Fiscal Year 2017
Holyoke Public Schools Operating Budget
HOLYOKE PUBLIC SCHOOLS - 57 SUFFOLK STREET, HOLYOKE, MA 01040
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Holyoke Public
Schools
July 1, 2016 ~ June 30, 2017 Fiscal Year 2017 Operating Budget
School Committee Members Honorable Mayor Alex Morse, Chairperson Devin Sheehan, Vice Chairperson Erin Brunelle Mildred Lefebvre Rosalee Tensley Williams Dennis Birks Irene Feliciano-Sims John Brunelle William R. Collamore Nyles L. Courchesne
Dr. Stephen Zrike, Receiver June 20, 2016 Special thanks to:
Chief Financial and Operations Officer Anthony W. Soto
Chief of Strategy and Turnaround Erin Linville
Budget Team Sara Carleton Awilda Pagan, Accounting Manager Gail Shattuck, Manager of Data Beth Gage, Chief of Talent Amanda Smith, Purchasing Clerk Patty Ferreira, Executive Administrative Assistant to CFOO
…and to the other administrators, staff, and Colleagues for their collaboration and insight.
T H E P U B L I C S C H O O L S of H O L Y O K E, M A S S A C H U S E T T S
57 Suffolk Street, Holyoke MA, 01040
A Message from the Receiver Dr. Stephen Zrike:
It is my privilege to share the Holyoke Public Schools recommended budget for the 2017 fiscal year. The recommended budget of $90.9 million represents an increase of $1 million over FY16. This budget was thoughtfully developed with our strategic objectives and initiatives at the forefront. More specifically, we made investments to support the following five priorities: providing high quality instruction for all, creating personalized pathways for students, engaging our community, designing a system of empowered schools and building a thriving workforce.
These represent essential pillars that will anchor our turnaround efforts and allow us to deliver on our promise to be Holyoke families’ first option for their child’s education. To this end, our budget supports the following:
• Increased compensation for our teachers and paraprofessionals, particularly those working a full school day in our elementary and middle schools; • Hiring more SPED inclusion and ELL teachers to better meet the needs of our students most in need; • Expanding programs to provide students and families with more choices (dual language in pre-K and 2nd grade and a personalized pathway program for middle school students); • Providing our schools and staff with technology upgrades, specifically offering devices to each teacher and increasing access for students across schools; • Adopting and expanding standards-aligned curriculum; and • Implementing the recommendations from our secondary redesign team (developing a 9th grade academy, offering more dual enrollment opportunities for students, and enhancing career pathways)
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These mission-driven commitments are being made at a time when our revenue remains virtually flat and our costs are steadily increasing. Our charter assessments and health insurance obligations have increased while some of our grant funding has either expired. This reality, coupled with our resolve to improve student outcomes resulted in an initial budget shortfall of $4.3 million. To protect our classrooms and accelerate our improvement efforts, we were forced to make difficult decisions that included significant cuts to central office staffing, resources and services. We wanted to ensure that schools had the resources necessary to effectively implement their operational plans, maximize the opportunity of a fuller school day and provide more enriching learning experiences for students.
I am pleased to present this comprehensive budget that is strategically aligned to our turnaround plan. In building this budget, I want to extend my gratitude to Mr. Anthony Soto and the Office of Business Financial Services, the HPS leadership team and our school based administrators. We appreciate the continued support of our educators, School Committee members, Mayor Morse, elected officials, Holyoke taxpayers and our families. Holyoke has demonstrated that our children come first and that the community is serious about providing its youth with an exemplary education.
Sincerely,
Stephen Zrike
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Table of Contents Introduction ...... 1
About This Document ...... 3
Executive Summary ...... 4
District Administrators ...... 19
Organization and Financial...... 21
Introduction to Holyoke Public Schools ...... 23
Operating Budget Development Process ...... 29
Holyoke Public Schools General Fund Appropriation Overview ...... 37
General Fund – Divisional Budget ...... 48
Special Revenue Funds ...... 49
Summary of Major Budget Assumptions ...... 55
Information ...... 57
General Fund Budget Forecast...... 58
Schools ...... 59
Appendices ...... 84
Glossary of Terms ...... 87
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Introduction
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About This Document
This budget document contains information in the form of tables, charts, and narratives in order to provide the context for important budget deliberations and decisions made by the Receiver. It also serves as a guide to help administrators, elected officials, the public and other interested parties understand the District’s programs, services, goals, and finances in the fiscal year 2017.
PURPOSE STATEMENT
Defining Policy: The budget supports the executive direction and provides strategic goals for the District to follow in the upcoming fiscal year.
Planning Tool: The budget is a financial planning tool that allocates resources based upon an analysis of the challenges and opportunities facing the District.
Communication Tool: The budget document is a communication device designed to inform the reader of major budgetary decisions faced by the District, and the fiscal and human resource allocations for the upcoming year.
Focus on Performance: The budget’s layout is consistent with the District’s organizational chart and the chain of command. By stating goals and objectives, the budget supports priorities and plans for every department.
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Executive Summary
Holyoke Public Schools is proud to present our annual operating budget. The FY 2017 budget is balanced and it achieves the Receiver’s commitment to allocate resources into the classroom. Through the strong collaborative effort of District leaders and innovative decision-making, our District can present an honest budget that puts children first.
For FY 2017, the Receiver will adopt a $90.9 million general fund budget, representing a 1.1% increase over FY 2016. The District strives to achieve a budget proposal that coincides with its mission, vision, and core values, with the ultimate goal of student achievement in mind. Please note that all of the numbers presented in this budget were based on updated assumptions in the Senate Ways and Means Budget. Therefore, there is a difference between what the City Council total appropriation for the School Department was and what is being presented in this budget document. For a reconciliation of those differences please see the appendix on page 92.
VISION
We are Holyoke families’ 1st choice for their children’s education.
Our students:
Graduate with an additional credential that provides for college and career options
Experience success through multiple pathways
Think critically and communicate with purpose
Value themselves, value others and value being part of the Holyoke community
Lead with Growth Mindset and Self Management
Values.
At HPS, we:
Encourage bold thinking
Explore all possibilities for student success
Embrace all students & families as our own
Empower school teams to lead the turnaround
Engage in meaningful feedback
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School Strategic Plan
Our 5 strategic priorities are centered around each school having the resources, support and focus needed to develop and implement a highly effective School Strategic Plan. Schools have engaged in a 6-month planning process to develop unique school strategic plans, designed to support students academically, behaviorally and social-emotionally.
HIGH QUALITY INSTRUCTION FOR ALL - draft
Each school has a system of supports so that students access grade level standards and tasks, experience powerful teaching, and are monitored for learning and provided multiple pathways to success. All students are provided a well-rounded curriculum that includes rigorous instruction in core subjects and enrichment opportunities in the arts, music, physical education and more.
In School Year 2016-17, select initiatives we are particularly excited about include:
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Standards-Aligned Curriculum and Professional Development. Teacher leaders have selected to adopt the Focus on K2 curriculum, (insert supportive language). We know that teachers teach students – not a curriculum. Therefore, we are investing in significant training and teacher collaboration time to ensure that educators have the time and resources to truly unpack and understand the standards. Instructional leaders in the building will also provide feedback and continual coaching throughout the year, rooted in developing teachers’ understanding and proficiency with grade level standards.
A System of Student Support designed to meet the needs of All Students. The District is championing a system of student support to support schools in developing and implementing a proactive, multi-tiered system of social-emotional and instructional supports for all students. Interventions for students will be designed based on data and reflected on with support from individual teachers, as well as a Student Support Team in each building.
PERSONALIZED PATHWAYS - draft
Every student is unique, therefore HPS must create a holistic approach to support their diverse needs. Students must engage in relevant and meaningful learning, targeted to their needs and interests and have multiple opportunities for success. Students will have a personalized approach to their education affording them with the opportunity to graduate with an additional credential that provides for college and career options. Students will have a variety of customized opportunities during the traditional school day and beyond, including tailored intervention, enrichment, advanced coursework, career and technical education, and dual-credit.
In School Year 2016-17, select initiatives we are particularly excited about include:
More options for families. We are expanding the dual language program, which is a program in high demand with application far exceeding the number of available slots. In addition to continuing with the dual language in preK, kindergarten, and grade 1, we are expanding by opening up another dual language preK classroom at EN White and adding grade 2 at Metcalf. We are also opening a new Personalized Pathway Program (P3) at Peck Full Service Community School for grades 6 and 7, which will expand to grade 8 in the subsequent year. P3 is based on Summit Public School’s nationally recognized personalized learning model. We are adapting Summit’s model to specifically address urban schools in need of turnaround. Demand for the program is proving very high among Holyoke families; we received 25% more applications than we were able to accept for the 100 available slots.
We are examining more Chapter 74 programs for Dean and a more customized middle school experience.
A signature Freshman experience to increase student achievement and reduce dropout rates. As part of the secondary redesign of the district, Holyoke Public Schools will launch a Freshman Academy in August 2016 at Holyoke High School (HHS) and will serve all new 9th grade HPS students in smaller learning communities. Two signature components of the Freshman Academy experience will be: 1)
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Explorations, a series of six 3-week courses at HHS and Dean Technical High School, a unique course of study which will provide them with the opportunity to investigate several career and college pathways, informing their choice for advanced study in grades 10-12, and 2) Youth Participatory Action Research project, where students will identify a social issue in their community, conduct research to understand the root causes of the issue, develop a plan to address the problem, and put their plan into action. The Freshman Academy is designed to launch the high school experience so that graduates transition to college and careers with a high school diploma and a second credential including articulated college credits, Advanced Placement course credit, and /or career certificates.
Tailored Acceleration Academies designed to drastically accelerate student achievement. This past year, HPS launched its first Acceleration Academy, an intensive learning experience for approximately 250 students in grades 4-6, focused on accelerating students’ math learning and providing a model for improved instruction and engagement strategies. In SY16-17, the District will expand the academies to both February and April breaks, as well as increase the eligible student population to include more grade levels.
ENGAGED STUDENTS, FAMILIES AND COMMUNITY - draft
Students, families and community members are essential partners in our shared success. When we effectively partner with families, particularly those who have not historically been engaged, we create an essential support network to address our students’ needs and create opportunities for a strengthened community. As a culturally competent system, we must align, coordinate and customize our efforts so that HPS consistently have collaborative relationships with families and community, who trust in and contribute to their children’s classrooms and HPS as the best educational option for their children.
In School Year 2016-17, select initiatives we are particularly excited about include:
Transform the Student Enrollment and Assignment Center into a main hub and a distributed network of access points for educational information across Holyoke (to be known as the HPS Family Resource System/Network) to provide clear and timely information to Holyoke families about key initiatives and opportunities. Families will have a central location, as well as many location points throughout our schools, in order to share information.
Build the internal capacity of the schools to rebuild and strengthen the relationship with families. To support this work, we will: 1) provide professional development and technical assistance to school leaders and teachers around culturally-relevant family engagement, 2) create and support a diverse menu of strategies, tools and activities to be implemented in classrooms or school-wide to increase parent involvement and positive interactions with families, 3) support parent volunteer and resource teams and engage these volunteers in systematic leadership development, 4) improve the working relationship with service agencies across Holyoke and the region to support family stability and well-being, and 5) develop a system to address parent complaints, concerns and feedback promptly and effectively.
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SYSTEM OF EMPOWERED SCHOOLS - draft
We believe that the school leadership team, including administrators, teacher leaders, parents and the community, needs to be empowered to make decisions in the best interest of their schools. The individuals working everyday on the front lines to ensure our students’ learning are most informed about what our students need. We also believe that autonomy should come with support for schools, particularly for schools with the greatest need to improve outcomes for students. The central office must be judicious, responsive, reflective, nimble and wholeheartedly committed to setting the conditions for schools and students to be successful. We each hold ourselves accountable to student success at the class, school and system level.
In School Year 2016-17, select initiatives we are particularly excited about include:
Implement the Full School Day. The school day for elementary and middle school students is expanding to at least 7.5 hours (in one school, it is expanding to 8 hours). This is a dramatic increase from the current school day of 6 hours for elementary students and 6 hours and 37 minutes for middle school students. We know that children – especially from low-income communities – lack the crucial resources and opportunities – inside and outside of schools – they need if they are to reach their potential in college and careers. Children living in poverty especially face a growing education and opportunity gap. Redesigning and expanding the school day can give students significant extra learning time. When done well, expanded learning time raises achievement, enriches education and empowers teachers. Each elementary and middle school had a team of teacher leaders who led the planning process to develop a re-imagined school day. Schools are exercising their autonomy by pursuing many different initiatives in the full school day. For example, one school is partnering with external providers, like the YMCA, Boys and Girls Club, and Next Level Adventures, to offer enrichment opportunities, like swimming, outdoor adventures and team building. Another school is developing more opportunities for authentic student voice, including developing a student government, inviting student representation on the School Council and Culture and Climate team, and planning peer tutoring and community service activities.
Increase school level autonomy. We believe that school leaders and school leadership need to be empowered to make decisions in the best interest of their schools. We also believe that autonomy should come with support for schools, particularly for schools which are struggling the most. Schools were divided into 4 possible tiers, based on student data and leadership strength. Schools have more/less autonomy/oversight based on their tier and the hope is to move all schools along to stronger performance, less oversight, over time. Schools are encouraged to present a sound argument with strong evidence to the Receiver on specific topics, where they desire more autonomy. Examples of areas to exercise autonomy include: staffing structure, budget, professional development, curriculum, assessment, instructional focus, choice of partners, and teacher leadership opportunities.
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AN EFFECTIVE AND THRIVING WORKFORCE - draft
Through improved recruitment, evaluations, professional development and recognition programs, the District will fill every classroom and office with talented professionals whose gifts and commitment will benefit our children every day. We must work together to increase the quality and diversity of our educator workforce, while elevating the profession of teaching and raising the morale of our teachers and staff. It is our responsibility to create a work environment that is challenging, rewarding and culturally competent. Students must be taught by excellent educators who are appropriately supported, challenged and rewarded for their hard work and commitment.
In School Year 2016-17, select initiatives we are particularly excited about include:
Increase Professional Development and Collaboration. The teacher work year extends from 184 to 190 days to ensure that teachers have the time required to engage in meaningful professional development and collaboration to support their development as educators. Additionally, the elementary and middle schools are extending the school day for students – and with this extension, there is significantly more time built in for collaboration with other educators. Professional development and collaboration will include activities such as understanding and dissecting grade level standards and planning appropriate tasks for students, analyzing data and student work, and planning lessons.
Expand “Holyoke University,” which provides a menu of no-cost professional development opportunities for Holyoke Public School educators taught by their peers for several weeks’ after-school. The District is committed to ensuring that its educators and other staff have the knowledge and skills needed to drive student learning, growth and achievement. This past year, approximately 50 HPS teachers and staff participated in these courses and feedback has been very positive. For next year, participants have requested more choices next year and longer sessions. Select Holyoke University course topics include: Conversational Spanish for Educators, Common Core Writing: The art of color-coding responses to text, Effective Questioning and Engagement Strategies, Technology Integration for Educators 101, and Trauma Informed Approach to Students/Restorative Justice.
Create more pipelines for leadership within the District. Two programs currently underway include the Holyoke Urban Teacher Pathways Program, a collaboration with Mount Holyoke College (MHC), and the Aspiring Principals Program, a collaboration with Teachers21. The purpose of the Holyoke Urban Teacher Pathways Program, a part-time, two-year program, is to provide an avenue for current paraprofessionals and teachers with certification waivers to earn their Initial Massachusetts Teacher License (general education), an additional license in Moderate Disabilities, and a Master of Arts in Teaching degree. The purpose of theTeachers21’s Aspiring Principals Program is to support teachers in earning their administrative license, ready to lead an urban school as an Assistant Principal. The new professional compensation model also introduces the roles of Advanced and Master teachers, who serve as school- wide and district-wide models of excellence and will support school and district improvement efforts without leaving the classroom.
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FISCAL YEAR 2016 BUDGET UPDATE
With the end of the fiscal year approaching, it is important to reflect on the significant events that have occurred during the year, which have played a major role in shaping the FY 2017 budget. Understanding what has happened since the adoption of last year’s budget will allow a better picture to be drawn about the District’s future direction.
This has been the first year that the District was in receivership. Since the receivership there has been many reviews and assessments done internally as well as by some of our external partners, most of which have been funded by the turnaround grant. An assessment was done on central office, which led to key recommendations on how the Central Office can be restructured to better align with our strategies, reduce costs, and serve our schools better. In additions, a review was done on our SPED and ELL services.
Throughout the year, the Receiver appointed key members to his cabinet and Central Office team. New members of the team include a new Chief of Turnaround and Strategy, Chief Talent Officer, Chief of Finance and Operations, Director of Special Education, and Chief of Family and Community Engagement.
The District was able to utilize grant carryover money as well as a contribution from the City to purchase devices for all of our teachers and 1,500 chrome books for students.
Under the federal E-rate program, E-rate funds are allocated according to rules of priority, with first priority given to requests for telecommunications services, telecommunications, and Internet access services; these services are listed in the “Priority One” section of the eligible services list. The remaining available funds are allocated to requests for support for internal connections and basic maintenance of internal connections; these services are listed in the “Priority 2”. In FY 2016, a large proposal in Priority 2 requests were submitted by the District for network infrastructure improvements, and were approved. This allowed the District to put access points and other infrastructure to support dense wireless in all of our schools.
Another significant event in FY 2016 was the $1 million shortfall in transportation. The City would not appropriate additional money to cover the shortfall in transportation costs and it forced us to forego critical investments and freeze spending. It also posed a challenge in developing the FY 2017 budget because it was clear that no carryover money would be available to help cover our structural deficit, which had been patched up with carryover in the past.
FISCAL YEAR 2017 BUDGET PROCESS
Holyoke Public Schools’ annual budgeting process is the mechanism by which the Receiver’s priorities are formulated and District resources are allocated. By strategically aligning goals with financial and human resources, the District is making a direct commitment to attaining those goals.
The development of the budget is a year-round process, and is broken out into three key phases: the Planning and Strategy Phase, the Budget Development Phase, and the Budget Adoption Phase.
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Each of these phases are equally important, and rely on strict deadlines and teamwork to ensure that the budget is in line with the District’s strategic goals and priorities. Throughout the phases, the Office of Business and Financial Services releases three major budget projections: (1) Preliminary, (2) Level Service, and (3) Final Balanced, each signifying a milestone in the process.
FISCAL YEAR 2017 BUDGET CONTEXT AND OVERVIEW
As work began on the FY 2017 budget, it became clear that Holyoke Public Schools’ initial expense projections were higher than the expected revenue for FY 2017. With this in mind, our initial strategy for building the FY 2017 budget was to determine the costs of continuing the same levels of service that we were currently providing and include known investments at the time that were part of the Receivers strategic priorities.
Our “Preliminary (1)” level service budget projections showed that a conservative scenario for the District would require us to solve a $3.1 million deficit. We updated our budget projections to reflect the “Level Service (2),” and Holyoke Public Schools’ updated level service deficit was increased to $4.3 million. The increase was driven by a lower than expected inflation factor of -0.22% in the Chapter 70 Aid formula, additional investments not originally known, a 4% increase in Health Insurance costs, and a 5% increase to the Charter School Assessment.
During the regularly scheduled budget update to the Receiver, the revised deficit of $4.3 million was communicated to the Receiver and key members of the budget team. The team understood that tough decisions needed to be made to close the deficit. This deficit was bigger than any member of the team had imagined.
When submitting their detailed level service requests, the Chiefs and Department Heads thoroughly reviewed each line item, and justified to the Office of Business and Financial Services the importance and measured success of the item.
With a hard $4.3 million deficit still standing, some innovative thinking was needed. At that point, the District decided to take a multi-faceted approach to close the remaining gap in the budget. Considering many of the District’s expenses are non-discretionary and arbitrary cuts could not be on the table, this was necessary.
Each Cabinet Chief was required to submit a prioritized proposal of where they would cut 10-20% from their discretionary budgets. Simultaneously, the Budget Team analyzed and adjusted the major underlying assumptions in the budget. Our approach to solving the budget deficit was a holistic approach, where we analyzed budgeted items from all funding sources. Through attrition and new revenue opportunities, we were able to help reduce a considerable portion of the deficit. For the remaining deficit balance, we re-evaluated some initial investments, and reviewed grants in detail.
With strategic fiscal management, thorough budget review, and cross-functional collaboration, the District was again able to solve the deficit, all while investing in new initiatives. This important fact must
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not be overlooked, because while many school districts are suffering major service cuts, Holyoke Public Schools’ is making investments and trying to keep cuts away from instructional positions.
WHAT THIS BUDGET ACCOMPLISHES
Although we continue to operate in tough economic conditions, we are proud to say that through hard work and innovative decision-making, Holyoke Public Schools’ has been able to avoid major reductions in service levels to schools, as well as implement or continue the following significant initiatives in the FY 2017 budget:
Teacher Retention – All Holyoke Public Schools’ (HPS) teachers will receive an increase in their annual salaries this fall as a result of the district’s new professional compensation system. This new compensation system is designed to retain and attract great teachers, while creating incentives for teachers to stay and deepen their impact on Holyoke students. In addition, the plan takes into consideration the different ways that educators work in HPS schools. For example, teachers in elementary and middle grades will work an extended day as compared to the teachers in the high school. Select teachers may choose to take on leadership roles in the district, such as serving on the teacher leadership cabinet, or in their schools.
Free Extended Learning Time Opportunities for Students – As the long-term costs of the District’s dropout and graduation rates far outweigh the revenue that the summer school and after school programs would bring in, the Receiver has approved free summer and after school programs for in-district students for the upcoming fiscal year. By providing these programs at no cost to in-district students, more kids at risk of dropping out or not graduating with their class should take advantage of these programs, which should have a positive impact on our dropout and graduation rates and also help with transition years for students.
Community Eligibility Provision – Community Eligibility Provision is a new, innovative provision that allows high need schools to serve free meals to all students while alleviating the administrative burden to collect paper applications. Community eligibility allows for a healthier student body and a healthier school meal budget. Community eligibility will increase participation of children in the school meal programs.
Technology Investment – Every teacher will have a laptop for FY 17 and we will be able to purchase 1,500 devices for students
P3 Program – HPS will be launching our new Personalized Pathway Program (P3) aimed at providing a unique, student-centered learning experience for grade six and seven students at Peck. This approach uses the power of one-to-one technology to provide students with an individualized learning experience that includes project-based time, mentoring, intervention/acceleration and enrichment.
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High School Redesign– The Holyoke Public Schools formed a Secondary Education Redesign Working Group to ensure that the middle and high school educational experience in Holyoke is of the highest quality, deeply engages students, and enables them to fully prepare for success after high school. A critical focus was to create and offer multiple academic and technical pathways for all secondary students in Holyoke. The first phase of the Secondary Education Redesign Working Group began October 5th, and extended through the end of December. During this phase, the group developed a comprehensive set of recommendations for secondary education redesign after reviewing secondary data and programming, visiting schools, and listening to presentations and experts in the field. During the second phase, from January through June, the working group supported implementation work relating to any recommendations adopted by the Receiver.
Expansion of Dual Language Program – The Dual Language Program began in 2013-2014 and has now expanded to include enrollment for students in Pre-K through Grade 2 classrooms. This innovative program offers: language acquisition opportunities in English and Spanish; research based curriculum that is aligned with the district's benchmarks and state's curriculum framework.
Launch of new evaluation system - The district implement the Massachusetts Model Educator Evaluation System, as adapted by the Receiver, consistent with Massachusetts regulations on Evaluation of Educators. The district collected District Determined Measures for principals and will be collecting them for teachers next year.
Redesigning central office - Holyoke Public Schools to one that is structured to provide optimal support and assistance to each school. This includes ensuring that the district’s resources are invested in strategies that will lead to improved student achievement and that district systems are structured to create efficiencies and streamline support to schools.
Breakfast in the Classroom Expansion – Building off of a model breakfast in the classroom (BIC) program at Morgan Community School, Holyoke Public Schools will expand BIC – served in the classroom after the bell and as part of the school day – into the district’s eight additional elementary schools in the upcoming 2016-2017 school year. A $100,000 grant and technical assistance from the Eos Foundation will support the expansion at Donahue, EN White, Kelly, Lawrence, Metcalf, McMahon, Peck, and Sullivan schools.
Classroom Supply/Textbook Allotment – Although faced with difficult challenges, the District maintained the $100 per pupil classroom supply allotment and a $1 million textbook allocation.
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FINANCIAL OVERVIEW
There are two main categories of funds available to the Fiscal Dependancy District, the general fund and special revenue funds. The FY17 Projected Revenues Local general fund primarily consists of Chapter 70 State Aid and Funds the City’s minimum local contribution. Special revenue $10.4M 12.8% funds primarily consist of grant funds,
This financial overview will focus primarily on the “General Fund” budget, which includes the required net school State spending and additional appropriations provided by the Funds City to cover costs that are not eligible for net school $70.9M spending. Overall, the projected budget for FY 2017 is 87.2% $90.1 million. Holyoke Public Schools is fiscally dependent on the state as shown in the picture. The majority of the General Fund Budget comes from the required net school spending which is $81.3 million. $10.4 million or 12.8% of that is the City’s required local contribution. $70.9 million or 87.2% of the net school spending comes from the states Chapter 70 allocation.
Compared to FY 2016, the general fund FY17 Projected Expenses budget increased 1.1%. Overall, the District’s revenue is only up slightly due to a decline in enrollment and negative inflation, which was offset by a change in the way that the low-income allocations are distributed to Districts through the Chapter 70 formula. If this change was not implemented for FY 17 the District would have seen a decrease in revenue. Personnel Supplies & Services Services $58M $32.8M Expenditures can be broken into two major 63.9% 36.1% categories, personnel services, and supplies and services. The majority of the District’s expenditures (63.9%) are in personnel services, which include employee salaries, stipends, and fringe benefits. The other major category making up the District’s general funds budget is supplies and services (36.1%), which include supplies allocated to schools and departments, as well as major contracted services purchased by the District. Personnel service expenditures increased by 2.2% over FY 2016, and supplies and service expenditures decreased by 0.6%. The majority of the increase in salaries is due to the Districts investment in teachers by offering a new compensation model that pays teachers competitive wages.
Overall expenditures had a 1.1% increase.
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2016 2017 Adopted Budget Change Personnel Services $ 56,861,366 $ 58,087,824 $ 1,226,458 Supplies & Services $ 33,029,554 $ 32,830,855 $ (198,699) $ 89,890,920 $ 90,918,680 $ 1,027,760
The Receiver has structured the organization into Curriculum divisions, each with its own mission and a Chief in & Instr. Family and $1.4 FY17 Projected Community charge of carrying out that mission. All major 1% $0.3 decisions in the organization flow through one of Expenses by Chief 0% Special Operations these channels. The largest division is schools, which Education & Finance Human $8.7 Resources comprises 72% of the all funds expenses. Please note $14.2 10% 16% $0.4 that included in the “Schools” category is charter 0% Receiver / tuition and fringe benefits. School Committee Schools $0.7 The next largest division is Operations & Finance, $65.2 1% which makes up 16% of the expenses. The majority of 72% this division is made up of transportation, information technology, and facilities maintenance, which is closely linked to people and services at the schools. Finally, the third largest division is Special Education, which captures 10% of the all funds expenses. A large part of the SPED budget is comprised of people and services that are provided to schools as well as out of district tuition.
INFORMATIONAL Per Pupil Expenditures According to Massachusetts General Law, Holyoke Public School district is a fiscally $20,000 dependent entity organized under the City of Holyoke and therefore does not have the $15,000 authority to tax, issue bonds, or incur debt. The majority of the District’s general fund budget $10,000 comes from state aid as noted above. Because of the significant amount of state funds, each year $5,000 the City waits for the decision for funding from $- the State and then provides its required 2011 2012 2013 2014 2015 contribution. HPS MA Avg. Historically HPS has spent an average of $15,947 while the state average for that same time has been $14,095. The District has a high number of SPED, ELL, and economically disadvantaged students in comparison to the rest of the state and thus spends more money per student. As enrollment has dropped as well as relatively flat funding, the future looks to be very challenging.
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Holyoke Public Schools naturally has a high transient population. This characteristic makes it quite difficult to accurately track and project student enrollment between schools. Although the task can be difficult, estimating student enrollment is a critical function necessary for the Holyoke Foundation Enrollment District to appropriately staff buildings 7,000 Trends and project funding. 6,000
FOUNDATION ENROLLMENT 5,000
Foundation enrollment is a count of the 4,000 number of pupils for whom a school 3,000 district is financially responsible on 2,000 October 1st of any given year. It is comprised primarily of local resident 1,000 school children attending their 0 community’s local or regional school FY13 FY14 FY15 FY16 FY17 *FY18 *FY19 *FY20 district. However, it also includes HPS Enrollment Holyoke Charter School Choice students for whom the District is paying tuition, such as those at Commonwealth Charter Schools, other school districts, special education schools, and other settings. In order to be included, a student must be officially enrolled on October 1st. Those who leave in September or arrive after October 1st are not counted. A student who happens to be absent on October 1st is included nonetheless; this is a measure of enrollment, not attendance. DESE computes foundation enrollment using pupil-specific data submitted by each district through the Student Information Management System. A district’s foundation pupil headcounts are applied to specific cost rates to arrive at the upcoming year’s foundation budget.
To forecast future enrollment, Holyoke Public Schools uses a four-year average method for both the District enrollment and enrollment at charter schools and school choice. Total foundation enrollment is the combination of all these projections. The chart shows that In-District enrollment is shrinking while enrollment in Charter and School Choice have increased over the years. If this trend continues it puts a strain on the rest of the District budget and we are forced to make reductions in other areas to make up for the loss in revenue and increase in expenses.
2017 2016 2015 2014 2013
Foundation Enrollment 6,478 6,639 6,552 6,633 6,727 Charter School Enrollment 884 843 794 722 604 School Choice Enrollment 339 339 330 312 292 Estimated In District Enrollment 5,255 5,366 5,573 5,573 5,782
ACTUAL ENROLLMENT
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Actual enrollment is a headcount of students attending Holyoke Public Schools on October 1st of any given year. This enrollment differs from foundation enrollment because it only includes students in the District as opposed to all students the District is financially responsible for.
For FY 2017, the District’s foundation enrollment is 6,478, while actual enrollment in Holyoke Public Schools is closer to 5,255. Understanding how foundation enrollment is calculated is essential to understanding school finance, specifically for Holyoke Public Schools. When students leave the District to attend a Commonwealth Charter School, they take with them all per pupil funding provided by the State. This practice adds pressure to the District’s budget. Additional school choice options at Holyoke Public Schools, such as the dual language program may increase enrollment as these attractive options may draw in students who were previously leaving the District for school choice and charter schools.
ADMINISTRATIVE / CENTRAL OFFICE CUTS
Because of dwindling enrollment and revenue streams and the Districts commitment to invest in classrooms, we had to be creative in the way we deliver services. In order to create funding for our investments to schools, cuts had to be made away from the classroom.
Below is a summary of the Central Office positions that were eliminated by department.
Family and Community Engagement: 1 Finance: 2 Human Resources: 1 Operations/Technology/Data: 4 Special Education/Nursing: 5 Supt/School Committee: 1 Teaching and Learning: 3
Below is a summary of the Central Office positions that were reconfigured to better meet the needs of our schools.
Family and Community Engagement: 1 Finance: 4 Human Resources: 2 Operations/Technology/Data: 3 Special Education/Nursing: 2 Supt/School Committee: 2 Teaching and Learning: 5
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CONCLUSION
By utilizing the framework for developing the budget, which included aligning resources to support the turnaround plan, Holyoke Public Schools’ has closed a $4.3 million budget shortfall while keeping classroom resources stable next year.
Though we operate in a tough economic environment, Holyoke Public Schools’ will continue to move forward toward a community working together to prepare our students for their future. By that standard, this budget is not just a process of fiscal operations, but a part of the larger process to close the achievement gap and raise the bar of achievement for all.
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District Administrators
General Budget Questions:
Anthony W. Soto
Chief Finance & Operations Officer [email protected]
Questions about Policies:
Anthony W. Soto Finance & Operations 413.534.2000 Chief Financial &Operations Officer Dr. Stephen Zrike, Jr. Receivers Office 413.534.2005 Receiver Erin Linville Curriculum & Instruction 413.887.4882 Chief of Strategy and Turnaround Beth Gage Human Resources 413.534.2000 Chief Talent Officer Ileana Cintron Family & Community Engagement Dir. Of Family, Student & Community 413.534.2055 Engagement Nicole LaChapelle Special Education 413.534.2000 Director of Special Education
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Organization and Financial
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Introduction to Holyoke Public Schools
Holyoke holds the distinction of being the first planned industrial community in the Nation. In 1847, merchant investors began construction of the dam and canal system along the Connecticut River. With this construction came an elaborate complex of mills and worker’s housing, which evolved into the City of Holyoke today. While many of the historic mills and industries are now gone, a number of structures have been maintained through preservation and revitalization efforts.
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Since its inception, Holyoke has been built on harnessing the power of the water of the Connecticut River. Utilizing a natural 57-foot drop in the river, these merchant investors constructed a granite dam and multi-level canal system. This system allowed the power of the river’s water to be extended to dozens of mill facilities throughout the Downtown area.
Holyoke is a city in Hampden County, Massachusetts, United States, between the western bank of the Connecticut River and the Mount Tom Range of mountains. Often times considered the “crossroads of New England,” nestled in the heart of a college-rich region in Western Massachusetts. Headlined by UMass Amherst, the flagship institution in the state system, these schools have driven the economy of the area for years and have created a stable economic base which has allowed the region to thrive.
Tourists have flocked for years to experience the colonial charm of the region and take advantage of the various outdoor opportunities available, including superior ski resorts, championship golf courses, hiking, hunting, and water sports. Also, the Pioneer Valley is full of terrific historical sites and art museums catering to all sorts of interests, and there are always world-class shows to be seen at some of the various performing arts venues clustered throughout the region. Specifically, the Springfield Symphony, City Stage, the Mass Mutual Convention and Civic Center, and the Quadrangle Museums offer a variety of cultural exhibits that will appeal to a wide range of tastes. In addition, the new Dr. Seuss National Memorial Sculpture Garden, the Magic Wings Butterfly Conservatory, and The Big E – New England’s Great State Fair which hosts over 1 million visitors a year – continually attract tourists to the region. Other nearby attractions include the Naismith Memorial Basketball Hall of Fame, Six Flags New England, and the Springfield Flacons hockey team.
Whatever your passion, the Pioneer Valley is sure to offer you an experience you will never forget. Located in the heart of the Pioneer Valley and nestled near the crossroads of New England (Massachusetts Turnpike and I-91), Holyoke is just a pleasant drive away from Boston (1-1/2 hours), New York City (3 hours) and Montreal (5 hours). Bradley International Airport, New England’s second largest, is just 30 minutes away.
If you are traveling by bus, the City of Holyoke offers a state-of-the-art transportation facility that serves
as a connection for seven bus routes servicing the City. Intercity transportation will be provided by Peter Pan Bus Lines with connections to the region, New England and beyond. The Transportation Center is
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located at 206 Maple Street in the former Holyoke Fire Department Headquarters.
History, culture, sports, and recreation all come together at Holyoke Heritage State Park. There, under the theme, “Lark in the Park,” enjoyable experiences abound for the whole family in buildings bordering a beautiful two-block state park in the heart of downtown. Between City Hall and the third-level canal, visitors can experience one of the top museums in the country, take a ride on an antique merry-go-round, view exhibits in the Volleyball Hall of Fame, and learn about Holyoke’s beginnings in the industrial revolution at the Heritage State Park Visitor’s Center.
Another sample of the city’s heritage can be found at the Wistariahurst Museum. Home of the Skinner Silk Mill family, the 1874 structure is on the National Register of Historic Places.
The Mount Tom State Reservation, an 1800-acre state park, has 30 miles of scenic trails for hiking and picnicking.
And then there’s the Dinosaur Footprints; The Connecticut River Valley has long been recognized for its wealth of prehistoric footprints. The first dinosaur prints to be scientifically described are still here to be seen. A short trail parallels Route 5 northward from the entrance to the location of the dinosaur footprints. Take a walk.
Enjoy shopping at the Holyoke mall, one of New England’s largest shopping centers. It features nearly 200 stores, a large food court, and several restaurants.
Every March, Holyoke plays host to more than 400,000 people who line the streets to see the second largest St. Patrick’s Day Parade in the nation. A whole month of special activities makes for a festival that is more than a half-century old.
2016 DISTRICT ACHIEVEMENTS
Holyoke With our colleagues in Springfield at the Springfield Empowerment Zone, The Davis Foundation, and DESE, we have established a partnership called “Teach Western Mass.” Teach Western Mass is a partnership that supports our efforts to attract and retain top talent in Holyoke classrooms. Teach Western Mass is established to brand and promote the employment opportunities in our region for teachers and leaders interested in working in turnaround schools. Learn more at http://www.teachwesternmass.com
Many HPS educators have enrolled in this free professional development program that offered courses that were be held once a week through April 7th. The District Turnaround Plan expressly commits to a culture of student support and success among school faculty and staff. This
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expansion of professional development opportunities for our educators will move us towards fulfillment of these commitments.
HPS held its first Acceleration Academy, an incredible opportunity for students to improve their math skills over April vacation. Participating educators were compensated and acknowledged for their additional commitment to Holyoke’s children through the Anne Cullen Memorial Prize. Anne dedicated her life to educating children in Holyoke for thirty years. In honor of her example, the Anne Cullen Prize for Teaching Excellence recognized outstanding teachers in Mathematics and other disciplines.
The prestigious “Pioneer Valley Excellence in Teaching (PVEIT) Award” from the Harold Grinspoon Charitable Foundation was presented to the following seven Holyoke Public Schools educators o Annemarie Khalil (Morgan Full Service Community School) o Erin Hanley (Kelly Full Service Community School) o Korri Flynn (Lawrence Full Service Community School) o Margaret Miller (Sullivan School) o Mary Wright (Donahue School) o Nicole Horton (Holyoke High School) o Destinee Meeker (McMahon School)
The prestigious award, sponsored by the Harold Grinspoon Foundation celebrates educator dedication and excellence. Awardees are nominated by their colleagues based upon the following criteria: demonstrated professionalism through excellence in teaching practices, professional development, good attendance on the job and enthusiasm for teaching and/or working with children. They are examples of the many extraordinary educators here in our schools.
Dean Technical High School was awarded a $393,156 Massachusetts Skills Capital Grant to purchase and install vocational technical equipment. As part of the Turnaround Plan, Holyoke is working to improve the programs at Dean so that it can become an exemplary model of modern vocational education. The grant will enable the high school to transform the existing Machine Technology Shop into an Advanced Manufacturing Program that is more closely aligned with current industry standards, in terms of practices and equipment. The District Turnaround Plan expressly commits to the provision of concentrated and focused supports to Dean Technical High School – including a commitment to invest in updated machinery and higher quality programs, aligned with the demand of the labor market and student interest. The purchase and installation of this equipment will move us toward the fulfillment of these goals and commitments.
HPS was awarded $100,000 by Eos Foundation to Expand Breakfast in the Classroom - Building off of a model breakfast in the classroom (BIC) program at Morgan Community School, Holyoke Public Schools will expand BIC – served in the classroom after the bell and as part of the school day – into the district’s eight additional elementary schools in the upcoming 2016-2017 school year. A $100,000 grant and technical assistance from the Eos Foundation will support the expansion at
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Donahue, EN White, Kelly, Lawrence, Metcalf, McMahon, Peck, and Sullivan schools. All Holyoke Public Schools currently offer a universal free breakfast program, but data show participation is generally low. Moving school breakfast from before the bell and in the cafeteria to after the bell and in the classroom (BIC) dramatically increases school breakfast participation which supports efforts to close the achievement gap, and helps develop healthy eating habits that contribute to long-term wellness. Under a BIC program, individually packaged USDA breakfasts are transported each morning from the cafeteria to the classroom in rolling coolers and the students eat at their desks during the first ten minutes of class as the teacher takes attendance and prepares morning activities. The loud, chaotic environment of a cafeteria breakfast is replaced by a much calmer, classroom community meal.
Mount Holyoke College and Holyoke Public Schools partner to offers master’s for educators - The Holyoke Public Schools and Mount Holyoke College have launched a partnership to offer a new “Urban Teachers Pathways Program” allowing ten district educators to pursue master’s degrees at the College while at the same time enhancing their skills. The goal of the program is to improve educational outcomes for students by increasing staff retention and enhancing the qualifications of Holyoke Public Schools educators, who will earn their Master of Arts in Teaching Degree at minimal cost through Mount Holyoke
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Operating Budget Development Process
Holyoke Public Schools’ annual budgeting process is the mechanism by which the District’s priorities are formulated and resources are allocated. By strategically aligning District goals with financial and human resource goals, the District is making a direct commitment to attaining those goals.
In this first full budget year of the Receivership, the District altered the entire budget development process. Continuous improvements have been made to the budget development process, by increasing the transparency and organization-wide collaboration. These improvements have allowed the District to invest strategically and improve the quality of service provided to the students.
PLANNING & STRATEGY PHASE
The planning and strategy phase of the budget development process is critical to the overall budget process. Without proper planning and strategic vision, the operating budget will lack the efficiency and effectiveness needed to make the decisions of investing the District’s limited resources.
Starting in early November, the Office of Business and Financial Services creates a budget calendar, listing activities and key dates necessary to develop the budget. The budget calendar is an essential part of the budgeting process as it communicates the overall project timeline as well as critical deadlines needed to meet the overall timeline.
Projections and assumptions crucial to the budgeting process are developed. These include program changes, contract increases, enrollment projections, and anticipated funding levels that are used to compile a preliminary budget projection. This gives management an early look at potential challenges to be faced in the coming months.
BUDGET DEVELOPMENT PHASE
The budget development phase is the alignment of the District’s strategic priorities and objectives with the resources necessary to attain them. During this time, the Office of Business and Financial Services distributes information necessary to facilitate the budget process to all departments. Departments then return their funding requests with their needs and priorities for the upcoming year. The departments are also asked to provide specific areas where they would potentially make cuts, should the economic climate warrant the need. It is important to understand that as 87.2% of the District’s general funds budget comes from State aid, it must follow the State’s budget process and timeframe.
As the Office of Business and Financial Services compiles departmental requests along with other district- wide costs and forecasted revenues, a budget projection that specifically identifies the District’s budget deficit is formed. Working to balance the budget, we analyze departmental submissions for inefficiencies, inaccuracies, and faulty assumptions. We then examine other areas of the budget where cuts, efficiencies or revenues can be realized, and present them to the Receiver and his trusted advisors for review and recommendations. The goal is to balance the budget with minimal impact to classrooms and instruction.
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BUDGET PROJECTIONS
Through all four phases of the budget process, the Office of Business and Financial Services tracks and releases budget projections to show stakeholders where the District fiscally stands. Four major status updates are released at different stages of the process. They are:
1. Initial Projection: An initial projection of next year’s budget is developed during the Planning and Strategy Phase in November or December. Since most major assumptions are unknown at this point, conservative assumptions are used. This “worst-case scenario” projection allows the District to begin planning potential contingencies. Please note that for this budget we do not present the initial projection because it was done prior to the arrival of the new CFOO. 2. Governor’s Budget: In late January during the Development Phase, the Governor releases his recommended budget for the following year. Since the majority of the assumptions in the general fund budget rely on the State budget, this projection gives stakeholders a better idea of where the District’s financial situation really stands. 3. Level Service Budget: Each year, Chiefs are asked to submit a level service budget. These budget requests are compiled to establish a baseline for the budget. The level service projection demonstrates the true budget gap. In addition to the Chief budget requests, the District also compiles all of the school staffing allocations which take up the majority of the budget. The staffing allocations project next year’s enrollment and sets staffing and spending at the school level. 4. Final Balanced Budget: To begin the Adoption Phase, when the budget is finally balanced, a balanced budget projection is released. This projection includes all cuts, additions, and assumption changes that were made to the level service budget.
BUDGET ADOPTION PHASE
After the operating budget is balanced, the Receiver’s budget is then presented to the School Committee for information. Additionally, the budget is also presented to the Mayor as part of the City budget process. During this time, if the State legislature decides to change the revenue amounts from original recommendations or the District’s expenditure assumptions change, additional meetings are held to adjust the proposed spending plan. After final revisions are made, the budget is officially adopted by the Receiver, and then submitted to the City to be combined with the overall budget for adoption by the City Council.
BUDGET MONITORING
Budgeting is a cyclical process that never ends. After plans are made, the budget is first developed, adopted, and then it is time to maintain and monitor all accounts. Departments and schools enter orders which should coincide with the programs and plans that they had budgeted for. If plans change or grants are added, there may be the need to reclassify expenses or transfer funds between various accounts. To help budgets stay in line with appropriations, analysts meet with Chiefs, department heads, and principals
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on a monthly to bi-monthly basis to review spending activity. Up until the tail end of the fiscal year, accounts must be monitored for surpluses and deficits to ensure that all funds are spent effectively.
OVERVIEW OF THE STATE BUDGET PROCESS
The majority of the assumptions in the general fund budget rely on the State budget, therefore the District is dependent on this process in order to determine our budget. Below is an overview of the State budget process, which plays a major role in the District’s budget process.
Fiscal Year 2017 Budget Documents Budget-Writing Steps
The budget begins as the Governor submits a bill on the 4th Governor's Budget Wednesday in January (or five weeks later if at the start of a (January) new term) to the House of Representatives.
The House Ways and Means Committee reviews the House Ways & Means Budget Governor's budget and then develops its own recommendation.
Individual representatives submit budget amendments, which are then debated on the House floor. Once debated, House Budget amended, and voted on by the full House, it becomes the final House budget bill and moves to the Senate.
The Senate Ways & Means Committee reviews both the Senate Ways & Means Budget Governor's and House budgets and develops its own (April) recommendation.
Individual representatives submit budget amendments, which are then debated on the Senate floor. Once debated, Senate Budget amended, and voted on, it becomes the final Senate's budget bill.
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State Finance law requires the Governor to submit budget H.1 Revised revisions to his proposed budget if revenue forecasts predict a shortfall after the original submission.
House and Senate leadership assign members to a "conference committee" to negotiate the differences between Conference Committee Budget the House and Senate bills. The conference committee report can only be approved or rejected - no additional amendments can be made.
Once approved by both chambers of the Legislature, the Governor has ten days to review it. The Governor may Vetoes approve or veto the entire budget, or may veto or reduce particular line items or sections, but may not add anything.
The House and Senate may vote to override the Governor's Overrides vetoes. Overrides require a two-thirds roll-call vote in each chamber.
Final Budget The final budget is also known as the General Appropriations Act (GAA) or "Chapter xxx of the Acts of 2014." (June)
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Holyoke Public Schools Projected FY17 Budget
4/8/16 5/27/16 6/20/16 Final State Governors Level Service Budget Budget Budget Final Budget Change REVENUES FY2016 FY2017 FY2017 FY2017 FY16-FY17 % Chapter 70 State Aid 70,541,434 70,671,014 70,897,779 70,897,779 356,345 0.5% Holyoke Required Local Contribution 10,055,521 10,380,314 10,380,314 10,380,314 324,793 3.2% Required Net School Spending 80,596,955 81,051,328 81,278,093 81,278,093 681,138 0.8% City Admin NSS (Admin and Parks) (144,400) (144,400) (148,400) (148,400) (4,000) 2.8% Charter Tuition/Other Revenues 1,996,555 2,413,635 2,186,378 2,186,378 189,823 9.5% Other Revenue 0 0 0 0 0 0.0% Adjusted Net School Spending 82,449,110 83,320,563 83,316,071 83,316,071 866,961 1.1% Transportation (Including Xng Guards/Mon) 5,800,000 7,220,000 7,132,608 7,132,608 1,332,608 23.0% Adult Ed and Leases 344,257 370,000 370,000 370,000 25,743 7.5% Medicaid and Carryover 1,297,353 100,000 100,000 100,000 (1,197,353) (92.3%) Total General Fund Budget 89,890,720 91,010,563 90,918,679 90,918,679 1,027,959 1.1% Supplemental Funding 0 0 0 0 0 0.0% TOTAL OPERATING REVENUE 89,890,720 91,010,563 90,918,679 90,918,679 1,027,959 1.1%
EXPENSES Salaries 44,813,655 46,158,065 48,341,289 45,850,354 1,036,699 2.3% Supplies & Services 7,467,395 7,616,743 7,603,793 6,495,563 (971,832) (13.0%) Total Discretionary Expenses 52,281,050 53,774,808 55,945,082 52,345,917 3,664,032 7.0% Health Insurance 8,873,210 9,395,308 9,234,308 9,234,308 361,098 4.1% Retirement / Unemployment 2,648,641 2,656,448 2,656,448 2,421,612 (227,029) (8.6%) Other Benefits 525,860 552,153 631,550 581,550 55,690 10.6% Utilities 2,468,402 2,542,454 2,506,126 2,398,152 (70,250) (2.8%) Out of District Tuition 2,728,810 2,810,674 2,858,774 2,558,774 (170,036) (6.2%) Charter Tuition/School Choice 13,238,525 13,949,526 13,875,758 13,875,758 637,233 4.8% Total Non-Discretionary Expenses * 30,483,448 31,906,563 31,762,964 31,070,154 1,279,516 4.2% One Time Funding Expiring 981,965 860,000 0 0 (981,965) 100.0% Transportation, Adult Ed, Leases (Non-NSS) 6,144,257 7,590,000 7,502,608 7,502,608 1,358,351 22.1% Sub-Total Operating Budget Expenses 89,890,720 94,131,371 95,210,654 90,918,679 1,027,959 1.1% TOTAL EXPENSES PROJECTED 89,890,720 94,131,372 95,210,654 90,918,679 1,027,959 1.1% 0 0 Total FY17 Anticipated Budget Gap 0 (3,120,809) (4,291,975) (0) (0)
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Operating Budget Calendar
DECEMBER Initial budget planning and allocation planning meetings are held. Current year budget projections updated. Initial budget outlook to the Receiver. Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
JANUARY Memo of FY 2017 budget instructions and budget reductions are sent out to all Chiefs and Principals. First meeting with cabinet are held to initiate the FY 2017 budget request. FY 2017 budget requests are submitted by each cabinet chief. Office of Business and Financial Services begins vetting budget requests and second meetings are held with appropriate budget managers. The Governor’s FY 2017 (House I) proposed budget is announced and analyzed Bi-monthly meetings are held with school principals and to review current year budget.
FEBRUARY Targeted reductions to original budget requests are submitted. School-based staffing allocations are completed. Analyzing of budget requests continue. Presentation to School Committee of preliminary budget deficit. Final budget review meetings are held with all Chiefs and Superintendent. Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
MARCH Budget balanced and document draft completed. Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
APRIL House of Representatives Ways and Means Committee (House II) releases budget in early April. Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
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Operating Budget Calendar (Continued)
MAY Senate releases budget Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
JUNE Potential changes to budget appropriation made based on the State’s final adopted budget. City Council hearings on City departmental budgets. Mayor submits recommended budget to City Council Receiver approves budget Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
JULY Send communication to all departments regarding their approved FY 2017 budget. Debriefing on the FY 2017 budget to be held. Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
AUGUST Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
SEPTEMBER Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
OCTOBER October 1st student enrollment numbers posted by the Department of Elementary and Secondary Education. Preliminary FY 2017 school-based staffing allocation adjustments made. Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
NOVEMBER Preliminary FY 2018 budget projection completed. The Office of Business and Financial Services begins developing plans and communications for FY 2017 budget. Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
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Holyoke Public Schools General Fund Appropriation Overview
According to Massachusetts General Law, the Holyoke Public School district is a fiscally dependent entity organized under the City of Holyoke and therefore does not have the authority to tax, issue bonds, or incur debt. The majority of the District’s general fund budget comes from state aid (87.2%), which is combined with local funds and appropriated by the City. Because of the significant amount of state funds, each year the City waits for the decision for funding from the State and then provides its required contribution.
Holyoke Public Schools’ general fund budget contains the day-to-day costs of providing preschool through 12th grade and adult educational programs. Although there are mandates and minimum requirements as to how the funds can be used, the general fund is for the most part unrestricted, and used to support the goals and initiatives valued by the District. The restrictions that most apply to Holyoke when discussing Net School Spending are:
1. Transportation 2. Adult Education 3. Leases greater than 3 years’ old 4. Capital Improvements exceeding $150,000 5. Long term debt payments
CHAPTER 70, FOUNDATION BUDGET, AND NET SCHOOL SPENDING
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Chapter 70 is the Massachusetts General Law that establishes funding requirements for public school districts within the State. The law establishes a minimum funding requirement or “foundation budget,” for each district that seeks to ensure an adequate education consistent with the Education Reform Act of 1993. The law also defines the payments that make up the foundation budget. The State uses a complex formula to calculate an adequate funding level, which is based on many factors including each district’s student demographics. Then, taking into account the community’s wealth, the formula calculates the City’s required “local contribution” (the amount the municipality can afford). For FY 2017 this amount is $10.4 million. The State then funds the remaining amount with Chapter 70 Aid, which for FY 2017 is $70.9 million.
Ch. 70 Aid + Local Contribution = Required Net School Spending
Also included in Chapter 70 is the calculation for meeting “net school spending,” or the minimum amount that a municipality and school district must spend on education during the fiscal year. Required net school spending is the sum of Chapter 70 aid and the required local contribution as determined by the Department of Elementary and Secondary Education (DESE). Below is the preliminary net school spending (NSS) requirement for FY 2017. Final numbers are determined upon approval of the State budget.
Net School Spending Requirement
FY 2014 FY 2015 FY 2016 FY 2017 Change % Chg Enrollment 6,633 6,552 6,639 6,479 (160) (2.4%)
Required District Contribution $9,463,063 $9,692,069 $10,055,521 $10,380,314 $324,793 3.2% Chapter 70 Aid $69,621,603 $69,785,403 $70,541,434 $70,897,779 $356,345 0.5% Required Net School Spending $79,084,666 $79,477,472 $80,596,955 $81,278,093 $681,138 0.8%
Holyoke Public Schools ‐ Actual Net School Spending
Historically, the Holyoke Public School spending has met or exceeded the net school spending requirement. The one year that was an exception from the data below was FY 2012 when the District fell short by $209,556. The fact that the City of Holyoke has exceeded the minimum requirement in any year is a testament to their commitment to adequately fund education in Holyoke. For FY 2017, it has been clear during the budget development process that the City does not intend on funding above the NSS requirement. Based on this, the District developed the FY 2017 budget assuming that we will be funded at the minimum required amount. Below is a trend of the Holyoke Public Schools net school spending requirement and actual net school spending requirement based on information obtained on the DESE website:
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FY 2011 FY 2012 FY 2013 FY 2014 FY 2015 FY 2016 FY 2017 Change
Actual Net School Spending $73,992,585 $76,190,441 $79,433,593 $80,384,902 $80,057,058 $81,942,300 $81,278,093 ($664,207) Required Net School Spending $73,188,969 $76,399,997 $78,863,490 $79,084,666 $79,477,472 $80,596,955 $81,278,093 $681,138
Amount Over / (Under) NSS $803,616 ($209,556) $570,103 $1,300,236 $579,586 $1,345,345 $0 ($1,345,345)
BUDGETARY APPROPRIATION
Holyoke Public Schools’ general fund budget appropriation is arrived at based on the formula shown below. The process begins by taking the Department of Elementary and Secondary Educations (DESE) net school spending (NSS) requirement and reducing it by “Schedule 19,” a DESE allowable charge for indirect costs of City administrative services provided to the District (Treasury, Procurement, Auditor, and Maintenance of school parks). In order to meet the minimum net school spending requirement, the District then adds any projected Charter Reimbursement based on the latest Cherry Sheet available from the State. This is then referred to as the adjusted net school spending requirement. To arrive at the District’s total appropriation, the funding of the adult education program, leases greater than three years old, and costs of providing students with transportation to and from school are added in. These amounts are broken out because expenditures for these items do not count towards the expenditures required to meet net school spending, and are therefore appropriated in addition to the net school spending budget.
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2016 2017 Adopted Budget Change %Chg Net School Spending 80,596,955 81,278,093 681,138 0.8% - Schedule 19 (144,400) (148,400) (4,000) 2.8% + Other Revenue 0 0 0 0.0% + Charter Tuition 1,996,555 2,186,378 189,823 9.5% Adjusted NSS Subtotal 82,449,110 83,316,071 866,961 1.1%
Transportation (Including Xng Guards/Mon) 5,800,000 7,132,608 1,332,608 23.0% Adult Ed and Leases 344,257 370,000 25,743 7.5% Medicaid and Carryover 1,297,353 100,000 (1,197,353) (92.3%) Total School Appropriation 89,890,720 90,918,679 1,027,959 1.1%
Total Operating Budget 89,890,720 90,918,679 1,027,959 1.1%
Many Districts choose to spend more than their required spending level. Based on the legal requirements and restrictions established with the foundation budget and minimum net school spending requirements, the school department is not allowed to include the Central Office lease payments, transportation costs, adult education costs, or long term debt payments in the amount required to meet the minimum net school spending baseline. Those costs are in addition to the net school spending appropriation and must be funded by the City. Failure to meet the net school spending requirement will be determined by completion of the End of Year Financial Report and there is a compliance mechanism in place with fiscal penalties for Districts not meeting the minimum requirement. For more information on Net School Spending please see the attached appendix.
The MUNIS Appropriation differs greatly from the overall operating budget in that the City appropriates Health Insurance, Retirement, Unemployment benefits, and Charter and School Choice Assessments (all items highlighted in yellow on page 33) in the City Budget rather than the School Departments budget. When these costs are factored out of the overall appropriation, the MUNIS amount ends up only being $65.3 million. In the future, the District hopes to change that accounting method so that the MUNIS budget accurately reflects the overall operating budget of the District. The next page better illustrates what the MUNIS appropriation will be.
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Appropriated PRELIMINARY PRELIMINARY For Discussion Only DIFFERENCE FY2016 FY17
1. Net School Spending 80,596,955 81,278,093 681,138 0 LESS Qualifying City Costs: 0 Administration (1000) 69,400 73,400 4,000 Instruction (2000) 0 0 0 Health/Support (3100,3200) 0 0 0 Security (School Resource Officers) 3600 0 0 0 Operations/Maint.(4000) 75,000 75,000 0 Employee Benefits (5100) 2,648,641 2,421,612 (227,029) Insurance/Retired Emp. Ins.(5200,5250) 8,873,210 9,234,308 361,098 Rent/Fixed Charges (5300,5500) 0 0 0 RAN Interest (5400) 0 0 0 Net School Spending Debt Service 0 0 0 Tuition (9000) Includes C.S.Choice Charge & Special Ed. 1,952,896 2,020,196 67,300 Other - Holyoke Community Charter School (diverted Ch. 70 money) 11,285,629 11,855,562 569,933 2. Total Qualifying City Costs 24,904,776 25,680,078 775,302 0 3. ADD General Fund School Revenue (Holyoke Community Charter School State reimbursement) 1,996,555 2,186,378 189,823 4. School Committee Appropriation to Meet Net School Spending (1-2+3) 57,688,734 57,784,393 95,659 ADD Excludable School Committee Costs: 0 Transportation 5,800,000 7,005,608 1,205,608 Community Service (bus monitors/cross guards) 127,000 127,000 0 Community Service - HALO Rent 50,000 50,000 0 Community Service - HALO Program 0 0 0 Fixed Assets 0 0 0 Medicaid 140,000 100,000 (40,000) Carryover 0 0 0 CO Lease 340,000 320,000 (20,000) 5. Total Excludable School Committee Costs 6,457,000 7,602,608 1,145,608 6. Total School Committee Budget (4+5) (Base for NSS) 64,145,734 65,387,001 1,241,267
7. Total School Committee Actual Appropriation
Total Carryover from Prior Year 984,810 0 (984,810)
total MUNIS appropriation 65,130,544 65,387,001 256,457
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MAJOR BUDGET COST DRIVERS
Often spoken about as major forces driving the District’s budget increase each year are the areas of employee compensation, employee benefits (such as health insurance, retirement, accrued sick and vacation time, and retiree health benefits), charter tuition / school choice, and special education out-of-district tuition. The reason that these expenses are considered cost- drivers is because they are significant in value and even slight increases have a big impact on the overall budget. In most cases they are legally required. In FY 2017, a new compensation model will be implemented and teachers on all levels will receive increases.
EMPLOYEE HEALTH INSURANCE
Holyoke Public Schools covers up to 73% of the total cost of all full-time employee healthcare premiums. As shown on the graph, average health plan costs in the City will rise significantly for FY 2017. This puts a strain on the budget, as annual increases are higher than revenue growth, warranting the need for cuts elsewhere in the budget. In addition to changes in premiums, future growth in total health insurance costs will also be impacted by expected personnel changes, such as an increase in the number of retirees, an increase in staff due to enrollment changes and program adjustments, and other fluctuations. For FY 2017, $9.2 million has been budgeted in the general fund for current and retiree health insurance premiums.
RETIREE COSTS
For FY 2017, the increase in retirement costs is expected to be $143,500 or 2.7%. Pension costs will continue to climb as people live longer, healthier lives. According to the U.S. Census Bureau, the average life expectancy in 2010 was 78.3 years, which is up by 10.6% over the past 40 years. On average, Holyoke Public Schools’ pays over $296,000 per month for retiree health insurance premiums, which equates to $3.5 million per year.
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CHARTER SCHOOL TUITION / SCHOOL CHOICE
Being an urban school district, Holyoke Public Schools naturally has a high transient population. This characteristic makes it quite difficult to accurately track and project student enrollment between schools. Although the task can be difficult, estimating student enrollment is a critical function necessary for the District to appropriately staff buildings and project funding.
FOUNDATION ENROLLMENT Holyoke Foundation Enrollment Trends Foundation enrollment is a count of 7,000 the number of pupils for whom a 6,000 school district is financially 5,000 responsible on October 1st of any given year. It is comprised primarily 4,000 of local resident school children 3,000 attending their community’s local or 2,000 regional school district. However, it
1,000 also includes students for whom the District is paying tuition, such as 0 those at Commonwealth Charter FY13 FY14 FY15 FY16 FY17 *FY18 *FY19 *FY20 Schools, other school districts, HPS Enrollment Holyoke Charter School Choice special education schools, and other settings. In order to be included, a student must be officially enrolled on October 1st. Those who leave in September or arrive after October 1st are not counted. A student who happens to be absent on October 1st is included nonetheless; this is a measure of enrollment, not attendance. DESE computes foundation enrollment using pupil-specific data submitted by each district through the Student Information Management System. A district’s foundation pupil headcounts are applied to specific cost rates to arrive at the upcoming year’s foundation budget.
To forecast future enrollment, Holyoke Public Schools uses a four-year average method for both the District enrollment and enrollment at charter schools and school choice. Total foundation enrollment is the combination of all these projections. The chart shows that In-District enrollment is shrinking while enrollment in Charter and School Choice have increased over the years. If this trend continues it puts a strain on the rest of the District budget and we are forced to make reductions in other areas to make up for the loss in revenue and increase in expenses.
2017 2016 2015 2014 2013
Foundation Enrollment 6,478 6,639 6,552 6,633 6,727 Charter School Enrollment 884 843 794 722 604 School Choice Enrollment 339 339 330 312 292 Estimated In District Enrollment 5,255 5,366 5,573 5,573 5,782 ACTUAL ENROLLMENT
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Actual enrollment is a headcount of students attending Holyoke Public Schools on October 1st of any given year. This enrollment differs from foundation enrollment because it only includes students in the District as opposed to all students the District is financially responsible for.
For FY 2017, the District’s foundation enrollment is 6,478, while actual enrollment in Holyoke Public Schools is closer to 5,255. Understanding how foundation enrollment is calculated is essential to understanding school finance, specifically for Holyoke Public Schools. When students leave the District to attend a Commonwealth Charter School, they take with them all per pupil funding provided by the State. This practice adds pressure to the District’s budget. Additional school choice options at Holyoke Public Schools, such as the dual language program may increase enrollment as these attractive options may draw in students who were previously leaving the District for school choice and charter schools.
SCHOOL CHOICE AND CHARTER SCHOOLS
The District is making an effort to turnaround the performance of the schools so that HPS is our family’s first choice. Unfortunately, the trend in enrollment contradicts our effort as more families opt for their children to attend Charter School or other Districts. The following charts show our historical trends in School Choice and Charter Schools.
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Massachusetts Department of Elementary and Secondary Education Office of School Finance
138 School Choice Trends in Enrollment and Tuition
137 HOLYOKE
---Receiving------Sending--- n of incoming choice pupils n of choice pupils at other districts FTE FTE 350 FY Pupils Tuition Pupils Tuition 300 2007 27.21 136,050 217.12 1,386,203
2008 20.34 105,487 219.44 1,359,063 250
2009 22.00 110,000 226.64 1,368,528 200
2010 18.00 92,692 219.72 1,282,691 timeequivalent pupils - 150 2011 12.64 69,324 258.90 1,509,446 2012 19.44 104,419 259.55 1,431,334 100
2013 32.16 168,861 291.42 1,761,438 numberfullof 50 2014 50.19 259,782 311.62 1,897,966 2015 57.00 274,673 330.00 2,041,216 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 56.00 316,976 339.00 2,020,196
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Holyoke Charter Assessment and Reimbursement $14,000,000
$12,000,000
$10,000,000
$8,000,000
$6,000,000
$4,000,000
$2,000,000
$- 2013 2014 2015 2016 2017
Charter Assessment Charter Reimbursement
2013 2014 2015 2016 2017 Charter Assessment $ 7,649,590 $ 9,497,028 $ 11,127,384 $ 11,384,647 $ 11,855,562 Charter Reimbursement $ 908,822 $ 1,889,557 $ 2,422,850 $ 1,694,132 $ 2,186,378
As charter schools become more popular, the costs incurred by the District from these charter schools increases. Over the past three years, the net costs associated with charter schools and school choice has increased significantly. The District currently has 2 Commonwealth Charter Schools, although the State plans to open more Commonwealth Charter Schools in years to come across Western Ma.
In the first year of a charter school’s operation, the State reimburses the District 100% for charter tuition costs with Chapter 46 Aid. For the five years following the first year, the reimbursement rate is set at 25%, and then it drops to 0% in year six. Therefore, while the District’s charter tuition cost is increasing, the reimbursement for this cost remains at 25% until it drops off in year six. This puts a strain on the rest of the budget
When students leave to attend a charter school, the District is not financially burdened with the costs of educating these students, but the District is still left with legacy costs associated with retiree health insurance and pension costs. In addition, there are other legacy costs that stay with the District like utilities, the building principal, and custodians. If 20 or so students leave one of our schools to attend a Charter School, we still end up paying the same amount for a principal, utilities, and the costs to clean the building. Additionally, the state has historically not funded the District 100% according to the Charter Reimbursement formula.
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EXPENDITURES
Have you ever wondered where the largest costs and investments are in the District’s general fund budget? The chart below depicts the breakdown of the general fund budget into $1 investments:
Tuition Utilities 18₵ FY 2017 Expenses 3₵
Salaries and Wages Sup &Serv Transportation Fringe 50₵ 7₵ 8₵ 13₵
Amounts per Total FY 17 Dollar Spent Budget OOD Tuition $0.18 $ 16,434,532 Salaries and Wages $0.50 $ 45,850,354 Supplies and Services $0.07 $ 6,495,563 Transportation and Other $0.08 $ 7,502,608 Utilities $0.03 $ 2,398,152 Other Fringe $0.13 $ 12,237,470
TOTAL $1.00 $90,918,680
*Please note that OOD tuition includes SPED OOD tuition, Charter School Assessments, and School Choice Assessments
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General Fund – Divisional Budget
FY 2017 Projected Expenses by Curriculum & Function Family and Instr. Community 1.6% 0.3% Special Education Operations & Human 9.6% Finance Resources 15.7% 0.4%
Receiver / School Committee 0.8%
Schools 71.7%
2016 2017 Adopted Budget Change % Chg Curriculum & Instr. 1,464,223 1,425,971 (38,252) (2.6%) Operations & Finance 14,094,215 14,230,534 136,319 1.0% Family and Community 315,382 265,010 (50,372) (16.0%) Human Resources 361,484 376,100 14,616 4.0% Receiver/School Committee 831,033 724,765 (106,268) (12.8%) Schools 64,087,134 65,163,516 1,076,382 1.7% Special Education 8,737,449 8,732,783 (4,666) (0.1%) Total General Fund 89,890,920 90,918,680 1,027,760 1.1%
*The increase in Operations and Finance is primarily due to the increase in Transportation costs. If transportation were removed from this cost center, it would show a decrease of $214,000. HR increased primarily due to adding $45,000 for Teach for America that wasn’t there in the prior year
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Special Revenue Funds
FY 2014 FY 2015 FY 2016 FY 2017 Budget Budget Budget Projected FEDERAL GRANTS
Title I 4,849,308 6,584,611 5,847,660 5,555,277
Title I - School Support - - 1,610,500 1,500,000
Supplemental Support 20,000 - - -
IDEA - Special Education Entitlement 1,879,346 1,849,063 1,910,467 1,910,467
Sped/21st Century Enhanced 49,000 61,893 64,607 64,607
Sped Program Improvement 24,863 32,535 35,535 35,535
Education Jobs 60,442 - - -
Title IIA - Improving Educator Equality 478,485 827,289 676,661 676,661
Race To The Top (RTTT) 1,251,187 1,024,939 -
Title III - English Language Acquisition 299,941 294,132 441,818 441,818
LEP Summer Support 1,594 9,943 11,235 11,235
Perkins 160,022 191,637 174,314 174,314
School Redesign Implementation (SIG) 1,099,404 412,143 - -
Breakfast Expansioin - 40,000 - -
E.C.: SPED Program Improvement 4,275 8,550 3,500 3,500
McKinney Homeless 40,000 40,000 4,000 4,000
21st Century Community Learning 571,415 704,390 813,082 813,082
Teen Pregnancy Prevention 74,911 77,754 69,300 69,300
Wraparound Zone Initiative 60,442 - - -
Distance Federal Learning - 41,818 - -
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Miscellaneous Federal Grants 274,073 494,424 1,850,130 500,000
TOTAL FEDERAL GRANTS 11,198,708 12,695,121 13,512,809 11,759,796
STATE GRANTS
ELL Enrichment Programs 289,094 183,853 - -
Career Academies Planning 18,454 - - -
Literacy Partnerships-GR2 22,553 18,748 - -
Kindergarten Enhancement Program 226,540 172,050 172,050 40,000
Adult Education Learning Center 421,184 418,184 442,892 442,892
Summer Meals Expansion 10,000 - - -
Financial Literacy Program 20,000 20,000 - -
Academic Support Services 44,572 15,403 34,300 34,300
Class 2003- Summer 25,000 25,000 - -
HighSchool Partnerships 10,000 2,011 2,948 2,948
Summer Academic Support 58,375 44,328 8,775 -
Targeted Summer Support 38,034 35,000 - -
After School Programs 20,710 21,740 20,000 20,000 Support Underperforming Districts/Intervention - 333,000 - -
Safe Environments/ Alternative Ed. Programs - 22,040 20,000 20,000
Miscellaneous State Grants 371,412 428,944 856,867 856,867
TOTAL STATE GRANTS 1,575,928 1,740,301 1,557,832 1,417,007
TOTAL PRIVATE GRANTS 126,463 40,260 6,600 6,600
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REVOLVING FUNDS
Food Service Program (Ch. 548 Acts 1948) 4,057,297 4,783,848 3,973,575 4,500,000
Circuit Breaker (Ch. 139 Acts 2006) 1,282,418 1,316,215 1,436,804 1,436,804
Tuition (Ch. 71 Sec. 71F) 275,422 274,673 288,043 288,043
Athletics 30,237 32,518 33,223 33,223
Peg Access 50,000 60,000 65,000 65,000
Sped Tuition/Summer School 196,059 152,375 134,633 134,633
Works and Products 30,739 21,901 9,863 9,863
Rentals 26,343 24,026 28,416 28,416
Theft Damage Restitution 1,484 1,600 1,858 1,858
School Gifts and Contributions 45,445 57,837 41,988 41,988
Miscellaneous Revolving Funds -
TOTAL REVOLVING FUNDS 5,995,443 6,724,993 6,013,402 6,539,828
TOTAL GRANTS & SPECIAL REVENUE 18,896,542 21,200,675 21,090,643 19,723,231
Special revenue funds are accounted for separately from the general fund. Grants from federal and state agencies or private donors comprise the largest source of special revenue funds available to the District. These funds are typically for specific programs and may carry many restrictions and reporting requirements.
Revolving funds comprise the remaining type of special revenue funds. Revolving funds are established to support ongoing programs with program revenues. These funds include the Circuit Breaker reimbursement, athletics, and food services program as well as other district programs.
Below are details of major sources of the District’s special revenue funds.
FEDERAL GRANTS
The Federal administration’s strategy has been to maintain and marginally increase support for Title I, Individuals with Disabilities Education Act (IDEA), and level fund or reduce funding for nearly all other
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grants. Additionally, they provide resources to improve: supplemental Reading and Math programs; social services for and the education of homeless students; supplemental education services (academic tutoring for high needs students); schools in need of improvement; corrective action restructuring; literacy and Math programs at identified schools (based on review of disaggregated student achievement data); and required support for non-public schools.
Title I: $5.6 Million
Title I, reauthorized under the No Child Left Behind (NCLB) Act of 2001, provides resources to local school districts assisting low achieving students in high poverty schools to meet the State's challenging academic standards. For FY 17 we are projecting a 5% decrease in Title I from the previous year. The priorities of Title I are to:
Strengthen the core program in schools and provide academic and/or support services to low achieving students at the preschool, elementary, middle, and high school-levels in support of NCLB goals.
Provide programs based on scientific research that enables participating students to achieve the learning standards of the State curriculum frameworks.
Elevate significantly the quality of instruction by providing staff with substantial opportunities for professional development.
Involve parents of participating public and private school children in the development of and participation in the program, activities, and procedures for parents and students to improve student achievement.
IDEA – Special Education Entitlement: $1.9 Million
This federal entitlement grant program is to provide funds to ensure that eligible students with disabilities receive a free and appropriate public education that includes special education and related services designed to meet their individual needs. These federal special education funds are provided are primarily used to fund out of district tuition costs for students in specialized programs not offered by HPS.
Title III - English Language Acquisition: $441,800
The purpose of this federal grant program is to provide funds to improve the educational performance of Limited English Proficient (LEP) students by assisting them in learning English and meeting state academic content standards. The primary objectives of this grant are to:
Increase English proficiency and academic achievement in core academic subjects of Limited English Proficient students by providing high-qualify language instruction programs and content area teaching.
Provide high-quality professional development to enable classroom teachers to deliver effective sheltered content and English language instruction.
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Develop, implement, and provide extended day, weekend, and summer opportunities for English language and academic content instruction for Limited English Proficient students.
Perkins: $174,314
The purpose of this federal grant is to assist school districts in improving secondary-level programs that meet the definition of career and technical education as contained in the Carl D. Perkins Career & Technical Education Improvement Act of 2006 P.L.109-270 (Perkins IV).
The five key priorities that ESE has identified for increasing student performance statewide include: preparing students for college and career; strengthening curriculum and instruction; strengthening educator effectiveness; supporting data use to improve policy decisions and student achievement; and turning around our lowest performing schools. The Perkins grant program is intended to support all five (where applicable) by continuously improving career/vocational technical education in Massachusetts and close the achievement gap for special populations on the Perkins core indicators of performance.
STATE GRANTS
Quality Full Day Kindergarten: $40,000
This state funded grant program is to support high quality educational programs for children in full-day kindergarten classrooms by improving the quality of curriculum and classroom environment; providing continuity of curriculum across preschool, kindergarten, and grades one through three; and developing other programmatic components of kindergarten. For FY 17 we anticipate a significant cut to the grant award due to the state reducing this line from $18 million to $2 million. The primary objectives of the grant are as follows:
To plan, develop, and/or adapt curriculum based on how kindergarten children learn and use the Kindergarten Learning Experiences based on Massachusetts Curriculum Frameworks.
Improve continuity of curriculum and assessment from preschool through grade three.
Facilitate transitions of children and families between grade levels.
Pursue National Association for the Education of Young Children (NAEYC) accreditation for full- day kindergarten classrooms or be selected to do an approved alternative to accreditation.
Support and improve inclusion of children with disabilities in the general education classroom and support the education of English Language Learners.
Employ instructional aides to decrease adult-child ratios.
FOOD SERVICE PROGRAM
Established under Chapter 548 in the Acts of 1948, and primarily funded through cash sales and reimbursements from the U. S. Department of Agriculture, Holyoke Public Schools’ food service program is a $4-4.5 million operation that provides meals to students. The majority of the money is used to pay
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for the management fee to SODEXO and to pay for all of our food service staff. The program generates a surplus, which is used to improve the quality of the program.
CIRCUIT BREAKER PROGRAM
The State special education reimbursement program governed by M.G.L. Ch. 71B §5A, commonly known as the Circuit Breaker program, reimburses Holyoke Public Schools for the cost of special education services.
The formula voted by the State Legislature calls for districts to receive 72% reimbursement of their costs exceeding an amount equal to four times the State wide average foundation budget per pupil, as calculated under Chapter 70. However, because Circuit Breaker reimbursements are subject to appropriation, the actual reimbursement percentage varies. In addition to the regular Circuit Breaker reimbursements, the “extraordinary relief” program helps districts whose expenses increased by 25% or more over the prior fiscal year.
For FY 2017 the District is estimating a 72% reimbursement rate. Reimbursements are based on prior year’s expenses for special education instructional services provided to each student. For FY 2017, projected Circuit Breaker funds of $1.4 million will be used to offset the budgeted costs of out-of-district special education tuition.
Circuit Breaker reimbursements are set aside into a special education account. The District may expend the funds in the year received or in the following fiscal year for any special education services.
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Summary of Major Budget Assumptions
Considering that not all factors are known when building a budget, part of the budget process involves making realistic assumptions about what will happen. Because changes in assumptions can result in budgetary surpluses or deficits, understanding the underlying foundations of the budget is important for readers. Assumptions are made by analyzing the best information available at the time. Below are the major assumptions used by the District when they built the FY 2017 budget.
REVENUE
Final State revenues will be equal to the Senate Ways and Means Budget
The City will meet their required local contribution.
Circuit Breaker reimbursement will be 72% as determined by the State.
Title I will receive a 5% cut
All E-Rate applications will be approved
The Kindergarten grant will be restored by the state to level funding
We will be able to raise $50,000 to offset the Dual Language Program additional costs
EXPENSES
School-based enrollment will be consistent with the enrollment used for the school staffing allocations
Utility rates will not increase more than estimates as of May 2016
Personnel salary lost time and attrition will be $855,000
Final State assessments will be equal to the Senate Ways and Means budget
Special education out-of-district tuition costs will be consistent with FY 16 expenses and circuit breaker will be used to offset these costs
The City will fully fund their transportation and lease obligations
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Information
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General Fund Budget Forecast
Below is a five-year forecast of projected revenue and expenses by object. Total revenue is expected to increase by 0.5%, while expenses are also estimated to increase at a far greater pace. The small increase in revenue assumes no major changes to the Chapter 70 formula and a continued loss of students as Charter Schools expand. We hope to reverse this trend. On the expenses side we expect salaries to increase 2-3% with the new comp model. Other accounts were adjusted for CPI and Charter/Choice assessments are expected to increase at a rate of 5% every year. These assumptions are very high level and will be monitored over the upcoming years. It is very clear to see that the District has a structural deficit and unless new revenue comes in, major structural changes need to be made in the way we do business. Holyoke Public Schools 5 year Financial Forecast
6/20/16 Final State Proposed Budget Budget REVENUES FY2016 FY2017 FY2018 FY2019 FY2020 FY2021 Chapter 70 State Aid 70,541,434 70,897,779 71,228,870 71,585,014 71,942,939 72,302,654 Holyoke Required Local Contribution 10,055,521 10,380,314 10,455,614 10,507,892 10,560,431 10,613,234 Required Net School Spending 80,596,955 81,278,093 81,684,483 82,092,906 82,503,370 82,915,887 City Admin NSS (Admin and Parks) (144,400) (148,400) (148,400) (148,400) (148,400) (148,400) Charter Tuition/Other Revenues 1,996,555 2,186,378 2,230,106 2,007,095 1,806,386 1,625,747 Other Revenue 0 0 0 0 0 0 Adjusted Net School Spending 82,449,110 83,316,071 83,766,189 83,951,601 84,161,356 84,393,234 Transportation (Including Xng 5,800,000 7,132,608 7,275,260 7,420,765 7,569,181 7,720,564 Adult Ed and Leases 344,257 370,000 0 0 0 0 Medicaid and Carryover 1,297,353 100,000 100,000 100,000 100,000 100,000 Total General Fund Budget 89,890,720 90,918,679 91,141,449 91,472,366 91,830,537 92,213,799 Supplemental Funding 0 0 0 0 0 0 TOTAL OPERATING REVENUE 89,890,720 90,918,679 91,141,449 91,472,366 91,830,537 92,213,799
EXPENSES Salaries 44,813,655 45,850,354 47,225,865 48,642,641 50,101,920 51,604,977 Supplies & Services 7,467,395 6,495,563 6,625,474 6,757,984 6,893,143 7,031,006 Total Discretionary Expenses 52,281,050 52,345,917 53,851,339 55,400,624 56,995,063 58,635,984 Health Insurance 8,873,210 9,234,308 9,511,337 9,796,677 10,090,578 10,393,295 Retirement / Unemployment 2,648,641 2,421,612 2,470,045 2,519,446 2,569,835 2,621,231 Other Benefits 525,860 581,550 587,366 593,239 599,172 605,163 Utilities 2,468,402 2,398,152 2,446,115 2,495,037 2,544,938 2,595,837 Out of District Tuition 2,728,810 2,558,774 2,635,537 2,714,603 2,796,041 2,879,923 Charter Tuition/School Choice 13,238,525 13,875,758 14,569,546 15,298,023 16,062,924 16,866,071 Total Non-Discretionary Expenses * 30,483,448 31,070,154 32,219,946 33,417,026 34,663,488 35,961,520 One Time Funding Expiring 981,965 0 0 0 0 0 Transportation, Adult Ed, Leases (Non-NSS) 6,144,257 7,502,608 7,275,260 7,420,765 7,569,181 7,720,564 Sub-Total Operating Budget Expenses 89,890,720 90,918,679 93,346,545 96,238,416 99,227,731 102,318,068 Pre-K Expansion 0 0 431,118 72,016 1,478,000 250,000 Grants/Funds Expiring 0 0 0 1,500,000 0 0 TOTAL EXPENSES PROJECTED 89,890,720 90,918,679 93,777,663 97,810,432 100,705,731 102,568,068 0 Total FY17 Anticipated Budget Gap 0 (0) (2,636,213) (6,338,065) (8,875,195) (10,354,269)
58 ~ We are Holyoke families’ 1st choice for their children’s education ~
Schools
59 ~ We are Holyoke families’ 1st choice for their children’s education ~
Holyoke High School
Principal: Stephan Sullivan Number of years as principal at current school: 2 Number of years as a principal in HPS: 2 Number of years employed with HPS: 12 Education background: Bachelors-English Literature, UMass- Dartmouth, Masters of Educational Administration, Fitchburg State University
MESSAGE FROM THE PRINCIPAL
Welcome to Holyoke High School. It is my privilege to collaborate with exceptional educators in providing students and families with safe, caring and supportive learning environment where our number one priority is to help all students thrive. Through shared leadership and partnerships with community organizations we are making success possible for all of our students.
I am honored and humbled to work with a strong team of productive educators, who dedicate themselves each day to providing high quality educational experiences for all of our students. We are committed to our students, families and community, and believe each student is special and can acquire knowledge and learn the skills necessary to become productive and responsible citizens. There is no doubt our students will make positive contributions to society as a result of the foundation they receive at Holyoke High School. Go Knights!
Grades: 9-12 FY 2017 Est. Enrollment: 1,302
STAFFING SUMMARY 2017 Teachers 100.0 Paraprofessionals 18.0 Principals / Administrators 3.0 Clerks 5.5 Nurses 2.0 Custodians 8.0 Other 1.0 All Funds Staffing Total 137.5
SCHOOL BUDGET 2017 Personnel Services $7,044,528 GENERAL FUND Supplies & Services $206,950 Total General Fund $7,251,478
60 ~ We are Holyoke families’ 1st choice for their children’s education ~
FY 2015 SCHOOL REPORT CARD PPI High Met PPI PPI School Holyoke High School Met PPI? Needs High Needs All Students Type Students Students? 500 Beech Street 66.0 NO 68.0 NO HS (413) 534-2020 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 11 Description Among lowest performing 20% of schools 3 Percentile Accountability Targets & 2017 Goal 2012 2012 2013 2013 2014 2015 2016 2017 Baseline Target Actual Target Actual Target Target Target Goal 91 91.8 93.6 92.5 95.7 93.3 94.0 94.7 95.5 84.2 85.5 81.8 86.8 84.2 88.2 89.5 90.8 92.1 72.2 74.5 69.0 76.8 76.4 79.2 81.5 83.8 86.1 34.0 >50 41.5 >50 43.0 >50 >50 >50 >50 56.0 >50 55.0 >50 40.5 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 90.2 14.1 Proficient % of Teachers Licensed in Teaching Assignment 97.4 Enrollment 1319 % Special Education 14.3 % First Language not Graduation Rate 70.7 English 41.7 Dropout Rate 5.7 High Needs 60.9 % of Core Academic Classes Taught by Teachers Who are 94.8 In-School Suspension % African America Highly Qualified Rate 0.0 3.3 Out-of-School % Asian Suspension Rate 0.9 1.1 Retention Rate 8.9 % Hispanic 67.9 Student / Teacher Ratio 14.2 to 1 Unexcused Absences % White >9 45.8 26.6
61 ~ We are Holyoke families’ 1st choice for their children’s education ~
Dean Technical High School
Principal: TBA Number of years as principal at current school: NA Number of years as a principal in HPS: NA Number of years employed with HPS: NA
Education background: NA MESSAGE FROM THE PRINCIPAL
Welcome! Dean Technical High School (DTHS) is a public high school in Holyoke, offering academic and career vocational technical educator to students, across a dozen career areas. I am excited to partner with the Dean staff, faculty, and community to lead the secondary redesign efforts to drastically transform the student learning experience at Dean. It is our vision that CVTE (career vocational technical education) is a gold standard for all students, where academic concepts are taught and reinforced in classrooms, shops and laboratories utilizing applied learning and project-based learning. We aim to be families’ first choice for their child’s education and set the pathway for students to graduate with an additional credential that provides for many college and career options.
Beginning in SY16-17, Dean Technical High School is a 10th-12th secondary school, accepting students through an application process for enrollment in career technical and college preparatory pathways. We are excited to serve about half of the 9th grade students from the Holyoke Freshman Academy at Holyoke High School through an innovative program of explorations, which is a series of six 3-week courses. Explorations provides students with the opportunity to investigate several career and college pathways, informing their choice for advanced study in grades 10-12. Select explorations will include Introduction to Automotive Collision Repair, Carpentry, Cosmetology, Culinary Arts, Health Services, Precision Manufacturing, Computer Science, and Engineering.
As we revitalize and redesign our career pathways, we will partner with the community to provide hands- on, job-embedded learning experiences at each grade level across all programs that includes site visits, job-shadowing, internships and cooperative learning experiences. We are also expanding core course offerings through dual enrollment at Holyoke Community College and University of Massachusetts/Amherst.
We invite you to come and visit the campus and look forward to partnering with you on this pathway to a reimagined Dean!
62 ~ We are Holyoke families’ 1st choice for their children’s education ~
Grades: 10-12 FY 2017 Est. Enrollment: 315
STAFFING SUMMARY 2017 Teachers 48.5 Paraprofessionals 21.0 Principals / Administrators 3.0 Clerks 2.0 Nurses 1.0 Custodians 6.0 Other 2.0 All Funds Staffing Total 83.5
SCHOOL BUDGET 2017 Personnel Services $4,680,662 GENERAL FUND Supplies & Services $161,000 Total General Fund $4,841,662
63 ~ We are Holyoke families’ 1st choice for their children’s education ~
FY 2015 SCHOOL REPORT CARD
PPI High Met PPI Dean Technical High PPI School Met PPI? Needs High Needs School All Students Type Students Students? 1045 Main Street 39.0 NO 57.0 NO HS (413) 534-2071 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 1 Description Among lowest achieving and least improving schools 4 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 72.3 74.6 76.2 76.9 86.5 79.2 81.5 83.8 86.2 Math CPI 63.7 66.7 64.2 69.8 59.4 72.8 75.8 78.8 81.9 Science CPI 53.1 57.0 51.9 60.9 56.5 64.8 68.7 72.6 76.6 ELA SGP 35.5 >50 36.0 >50 52.0 >50 >50 >50 >50 Math SGP 49.5 >50 47.0 >50 23.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 86.4 31.3 Proficient % of Teachers Licensed in Teaching Assignment 78.2 Enrollment 403 % Special Education 35.2 % First Language not Graduation Rate 39.5 English 67.7 Dropout Rate 13.2 High Needs 85.6 % of Core Academic Classes Taught by Teachers Who are 81.7 In-School Suspension % African America Highly Qualified Rate 8.4 1.7 Out-of-School % Asian Suspension Rate 12.9 0.2 Retention Rate 4.2 % Hispanic 92.6 Student / Teacher Ratio 7.7 to 1 Unexcused Absences % White >9 66.0 5.5
64 ~ We are Holyoke families’ 1st choice for their children’s education ~
Donahue School
Principal: Gina Roy Number of years as principal at current school: First year Number of years as a principal in HPS: 6 years Number of years employed with HPS: 12 years Education background: Bachelors in Psychology; Masters of Social Work from University of Connecticut; Certification from NISL (National Institute of School Leadership)
MESSAGE FROM THE PRINCIPAL Welcome to Donahue School! Our goal is to provide a safe and supportive learning environment that is conducive to helping students grow in both the academic and socio-emotional realms. We want to empower our students to become innovative thinkers, problem solvers and lifelong learners. We are committed to providing the support and services necessary to make dreams become a reality for our students.
Donahue School is committed to creating globally aware students through providing a cognitively demanding curriculum, high quality instruction, and a sense of civic and ethical responsibility in all students.
We will nurture collaborative and critical thinking while we support effective communication. The staff and students at the Donahue School are problem solvers, active community members, and work to make Holyoke a vibrant community where diversity is valued and looked upon as an asset.
Grades: PK-8 537 STAFFING SUMMARY 2017 FY 2017 Est. Enrollment: Teachers 46.2 Paraprofessionals 29.0 Principals / Administrators 3.0 Clerks 3.0 Nurses 1.0 SCHOOL 2017 Custodians 4.0 BUDGET Other 2.0 Personnel Services $3,731,527 All Funds Staffing Total 88.2 GENERAL Supplies & Services $62,850 FUND Total General Fund $3,794,377
65 ~ We are Holyoke families’ 1st choice for their children’s education ~
FY 2015 SCHOOL REPORT CARD
PPI High Met PPI PPI School Donahue School Met PPI? Needs High Needs All Students Type Students Students?
Whitings Farm Road 50.0 NO 41.0 NO EMS (413) 534-2069
Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 7 Description Among lowest performing 29% of schools 3 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 74.6 76.7 69.5 78.8 68.0 81.0 83.1 85.2 87.3 Math CPI 63.7 66.7 58.5 69.8 60.6 72.8 75.8 78.8 81.9 Science CPI 55.3 59.0 56.3 62.8 52.0 66.5 70.2 73.9 77.7 ELA SGP 50.0 >50 47.0 >50 55.0 >50 >50 >50 >50 Math SGP 56.0 >50 46.0 >50 56.5 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 94.8 30.4 Proficient % of Teachers Licensed in Teaching Assignment 92.4 Enrollment 588 % Special Education 23.1 % First Language not Graduation Rate - English 44.4 Dropout Rate - High Needs 82.3 % of Core Academic Classes Taught by Teachers Who are 76.2 In-School Suspension % African America Highly Qualified Rate 1.2 7.1 Out-of-School % Asian Suspension Rate 1.9 1.2 Retention Rate 1.9 % Hispanic 76.7 Student / Teacher Ratio 14.9 to 1 Unexcused Absences % White >9 20.3 14.6
66 ~ We are Holyoke families’ 1st choice for their children’s education ~
Kelly School
Principal: Jacqueline Glasheen Number of years as principal at current school: 6 Number of years as a principal in HPS: 6 Number of years employed with HPS: 23 Education background: BS from Salva Regina University in Elementary Education and Special Education; Masters in Education from UMASS Amherst
MESSAGE FROM THE PRINCIPAL
Welcome to the Dr. Marcella R. Kelly Full Service Community School! I am proud to work each day with students, families, and staff that strive to create an academic learning environment where we value relationships and support one another as we grow as a community together.
At Kelly School, our number one priority is to provide our Kelly Eagles instruction each day that is based on a rigorous standards based curriculum that provides all students with opportunities to problems solve, engage with their peers, apply strategies learned and reflect on their learning. Second to instruction is our mission of providing all students the opportunity to engage in enrichment activities both inside and outside the school walls. Our current partnerships with Next Level Adventures, the Holyoke YMCA, and the Holyoke Boys Club provide these enrichment activities so that we are both strengthening the minds and the bodies of our students. Finally, we are a community based school. Without the partnerships of the families and the community, we would not be able to SCHOOL BUDGET 2017 provide the educational opportunities Personnel Services $3,420,294 needed in order for our students to be GENERAL FUND Supplies & Services $100,000 successful citizens of the city of Holyoke Total General Fund $3,520,294 and the broader community. We have an active parent volunteer program and are always looking to broaden our parent engagement opportunities. I really believe, “It takes a village!”
Grades:STAFFING SUMMARY 2017 PK-8 TeachersFY 2017 Est. Enrollment: 46.0 541 Paraprofessionals 12.0 Principals / Administrators 3.0 Clerks 0.0 Nurses 1.0 Custodians 4.0 Other 1.0 All Funds Staffing Total 67.0
67 ~ We are Holyoke families’ 1st choice for their children’s education ~
FY 2015 SCHOOL REPORT CARD
PPI High Met PPI PPI School Kelly School Met PPI? Needs High Needs All Students Type Students Students? 216 West Street 59.0 NO 60.0 NO EMS (413) 534-2078 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 7 Description Among lowest performing 20% of schools 3 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 54.3 58.1 51.9 61.9 52.5 65.7 69.5 73.3 77.2 Math CPI 45.2 49.8 43.2 54.3 54.0 58.9 63.5 68.1 72.6 Science CPI 38.4 43.5 45.8 48.7 41.4 53.8 58.9 64 69.2 ELA SGP 46.0 >50 46.0 >50 45.0 >50 >50 >50 >50 Math SGP 51 >50 58.0 >50 72.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 92.8 45.9 Proficient % of Teachers Licensed in Teaching Assignment 97.7 Enrollment 568 % Special Education 17.9 % First Language not Graduation Rate - English 66.7 Dropout Rate - High Needs 92.3 % of Core Academic Classes Taught by Teachers Who are 93.1 In-School Suspension % African America Highly Qualified Rate 2.1 0.7 Out-of-School % Asian Suspension Rate 8.0 1.0 Retention Rate 2.9 % Hispanic 95.4 Student / Teacher Ratio 13.2 to 1 Unexcused Absences % White >9 34.0 2.6
68 ~ We are Holyoke families’ 1st choice for their children’s education ~
Lt Elmer J McMahon School
Principal: Noreen Ewick Number of years as principal at current school: 1 Number of years as a principal in HPS: 1 Number of years employed with HPS: 17 Education background: Westfield State University, Bachelor of Science, American International College, Master of Education Administrative Leadership & Supervision
MESSAGE FROM THE PRINCIPAL
Welcome to Lt. Elmer J. McMahon School. I am thrilled to serve as principal in a building that is on a journey to move from “good” to “great!” With a committed staff who provide challenging educational opportunities, students who are ready and willing to excel at high levels and support from friends and families, we will find success at all levels. Living the vision of our school we work to foster critical thinking, effective communication both orally and in writing and character education in a respectful, supported, academic environment. We are committed to encourage bold thinking, moving staff and students from a fixed mindset to a growth mindset. Believing that every one of our students will find success, we are committed to positive change, promotion of high standards for all and collaboration with families and community. We welcome challenge and try to do our best each and everyday…at McMahon School we expect more and will achieve more.
Grades: K-8 FY 2017 Est. Enrollment: 391
STAFFING SUMMARY 2017 Teachers 34.0 Paraprofessionals 31.0 Principals / Administrators 3.0 Clerks 2.0 Nurses 1.0 Custodians 3.0 Other 0.0 All Funds Staffing Total 74.0
SCHOOL BUDGET 2017 Personnel Services $3,024,108 GENERAL FUND Supplies & Services $60,000 Total General Fund $3,084,108
69 ~ We are Holyoke families’ 1st choice for their children’s education ~
FY 2015 SCHOOL REPORT CARD
PPI High Met PPI PPI School McMahon School Met PPI? Needs High Needs All Students Type Students Students? 75 Kane Road 55.0 NO 48.0 NO EMS (413) 534-2062 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 10 Description Among lowest performing 20% of schools 3 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 74.3 76.4 76.6 78.6 68.7 80.7 82.9 85.0 87.2 Math CPI 62.0 65.2 65.9 68.3 69.7 71.5 74.7 78.00 81.0 Science CPI 47.9 52.2 56.3 56.6 56.2 60.9 65.3 69.6 74.0 ELA SGP 40.0 >50 45.0 >50 25 >50 >50 >50 >50 Math SGP 47.5 >50 55.0 >50 60.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 94.5 16.7 Proficient % of Teachers Licensed in Teaching Assignment 100 Enrollment 401 % Special Education 26.4 % First Language not Graduation Rate - English 28.7 Dropout Rate - High Needs 71.1 % of Core Academic Classes Taught by Teachers Who are 69.3 In-School Suspension % African America Highly Qualified Rate 1.8 1.2 Out-of-School % Asian Suspension Rate 1.4 1.7 Retention Rate 2.5 % Hispanic 61.6 Student / Teacher Ratio 14.1 to 1 Unexcused Absences % White >9 18.8 33.7
70 ~ We are Holyoke families’ 1st choice for their children’s education ~
Lawrence FSCS PreK- 3 Campus
Principal: Catherine Hourihan Number of years as principal at current school: 3 years Number of years as a principal in HPS: 3 years Number of years employed with HPS: 23 years Education background: BA from the University of Massachusetts - Amherst Campus, MAT from Our Lady of the Elms
MESSAGE FROM THE PRINCIPAL Welcome to the Lawrence Full Service Community School PreK-3 Campus. I am honored to serve with exceptional Educators in providing Students and Families with care and guidance in this safe and supportive learning environment. A quote that we live by is, We will do “whatever it takes” for students to become critical thinkers and problem solvers. Through shared leadership, we are making successes possible for all our students.
I have the privilege of working with positive and productive Educators, who dedicate themselves each day to providing quality educational experiences for our students. In order to achieve our Instructional Focus of Critical Thinking and Problem Solving, we are providing students with strategies and skills to expand their minds and foster critical thinking. And, by living our Lawrence Pledge of being Respectful, Responsible, and Ready to Learn, we are modeling strategies for positive behaviors in school and life.
We are committed to our students, and believe they are special and can acquire knowledge and learn the skills necessary to become productive citizens. Our
2017 STAFFING SUMMARY students will make positive contributions to society as a Teachers 29.8 result of the foundations they have received at the Paraprofessionals 17.0 Lawrence PreK-3 Campus. Principals / Administrators 2.0 Clerks 1.5 Grades:Nurses 1.0 PK-3 FYCustodians 2017 Est. Enrollment: 3.0 307 Other 0.0 All Funds Staffing Total 54.3
SCHOOL BUDGET 2017 Personnel Services $2,253,335 GENERAL FUND Supplies & Services $50,000 Total General Fund $2,303,335
71 ~ We are Holyoke families’ 1st choice for their children’s education ~
FY 2015 SCHOOL REPORT CARD
PPI High Met PPI PPI School Lawrence School Met PPI? Needs High Needs All Students Type Students Students? 156 Cabot Street ES (413) 534-2075 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. School Level Description Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI Math CPI Science CPI ELA SGP Math SGP *Insufficient Data Available on DESE website because this is a new school in 2014 Student Data Teacher Data % Limited English Attendance Rate 82.3 36.1 Proficient % of Teachers Licensed in Teaching Assignment 95.8 Enrollment 291 % Special Education 23.9 % First Language not Graduation Rate** - English 48.8 Dropout Rate** - High Needs 93 % of Core Academic Classes Taught by Teachers Who are 63.2 In-School Suspension % African America Highly Qualified Rate 0 2.8 Out-of-School % Asian Suspension Rate 3.9 0.0 Retention Rate 4.7 % Hispanic 91.2 Student / Teacher Ratio 12.1 to 1 Unexcused Absences % White >9 26.8 4.6
72 ~ We are Holyoke families’ 1st choice for their children’s education ~
Metcalf School
Principal: Amy Burke Number of years as principal at current school: 3 Number of years as a principal in HPS: 3 Number of years employed with HPS: 21 Education background: BA in Elementary Education, University of Maine, Orono : M. ED in Special Education, University of Massachusetts, Amherst
MESSAGE FROM THE PRINCIPAL Welcome to Joseph Metcalf School. I am honored to serve with exceptional Educators in providing Students and Families with a positive community environment that fosters a love of learning and focuses on teaching the “whole child”.
The vision for the Joseph Metcalf School is to provide students with a rich, high-quality education. In our Dual Language Program that education will be taught in both Spanish and English. Children at Metcalf School will have the opportunity to become fluent speakers, readers, and writers. Our vision for our preschooler is for them to develop the skills necessary to become Kindergarten ready. All of our students will become flexible thinkers with the ability to build life-long friendships with children of different cultures and language backgrounds. Children will achieve their highest potential by having educational opportunities to develop their problem solving skills and social-emotional development making them better equipped to achieve at high levels and be on a path to success in college and career.
Grades: PK-1 FY 2017 Est. Enrollment: 302
STAFFING SUMMARY 2017 Teachers 15.7 Paraprofessionals 27.0 Principals / Administrators 1.0 Clerks 0.5 Nurses 1.0 Custodians 2.0 Other 1.0 All Funds Staffing Total 48.2
SCHOOL BUDGET 2017 Personnel Services $1,720,179 GENERAL FUND Supplies & Services $60,000 Total General Fund $1,780,179
73 ~ We are Holyoke families’ 1st choice for their children’s education ~
FY 2015 SCHOOL REPORT CARD
PPI High Met PPI PPI School Metcalf Pre-K School Met PPI? Needs High Needs All Students Type Students Students? 2019 Northampton Street NO NO ES (413) 534-2104 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. School Level Description Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI Math CPI Science CPI ELA SGP Math SGP *No Data available on DESE. Student Data Teacher Data % Limited English Attendance Rate 88.2 24.1 Proficient % of Teachers Licensed in Teaching Assignment 96.2 Enrollment 224 % Special Education 40.1 % First Language not Graduation Rate** - English 33 Dropout Rate** - High Needs 72.2 % of Core Academic Classes Taught by Teachers Who are In-School Suspension % African America Highly Qualified Rate 0 3.6 Out-of-School % Asian Suspension Rate 0 1.3 Retention Rate 6.3 % Hispanic 63.4 Student / Teacher Ratio 16 to 1 Unexcused Absences % White >9 60.1 29
74 ~ We are Holyoke families’ 1st choice for their children’s education ~
Morgan Full Service Community School
Principal: Alyson Lingsch Number of years as principal at current school: 2 Number of years as a principal in HPS: 2 Number of years employed with HPS: 2 Education background: Bachelor of Arts, Springfield College with a concentration in Special Education and Elementary Education with a minor in rehabilitation services.
MESSAGE FROM THE PRINCIPAL
Welcome to Morgan Full Service Community School. We will be working together, as partners, to provide the best possible education for your child in a nurturing environment that is student centered and positive. Commitment by all stake-holders is an important part of our educational process and communication is the key to assuring a successful year for your child.
We believe children should learn the academic and social skills to give them the traits necessary to become independent, responsible, life-long learners. While instilling the importance of the treating each other responsible and always trying to do your best we have created The Morgan Way: Be Respectful, Be Responsible, Be Safe.
Morgan School, in partnership with families and the community, will help close the achievement gap by creating a safe, academically rich supportive environment for developing problem solvers, critical thinkers and effective communicators ready for college and career in the 21st century. We will achieve this goal by providing a rigorous curriculum taught by highly motivated staff, grounded in high quality, research-based methodology, with hands-on experiential learning opportunities, individualized and accessible to all learners through emotional, behavioral, and academic supports.
Grades: PK-8 FY 2017 Est. Enrollment: 396
SCHOOL BUDGET 2017 Personnel Services $2,720,561 GENERAL FUND Supplies & Services $124,407 Total General Fund $2,844,968
2017 STAFFING SUMMARY Teachers 36.0 Paraprofessionals 9.0 Principals / Administrators 2.0
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Clerks 2.0 Nurses 1.0 Custodians 4.0 Other 1.0 All Funds Staffing Total 55.0
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FY 2015 SCHOOL REPORT CARD
PPI High Met PPI PPI School Morgan School Met PPI? Needs High Needs All Students Type Students Students? 596 South Bridge Street 38.0 NO 48.0 NO EMS (413) 534-2083 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 2 Description Chronically underperforming school 5 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 56.9 60.5 54.7 64.1 52.2 67.7 71.3 74.9 78.5 Math CPI 45.3 49.9 43.7 54.4 44.0 59.0 63.5 68.1 72.7 Science CPI 38.0 43.2 35.1 48.3 36.9 53.5 58.7 63.9 69.0 ELA SGP 53.0 >50 58.0 >50 44.0 >50 >50 >50 >50 Math SGP 67.5 >50 62.0 >50 49.5 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 92.4 41.9 Proficient % of Teachers Licensed in Teaching Assignment 96.9 Enrollment 399 % Special Education 19.5 % First Language not Graduation Rate - English 50.1 Dropout Rate - High Needs 91.2 % of Core Academic Classes Taught by Teachers Who are 96.2 In-School Suspension % African America Highly Qualified Rate 1.3 4.0 Out-of-School % Asian Suspension Rate 13.0 0.0 Retention Rate 3.6 % Hispanic 93.2 Student / Teacher Ratio 12.3 to 1 Unexcused Absences % White >9 40.4 2.0
Peck School
Principal: Kendra Salvador Number of years as principal at current school: First year
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Number of years as a principal in HPS: First year Number of years employed with HPS: First year Education background: Bachelors – Political Science, UMass Amherst, Masters of Educational Leadership, George Washington University
MESSAGE FROM THE PRINCIPAL Welcome! Our commitment at Peck Full Service Community School is to provide a safe and intellectually challenging environment that will empower students to become innovative thinkers, problem solvers and lifelong learners. We aim to inspire future leaders that are equipped to be agents of change in their communities and beyond.
Our Peck mission is rooted in promoting their intellectual development, creativity, personal accountability, mutual respect, and a commitment to service through developing them in small, personalized, community-oriented settings that support them to rise to the challenges and duties of community citizenship and leadership. We have high expectations for all students, and are committed to supporting their academic, social, and emotional needs as unique individuals. Strong positive relationships between staff, students, and families will be integral to our collective success.
With our expanded day, we are bringing in partners to offer the students enrichment activities. They will be experiencing activities such as yoga, gardening, outdoor adventures, sports, coding, music, cooking, and crafting. Through these experiences, students will push themselves outside their comfort zone and help them realize how talented they are. During the year we will be opening our doors at a variety of events and we welcome all of our extended Peck family to come join us and see what’s new. We hope to see you all soon!
Grades: 4-8 FY 2017 Est. Enrollment: 319
2017 STAFFING SUMMARY Teachers 41.0 Paraprofessionals 23.0 Principals / Administrators 5.0 SCHOOL BUDGET 2017 Clerks 2.0 Personnel Services $3,159,174 Nurses 1.0 GENERAL FUND Supplies & Services $379,070 Custodians 6.0 Total General Fund $3,538,244 Other 1.0 All Funds Staffing Total 79.0
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FY 2015 SCHOOL REPORT CARD
PPI High Met PPI PPI School Peck School Met PPI? Needs High Needs All Students Type Students Students? 1916 Northampton Street 51.0 NO 48.0 NO EMS (413) 534-2040 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 1 Description Among lowest performing 20% of schools 3 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 63.9 66.9 60.1 69.9 61.8 72.9 75.9 78.9 82.0 Math CPI 58.5 62 61.8 65.4 60.4 68.9 72.3 75.9 79.3 Science CPI 48.9 53.2 43.3 57.4 45.1 61.7 65.9 70.2 74.5 ELA SGP 59.0 >50 47.0 >50 45.0 >50 >50 >50 >50 Math SGP 72.0 >50 67.0 >50 62.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 90.4 41.0 Proficient % of Teachers Licensed in Teaching Assignment 97.4 Enrollment 329 % Special Education 38.3 % First Language not Graduation Rate - English 60.4 Dropout Rate - High Needs 91.4 % of Core Academic Classes Taught by Teachers Who are 87.6 In-School Suspension % African America Highly Qualified Rate 0.2 2.4 Out-of-School % Asian Suspension Rate 14.2 1.3 Retention Rate 3.0 % Hispanic 88.7 Student / Teacher Ratio 9.6 to 1 Unexcused Absences % White >9 30.1 7.0
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Lt. Clayre Sullivan School
Principal: John D. Breish Number of years as principal at current school: 8 Number of years as a principal in HPS: 8 Number of years employed with HPS: 19 Education background: B.A. Hamilton College, M.Ed. UMass
MESSAGE FROM THE PRINCIPAL
Welcome to Lt. Clayre P. Sullivan School where our vision is to prepare all students academically, socially, and emotionally for success in a diverse global society. We are proud to have served Holyoke students and families from Pre-K through grade eight for the past twelve years.
Our students and families hail from many different neighborhoods, backgrounds, and cultures, but what binds us together is the universal desire to help everyone learn at high levels. We do this by providing well-rounded learning experiences that meet the needs of all learners within a student centered, data- driven learning community where we continually collect, analyze, and act on data to identify strategies that help students improve their academic, social, and emotional well-being.
Additionally, we believe that including multiple voices and perspectives in our decision-making is a fundamental value that guides how we do our work. Students voice is increasingly being addressed through student surveys, questionnaires, and our student council. Parent partnerships are cultivated through surveys, conferences, the school PTO, and the Sullivan School Council. Finally, teacher voice and leadership are harnessed through multiple leadership teams and increased structured opportunities to collaborate throughout the day.
We hope that you will make Sullivan the school of choice for your family! Grades: K-8 FY 2017 Est. Enrollment: 540
STAFFING SUMMARY 2017 Teachers 45.6 SCHOOL BUDGET 2017 Paraprofessionals 18.0 Personnel Services $3,530,916 Principals / Administrators 3.0 GENERAL FUND Supplies & Services $50,000 Clerks 2.0 Nurses 1.0 Total General Fund $3,580,916 Custodians 5.0 Other 2.0 All Funds Staffing Total 76.6
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FY 2015 SCHOOL REPORT CARD
PPI High Met PPI PPI School Sullivan School Met PPI? Needs High Needs All Students Type Students Students? 400 Jarvis Avenue 53.0 NO 57.0 NO EMS (413) 534-2060 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 27 Description Not meeting gap narrowing goals 2 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 77.3 79.2 76.3 81.1 76.1 83.0 84.9 85.8 87.7 Math CPI 69.9 72.4 67.1 74.9 71.8 77.4 79.9 82.4 85.0 Science CPI 57.7 61.2 57.1 64.8 62.8 68.3 71.8 75.3 78.9 ELA SGP 40.5 >50 48.0 >50 42.0 >50 >50 >50 >50 Math SGP 47.0 >50 48.0 >50 54.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 94.4 2.6 Proficient % of Teachers Licensed in Teaching Assignment 100 Enrollment 567 % Special Education 22.4 % First Language not Graduation Rate - English 46.0 Dropout Rate - High Needs 78.7 % of Core Academic Classes Taught by Teachers Who are 95.1 In-School Suspension % African America Highly Qualified Rate 8.0 3.5 Out-of-School % Asian Suspension Rate 3.1 0.2 Retention Rate 1.2 % Hispanic 75.5 Student / Teacher Ratio 14.4 to 1
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E.N. White School
Principal: Hilary Russell Number of years as principal at current school: 5 Number of years as a principal in HPS: 11 Number of years employed with HPS: 27 Education background: B.A. Linguistics, University of California, Berkeley; M.A.ESL, M.Ed. Elementary Education, C.A.G.S. Educational Administration, UMASS, Amherst, Certificate of Advanced Studies, National Institute of School Leadership.
MESSAGE FROM THE PRINCIPAL
The E.N. White staff and community of families prides itself in providing rigorous academic experiences and the building of a positive learning climate for all students. The vision of E.N. White School is for all students to be critical thinkers and effective communicators. Our aim is to provide an engaging and rigorous academic environment that addresses all levels of learning, incorporating culturally responsive curriculum and social-emotional well-being, leading students on a path to success in college and career.
We will do this by providing a full day school experience for students that sets high expectations and supports students in meeting these expectations through instruction tailored to meet their individual needs and appropriate social and emotional supports. Meaningful, collaborative professional development and teaming for staff will provide optimum conditions for a supportive and safe community that encourages a rigorous and engaging learning environment for every child.
Grades: PK-8 FY 2017 Est. Enrollment: 478
SCHOOL BUDGET 2017 STAFFING SUMMARY 2017 Teachers 44.0 Paraprofessionals 16.0 Personnel Services $3,307,315 Principals / Administrators 2.0 Clerks 0.0 GENERAL FUND Supplies & Services $45,297 Nurses 1.0 Custodians 4.0 Other 1.0 Total General Fund $3,352,612 All Funds Staffing Total 68.0
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FY 2015 SCHOOL REPORT CARD
PPI High Met PPI PPI School E. N. White School Met PPI? Needs High Needs All Students Type Students Students? 1 Jefferson Street 50.0 NO 56.0 NO EMS (413) 534-2058 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 12 Description Among lowest performing 20% of schools 3 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 66.2 68.8 66.5 71.7 65.3 74.5 77.3 80.1 83.0 Math CPI 58.7 62.1 56.2 65.6 59.2 69.0 72.5 76.2 79.4 Science CPI 50.9 55.0 61.0 59.1 59.0 63.2 67.3 71.4 75.5 ELA SGP 39.0 >50 53.0 >50 45.0 >50 >50 >50 >50 Math SGP 45.0 >50 38.0 >50 52.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 93.6 25.5 Proficient % of Teachers Licensed in Teaching Assignment 100 Enrollment 424 % Special Education 19.6 % First Language not Graduation Rate - English 35.4 Dropout Rate - High Needs 81.1 % of Core Academic Classes Taught by Teachers Who are 100.0 In-School Suspension % African America Highly Qualified Rate 4.0 3.1 Out-of-School % Asian Suspension Rate 7.4 0.0 Retention Rate 1.6 % Hispanic 80.7 Student / Teacher Ratio 12.5 to 1 Unexcused Absences % White >9 24.4 15.3
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Appendices
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Glossary of Terms
Appropriation An authorization granted by a legislative body to incur obligations and to expend public funds for a stated purpose. The expenditure of an appropriation is usually limited in amount and time.
Balanced Budget A budget in which estimated revenues and other resources are equal to or greater than estimated expenditures.
Budget A plan of financial operations embodying an estimate of proposed expenditures for a given period and purpose and the proposed means of financing that plan.
Chapter 70 Aid Chapter 70 is the Commonwealth’s school funding statute. The program seeks to ensure adequate and equitable school funding for all Massachusetts public pupils. It defines and calculates an adequate funding level for each district, given the specific grades, programs, and demographic characteristics of its students. It then determines how much of the “foundation budget” should be paid for by each city and town’s property tax, based upon the relative wealth of the community. The remainder is funded by chapter 70 state aid.
E-Rate E-rate is a federal program of the Federal Communications Commission administered by the Schools and Libraries Division of the Universal Service Administrative Company that provides eligible K-12 public schools and libraries 20% to 90% discounts (NOT grants) on approved telecommunications, internet access, and internal connections costs.
Expenses Expenses represent the total cost of operations during a period regardless of the timing of related expenditures.
Fiscal Year In accordance with M.G.L. Ch. 44 §56, July 1st through June 30th constitutes the mandatory fiscal year for public school districts.
Fringe (Employee) Benefits Funds appropriated and expended to pay the employer cost of providing employee health, life, dental, and vision coverage, FICA and Medicare, and the employer portion of the Massachusetts Teachers Retirement System and the Holyoke Retirement System.
Food Service Fund
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A type of enterprise fund used to record financial transactions related to food service operations.
Foundation Budget Based on the Education Reform Act of 1993, a foundation budget is the Commonwealth’s calculation for the minimum amount that a district can spend in order to provide an adequate education to students. This amount is adjusted each year to reflect the fluctuations in student enrollment, grade level population, low-income population, English language proficiency, inflation, and city income levels. Inflation is adjusted each year in accordance with M.G.L. Ch. 70 §12, so the FY 2014 inflation rate is 1.54%.
Function The basic account identifier for expenditures, it describes the activity for which a service or material is acquired.
Fund A fiscal and accounting entity with a self-balancing set of accounts recording cash and other financial resources, together with all related liabilities and residual equities or balances and charges therein, which are segregated for the purpose of carrying on specific duties.
Graduation Rate All Massachusetts public high schools and districts at the grade 9-12 level must meet or exceed the State’s graduation rate standard for all reportable student groups in order to make AYP. The graduation rate is one of two criteria (the other being the fulfillment of local requirements) required by the Department as a condition for high school graduation.
Grants/Categorical Contributions or gifts of cash or other assets from another government or entity to be used or expended for a special purpose, activity, or facility.
No Child Left Behind (NCLB) Signed into law by former President George W. Bush on January 8, 2002, NCLB is the principal federal law affecting public education from kindergarten through high school. NCLB is built on four pillars: expanded local control and flexibility; doing what works based on scientific research; accountability for results; and more options for parents. The goal of NCLB is for all students to reach grade level proficiency in ELA and Mathematics by the 2013-2014 school year.
Non-Discretionary Funds appropriated and expended to pay for utilities and/or utility type expenditures. Common descriptions associated with these types of expenditures are, heat, light, and electric. Other types of expenditures, such as the fuel for the school buses, may be controlled at this level.
Object As used in expenditure classification, this term applies to the article purchased or the service obtained.
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Operating Budget The authorized revenues and expenditures for ongoing district services, and is the primary means by which a district is controlled.
Pupil Enrollment For any budget year, the number of pupils enrolled.
Purchased Services Amount paid for services rendered by persons, organizations or other agencies for a service or product required to obtain the desired results. Examples are travel allowance, heating, lawn equipment repair, printing, equipment rental, etc.
Revenue Increase in governmental fund type net current assets from other than expenditure refunds and fund balance transfers.
Required Local Contribution Amount that a municipality is required to pay towards the school district’s foundation budget. This figure is based on the prior year required contribution, and includes some transition factors, so that the shift toward the target levels occurs over a period of several years.
Salaries Funds appropriated and expended to pay the actual salaries of employees charged to a specific school or department.
Special Revenue Funds All transactions for those specific revenue sources requiring separate accounting due to legal and regulatory restrictions as administrative action. Included are programs for early childhood development, job training, gifted and talented children, free lunch, and other programs.
Student Attendance Rate As shown on school and district AYP reports, it is the additional AYP indicator for elementary and middle schools. Attendance rates are calculated by dividing the total number of days all students attended school by the total number of days all students were enrolled.
Supplies An expenditure object within an activity, which includes all supplies that have useful life of less than one year. Amounts paid for material items that are consumed for the operation of a district. Examples are general instruction, music, language development, textbooks, dictionaries, audiovisual, tools, etc.
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What is Net School Spending?
I. Three Components
A. A foundation budget calculated for the district representing minimum spending needed. Adjusted annually to reflect changes in enrollment, demographics, inflation, and geographical wage differences. B. A local contribution or local appropriations required to meet net school spending. C. Chapter 70 Aid is the share of the foundation budget funded by the state.
II. The Net School Spending Formula
A. Required Net School Spending = Local Contribution + Chapter 70 Aid.
III. Key Concepts in the Chapter 70 Formula
A. Foundation Enrollment – the number of students Holyoke is responsible for educating financially as of October 1 each year. B. Foundation Budget – increases or decreases based upon the foundation enrollment and the inflation factor used by the state. C. Local Contribution is calculated by increasing the previous year’s contribution by the Municipal Revenue Growth factor and adjusting this number based upon Holyoke’s ability to pay, the latter based on the state’s aggregate wealth model. D. Municipal Revenue Growth Factor is Holyoke’s percentage increase in local revenues from one year to the next as calculated by the Department of Revenue. E. The Aggregate Wealth Model looks at both personal income wealth statistics and property wealth statistics in Holyoke.
Actual Net School Spending includes all funds expended by the School Committee via the budget, grants, and other funds as well as certain City expenditures, excluding certain types of expenditures such as transportation, adult education, leases greater than 3 years, and long-term debt.
Legal Requirements for Actual Net School Spending
Chapter 70: Section 11. Excess funds; application to following fiscal year
Section 11. If in any fiscal year a district’s actual expenditure for public education is less than the amount required to be appropriated for public education pursuant to this chapter, the difference, shall be spent for public education in the following fiscal year; provided, however, that any unexpended funds, whether appropriated to the school committee account or to town accounts for expenditure to meet public
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education costs, shall be deemed reappropriated for public education in the following year without further action by the appropriating authority; provided, further, that the amount of state school aid for the following fiscal year shall be reduced by the amount said difference exceeds 5 percent of the amount required to be appropriated; and provided, further, that in any year in which additional money is required to be spent due to a spending deficiency in the prior year, if a district fails to spend the carried forward amount or under-spends its current year budget by more than 5 percent of the amount required to be appropriated for that year, state school aid in the following year shall be reduced by the entire difference between those amounts. The board shall promulgate regulations to enforce the provisions of this section.
CRM 603 10.06: Annual School Spending Requirements
(1) The Commissioner of Education shall determine each school district's actual net school spending in the prior fiscal year and the estimated net school spending in the current year from information contained in the End-of-Year Pupil and Financial Report.
(2) The sum of the following expenditures for public education from local revenues and M.G.L. c. 70 school aid, reported in accordance with 603 CMR 10.04 and 10.05 and the guidelines for reporting student and financial data published by the Department, shall be considered a school district's annual net school spending for purposes of determining compliance with the requirements of M.G.L. c. 70:
(a) District and school site administrative services and materials
(b) Student instructional services, materials and equipment
(c) Student support services; including attendance, health services, food services (not
including the cost of food), and school security
(d) Student activities; including athletics, performance groups and clubs
(e) Operation and routine maintenance of school facilities and equipment
(f) Extraordinary maintenance of school facilities (under $150,000)
(g) Health insurance and retirement contributions for current school district employees
(h) Non-employee insurance
(i) Rental or lease of land, buildings, or building space for student instruction or school
Administration purposes for a period not exceeding three years
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(j) Interest on short term borrowing in anticipation of revenue to fund current year
operating expenses, except in a year when state aid payments to the district or municipality
have been delayed or forfeited for failure to comply with student or financial data reporting
requirements;
(k) Tuition and related charges for students attending other public schools, collaborative
programs, or private schools by agreement of the school committee or assignment by a
State agency;
(l) Assessments, minus any reimbursements, for school choice and charter school students
attending schools outside the district;
(m) The cost of health insurance for retired teachers in a school district where such costs
were considered by the Department to be part of the district's net school spending in fiscal
year 1994.
(3) The Department shall compare each school district's net school spending in the prior fiscal year with the net school appropriation required by M.G.L. c. 70, § 6 to determine the district's compliance with M.G.L. c. 70 net school spending requirements. For the purposes of this calculation, actual expenditures in the prior year by municipal departments other than the school department for school district purposes shall be used for the following expenditure categories: school district employee retirement and insurance programs, interest on short term borrowing in anticipation of revenue to fund current year operating expenses, tuition payments on behalf of resident students, and assessments for charter school and school choice students. Estimated expenditures by municipal departments other than the school department shall be deemed to be the actual expenditures in all of the other categories in which municipalities are permitted to report expenditures pursuant to 603 CMR 10.05.
(4) The Commissioner of Education shall, within 30 days after receipt of a district's End-of-Year Pupil and Financial Report, notify the school district superintendent and municipal officials of any prior year spending deficiency and resulting expenditure obligation carried forward into the current fiscal year pursuant to M.G.L. c. 70, § 11. In such instances, any funds remaining in the school district's account at the close of the fiscal year shall be reserved by the municipal accountant or regional school treasurer and shall be made available to the school district without further appropriation. If the amount of the prior year's net school spending deficiency is greater than the amount of the school district's unspent funds available to be carried forward, an amount sufficient to meet the carried forward spending obligation must be appropriated by the municipality or municipalities responsible for the financial support of the school district.
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(6) If, in any fiscal year, a district's actual expenditures for public education are less than the amount required under M.G.L. c. 70 taking into consideration any permitted carry-forward, the Department shall direct the Commissioner of Revenue to reduce the district's state school aid distribution by the amounts set forth in M.G. L. c. 70, § 11. When a deduction is so taken, there shall be no corresponding reduction in the district's net school spending requirement for the current year.
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Proposed to City Cut PRELIMINARY For Discussion Only Schools FY17 DIFFERENCE Notes City FY17 Version FY17
The City used the House Ways and Means Net School Spending number but the 1. Net School Spending 81,051,328 81,051,328 81,278,093 226,765 Senate Ways and Means number is higher 0 LESS Qualifying City Costs: 0 Administration (1000) 69,400 69,400 73,400 4,000 Updated by City After Budget Submitted Instruction (2000) 0 0 0 0 Health/Support (3100,3200) 0 0 0 0 Security (School Resource Officers) 3600 0 0 0 0 Operations/Maint.(4000) 75,000 75,000 75,000 0 City used incorrect retirement assumption based on error and also used a higher unemployment number based on old Employee Benefits (5100) 2,656,448 2,656,448 2,421,612 (234,835) assumptions
City used estimate of Health Insurance prior Insurance/Retired Emp. Ins.(5200,5250) 9,395,308 9,395,308 9,234,308 (161,000) to negotiations were finalized Rent/Fixed Charges (5300,5500) 0 0 0 0 RAN Interest (5400) 0 0 0 0 Net School Spending Debt Service 0 0 0 0 Tuition (9000) Includes C.S.Choice Charge & Special Ed. 2,020,196 2,020,196 2,020,196 0 The City used the House Ways and Means Other - Holyoke Community Charter School (diverted Charter Assessment but the Senate Ways Ch. 70 money) 12,020,079 12,020,079 11,855,562 (164,517) and Means number is lower 2. Total Qualifying City Costs 26,236,431 26,236,431 25,680,078 (556,352) The City used the House Ways and Means 3. ADD General Fund School Revenue (Holyoke number but the Senate Ways and Means Community Charter School State reimbursement) 2,413,635 2,413,635 2,186,378 (227,257) number is lower 4. School Committee Appropriation to Meet Net School Spending (1-2+3) 57,228,532 57,228,532 57,784,393 555,860 ADD Excludable School Committee Costs: Transportation 7,100,000 7,100,000 7,005,608 (94,392) Updated transportation projection Community Service (bus monitors/cross guards) 120,000 120,000 127,000 7,000 Updated projections Community Service - HALO Rent 50,000 50,000 50,000 0 Community Service - HALO Program 0 0 0 0 HPS strongly believes this will be difficult to realize. We may have to go back to the Council to ask for more money to pay City Underfunding Transportation (787,988) (787,988) 0 787,988 transportation bills HPS strongly believes that moving from Central Office will be difficult to do in a 3 month period. We can't fund it out of Net School Spending as the City will not meet the minimum requirement. We may have to City Underfunding C.O. Lease Obligation 0 (160,000) 0 160,000 go back to Council for funding to pay this HPS strongly believes that moving from HALO Program will be difficult to do in a 3 month period. We can't fund it out of Net School Spending as the City will not meet the minimum requirement. We may have to go back to Council for funding to pay this or City Underfunding HALO Lease Obligation 0 (37,500) 0 37,500 the program is at risk of being closed Fixed Assets 0 0 0 0 Medicaid 100,000 100,000 100,000 0 Carryover 0 0 0 0 CO Lease 320,000 320,000 320,000 0 5. Total Excludable School Committee Costs 6,902,012 6,704,512 7,602,608 898,096 6. Total School Committee Budget (4+5) (Base for NSS) 64,130,544 63,933,044 65,387,001 1,453,956
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Holyoke Public Schools
Fiscal Year 2017
We are Holyoke families’ 1st choice for their children’s education