Superintendent of Budget and Grant Management by April 20th.
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The process for submission and approval is as follows:
Principals will work with their School Based Management Team (SBMT) to make decisions on the use of their
school‐based budgets.
o Principals will lead the process of completing the School‐Based Budget Form.
o Each budget expenditure request must include a correlating School Comprehensive Education Plan (SCEP)
citation, supporting data and a rationale for the request written into the free write box on the form. o The principal will call a SBMT meeting(s) for the purpose of developing and completing the School‐based
Budget Form.
a. Quorum must exist (Including the Parent Facilitator).
b. Additional members may be part of the process (e.g., additional teachers, parents and community partners).
c. Data should be used during the process to make strategic decisions.
d. The meeting shall have an agenda, sign in sheet (included in Appendix D‐ SBMT Expectations) and meeting minutes.
o The principal must share the details of the School‐based budget process prior to the meeting with the Associate Superintendent of School Leadership and subject area administrators: a. The draft School‐based budget form, indicating teachers input and the rationale for the decisions made
(e.g., copy of SBB form placed in faculty room; faculty meetings, grade level meetings and common planning time). The draft School‐based budget decisions with parents (e.g., PTO meetings, parent meetings, Newsletters, etc.)
b. SBMT meeting agendas, minutes and sign in sheets Each principal will submit their budget electronically to their Associate Superintendent of School Leadership and to
the Director of Budget and Grant Management.
The Associate Superintendents of School Leadership will make a decision on the budget requests:
o Approve the Full Budget Request
o More Information Required for Approval
o Disapprove select Items – Principal must select another expenditure for consideration
Once budgets are approved, there shall be no staffing request changes until September and actual enrollments are
known. The anticipated cut off for staffing changes is April 20, 2016.
NOTE: High School courses shall be closed if enrollment is less than 20 for grades 9 and 12.
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PROGRAM ADDITION AND REMOVAL:
To add or remove a program from their school (e.g., CTE program), a principal must complete the following steps:
Principals will work with their School Based Management Team (SBMT) to make recommendations to remove or
add a program.
o Principals will lead the process of completing the Program Addition or Removal Form (see Appendices E and
F)
o The form will be emailed to their Associate Superintendent of School Leadership
The Associate Superintendent of School Leadership will confer with the Assistant Superintendent of Curriculum,
Assessment and Leadership to make a decision and communicate with the principal.
NON‐NEGOTIABLE STAFFING LEVELS:
Based on state mandates and the collective bargaining agreement, certain staffing levels must be adhered to. The table
on the subsequent two pages outlines the non‐negotiable staffing levels.
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NON‐NEGOTIABLE STAFFING LEVELS:
The following table outlines staffing and scheduling requirements that must be adhered to:
Subject Area Grades K‐3 Grades 4‐6 Grades 7‐8 Grades 9‐12 Class Size
Physical Education
Three 30 minute class / 6 days
Three periods (length 40‐45 minutes depending on building schedule) / 6 day cycle
Three periods (length 40‐45 minutes depending on building schedule) / 6 day cycle
3 periods (length 40‐45 minutes depending on building schedule) /6 day cycle
Budget for formula has allotted staff based on sections at each grade level Swimming ‐ 25 for safety, contract allows for 35 “Second set of eyes” trained in swimmer surveillance
Music One 30 minute class / 6 days
Two periods (length 40‐45 minutes depending on building schedule) / 6 day cycle
One‐half unit (one period daily for at least one semester or one period three days) / 6 day cycle
One unit of credit in art and/or music (one period daily for a whole year or comparable amount of time)
Art One 30 minute class / 6 days
Two periods (length 40‐45 minutes depending on building schedule) / 6 day cycle
One‐half unit (one period daily for at least one semester or one period three days) / 6 day cycle
One unit of credit in art and/or music (one period daily for a whole year or comparable amount of time)
CTE Certified Programs (Trade & Business)
Grade 9 CFM ‐one period /full year Certified Business and Trades* Courses: Grades 10‐12 CTE Career Path – minimum – two periods/full year Grades 9‐12 ‐ Differentiated CTE Programs ‐ one period /full year Any business course can be an elective – one period/full year *Trade Teachers may teach 6 periods
Trade :24 per classBusiness:30 per class
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Subject Area Grades K‐3 Grades 4‐6 Grades 7‐8 Grades 9‐12 Class Size Health One‐half unit (one period
3 days / 6 day cycle or one period daily for at least one semester)
One‐half unit (one period 3 days / 6 day cycle or one period daily for at least one semester)
Home & Careers One period daily for one semester (Alternates with Technology)
24 students
Technology One period daily for one semester (Alternates with Home and Careers)
24 students
Foreign Language
One unit of credit (one period daily for a whole year)
One unit of credit by end of grade 9 (one period daily for a whole year)
Librarian 3 days 6/day cycle 3 days 6/day cycle 8th Grade only –enrollment of 100 – 300 .4 periods / 6 day cycle
500 – 900 student5 periods/daily 700 – 1,000 9 periods/daily 300 – 500 student .5 (3 days out of a 6 day cycle)
RTI The students who are not proficient must be provided with appropriate intervention services. Level of proficiency and group size must be considered when providing RTI
The students who are not proficient must be provided with appropriate intervention services. Level of proficiency and group size must be considered when providing RTI
Any student not at proficiency must receive appropriate and effective Academic Intervention Services in core subjects
ELA 90 minutes of Literacy Period 60 minutes of Differentiated Period
60 minutes of Literacy Period 60 minutes of Differentiated Period
40 minutes of ELAAIS for select students
Math 90 minutes of instruction 90 minutes of instruction One period daily full year Social Studies Minimum of 40 minutes
three times /6 day cycle Minimum of 40 minutes three times /6 day cycle
One period daily full year
Science Minimum of 40 minutes three times /6 day cycle
Minimum of 40 minutes three times /6 day cycle
One period daily full year
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POSITIONS PROVIDED IN BASELINE AND AVAILABLE FOR PURCHASE IN SPECIFIED FUNDING SOURCES:
JOBTITLE BASELINE FLEXIBLEC4ESIG
TRANSITION TITLEI� � � � �Advertising/Comm Arts X
Aides/Assistants X
Air Cond & Refrigeration X
AIS Teacher ‐ ELA X X X
AIS Teacher ‐ Math X X X
AIS Teacher ‐ Reading X X X
AIS Teacher ‐ Science X X
AIS Teacher ‐ Social Studies X X
Alternative Ed Teacher X
Aquatic Ecology X
Architecture X
Art Teacher X
Assistant Principal‐SAM Only X
Assistant Principal X
Attendance Teacher X X
Auto Mechanics X
Building Technology X
Business X
Carpentry X
Chinese Teacher X
Co Teach/RR Tchr Bilingual X
Co Teaching/RR Teacher X
Computer Science X
Coordinator ‐ Cannot exceed 0.5 X
Culinary Arts/Foods X
Dance X
Dean of Students X X
District Support Teacher X
Diversified Co‐Op X
Drafting X
Electrical/Electronics X
ELL Aide X
English Teacher X
English Teacher Bilingual X
ENL Coach X
ENL Teacher X
Forensics X
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JOB TITLE BASELINE FLEXIBLE C4E SIG
TRANSITION TITLE I
French Teacher X
Gifted & Talented Teacher X
Guidance Counselor X X X
Health Assisting X
Health Impaired Teacher X
Health Teacher X
Hearing Impaired Teacher X
Helping Teacher X
Home & Careers Teacher X
Horticulture X
IB Middle Years Coordinator X
Instructional Coach X X X X
Instructional Supplies X X X X
Instructional Technology Coach X
Italian Teacher X
Latin Teacher X
Library Media Specialist X
Machine Shop Technology X
Math Teacher X
Math Teacher Bilingual X
Mechanical Technology X
Media Communications X
Medical Assisting X
Music Teacher (Instrumental) X
Music Teacher (Vocal) X
Other Precious Metal Worker X
Personal Trainer X
Photography X
Physical Ed Teacher X
Plumbing X
Pool Aide/Assistant X
Practical Nursing X
Principal
Printing X
Psychologist X
Psychologist Bilingual X
Public & Private Sector X
Residential & Comm Maint X
School Clerk X
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JOB TITLE BASELINE FLEXIBLE C4E SIG
TRANSITION TITLE I
Science Teacher X
Science Teacher Bilingual X
Secondary Support Teacher X
Sheet Metal Technology X
Social Studies Teacher X
Social Studies Teacher Bilingual X
Social Worker X
Spanish Native Language Arts X
Spanish Teacher X
Spec Ed Vocational Trainer X
Speech Teacher X
Speech Teacher Bilingual X
SST Chair X
SST Typist X
Support Math Teacher X X X
Support Reading Teacher X X X
Teacher Assistant X X
Technology Teacher X
Theater Arts X
Typist X
Visually Impaired Teacher X
Welding/Metal Fabrication X
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6. FLEXIBLECONTRACTFOREXCELLENCEFUNDBUDGETS
Schools that do not receive supplemental funding via School Improvement Grants (SIG) will receive supplemental
funding via the Contract for Excellence set aside. Schools will receive a per pupil allocation for students with Level I
and II English Language Arts (ELA) and Math scores. Per pupil allocations will also be provided for students who are
ELL, in grades K‐3 or Grades 10‐12. A student can be counted twice. For 2016‐17, the amounts will be as follows:
Level1ELA&Math
Level2ELA&Math
ELL Studentsin
GradesK‐3
ElementarySchools
GradesK‐8
Studentsin
Grades10‐12
SIGTransition
Allocations per pupil $205 $105 $60 $50 $50
Lump sum allocation for SIGs expiring
$125,000
Additional staff to accommodate instrumental music or other new or expanded program in the visual arts or music
.17 (one day per cycle)
Flexible funds can be spent on the allowable expenditures listed below, after submission of the School Budget
Worksheet and approval of the Associate Superintendent of School Leadership as outlined in section Five.
6A. EXPLAININGTHEINPUTSINTHEFLEXIBLECONTRACTFOREXCELLENCEFUNDING
For the school budgets, the number of Level I and II students in ELA and Math was obtained from the Office of Shared
Accountability and represents the students currently enrolled in schools with the previous year’s assessment results.
Enrollment for ELL, grades K‐3 and 10‐12 were obtained from the Office of Shared Accountability.
Due to the availability of data, prior year enrollment data will be used for school budgets.
6B. STATEGUIDELINESFORCONTRACTFOREXCELLENCEALLOCATIONS
The Contract for Excellence (C4E) is a set aside of the District’s Foundation Aid as prescribed and adjusted in Education Law, section 211‐d. The annual contract amount shall be used in accordance with allowable programs and activities and affirm that such programs shall predominantly benefit students with the greatest educational needs including, but not limited to:
a. Limited English proficient students and students who are English language learners; b. Students in poverty; c. Students with disabilities; and d. Students with low academic achievement
19
Allowable programs and activities:
a. Student time on task i. Guidance Counselors ii. Attendance Teacher iii. Academic Intervention Services – Science or Social Studies Teacher iv. Building Math or Reading Teacher v. Lengthened School Day or Year vi. Individualized Tutoring For Students at Risk of Not Meeting State Learning Standards
1. Shall supplement the instruction provided in the general curriculum 2. Shall emphasize content areas and instruction in subjects required for graduation at
the middle and high school levels vii. New or expanded program in the visual arts, music, dance and/or theater
b. Teacher and principal quality initiatives
i. Instructional coaches shall provide teachers with support in content areas and may provide
professional development to teachers in pedagogy and/or classroom management, to
improve student attainment of State learning standards
c. Expansion or replication of effective model programs for students with limited English proficiency, in
accordance with the following:
i. English as a Second Language Teacher
ii. English as Second Language Coach for Teachers
iii. Materials in native language
iv. Translation services
v. Translation equipment/supplies
Building requests after the regular school day, evenings and weekends must be submitted to the Director of Plant Operations, 816‐3535 or sent to 64 Bailey Ave for approval.
Public process
Each school shall develop their plan for their portion of the C4E funds in consultation with their School Based
Management Team. Please review section 5 and the SBMT Expectations in Appendix D.
20
7. SUPPLEMENTALFUNDBUDGETS
7A.TITLEIALLOCATIONSANDSPENDING(STAFFINGANDSUPPLIES)
Title I schools choose how to use their Title I school allocations based on the following guidelines. Supplement Not Supplant Title I funds may be used for a variety of services and programs, but are most commonly used to supplement instruction in reading and mathematics. Title I allocations can also be used to fund new strategies to improve the overall educational program of the school, as long as they also support the school's Title I Schoolwide program. For compliance purposes, Title I funds must be used to supplement funds that are made available from non‐federal sources, and not to supplant funds from the O&M budget. This is true of all federal funds. Staff supplanting is most evident when federal funds are used to support a position that a district is legally mandated to provide. "Consolidation of Funds" is a newly adopted strategy that takes place at the school level. Title I and IIA funds can be consolidated to support the schoolwide program. In order for a school to do this, the school must already receive a Title I and IIA allocation, and the intention to consolidate those funds must be specifically outlined in that school's improvement plan. Title I Allocations – School Allocations, Parent Involvement and Parent Education Allocations The count of economically disadvantaged students in a school has a direct impact on the amount of Title I funds that the school receives in its school budget allocation. This count is determined through the use of “direct certification” information collected by the government, including Temporary Assistance to Needy Families (TANF)/Food Stamps and other data that indicate student need for free meals. The District’s overall 2016‐2017 Title I allocation is first reduced by required set‐aside amounts, including totals for supporting homeless students, parent involvement and parent education, Priority and Focus school improvement, as well as Title I grant administration. The remaining amount is then divided by the total number of economically disadvantaged students to generate a Per Pupil Allocation (PPA). The PPA is multiplied by the number of such students in a school to determine that school’s allocation. A school can use its school allocation to select supplemental staff and instructional supplies. For more information regarding the procedures for ordering Title I instructional supplies, see Appendix G. The following staff titles are available for school based budgets: Teacher assistant, guidance counselor, instructional coach, reading/math support teacher (elementary), and AIS ELA/math Teacher (secondary). Each title is assigned a dollar value, regardless of the employee filling the title. Using the School Budget Worksheet, a school may budget any number of such titles that fit within its allocation. The principal will work with the Director of Staffing and the Office of School Leadership (OSL) as needed to ensure that partial FTEs are matched to create whole positions. The school should devote the remainder of its allocation to instructional supplies, which should align with programming to improve academic achievement of all students. The Office of School Leadership will review school plans for the use of Title I allocations. This will allow OSL to check the reasonableness of (e.g. a school request to devote a large portion of its resources to supplies). Again, Title I is supplemental school programming. Any Title I budgeted staff must be in addition to a school’s baseline staff, as determined by Finance and Human Resources. To avoid supplanting, Title I staff are also in addition to a school’s prior year O&M staff: if School A has a 1.0 O&M guidance counselor in 15‐16 and has a baseline of 0.5 in 16‐17, that school may not budget any Title I guidance counselors without first budgeting another 0.5 from O&M to match the prior year’s O&M staff. Staff must strictly adhere to their posted job duties, and follow the guidance of subject area
21
directors regarding positions that are funded by Title I. All supplies must be used for supplemental programming to improve the overall educational improvement plan of the school. The Director of Title I will review the school based budgets for compliance purposes, and verify that supplanting is not taking place. In addition to Title I school allocations, schools receive Title I Parent Involvement allocations. Parent Involvement is a set‐aside portion of the Title I budget which is divided among schools, based on each school’s portion of the total district count of economically disadvantaged students. Priority and Focus schools may also use Parent Education funds to support its School's Comprehensive Education and Parent Involvement plans. A school may use these funds to afford a variety of resources, including training, meeting, and supply items that explicitly align with its parent involvement planning. See Appendix H for more information on Parent Involvement Expenditures. 7B.TITLEIIIALLOCATIONSANDSPENDING(ENGLISHLANGUAGELEARNERPROGRAMS)
There are two Title III grants: Title III Limited English Proficient and Title III Immigrant. Title III funds can only be used to provide supplementary services to ELLs and Immigrant students. ALL Title III supplemental services must include all of the following three components:
1. Direct Instruction: activities must be used to support language development, English and native language instruction, high academic achievement in math, and/or core academic areas.
The Title III supplemental instructional services must be based on student need
These supplemental services should complement core bilingual and ESL services required under CR Part 154
Direct supplemental services should be provided for before school, after school, and/or Saturday programs
Teachers providing the services must be certified bilingual education and/or ESL teachers 2. High quality professional development that is of sufficient intensity and duration to have a positive and lasting
impact on the teachers’ performance in classrooms o Professional development activities should be well‐planned, ongoing events rather than one‐day or
short‐term workshops 3. Parent engagement and supports must ensure that there are appropriate translation and interpretation services
to meet community needs. o These are in addition to mandated activities, such as parent orientation during ELL identification process
For the 2016 ‐ 2017 school year, the Multilingual Department will centralize Title III allocation. By doing this we will:
streamline the spending process, ensure spending of Title III funds, create clear models for ELL programs across schools (purchase of instructional materials) provide teachers district wide professional development on meeting the needs of ELLs and on
newly purchased instructional materials support schools based on student needs (proficiency levels, state assessment results,
social/emotional, etc.) The Multilingual Department will have set aside funds to provide schools an opportunity to develop high quality programs to meet the needs of their students in their individual schools, for example, a school might want to run a 6‐
22
week afterschool program to provide high school students additional support to better prepare student for the Regents exams. School will be required to submit a plan that addresses the need (with supporting data), action plan, intended outcomes, and an assessment component (How will you know that your plan had a positive impact on student learning?). More information on the application/plan and submission due dates will come from the Multilingual Department via email. The department will also set aside funds to ensure that each school holds a parent meeting per Commissioner Regulations (CR) Part 154. Each school will be expected to meet individually with the parent or persons in parental relation of an English Language Learners (ELLs) at least once a year to discuss the child's language development progress and needs. This meeting is in addition to parent‐teacher conferences, quarterly progress meetings or other scheduled meetings provided for parents or guardians of all students. Schools will receive curriculum, discussion leader(s), translation and interpretation funds early in the school year to plan and hold this parent meeting. The Multilingual Department will hold a professional development early in the school year on how to conduct such meetings maintaining of records/evidence, and share best practices.
23
8. SPECIALTYSCHOOLSANDPROGRAMS There are currently several schools within BPS that require specialty funds to support their programs. Non‐formula funds are included in the initial school budget allocations for these programs.
School No. School Name Program Name Expenditures Related To
Approximate Amounts (w/o
benefits)
32 Montessori Montessori Montessori Training,
Supplies & Teacher Aides $274,802
59 Charles Drew Science Magnet
0.5 Science Coordinator, Museum & Zoo Partnership $174,806
61
Arthur O. Eve School of Distinction
Visual and Performing
Arts Arts program teachers $230,556
64 Olmsted Gifted & Talented
Ancillary time for psychologist admission
testing, testing supplies, GT & LOTE teachers $246,285
79 Grabiarz Gifted & Talented Challenge Program $115,224
93 Southside Double Start Time Schedule Staff to run two start times $58,611
99 Makowski Early Years IB IB Dues, Training, Supplies,
Coordinator, teachers $301,978
156 Olmsted HS Gifted & Talented Testing & teachers $132,216
187 Performing Arts
Visual and Performing
Arts
Ancillary time, contracts, equipment and supplies for performances, Coordinator,
Arts program teachers $781,793
195 City Honors Middle Years and Diploma IB
IB Dues, Training, Supplies, Tests, Coordinator, LOTE
teachers $737,557
198 International Prep Architecture and Design 1.0 Art Teacher $57,612
212 DaVinci College
Partnership College Tuition $190,000
335 Middle College Early Middle
College College Textbooks and
Tuition, student interviews $670,000
9.SUPPLYENHANCEMENTALLOCATIONINFORMATION
Instructional supplies and materials are allocated to the schools in a number of different ways: by number of teachers in
a particular subject area, by number of students assigned to a school building, by type of school and by the number of
new classrooms or courses. For the purposes of this section, Elementary students are in grades K through 8; High School
students are in grades 9 through 12; Vocational Schools provide programming for high school students which integrate
24
rigorous academics with relevant career and technical skills, as well as workplace attitudes and behaviors, and Specialty
Schools include Occupational Training Center, School #84 and Western New York Day Treatment Center.
9A.SCHOOLALLOCATIONS
1. Instructional Material Allocations based on Number of Students in a School Building
Each school is allocated funds based on the BEDS number of the prior year. The allocation for postage and petty cash is
adjusted in January and reflects the new October BEDS information. Each school will receive an allocation for petty
cash, postage, subscriptions, library, supplies and textbooks.
A. Petty Cash and Postage Petty cash and postage will be allocated in two installments; the first installment in July and the second in January, after the adjusted BEDS information has been entered.
Petty Cash Postage
Teacher Principal Elementary Secondary
Total Allocation $5.00 $1.00 $1.25 $2.00
1st Installment $3.00 .75 .75 $1.50
2nd Installment $2.00 .25 .50 .50
B. Subscriptions, Library Materials, Supplies, Textbooks Subscription, library, supply and textbook allocations are entered in MUNIS and available as of July 1st of the current school year.
Subscriptions Library Supplies Textbooks
Elementary Secondary
All
Schools Elementary Secondary
Special
School All Schools
Allocation .50 $1.00 $6.25 $20.00 $33.00 $60.00 $15.00
2. Ordering procedures and deadlines
A. Ordering Procedures
25
ALL REQUISITIONS must be prepared online; if you do not have access to MUNIS, please contact the Purchase
Department as soon as possible. When preparing requisitions to purchase supplies and materials, please use the
following account information:
ACCOUNT KEY EXAMPLE: A3074D21 481 EXMPT Org Object Project
A3074D21 481 EXMPT A FUND (A = General Fund)
A3074D21 481 EXMPT 307 LOCATION (307 = East High School)
A3074D21 481 EXMPT 4D COST CENTER/DEPARTMENT (4D = Regular Instruction)
A3074D21 481 EXMPT 21 1st two digits of FUNCTION, (e.g. 2110)
A3074D21 481 EXMPT 481 OBJECT (481 = Textbooks ‐ Secondary)
A3074D21 481 EXMPT EXMPT PROJECT (EXMPT = General Fund Exempt Expense)
B. Textbook Requisitions
Schools should use the following account information with their three digit school location filled into the blanks:
Elementary Schools A _ _ _ 4D21 480 EXMPT
Secondary Schools A _ _ _ 4D21 481 EXMPT
C. Other Requisitions
Schools should use the following account information with their three digit school location entered into the blanks:
Instructional Supplies A _ _ _ 4D21 500
Instructional Equipment A _ _ _ 4D21 200
Office Equipment A _ _ _ 4D21 208
Library Materials A _ _ _ 7H26 525
Subscriptions A _ _ _ 7H26 523
Requisitions with incorrect fund numbers will be rejected. You can check your available balance in MUNIS at any time
by running a GL Inquiry or Year to Date Budget Report. If you have problems checking your balances, please contact the
Budget Department. If you have questions or concerns regarding the status of your requisitions, please contact the
Purchase Department.
26
If you need to place an equipment order (object code in the 200 range), please submit a budget transfer request to
move funds from your 500 account prior to submitting the requisition.
Math Investigation materials will be ordered by the Math Department as in the past, however, the cost of these
materials will not come from your school’s allocation.
D. Deadlines
Requisition Deadlines
Textbooks 1st Monday in February
All other materials April 15th
It is not always easy to determine what is considered a textbook versus what is considered a supply. Hopefully the
following information will help you make that determination.
E. Guidance on Textbooks versus Supplies
The District must follow guidelines established by the New York State Education Department when charging textbooks and
supplies to accounts. A textbook is any book or book substitute which a pupil is required to use as a text or a text substitute in a
particular class or program as a primary source of study material intended to implement a major part of a State or local
curriculum.
Specific types of Textbooks are:
Hard‐covered
Paperback books
Manuals
Courseware or other content‐based instructional materials in electronic format
Workbooks designed to be written in and used up
Newspapers or news magazines (which have a general circulation, are printed and distributed at least biweekly, have a paid circulation within the school district, are entered with the U.S. Postal Service as second‐class matter, are available to schools on the date of publication at a discount of not less than 33 1/3 percent from the regular price, and are accompanied by study guides on a regular basis from the publisher at no extra charge to the school district.)
Specific types of Supplies are:
Teachers' editions of textbooks
Review books
Tests & testing materials
Reference materials (such as encyclopedias, almanacs, atlases and general or special dictionaries (except the dictionaries individually assigned to all pupils in a particular class or program as a textbook
substitute are considered as textbooks)
Supplementary textbooks, fiction, novels, magazines, newspapers (except as provided above, and audiovisual
materials normally housed in the school library or instructional materials center for short‐term use by pupils)
27
Materials in kit/set form
Internet on‐line service
Books or materials advocating or supporting a religious belief Additional information can be found at – http://stateaid.nysed.gov/tsl/html_docs/txtbk03.htm 9B.CENTRALALLOCATIONS
The following types of allocations are handled by subject area Supervisors and Directors:
1. Teacher Supply Allocations
Teachers in the areas of Art, Music, Home & Careers, Technology, Science Labs, Physical Education and Special Education
are allocated supplies appropriate to their program. Please contact the subject area director or supervisor for the
procedures on how to use this appropriation. The allocations are as follows:
Type of Teacher Allocation/Teacher
Art $300
Music $200
Science Lab $200
Physical Education $200
Home & Careers $1,350
Technology $1,350
Special Education $150
2. New classroom or course
A new classroom is any elementary classroom (K‐6), special education classroom or any new course in a core area that
was approved during the staffing process for the current school year (Art, Music and Physical Education are not
considered new classrooms).
Department Directors and Supervisors are responsible for ordering new classroom textbooks and supplies. Please
contact the appropriate departments during the month of June with your textbook and supply requests.
A‐1
APPENDIX A – CONTACT NAMES AND NUMBERS
ISSUE CONTACT NAME CONTACT NUMBER
CONTACT EMAIL
Student Projections, Staffing Ratios, School Budget Worksheet
Keith Robertson 816‐3966 [email protected]
Title I Allocation Jaime Cohen 816‐3966 [email protected]
Title III Allocations Nadia A. Nashir 816‐3092 [email protected]
Parent Involvement and Parent Engagement
Ramona Reynolds 816‐4751
Supply Enhancement Allocations, Specialty Schools and Programs
Deborah Washington 816‐3680 [email protected]
Specific questions on school programs, allowable menu items, and budget approval
School’s individual Associate Superintendent of School Leadership
816‐3703 [email protected]
Centrally Assigned Staff:
Occupational/Vocational Education
Kathy Heinle 816‐3700 [email protected]
English Language Learners
Nadia A. Nashir 816‐3092 [email protected]
Related Services and Student Support Teams
Kim Curtin 816‐4746 [email protected]
Attendance Support Teachers
Heath Frisch 816‐3593 TBD
Instructional Technology William Russo 816‐3572 [email protected].
B‐1
APPENDIX B – SCHOOL BASED BUDGETING CALENDAR
Week Beginning:
Deliverable:
3/21/2016
School Based Budget Workbook will be distributed to Principals. The SBB Handbook will be available on line.
4/20/2016
Principals submit completed SBB workbook to the Office of School Leadership ([email protected]) and Finance ([email protected]).
4/25/2016 Review and approval process for SBB workbooks begins.
E‐1
APPENDIX C – SCHOOL BUDGET WORKSHEET TEMPLATE
Focus Grade Level PK‐8 Per Pupil 6,908$ Per SchoolBaseline Staffing NON‐SELF CONTAINED STUDENTS SELF CONTAINED STUDENTS
GRADE
2015‐2016
BEDS
12/10/15
Attending
Pupils
2016‐17 Projected
Pupils
2016‐17 # Classes/
Teachers
12/10/15
Attending
Pupils
2016‐17 Projected
SC Pupils
PRE K 88 88 90 5 ‐ ‐ 90
KINDERGARTEN 105 106 115 5 7 ‐ 115
1 107 111 106 4 1 7 113
2 111 113 111 4 3 1 112
3 135 138 113 4 5 3 116
4 108 97 138 5 9 5 143
5 120 105 97 4 22 9 106
6 120 110 105 4 7 22 127
7 109 105 110 4 5 7 117
8 113 106 105 4 19 5 110
9 ‐ ‐ ‐ ‐ ‐ 0
10 ‐ ‐ ‐ ‐ ‐ 0
11 ‐ ‐ ‐ ‐ ‐ 0
12 ‐ ‐ ‐ ‐ ‐ 0
Ungraded 28 0
1,144 1,079 1,090 45 78 59 1149
Total Projected Students 1,149
School Wide Allocation MIN FTEs Staff SummarySalary w/
benefits
SBB, Dept,
Specialty, C4E, Title
1 & PK FTEs
Projected
Cost
Principal 1.00 1.00 Principal 144,776$ 1.00 144,776$
Asst. Principal(s) 0.50 3.00 Assistant Principal 121,649$ 3.00 364,947$
Guidance Counselor(s) 0.50 0.50 Dean 116,449$ ‐ ‐$
Librarian 0.50 0.50 Clerical 66,530$ 3.00 199,590$
Clerk 1.00 1.00 Aides & Assistants 35,407$ 22.00 778,836$
Typists 2.00 Teachers 87,592$ 66.83 ##########
Aide Allocation 1.00 4.00 Psychologist 105,266$ ‐ ‐$
Unallocated/(Over Budg 87,592$ 0.90 78,833$
K‐6 Allocation FTEs Textbook, Supplies, Contracts, Hourly Rate, etc. 595,526$
Art 1.88 Per Pupil / Total 6,908$ 95.82 ##########
Vocal Music 1.88
Physical Ed 2.30 96.72333333 ALL FTES
67.73 BTF WITH UNALLOCATED
Secondary FTE Formula 7‐12 FTE# Secondary Students 215
Class Size 30
# Classes per Period 8
Periods per Day 8
# Classes per Day 64
Teaching Period Load 5
Secondary FTEs 12.80
FTE Adjustments
# of Self Contained Class in 9‐12 1.50 0.50 Additional FTE per Self‐Contained Class 7‐12
Grades 9‐12 OCC/Voc FTE ‐ (0.50) Reduction for each 1.0 FTE assigned by CTE dept.
7th ‐ 12th Baseline Budget 14.30
Hold Back Provision Secondary Schools
7th ‐ 12th Baseline Budget 14.30
7th ‐ 12th Baseline Allocation 13.40 Allocated in Baseline Allocation Section
Unallocated Baseline FTEs 0.90
Hold Back Provision for 5‐12 and
9‐12 schools ‐ ‐20% Hold Back Reduction of Unallocated Baseline
Principal TBD Allocation 0.90
10
2
1
‐
‐
‐
‐
1
‐
‐
1
2
2
SAMPLE SCHOOL
SCHOOL BUDGET WORKSHEET ‐ SCHOOL YEAR 2016‐2017
7,937,156$
2016‐17 # SC Classes/
Teachers
‐
1
E‐2
E‐3
AIS, Coaches & Support Staff
Department
Allocated
Department
Allocated
Cannot Decrease
Department Allocation Total FTEs
FTE Grand
Total
O&M Grants Principal Allocation Specialty Funds CFE Title 1
AIS Teacher ‐ ELA ‐ ‐ ‐ ‐
AIS Teacher ‐ Math ‐ ‐ ‐ ‐
AIS Teacher ‐ Reading ‐ ‐ ‐ ‐
AIS Teacher ‐ Science ‐ ‐ ‐
AIS Teacher ‐ Social Studies ‐ ‐ ‐
Alternative Ed Teacher ‐ ‐
Attendance Teacher ‐ ‐ ‐ ‐ ‐
Coordinator ‐ Cannot exceed 0.5 Dean 1.35 FTE ‐ ‐
Dean of Students ‐ ‐ ‐ ‐
District Support Teacher ‐ ‐
Gifted & Talented Teacher ‐ ‐
Helping Teacher ‐ ‐
IB Middle Years Coordinator ‐ ‐
Instructional Coach ‐ ‐ ‐ ‐
Instructional Technology Caoch ‐ ‐
Secondary Support Teacher ‐ ‐
Support Math Teacher ‐ ‐ ‐ ‐
Support Reading Teacher ‐ ‐ ‐ ‐
Multilingual Department
Department
Allocated
Department
Allocated
Cannot Decrease
Department Allocation
Baseline Total
FTEs
FTE Grand
Total
Department Allocated O&M Grants Principal Allocation Specialty Funds CFE Title 1
ESL Coach ‐ ‐ ‐ ‐ ‐
ESL Teacher ‐ ‐ Aide 0.40 FTE ‐ ‐ ‐
ELL Assigned Aides ‐ ‐ ‐ ‐ ‐ ‐
Student Services
Department
Allocated
Department
Allocated
Cannot Decrease
Department Allocation Total FTEs
FTE Grand
Total
Department Allocated O&M Grants Principal Allocation Specialty Funds CFE Title 1
Psychologist ‐ ‐ ‐ ‐ ‐
Psychologist Bilingual ‐ ‐ ‐ ‐ ‐
Social Worker ‐ ‐ Psych 1.22 FTE ‐ ‐
Special Education Services
Department
Allocated
Department
Allocated
Cannot Decrease
Department Allocation Total FTEs
FTE Grand
Total
Department Allocated O&M Grants Principal Allocation Specialty Funds CFE Title 1
SST Chair ‐ ‐ Typist 0.70 FTE ‐ ‐
SST Typist ‐ ‐ ‐ ‐ ‐
Health Impaired Teacher ‐ ‐ ‐ ‐
Hearing Impaired Teacher ‐ ‐ ‐ ‐
Speech Teacher ‐ ‐ ‐ ‐
Speech Teacher Bilingual ‐ ‐ ‐ ‐
Co Teaching/RR Teacher ‐ ‐ ‐ ‐
Co Teach/RR Tchr Bilingual ‐ ‐ ‐ ‐
Visually Impaired Teacher ‐ ‐ ‐ ‐
Spec Ed Vocational Trainer ‐ ‐ ‐ ‐
E‐4
OCCUPATIONAL / VOCATIONAL
Department
Allocated
Department
Allocated
Cannot Decrease
Department Allocation Total FTEs
FTE Grand
Total
Department Allocated O&M Grants Principal Allocation Specialty Funds CFE Title 1
Advertising/Comm Arts ‐ ‐ ‐ ‐
Air Cond & Refrigeration ‐ ‐ ‐ ‐
Aquatic Ecology ‐ ‐ ‐ ‐
Architecture ‐ ‐ ‐ ‐
Auto Mechanics ‐ ‐ ‐ ‐
Building Technology ‐ ‐ ‐ ‐
Business ‐ ‐ ‐ ‐
Carpentry ‐ ‐ ‐ ‐
Computer Science ‐ ‐ ‐ ‐
Culinary Arts/Foods ‐ ‐ ‐ ‐
Dance ‐ ‐ ‐ ‐
Diversified Co‐Op ‐ ‐ ‐ ‐
Drafting ‐ ‐ ‐ ‐
Electrical/Electronics ‐ ‐ ‐ ‐
Forensics ‐ ‐ ‐ ‐
Health Assisting ‐ ‐ ‐ ‐
Horticulture ‐ ‐ ‐ ‐
Machine Shop Technology ‐ ‐ ‐ ‐
Mechanical Technology ‐ ‐ ‐ ‐
Media Communications ‐ ‐ ‐ ‐
Medical Assisting ‐ ‐ ‐ ‐
Other Precious Metal Worker ‐ ‐ ‐ ‐
Personal Trainer ‐ ‐ ‐ ‐
Photography ‐ ‐ ‐ ‐
Plumbing ‐ ‐ ‐ ‐
Practical Nursing ‐ ‐ ‐ ‐
Printing ‐ ‐ ‐ ‐
Public & Private Sector ‐ ‐ ‐ ‐
Residential & Comm Maint ‐ ‐ ‐ ‐
Sheet Metal Technology ‐ ‐ ‐ ‐
Technology Teacher ‐ ‐ ‐ ‐
Theater Arts ‐ ‐ ‐ ‐
Welding/Metal Fabrication ‐ ‐ ‐ ‐
K‐12 Allocated FTEs 13.40 0.90 FTEs to be Allocated by Principal
E‐5
Flexible C4E Allocation ELA Level I 264 ELA Level II 115 54,120$ 12,075$
148,690$ $ Allocation Per 205$ $ Allocation Per 105$
(Includes ELL Students) Math Level I 195 Math Level II 140 39,975$ 14,700$
$ Allocation Per 205$ $ Allocation Per 105$
K ‐ Grade 3 458 Grade 10‐12 ‐ 22,900$ ‐$
$ Allocation Per 50$ $ Allocation Per 50$
Justification for Requests: (Principals complete)
SCEP Reference (Identify Details from SCEP):
Time on Task: FTE or $ (Salary w Benefits)
AIS Teacher ‐ ELA 87,592$
AIS Teacher ‐ Math 87,592$
AIS Teacher ‐ Reading 87,592$
AIS Teacher ‐ Science 87,592$
AIS Teacher ‐ Social Studies 87,592$
Art Teacher 87,592$ Supporting Data:
Attendance Teacher 87,592$
Guidance Counselor 87,592$
Individualized Tutoring
Instructional Coach 87,592$
Lengthen School Day or Year
Music Instrumental Teacher 87,592$
Music Vocal Teacher 87,592$
Support Math Teacher 87,592$
Support Reading Teacher 87,592$
Model programs for ELL students:
ELL Students 82 4,920$
$ Allocation Per 60$
ELL Aide 35,407$ Rationale for Request:
ESL Coach 87,592$
ESL Teacher 87,592$
Materials in native language
Translation services
Translation equipment/supplies
148,690$ Amount remaining
SIG Transition Rationale for Request:
‐$
Assistant Principal‐SAM Only 121,649$
Dean of Students 116,499$
Instructional Coach 87,592$
Contract Services
‐$ Amount remaining
Was the C4E request prepared in consultation with the SBMT and Parents as required? (YES or NO)
Student, Teacher and Principal Allocations
Per Pupil Allocation Elementary Secondary Special
Textbooks 15.00$ 15,840$
Supplies 21,120$ $20.00 $33.00 $60.00
Postage 1,320$ $1.25 $2.00
Library Materials 6.25$ 6,600$
Subscriptions ‐$ $0.50 $1.00
Teacher Petty Cash 5.00$ 5,280$
Principal Petty Cash 1.00$ 1,056$
TITLE I ALLOCATION (Calculation) Free & Reduced 1,178$
387,562$ $ Allocation Per 329$
FTE or $ (Salary w Benefits) Rationale for Request:
Teacher Assistant 35,407$
AIS Teacher ‐ ELA 87,592$
AIS Teacher ‐ Math 87,592$
AIS Teacher ‐ Reading 87,592$
Guidance Counselor 87,592$
Instructional Coach‐additional 87,592$
Support Math Teacher 87,592$
Support Reading Teacher 87,592$
Instructional Supplies
387,562$ Amount remaining
Central Title I Allocation
Instructional Coach ‐ ‐$ 87,592$
E‐6
Parent Involvement Allocation
8,058$
Hours or Days (Rate w Benefits)
Discussion Leader ‐ Teacher ‐$ 36$ Rationale for Request:
Discussion Leader ‐ Administrator ‐$ 38$
Teaching Assistant Ancillary ‐$ 22$
Postage
Supplies
Translation Services
Parent Transportation
Contracts
Meeting Expense
8,058$ Amount remaining
Parent Engagement Allocation
‐$
Hours or Days (Rate w Benefits)
Discussion Leader ‐ Teacher ‐$ 36$ Rationale for Request:
Discussion Leader ‐ Administrator ‐$ 38$
Teaching Assistant Ancillary ‐$ 22$
Postage
Supplies
Translation Services
Parent Transportation
Contracts
Meeting Expense
‐$ Amount remaining
TITLE III LEP ALLOCATION (Calculation) ELL Students 82
‐$ $ Allocation Per ‐$
Hours or Days (Rate w Benefits)
Substitutes/per day ‐$ 145$ Rationale for Request:
Teacher/Student PD Tchr ‐$ 24$
Teacher/Student PD Admin ‐$ 25$
Discussion Leader PD Tchr ‐$ 36$
Discussion Leader PD Admin ‐$ 38$
Teacher Assistant overtime ‐$ 22$
Teacher Aide overtime ‐$ 21$
Curriculum Member Tchr ‐$ 34$
Curriculum Member Admin ‐$ 35$
Curriculum Chair Admin ‐$ 38$
Curriculum Chair Tchr ‐$ 36$
After School Admin ‐$ 47$
After School Tchr ‐$ 36$
School Engineer after hours ‐$ 50$
Custodian after hours ‐$ 20$
Instructional Supplies Students
Instructional Supplies PD
Minor Equipment (specify)
Translation/interpretation Services
Bussing
Field Trips (Admissions & Bussing)
‐$ Amount Remaining
TITLE III IMMIGRANT ALLOCATION (Calculation) Immigrant Students 82
‐$ $ Allocation Per ‐$
Hours or Days (Rate w Benefits)
Substitutes/per day ‐$ 145$ Rationale for Request:
Teacher/Student PD Tchr ‐$ 24$
Teacher/Student PD Admin ‐$ 25$
Discussion Leader PD Tchr ‐$ 36$
Discussion Leader PD Admin ‐$ 38$
Teacher Assistant overtime ‐$ 22$
Teacher Aide overtime ‐$ 21$
Curriculum Member Tchr ‐$ 34$
Curriculum Member Admin ‐$ 35$
Curriculum Chair Admin ‐$ 38$
Curriculum Chair Tchr ‐$ 36$
After School Admin ‐$ 47$
After School Tchr ‐$ 36$
School Engineer after hours ‐$ 50$
Custodian after hours ‐$ 20$
Instructional Supplies Students
Instructional Supplies PD
Minor Equipment (specify)
Translation/interpretation Services
Bussing
Field Trips (Admissions & Bussing)
‐$ Amount Remaining
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APPENDIX D – SBMT EXPECTATIONS
TO: Principals and Assistant Principals FROM: Margaret Boorady, Associate Superintendent of School Leadership
Casandra Wright, Associate Superintendent of School Leadership CC: Dr. Kriner Cash, Superintendent DATE: October 2, 2015 RE: SBMT Expectations
Each school is required to have an active, functioning School Based Management Team (SBMT) in place. All SBMTs must be organized according to the parameters outlined in the District Plan for School-Based Planning and Shared Decision Making document (available in the Office of School Leadership Document Library – please read the entire document to ensure you are operating according to Board approved guidelines – viewable at the link below). http://www.buffaloschools.org/DocumentLibrary.cfm?subpage=87543&good=0.245241633988 It is the goal of the District to be in compliance with the requests of the District Committee of Stakeholders, and we are committed to improving the relationship between parents/guardians and schools. Please be reminded of the following: School-Based Management Team meetings must:
be held monthly; have a written agenda; include member participation from each mandated group:
o administrators – at least one
BUFFALO PUBLIC SCHOOLS
Office of School Leadership
Margaret Boorady, Associate Superintendent of School Leadership
Casandra Wright, Associate Superintendent of School Leadership
730 - 733 City Hall
Buffalo, New York 14202 Telephone (716) 816-3703
Fax (716) 851-3882
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o teachers – at least five (one of whom will be the Buffalo Teachers Federation (BTF) Delegate Chair or Building Committee member, as mandated by the BTF, will be selected by secret ballot of the entire teaching staff at each school)
o parents – at least five (one of whom will be a District Parent Coordinating Council (DPCC) representative and one will be the president of the Parent Organization);
include member participation from each suggested group: o teacher assistants/aides – at least one o school staff – optional participation when appropriate o students – at least three, when appropriate o community members– optional participation when appropriate;
reach a quorum at each meeting with participation from at least one member from each of the mandated groups (administrators, parents, and teachers); utilize the attached sign-in sheet to verify attendance; and be memorialized in meeting minutes.
Please forward the following completed documents to the Office of School Leadership via fax (851-3882), pony (727 City Hall), or email ([email protected]) by Wednesday, October 14, 2015:
SBMT Meeting Schedule 2015 SBMT Roster 2015
Please forward the following requested documents to the Office of School Leadership via fax (851-3882), pony (727 City Hall), or email ([email protected]) by the last day of each month:
SBMT monthly agenda SBMT monthly sign-in sheet SBMT monthly meeting minutes
All documents/templates referenced above are available in the Office of School Leadership Document Library in the section, School-Based Management Teams (SBMT) (link below). http://www.buffaloschools.org/DocumentLibrary.cfm?subpage=87543&good=0.245241633988 Thank you for your continuing efforts to promote high functioning School-Based Management Teams.
APPENDIX E – PROGRAM/COURSE ADDITION REQUEST FORM
BUFFALO PUBLIC SCHOOLS
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Program/Course Addition Request Form
School ________________________________ Date __________________
Person Completing Form_________________________________ Title____________________________
Title of program/course being requested for consideration_____________________________________
Timeline:
Proposals for the upcoming school year must be submitted to Associate Superintendent of School Leadership by
March 1st.
Associate Superintendent of School Leadership reviews proposal with Assistant Superintendent of Curriculum,
Assessment and Leadership and content director or supervisor with recommendations
Description of the proposal:
School or department will submit a 5‐10 page summary of the program aligned to the SCEP and include the following:
o Section 1: Purpose of the program
o Section 2: Relevant data the including the SCEP targets that were used to determine the need for the
program
o Section 3: Identify 3‐5 *S.M.A.R.T. Goals for the program
Specific, Measureable, Attainable, Realistic and Timely
*For more information search SMART Goals on the internet
o Section 4: Identify students who will be enrolled in the program (include number of students, academic
achievement levels, sub‐groups, pre‐requisites needed, etc.)
o Section 5: Identify staffing required to implement the program
o Section 6: Expected Outcomes of the program that will be used to evaluate the effectiveness of the program
Must be aligned to the SMART Goals above, CCLS, District initiatives
Must include information as to how the following variables will be evaluated (Academic Achievement,
Attendance, Suspension, parent involvement, etc.)
o Section 7‐ Other relevant information (if available)
Program Review and Decision:
Reviewed By:
Title Date Supporting Evidence Attached (Must include data)
Decision
Associate Superintendent of School Leadership
__Approved__Not Approved
Content Director or Supervisor __Approved__Not Approved
Assistant Superintendent of Curriculum, Assessment and Leadership
__Approved__Not Approved
CFO____________________ Date_______ Superintendent ___________________ Date_______
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APPENDIX F – PROGRAM/COURSE DELTION REQUEST FORM
BUFFALO PUBLIC SCHOOLS
Program/Course Deletion Request Form
School ________________________________ Date __________________
Person Completing Form_________________________________ Title____________________________
Title of program/course being requested for Deletion__________________________________________
Timeline:
Proposals for the upcoming school year must be submitted to Associate Superintendent of School
Leadership by February 1st
Associate Superintendent of School Leadership reviews proposal with Assistant Superintendent of
Curriculum, Assessment and Leadership and content director or supervisor with recommendations
Description of the proposal
School or department will submit a 2 ‐ 5 page summary of the program aligned to the SCEP and include the
following:
o Section 1: Purpose of the program
o Section 2: Identify whether the goals and expected outcomes based on SCEP targets were met
o Section 3: Relevant data that was used to determine the rationale for deletion
(Academic Achievement, Attendance, Suspension, parent involvement, etc.)
o Section 4: Identify students who were enrolled in the program (include number of students,
academic achievement levels, sub‐groups, etc.) and the impact of the deletion on their course work
and graduation requirements
o Section 5: Identify Staffing that was connected to the program.
Note: FTEs will be eliminated if the deletion of the program is approved.
o Section 6: Other relevant information (if available)
Program Review and Decision:
Reviewed By: Title Date Supporting Evidence Attached (Must include data)
Decision
Associate Superintendent of School Leadership
__Approved__Not Approved
Content Director or Supervisor
__Approved__Not Approved
Assistant Superintendent of Curriculum, Assessment and Leadership
__Approved__Not Approved
CFO____________________ Date_______ Superintendent ___________________ Date_______
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APPENDIX G – PROCEDURES FOR ORDERING TITLE I INSTRUCTIONAL SUPPLIES
Buffalo Public Schools Office of Federal & State Programs
Procedures for Ordering Title I Instructional Supplies: Step 1 – Select Supplies: Determine if your requested supplies fit all of the following criteria for an allowable Title I instructional expense. Including:
1. Is this purchase supplemental to the core programming of the school? 2. Will this purchase directly support increased student achievement, parent involvement, or
parent education? 3. Is this support specifically listed your school’s Comprehensive Education Plan?
Reminder: Title I instructional supplies cannot include materials that supplant the core educational programming.
Step 2 – Change Department Code to 752 (Office of Federal & State Programs)
Step 3 – Enter Fund Number: Your 3‐digit school number should be used to fill in the first 3 blanks.
Title I Instructional Supplies F _ _ _ 4D21 500 EA17
Step 4 – Attach School Comprehensive Education Plan: When ordering Title I supplies, be sure to
attach a copy of the page(s) of your SCEP to the online requisition. This should show a direct connection
between your school's education plan and the Title I instructional supply request. Please type a brief
description of this connection in the “notes” section to expedite requisition approval.
Examples of Allowable/Unallowable Title I Purchases:
Allowable Title I Purchases Unallowable Title I Purchases
Supplemental, hands‐on student learning activities. Incentives for employees, students, or parents.
Supplemental instructional materials. Components of core academic series.
Additional manipulatives, student and/or teacher editions for intervention math and reading programs.
Additional textbooks, teacher editions for core programs, and/or manipulatives typically funded by O&M.
Additional supports for ENL students and multilingual families to increase parent involvement/education.
Expenditures that are not specifically listed in the school's plan for overall school academic improvement.
Books (ex. We Both Read series ) for a Parent Involvement Lending Library
Library books or required literary works that are part of the Common Core ELA/reading curriculum.
All orders need to be encumbered before May 1 annually.
For questions about Title I allowable expenses, contact Jaime Cohen, Director of Title I.
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APPENDIX H – PARENT INVOLVEMENT & ENGAGEMENT EXPENDITURES
EXAMPLES OF ALLOWABLE TITLE I PARENT INVOLVEMENT EXPENDITURES
The focus of expenditures for Title I parent involvement funds is on building the capacity of parents of
Title I participating children to be able to join in an effective partnership with schools to support high
student achievement. Expenditures should be planned in accordance with goals, objectives, and
activities detailed in the school’s Comprehensive Education Plan. Parents of Title I participating children
must be consulted regarding Title I expenditures. Such consultation must take place before any
expenditure is made, be ongoing, and continue throughout the fiscal year. Expenditures should be
reasonable and be made in accordance with the New York State, Title I Regulations. Please refer to the
Principal’s Guide to Title I Parent Involvement (available in the document library) for specific order entry
procedures and other related information. You may also call Gwen Humphrey in the Office of Parent and
Family Engagement at 816‐3170.
Examples of allowable parent involvement expenditures with Title I funds include but not limited to:
Family literacy training
Parenting skills building
Meetings to engage parents in planning, development, and evaluation of Title I programs
Workshops for parents to enable all children in the school to meet Common Core Learning Standards during the
regular school year and the summer
Translation of information into any language spoken by a significant percentage of the parents of students
Per session costs of hiring teachers to provide classes or workshops and trainings, particularly when parent
involvement activities extend through mealtime
ESL and GED preparation courses for adults
Evening classes that develop practical skills, such as computer proficiency
Supplies and materials for parent involvement and parent education activities
Equipment and books to create a lending library collection for parents
Equipment and supplies for a parent resource room to be used for the parent facilitator, parent workshops and
other trainings
Reimbursement to parents for such expenses as transportation or babysitting costs (with applicable receipts)
associated with attendance at workshops, meetings and/or conferences
Postage, communications, and printing to provide ongoing outreach and information services to parents
Contracts with community‐based organizations to provide parent involvement services more appropriately
provided by an external agency
Distribution of home‐based educational activities
Activities for non‐English speakers
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Categories and Parent Involvement Procedures Teacher Discussion Leader for Parent Workshops The teacher discussion leader leads the workshop for parents and provides expert information to parents on building knowledge of Reading and Math programs, parenting skills, assessments and ways to help their children excel. For your school based‐parent involvement budget, estimate the number of discussion leader hours needed on the Title I Parent Involvement Activity and Budget Narrative for each activity and multiply the number of teacher discussion leaders and the hourly rate to equal the total amount budgeted. Administrator Discussion Leader The administrator discussion leader leads the workshop for parents and provides expert information to parents about a particular topic. For your school‐based parent involvement budget, estimate the number of discussion leader hours needed on the Title I Parent Involvement Activity and Budget Narrative and multiply the number of administrator discussion leaders and the hourly rate to equal the total amount budgeted. Contract Services When seeking consultants to perform Title I Parent Involvement activities, you should refer to the District policy on consultant contracts. Contracts should be submitted with your school’s parent involvement plan. Contact the Supervisor of Parent Involvement, before September, to discuss the process, if a consultant is included in your Parent Involvement Plan. Nutrition Nutrition (refreshments) may be purchased for parent activities that have been approved in the Title I Parent Involvement Plan. A Meeting Expense Authorization Form must accompany each activity. These must be completed, submitted into Munis, and approved well in advance of the event. All Meeting Expense Authorization Forms are subject to approval by the Chief Financial Officer. More detailed information about the process can be found in the Nutrition section of this guide. Please be aware that Title I Parent Involvement nutrition expenses are limited to Emerson Commons and BPS Nutrition Services. Postage Postage is limited to two mailings for the 2016‐2017 school year. Please consider utilizing other methods of communicating information to parents such as School Connect calls, flyers, take‐home folders, school website, monthly newsletters, etc. A requisition is necessary when ordering postage. When you receive the blue PO for postage, sign it and return it to Audit (818 City Hall). Audit will contact you when a check is ready to purchase postage. Instructional Supplies This category includes materials and supplies needed for parent activities that have been approved in the Title I Parent Involvement Plan and items that parents can use at home to support their child’s reading and math skills. Also, items may be ordered to help parents build capacity through parenting skills. Requisitions are necessary.
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Translation In order to provide support to parents and family members of ENL students, schools can offer written and oral
translation services (for important school level documents and events) in any language spoken by a significant
percentage of parents.
Transportation
Schools may pay reasonable and necessary expenses associated with local parental involvement activities, including
transportation, to enable parents to participate in school‐related meetings and training sessions.
Teacher Aide/Assistant (overtime) Teacher aides and assistants are valuable assets that can assist with parent involvement activities in several ways. For example, they can serve as childcare agents and if qualified, they can assist with translation services.
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Allowable Activities for Use of Required One Percent Parent Education Set‐Aside The following are activities that may be supported using Parent Education Set‐Asides:
Coordination with parent and family literacy services through designated Literacy Zone Centers.
Professional development for school leaders and teachers related to working with and building effective parent partnerships.
Training for parents on working effectively with teachers to enhance student performance.
Training for parents on building health and nutrition supports for their children. Additional activities implementation of the six National PTA Standards which include:
1. Welcoming all families into the school community—Families are active participants in the life of the school,
and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Possible activities that could be funded for parents include:
Provide new families to the school with important information and a support system.
Provide and publicize the hours for when the principal, teachers, and staff are available for parent visits or phone calls.
Recruit bilingual parents to greet and interpret for families whose first language is not English.
Hold meetings in a variety of community locations to make them accessible to all.
2. Communicating effectively—Families and school staff engage in regular, two‐way, meaningful communication about student learning. Possible activities that could be funded for parents include:
Provide communications in languages representative of your school community.
Use social media to communicate with parents.
Establish an easy system for teachers to regularly report student achievements.
Distribute calendars so parents can record and are notified of upcoming events, assignments, and dates to check with teachers on their children’s progress.
Provide training for school personnel on meaningful communication and collaboration with families. 3. Supporting student success—Families and school staff continuously collaborate to support students’ learning
and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Possible activities that could be funded for parents include:
Offer homework and mentoring sessions for families to interact with students.
Select and distribute publications directly to parents on improving the home curriculum.
Keep parents informed of their child’s academic progress and development beyond parent – teacher conferences and report cards.
Explain the implementation of the Common Core Learning Standards.
Inform parents of the learning standards to be covered in class with questions they can use to ask their children about what they are learning.
Conduct workshops on interpreting standardized test data.
Offer workshops for parents to learn about and discuss their role in their child’s education.
4. Speaking up for every child—Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. Possible activities that could be funded for parents include:
Develop effective parent advocates by working with parents to create questions to ask school leaders and teachers that will provide them with clear and specific information pertaining to their child's education.
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Help build parents' confidence in their own abilities to advocate for their own and other children's educational success.
Develop and engage parent leaders.
5. Sharing power—Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Possible activities that may be funded for parents include:
Train parents to participate on school improvement teams.
Provide workshops on the school’s AYP standing, new ESSA requirements, and scores on state tests.
6. Collaborating with community—Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation. Possible activities that may be funded for parents include:
Identify local community organizations that can assist parents in supplemental and after‐school activities.
Host school and community resource fairs that connect families to all types of free resources and services.
Connect with a library and credentialed librarian that can conduct professional development opportunities for parents and school staff.
Extend the hours of the school media center, computer lab, or gym to allow families and community members’ access to these resources and facilities.
Invite local businesses to sponsor community resource workshops for parents and teachers during the summer to help them learn about the educational, cultural, and business resources in the community.
Recruit parent leaders from diverse social, economic, and cultural backgrounds.
Build linkages with other early childhood and parent service providers in the community.
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APPENDIX K – JOB DESCRIPTIONS
Job Title:
Attendance Support Teacher (AST)General Description:
Under the direction of the Building Principal or Director of Student Support Services, the Attendance Support Teacher (AST) will support the efforts of parents/guardians and our individual school buildings to improve the level of student attendance throughout the district.
Specific School Duties:
The responsibilities of an AST include:
Assist administrative and other building personnel in planning and executing a successful student attendance program at every assigned school. This plan will be included in the CEP for the school.
Report cases of suspected Educational Neglect and/or child abuse as per BPS and New York State guidelines.
Assist in the early identification and diagnosis of attendance problems of BPS students by conducting parent meetings at home, in school or at the parent’s workplace.
Work to improve those aspects of BPS school operations that may act as barriers to regular student attendance. These could include such areas as transportation issues, school uniforms, scheduling, and placement.
Create individual Attendance Improvement Plans (AIP) for students with chronic and severe chronic attendance levels.
Consistently communicate New York’s Compulsory Attendance Law and district attendance regulations to students AND parents and educate families on the importance of excellent school attendance.
Provide analysis of attendance data for school personnel, Parent Facilitators, students & families, community members and others as directed by the Supervisor of Attendance Services.
Follow up on students who do not return to their school after the completion of a long term suspension.
Check on the status of Family Court warrants that have been issued for students.
Refer students/parents to appropriate school and community resources.
Make status investigations on non‐compliant families in the Home Schooling (Parental Taught) program.
Assist law enforcement personnel with identification and apprehension of truants.
Partner with school personnel such as Student Support Teams, PBS and Safe and Civil School teams, Parent Facilitators and school attendance designees to continuously improve attendance operations at the school level.
Keep abreast of all new Education laws on the Federal and State levels relating to the Pupil Personnel area of school operations.
Be a source for important trends and information relating to school attendance, dropout prevention and other topics.
Maintain complete electronic and paper records of all contacts as directed by the Supervisor of Attendance Services. Submit monthly productivity reports. Submit bi‐weekly reports documenting contacts with students who are chronically absent.
Provide appropriate attendance interventions to increase satisfactory attendance levels (5% or fewer absences) in assigned schools. At the same time, reduce the levels of chronic (10% but less than 20%) and severe chronic absence (20% or greater) in the same schools.
Perform other duties as assigned by the School Principal or Supervisor of Attendance Services.
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APPENDIX K – JOB DESCRIPTIONS
Job Title:
Support Mathematics Teacher (SMT)General Description:
Under the direction of the mathematics department and the building principal, the Support Mathematics Teacher will support the mathematics program by working directly with students in need of academic interventions. Support Mathematics Teachers are able to provide RtI support and instruction. In a co-teaching model, Support Mathematics Teachers may assist in the delivery of instruction in the mathematics classroom. Support Mathematics Teacher candidates must demonstrate knowledge of best mathematics instructional practice and have the capability to provide supplemental instruction for academically needy students.
Specific School Duties: Roles/Responsibilities include:
Taking attendance of assigned students who receive Title I support services. Assist in gathering data to initially identify students in need of academic intervention services (RtI/AIS). Periodically, collect and analyze formative assessment data to target student interventions which help to
improve student academic achievement. Work with students in need of intervention (as individuals or in flexible, small, or whole groups) using District
approved programs. Collaborate and plan with the teachers you support. Attend grade-level meetings for the grade-level(s) you work with. Act as a liaison between the Mathematics Department and the building. Keep abreast of current mathematics research. Co-plan and conduct Family Math Nights (2 required), with the Instructional Coach. Facilitate and/or attend mathematics-focused professional learning opportunities.
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Appendix K – JOB DESCRIPTIONS
Job Title:
Academic Intervention Services Mathematics Teacher (AIS) General Description:
Under the direction of the mathematics department and the building principal, the AIS Mathematics Teacher will support the mathematics program by working directly with students in need of academic interventions, in grades 7-12. AIS Mathematics Teachers are able to provide RtI support and instruction. AIS Mathematics Teacher candidates must demonstrate knowledge of best mathematics instructional practice and have the capability to provide supplemental instruction for academically needy students.
Specific School Duties: Roles/Responsibilities include:
Taking attendance of assigned students who receive Title I support services. Assist in gathering data to initially identify students in need of academic intervention services (RtI/AIS). Periodically, collect and analyze formative assessment data to target student interventions which help to
improve student academic achievement. Work with grade 7-12 students in need of intervention (as individuals or in flexible, small, or whole groups)
using District approved programs. Collaborate and plan with the teachers you support. Attend Common Curricular Planning Time. Keep abreast of current mathematics research. Attend mathematics-focused professional learning opportunities.
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APPENDIX K – JOB DESCRIPTIONS
Job Title:
Support Reading Teacher General Description:
Under the direction of the building principal, the Support Reading Teacher will assist in the delivery of core reading instruction in the Elementary classroom. Support Reading Teachers are also able to provide AIS support and instruction. Support Reading Teachers will have thorough knowledge of the District’s Reading/ELA Programs, and interventions; as well as the ability to provide adult professional development.
Specific School Duties:
Providing supplemental reading instruction to students. Taking attendance for students who receive Title I support reading teacher services; Conduct professional development and provide program support.
Plan, develop and coordinate reading programs, curricula, materials.
Provide assistance and support to reading teachers both in and out of the classroom.
Disaggregate data to identify needs and provide staff development based on those needs.
Guiding and assisting teachers in the full and ongoing implementation of the district reading programs;
Guiding and assisting teachers in the implementation of valid and reliable assessment tools and planning related professional development;
Collaborating with teachers in the implementation of instructional strategies that are standards‐based;
Intensively monitoring reading programs, strategies and materials for students who are performing below grade level;
Reviewing and analyzing student diagnostic screening, and progress data, as well as outcome assessment data, to assist in determining appropriate student interventions and necessary program modifications;
Planning and facilitating grade level meetings;
Collaborating with building administrator and building instructional coach. When necessary, teaching AIS classes
Other duties assigned by the building Principal or Assistant Principal.
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APPENDIX K – JOB DESCRIPTIONS
Job Title:
Dean of Students General Description:
Under the direction of the Building Principal, the Dean of Students will be responsible for suspension reduction/ prevention, and in school attendance & disciplinary programs. The Dean of Students will work as part of the building administrative team and focus on developing relationships with parents and community organizations.
Specific School Duties:
Recommend building policies and procedures related to attendance, discipline, and student safety.
Assist building administrators in managing the student service and activities programs.
Oversee all matters of student attendance and make recommendations to the principal for resolution of chronic attendance problems.
Works cooperatively with the teachers, counselors, students, and parents to encourage students to be in attendance and on time. Work with the students, parents/guardians, and teachers to improve the social skills of the student.
Processes, enforces and assist in the administration in the development of the discipline policy and assigns discipline for students.
Maintains disciplinary files. Compiles information from student referral incidents. Categorizes and analyzes the information to use in developing broader building level preventive disciplinary procedures or practices.
Supervises the in‐school suspension programs and establish high standards of student conduct and enforces discipline as necessary, according to the due process rights of students.
Conduct research on discipline and welfare with parents, faculty, counselors, support service personnel, students and discussion with other districts in order to make recommendations to building administrators for revising discipline policies and procedures.
Develop and maintain a liaison with community and governmental agencies in regard to problems relating to drug and alcohol abuse, truancy, homelessness, mental health initiatives and other social and disciplinary issues.
Serve on committees and other groups charged to enhance safety and emergency preparedness.
Assist in securing, administering, supervising and preparing reports for various state, federal and foundation grants.
Assist with the dissemination of information regarding school and district programs, policies and procedures in order to keep the various publics served by the school aware of the school’s activities.
Perform other duties as assigned.
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APPENDIX K – JOB DESCRIPTIONS
Job Title:
English New Language (ENL) CoachGeneral Description:
Under the direction of the Building Principal, the ENL Coach will assist in the development of the schools ENL program. The ENL Coach will be knowledgeable and have experience in the areas of scientifically based research, assessment, and professional development in the area of literacy development for English language learners. Proficiency in the use of technology and knowledge of the New York State core curricula in English as a New Language (ENL) and English Language Arts (ELA) will also be necessary.
Specific School Duties:
Complete district‐selected professional development related to the effective instruction of English language learners (ELLs).
Guiding and assisting teachers in the use of English language development strategies for listening, speaking, reading, writing in all content areas in order to improve academic attainment for ELLs.
Guiding and assisting in the full and ongoing implementation of district programs and professional learning opportunities with support of district administration and the building principal.
Collaborating with teachers and building principals regarding the implementation of research based instructional strategies that are direct, explicit, systematic, and designed to meet the unique needs of English language learners.
Intensively monitoring strategies and materials to ensure they are appropriate and comprehensible for English language learners.
Reviewing and analyzing student diagnostic screening progress data and outcome assessment data, to assist in determining appropriate interventions, acceleration, and necessary program modifications.
Providing Professional Learning Opportunities (PLO) for teachers at grade level meetings and supporting teachers in the development and implementation of action plans based on data.
Modeling ENL strategies. Attending district PLO for teachers and coaches.
Perform other duties as assigned
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APPENDIX K – JOB DESCRIPTIONS
Job Title:
English to Speakers of Other Languages (ESOL) TeacherGeneral Description:
English to Speakers of Other Languages (ESOL), is a specific discipline taught by certified ESOL teachers as a component of the freestanding ENL or bilingual program. ENL programs are composed of a language arts instructional component and a content area instructional component.
An ENL teacher uses specific methodologies and instructional materials are which allow students to learn English systematically and cumulatively. ENL is standards – based instruction that develops skills in listening with understanding, speaking, reading, and writing in English, as per the New York State common core learning standards, and prepares the students to function successfully in the English language instructional program. The ENL component addresses both social English and the academic English that students need in order to succeed in the classroom.
Specific School Duties:
Provide ESL instruction in the general education classroom and/or in a separate classroom to support progress in the general grade level curriculum.
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APPENDIX K – JOB DESCRIPTIONS
Job Title:
Guidance Counselor General Description:
Under the direction of the Building Principal, the Candidates should be knowledgeable in theoretical and evidence based methodologies that focus on Comprehensive School Counselor philosophies. A thorough understanding of high‐school selection, college admissions, data analysis and researching scholarship applications for students is necessary.
Specific School Duties:
Assist students in the development of an academic program which meets their interests and ability – with special emphasis upon the high school selections process and post‐secondary education.
Assist students and parents in understanding test results and records and provide information for students, parents and teachers on required standardized tests.
Collaborate with teachers to provide guidance lessons and information.
Assist students in the preparation of a post‐secondary planning time table for post‐secondary education and/or training.
Review the status of students as it pertains to academic and behavioral progress.
Increase students’ awareness of the career and educational planning process as well as for the individual careers.
Counsel students regarding attendance and tardiness.
Develop resources and information for students on career development and job readiness.
Assist students with personal and social issues which impedes learning.
Provide counseling for students in the areas of self‐esteem, communication skills, decision‐making and relationship skills.
Develop resources to assist students in learning educational survival skills including study skills and conflict resolution strategies.
Assist with Crisis Intervention Services.
Perform other duties as assigned.
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APPENDIX K – JOB DESCRIPTIONS
Job Title:
Instructional Coach General Description:
Under the direction of the Building Principal, the Instructional Coach will support the classroom teacher as a resource of effective teaching techniques. The Instructional Coach will be able to share best instructional practices in the core content areas, data driven instruction and professional development.
Specific School Duties:
The Instructional Coach will be responsible for, but not limited to, the following: Classroom Support of Individual Teachers
Tailored to the needs of each teacher
Demonstration teaching
Team teaching
Providing assistance in implementing Common Core Learning Standards lessons and units
Facilitate access to needed materials
Giving feedback on the teacher’s effort to implement curriculum aligned to Common Core Learning Standards, RtI, data‐driven instruction using a demonstrate‐debrief‐observe – debrief intervention strategy
Lead Grade Level/Common Planning Time Meetings
Collaboration with building administrators to execute all components of Grade Level/Common Planning Time meetings.
Scheduling and facilitating regular Grade Lave/Common Planning Time meetings
Use of data, decide on focus of meetings and planning in collaboration with Principal/Assistant Principal
Stating the purpose of meeting with an identified outcome
Establishing a reporting out and follow‐up process
Professional Development Activities
Plan and lead on‐going professional development during faculty meetings, early release days, after‐school, superintendent conference days, etc. focused on Common Core Learning
Standards Curriculum, unfamiliar content and/or innovative instruction and assessment strategies.
Indirect Support
Serving on or leading Common Core Learning Standards and Curriculum Committees
Serving on or leading Common Assessment development committee
Attending professional development to further and deepen level of expertise.
K‐10
APPENDIX K – JOB DESCRIPTIONS
Job Title:
Instructional Technology Coach (ITC)General Description:
Instructional Technology Coaches will foster an awareness of technology resources and facilitate the integration of technology in the classroom in ways that create interactive authentic learning experiences for our students. Our goal is to help develop learners who can locate, evaluate and synthesize information, using it to develop and support an idea or to create something new. It is our expectation that students will graduate as technology literate individuals possessing transferable skills that ensure that they are prepared to be active participants and lifelong learners in a global community. ‐BPS Technology Plan The role of an Instructional Technology Coach (ITC) is to provide effective support for curriculum, assessment, instruction, and operations through the application of technology resources. The expected outcome of instructional technology in our schools is increased student engagement and achievement, an empowering of teachers, operational efficiencies, the acquisition and usage of relevant student data, and the maximization of the District’s investment in technology resources. ITCs serve as resources to administration and classroom teachers and are leveraged into many aspects of school operations throughout the District. As illustrated in the table above, these activities range from curriculum development, lesson planning, and data driven instruction to working directly with School Chiefs and individual departments. Building‐based ITCs have shown to be an especially valuable asset. The strength of the building‐based ITC position is the embedded, regular, everyday support provided by these ITCs. This activity has exhibited a great amount of leverage on teaching and learning. Building‐based ITCs have active involvement with all members of the school community, working with the principal, school leadership teams, teachers, students, parents and other instructional coaches. ITCs are not only focused on staff development needs related to instructional technology, but they also collaborate and co‐teach with teachers to develop and implement technology‐enriched instructional lessons, working directly with students to help them develop information literacy and research skills toward meeting the goal of student mastery of the CCLS.
Specific School Duties:
Curriculum Supports
● Coaching individuals and/or small groups in the development of pedagogical skills related to content and technology
● Collaborate and plan lessons with teachers to integrate technology into their lessons to foster the Common Core Learning Standards, supporting students’ development of 21st century skills.
● Collaboration with teachers and library media specialists to develop and implement student research projects (Write Clicks)
● Co‐teaching to model and introduce new classroom technologies ● Integration of mobile technologies in various classroom settings ● Providing students with opportunities to work collaboratively through the
integration of Web 2.0 applications ● Create targeted lessons to address the instructional shifts in ELA and Math ● Facilitate global communication experiences via video conference technology ● Provide virtual field trip experiences and resources ● Integration of scientific probeware and digital simulations
K‐11
● HMH Journeys support (access of resources, classroom digital activities, differentiation of instruction)
Assessment/Data
Supports
● Support and assist teachers in the collection (creation and administration of assessments) and disaggregation of student assessment data (use and interpretation of digital reports)
● CFA coordination including scheduling and preparation of student information and teacher documentation
● Introduction of software and online programs aimed at improving student computer skills to prepare students for CBT
● Coaching teachers in using data to determine student needs and develop targeted response to indicated deficits
Technical Services
Coordination
● Coordination of services for new teachers (AD login, IC access) ● Basic systems training for new teachers ● Assistance in placing and following up on Help Desk tickets ● Basic troubleshooting ● Technology resources management (Lab & IWB supplies) ● Single point of contact for IT initiatives (equipment deployment)
Staff Development ● Collaboration with building and district level coaches to support district pedagogical initiatives (PLC)
● Infinite Campus (attendance, gradebook) ● IWB skills ● APPR related training ● Illuminate ● Teacher Web page ● Castle Learning ● Continuous staff development in all technology competencies
Leadership Team
Participation
● Involvement in planning CSEP ● Regular participation in leadership team meetings including DDI & strategic planning ● Participate in the design and development of school‐based grants and collaborate
with staff on the execution of grant programs ● Applying/Employing the Cognitive Coaching process building‐wide
Community
Involvement
● Teacher/Parent Communication and Outreach via teacher webpages ● Providing training and support for IC Parent Portal ● Production of digital documentation for outreach events ● Develop and execute training programs that build computer skills for parents as a
means to improve parent involvement
K‐12
APPENDIX K – JOB DESCRIPTIONS
Job Title:
Multilingual Teacher Aide General Description:
A multilingual teacher aide provides native language curricular support to students and assists the school in communicating with multilingual families in their home language.
Specific School Duties:
Using both the English and the home languages, the incumbent performs duties as follows: Assists teachers in the direction and control of children in and outside the classroom; supervises and monitors
the classroom when the teacher is out of the room; Relieves teacher of study hall, corridor, lunchroom, playground and other monitorial duties; helps to maintain
discipline and structure in the classroom; attends to the physical needs of students organizes and participates in group games and related activities;
Assists teachers in operating and demonstrating the proper use of vocational tools and equipment; assists with projecting slides, film strips and films, videos, DVD, etc.;
Reads and tells stories to students; Assists teachers in routine classroom preparation duties such as making student folders, charts, schedules,
posters and bulletin boards; Helps teachers to set‐up classroom by distributing and gathering materials and setting‐up equipment; makes
photocopies of materials for lessons; maintains and files records such as attendance, recording of grades or completion of homework assignments;
Assists in administering tests by distributing and collecting test material, proctoring, scanning test sheets for results, distributes test results to teachers and career advisors; provides oral translation of exams.
At the direction of the teacher or principal, contacts parents regarding absences and other student matters; Interprets during parent‐teacher conferences and school meetings and events. Performs related duties as required. MINIMUM QUALIFICATIONS: Graduation from high school, GED or equivalency diploma or an equivalent combination of experience and training sufficient to indicate the ability to perform required duties. Special Requirement
Applicants must be able to demonstrate the ability to clearly speak, read, write and comprehend both the English and other (home) language.
K‐13
APPENDIX K – JOB DESCRIPTIONS
Job Title:
Psychologist General Description:
Under the direction of the Building Principal or the Director of Special Education, the Psychologist serves as a member of the Student Support Team. Psychologists are New York State certified school psychologist. Psychologists have extensive knowledge of the role of the Committee on Special Education, Federal and State regulations pertaining to Special Education including the educational benefit review process, extensive knowledge of measuring student response to intervention (RTI) and successful parent relations at a school or district setting.
Specific School Duties:
The responsibilities of the Psychologist include, but are not limited to:
Serve as a mandated member of the Committee on Special Education.
Conduct mandated Psychological/Educational evaluations per State and Federal Regulations.
Prepare written reports and assist in the development of Individual Education Plans for students with disabilities including computer input into IEP software.
Provide support to Charter Schools, non‐public schools and agencies with both academic and behavioral Response to Intervention (RTI).
Work with teachers and staff to develop appropriate Functional Behavioral Assessments and Behavioral Intervention Plans.
Perform any assigned duties deemed necessary and appropriate.
K‐14
APPENDIX K – JOB DESCRIPTIONS
Job Title:
SAM Assistant Principal General Description:
The SAM Assistant Principal, under the direction of the building principal, provides instructional, administrative and organizational leadership and management of the SIG plan. Coordinates and communicates with the principal and the Office of Special Projects staff to ensure compliance with district, federal and state mandates. The SAM Assistant Principal also supports the initiatives, programs and activities of the SIG working collaboratively with the principal and content staff and district offices to ensure alignment of initiatives and positive effect on teaching and learning.
Specific School Duties:
Instructional Leadership
create and communicate a Comprehensive Education Plan aligned with the SIG Plan and the District’s vision and goals to turnaround a Persistently Lowest‐Achieving school;
conduct classroom observations and evaluations of teachers that lead to positive changes in teacher practices and increased student outcomes;
assess the strengths and areas in need of improvement of faculty and staff based on a sound knowledge base;
communicate school‐wide changes and anticipated actions with the support of data;
work to develop and maintain clear lines of communication and collaboration between staff, administrators, students and parents for the purpose of increasing student outcomes;
Monitor and review all RttT deliverables and metrics as defined by the state and district.
Act as the School Administrator Manager (SAM).
Manage the principal’s schedule to ensure instructional leadership
Meet daily with principal to schedule instructional leadership time, reflect on impact and develop a first responder structure in the school.
Complete TimeTrack with the principal and selected assistant principals/teacher coaches each day.
Meet individually with each TimeTrack user and schedule instructional leadership time above goal and examine the impact on teacher practice and student achievement.
Performs other duties as assigned.
Teaching and Learning
establish priority areas for instructional focus and make necessary changes in those areas to strengthen teaching and improve student learning;
ensure that all school leaders and instructional staff monitor progress regularly, and systematically make adjustments to strengthen teaching and student learning;
Collection, Analysis, and Utilization of Data
Establish a schoolwide data team that sets the tone for ongoing data use to:
define critical teaching and learning concepts;
develop a written plan that articulates activities, roles, and responsibilities;
provide on‐going data leadership;
K‐15
Provide supports that foster a data‐driven culture within the school to:
designate a school‐based facilitator who meets with teacher teams to discuss data;
dedicate structured time for staff collaboration;
provide targeted professional development regularly;
Infrastructure for Student Success
enthusiastically recruit highly qualified staff who have the needed specialized skills and competencies for positions in the school;
consider common goals for quick wins, such as changing the school’s use of time, and improving access to resources and the physical facilities;
foster a positive school climate where student discipline concerns are addressed in a manner that promotes student responsibility and mutual respect; and
Professional Development
arrange for targeted professional development based on analyses of achievement and instruction, differentiated according to teacher needs and the subject areas targeted for instructional improvement.
K‐16
APPENDIX K – JOB DESCRIPTIONS
Job Title:
School Clerk General Description:
Under the direction of the Building Principal, the School Clerk performs duties that are clerical in nature. Serves in a non‐instructional support position, usually in the main office of the school building. Expected to have competency in the functioning of the school office (including thorough knowledge of office terminology, procedures and equipment.) Will also have the ability to understand and carry out oral and written directions; plan and supervise the work of subordinates, and establish a working relationship with the school community and stakeholders.
Specific School Duties:
Relieves Principal/Assistant Principal and directs the activities of the administrative office of the school: o acts as a liaison between the Principal/Assistant Principal and office/building personnel and faculty
members;
Reproduces and types from various sources letters, bulletins, forms and memoranda pertaining to a school office; o composes and types original written communications;
Compiles weekly, monthly and annual reports and records; o maintains and updates records on same;
Compiles, enters and maintains bi‐weekly payrolls of faculty and school staff;
Receives visitors, answers inquiries and callers and refers them to proper school officials;
Receives, sorts, and distributes incoming mail;
Prepares, maintains and inputs permanent record cards of pupils; o prepares and issues transcripts of pupils’ records to high schools, colleges and universities;
Requisitions materials and supplies as approved: o checks upon delivery and issues to faculty members/staff;
May be required to receive, count and deposit all monies that pass through the office: o issues receipts and maintains financial records/reports of same;
May operate telephone switchboard and other office equipment including typewriter, CRT terminal, personal computer, word processor, printer and related office equipment;
May be required to open the school doors for callers to enter the building;
May be required to take charge of the administrative office during summer months, when school is not in session or when directed by the Principal/Assistant Principal;
Performs related duties as required.
K‐17
APPENDIX K – JOB DESCRIPTIONS
Job Title:
School Typist General Description:
Under the direction of the Building Principal, the School Typist performs duties that are clerical in nature. Serves in a non‐instructional support position, usually in the main office of the school building. Expected to have competency in the functioning of the school office and serves as first contact to the public including parents, community members, etc.
Specific School Duties:
Types correspondence, reports, documents, records and other materials from various sources under varying degrees of direction using equipment with the alphanumeric keyboard;
o sets up, makes adjustments and operates a variety of equipment in order to produce a typed copy from a variety of sources;
o proofreads typed copy and makes corrections; o composes and types routine correspondence and memoranda from verbal and/or written
instructions.
Performs a variety of non‐typing clerical tasks as assigned;
Files and maintains records, reports and other documents: o checks for clerical accuracy and completeness; o opens, dates, sorts, distributes and files mail; o sorts, indexes and files bills, requisitions, ledger cards and other material alphabetically and/or
numerically; o posts and makes entries from original sources and maintains records, bills, control cards and ledgers; o makes file searches and pulls needed material.
Issues and records licenses, permits and applications;
Collects fees and accounts for monies received;
Maintains time reports and payroll data;
Assists in compiling data, statistics and other basic information for research purposes;
Answers telephone or switchboard: takes messages and gives routine information;
May act as receptionist, directing callers to proper persons or sources of information
Inputs and retrieves data using a computer terminal;
May operate copy machines, microfilm, simple computing and other office machines;
Performs related duties as required.
K‐18
APPENDIX K – JOB DESCRIPTIONS
Job Title:
Social Worker General Description:
Under the direction of the Building Principal, the School Social Worker serves as a member of the Student Support Team. School Social Workers are trained in mental health concerns, behavioral concerns, positive behavioral support, academic and classroom support, consultation with teachers, parents and administrators as well as with individual and group counseling techniques.
Specific School Duties:
The responsibilities of the Social Worker include, but are not limited to:
Establish an environment to enhance individual growth and promote a positive self‐image.
Process and facilitate on‐going services for students with disabilities and their families.
Provide social skills development, and educational opportunities and acting as a key member of an interdisciplinary team consisting of instructional personnel, psychologists, counselors, and other team members as required.
Schedule and conduct home visitation conferences, obtain consents for students referred to the CSE and gather comprehensive social histories for students.
Administer adaptive behavior and parental checklist measures, secure outside data needed to prepare for CSE meetings and perform classroom observations when needed.
Work individually or in groups with students in need of support services and counseling, offer strategies and support to parents.
Serve as a consultant to teachers, implement PBS and perform any assigned duties as deemed necessary and appropriate.
Performs related duties as required.
K‐19
APPENDIX K – JOB DESCRIPTIONS
Job Title:
Student Support Team Chair (SST Chair) General Description:
Under the direction of the Building Principal or the Director of Special Education, the Student Support Team Chair serves as a member of the Student Support Team. The SST Chair has New York State certification in Special Education. The SST Chair has extensive knowledge of the role of the Committee on Special Education, Federal and State regulations pertaining to Special Education including the educational benefit review process, extensive knowledge of measuring student response to intervention (RTI) and successful parent relations at a school or district setting.
Specific School Duties:
The responsibilities of the Student Support Team Chair include, but are not limited to:
Conference with parents about alternatives to special education referral.
Plan, organize, maintain and implement the PBIS/Interventions initiative for the school.
Organize, implement and oversee all Central Committee on Special Education processes as outlined in Commissioner’s Regulations and Federal Law for timely and exemplary implementation.
Verify that student responses to interventions are documented by staff prior to referral, monitor Individual Education Plan compliance and provide the principal with solutions to compliance deficits.
Perform observations and testing as required by the Central Committee on Special Education and assist in the appropriate development and implementation of the Individual Education Plan.
Support all teachers with strategies for effective Individual Education Plan implementation and additional assigned duties deemed necessary and appropriate.
Perform any assigned duties deemed necessary and appropriate.
K‐20
APPENDIX K – JOB DESCRIPTIONS
Job Title:
Teacher Aide General Description:
Under the direction of the Building Principal, the Teacher Aide performs duties that are clerical in nature. Serves in a support position, usually assisting many teachers in the school building. Assists teachers in the direction and supervision of students in and out of the classroom.
Specific School Duties:
Supervises and monitors the classroom when the teacher is out of the room;
Relieves teacher of study hall, corridor, lunchroom, playground and other monitorial duties;
Helps to maintain discipline and structure in the classroom;
Attends to the physical needs of students;
Organizes and participates in group games and related activities;
Assists teachers in operating and demonstrating the proper use of vocational tools and equipment; o Assists with projecting slides, film strips and films, videos, DVD, etc.;
Reads and tell stories to children;
Assists teachers in routine classroom preparation duties such as making student folders, charts, schedules, posters and bulletin boards;
Helps teachers to set‐up classroom by distributing and gathering materials and setting‐up equipment; o Makes photocopies of materials for lessons; o Maintains and files records such as attendance, recording of grades or completion of homework
assignments;
Assists in administering tests by distributing and collecting test material, proctoring, scanning test sheets for results, distributes test results to teachers and career advisors;
At the direction of the teacher or principal, contacts parents regarding absences and other student matters;
Performs related duties as required.
K‐21
APPENDIX K – JOB DESCRIPTIONS
Job Title:
Teacher Assistant General Description:
Under the direction of the Building Principal, the Teacher Assistant performs duties that are instructional in nature or delivers direct services to students or parents. Serves in a position for which a teacher or another professional has ultimate responsibility for the design and implementation of educational programs and services. This is a position for which the candidate must be certified.
Specific School Duties:
The role of teacher assistant is to provide direct instructional services to the students under the supervision of the principal and the direction of certified teachers who are responsible for the students’ instruction.
Working with individual pupils or groups of pupils on special instructional projects*
Providing the teacher with information about pupils that will assist the teacher in the development of appropriate learning experiences*
Assisting pupils in the use of available instructional resources, and assisting in the development of appropriate learning experiences*
Utilizing their own special skills and abilities by assisting in instructional programs in areas such as: foreign language, arts, crafts, music and similar projects*
Communicating effectively with the instructional team, including the classroom teacher, other professional staff and parents
Attending to the physical needs of the students, as appropriate
Assisting in related institutional work as required
Perform other duties as assigned
*New York State Commissioner Regulations, Section 80‐5.6(b)
