Manassas Park City Schools FY2020 Superintendent’s Proposed Budget

1 Park Center Court, Suite A, Manassas Park, VA 20111 www.mpark.net

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Table of Contents Guide to Understanding the Budget iv Budget Types iv Document Organization iv Acknowledgements v Executive Team v School Board v Awards vi Organizational Section 1 Manassas Park City Schools Overview 5 The City of Manassas Park 5 Governance 7 Division Organization 7 Strategic Plan 13 Mission 13 Vision 13 Beliefs 13 Goals and Objectives 13 Budget Development Process 17 Statutory Guidelines 17 Budget Development 17 Budget Calendar 18 Key Budget Drivers 19 Revenue Forecasting 22 Expenditure Forecasting 23 Financial Section 27 All Funds Summary 29 Statement of Revenues and Expenditures 29 Revenues 30 Expenditures 30 Classification Structure 31 Fund Descriptions 33 Federal Fund 35 Statement of Revenues and Expenditures 35 Revenues 35 Expenditures 36 Fund Balance 36 General Fund 37 Statement of Revenues and Expenditures 37 Revenues 37 Expenditures 38 Fund Balances 38 Major Shifts 38 Instructional Program Summary 39 Virginia Preschool Initiative Program 39 ii

Head Start Program 41 Early Childhood Special Education Program 42 Cougar Elementary School 44 Manassas Park Elementary School 48 Manassas Park Middle School 52 Manassas Park High School 56 Office of Instruction 60 Special Programs Department 64 Assessment and Accountability Department 70 Division-wide Support 72 School Board 72 Office of the Superintendent 74 Office of the Deputy Superintendent 77 Finance Department 80 Pupil Transportation Department 84 Maintenance Department 87 Information Technology Department 89 Medical Trust Fund 92 Statement of Revenues and Expenditures 92 Revenues 92 Expenditures 92 Fund Balances 93 Capital Projects Fund 94 Statement of Revenues and Expenditures 94 Revenues 95 Expenditures 95 Fund Balances 95 School Nutrition Fund 96 Revenues 96 Expenditures 97 Statement of Revenues and Expenditures 98 Fund Balances 99 Major Shifts 99 Debt Service 100 Informational Section 103 Enrollment 105 Projection Methodology 105 Enrollment History 106 Enrollment Forecast 106 Student Demographics 107 English Learners 107 Free and Reduced Meal Eligibility 108 Special Education 108 Personnel Allocation 111 Staffing Ratios 111 K-3 Class Size Reduction 115 Position Summary 115 iii

Unified Salary Scale 118 List of Tables and Figures 121 Acronym Index and Glossary 123 Acronym Index 125 Glossary 127

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Guide to Understanding the Budget Budget Types The Superintendent’s Proposed Budget is released each spring and is considered the starting point for the next fiscal year’s budget. The Proposed Budget presentation explains how the proposed budget supports the School Board and Administration’s priorities. The associated document details projected revenue and expenditures and outlines proposed changes as compared to the prior year’s budget. After the Proposed Budget is advertised to the community, public hearings are held, and the School Board can make changes to the budget. The amended budget is then adopted by the School Board in late spring and becomes the Adopted Budget. Document Organization The format of the Adopted Budget document for Manassas Park City Schools –hereafter referenced as MPCS –presents the School Division’s budget and its attendant information in an organized and comprehensive document to facilitate the reader’s knowledge of the School Division’s budget development, management, and processes. The document’s format conforms to the standards set forth by the Association of School Business Officials International’s Meritorious Budget Award Program. MPCS believes the document also meets the Government Finance Officers Association’s (GFOA) Distinguished Budget Presentation Award Program criteria as a policy document, as an operations guide, as a financial plan, and as a communications device. The document contains the four major sections listed and defined below. The Introductory Section contains an overall view of the Approved Budget. This section is also referred to as the Executive Summary and can be presented separately from the entire budget book. The Organizational Section includes the School Division organizational and management structure, the organization chart, the Strategic Plan, and the budget development process. The Financial Section includes budget data by both summary and detail level for all School Division funds. This section is subdivided into the School Operating Funds, Medical Trust Fund, Capital Projects Fund, and School Nutrition Fund sections. A summary of the Capital Improvements Program, which is the School Division’s long-range plan for capital projects, is included with the Capital Improvements Fund data. The Informational Section includes information of interest to School Division employees and the community at large. This information provided a basis for the development of the budget. v

Acknowledgements The success of the MPCS budget process is a culmination of various budgeting, tracking and reporting requirements that are made more effective by collaboration between schools and departments. It is through these joint efforts that MPCS can provide our programs with realistic funding that ultimately impacts our schools and classrooms, affecting each one of our students. Executive Team (at Budget Adoption) Dr. C. Bruce McDade, Superintendent Eric Neff, Deputy Superintendent Dr. Jeff Jackson, Associate Superintendent Jennifer Braswell-Geller, Executive Director of Special Programs Krista Kelly, Executive Director of Financial Services

The Executive Team would like to thank the School Board for their dedication, partnership and continued support. Without this, the production the Fiscal Year (FY) 2020 budget and this document would have been impossible.

School Board (at Budget Adoption) Rachel Kirkland, Chair Carlos Vargas, Vice Chair Deborah McIntyre-Yurkovich Paul Alexander TBD vi

Awards

1 Organizational Section

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 2

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SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS Manassas Park City School Board One Park Center Court, Suite A Manassas Park, VA 20111 703–335–8850

Dear Members of the Manassas Park City School Board: It is with great pleasure that I present the FY20 Superintendent’s Proposed Budget. This is the ninth budget I have had the honor to prepare since my tenure began in 2010. Great care has been exercised to ensure that all expenditures focus on the educational equity needed to provide each MPCS student with the opportunities to meet the commonwealth’s Profile of a Virginia Graduate requirement and support the goals of the division’s Strategic Plan. MPCS remains a richly diverse school system where each of our students is brimming with promise. The FY20 budget allows the school division to continue its outstanding efforts to provide an education that equitably serves all students. The student body of Manassas Park becomes more diverse each year and today students come to MPCS from nearly 50 countries and speak 40 languages. Our demographics are as follows: 62% Hispanic, 17% White, 10% African-American, 6% Asian and 5% Other. Nearly half of our student body receives either daily or monitor-status English Learner (EL) services, placing our percentage at the top in Virginia. Manassas Park City Schools is proud of its minority-majority status, where equality, equity, and social justice are promoted and valued. The FY20 budget also follows with the Board’s desire to remain competitive in the marketplace to recruit and retain the most talented professionals. I am happy to present a budget that, with the Board’s foresight in adopting an equitable compensation philosophy, incorporates Governor Northam’s compensation objectives for instructional staff and maximizes the life-long earning potential for everyone who works for Manassas Park City Schools. This budget includes a 2% shift to the minimum of the MPCS unified salary scales, which increases starting salaries on all grades and will help Manassas Park remain competitive with neighboring jurisdictions. The raises in the Superintendent’s Proposed Budget surpasses Governor Northam’s 5% average target, and this budget makes good on the division’s promise to include a loyalty differentiator every year for long-term employees. This budget includes support for the addition of eleven growth positions to accommodate mandates and programmatic needs. The largest staffing increase is planned for the high school to support COMPASS by expanding our Health Services and Technology offerings. Some of these growth positions will also accomplish the complete rollout of MPCS Connects! to first grade and kindergarten, and this presents the opportunity to expand Science Technology Engineering and Math (STEM) and career exposure opportunities at Cougar Elementary School (CES) as well. As individual devices will be assigned to students, we can repurpose the computer “Tech” labs into STEM and Career learning spaces. Students will be able to experience hands-on, real-world learning opportunities daily. This will also allow us to more closely align the learning program at CES to the present program at Manassas Park Elementary School (MPES). The formalization of a division Capital Improvement Plan (CIP) last year has given us a solid plan to address large-scale asset expenses. While the city did reclaim monies we thought were available to address projects in this plan, this proposed budget now assumes project will be funded with a pay-as- you-go-method. You will see in the following budget proposal that a Capital Projects Fund is used to

4 detail all planned major or capital project expenditures. The items included in this budget are those you adopted in the CIP this past December. I look forward to our deliberations and continued collaboration over the next two months as we finalize an adopted budget for ratification on March 18, 2019, and as always, on behalf of the entire MPCS community, we thank you for your ongoing support of our school division. Sincerely, Dr. C. Bruce McDade Superintendent

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Manassas Park City Schools Overview The City of Manassas Park Past The road to Manassas Park becoming an independent city started in 1955 when the first homes were built as a subdivision in Prince William County. In 1957 the courts were petitioned, and Manassas Park achieved Town status in the county. “The Park,” as the city was called, was governed by a mayor and a town council. In 1975 Manassas Park became the last independent city in Virginia following the annexation of approximately 600 acres of land the year prior. At twice the size, Manassas Park now had vacant, undeveloped property for residential and various commercial and light industrial uses. The new government was tasked with creating schools, social services, and public works departments along with upgrading existing police and fire and rescue units. From its conception, the history of Manassas Park City Schools has been riddled with challenges and success over seemingly insurmountable odds. Construction issues and budget concerns beleaguered the fledgling school division, but the schools were ready for students in September 1976 and officially dedicated in November of the same year. Throughout the division’s first two decades, many would call into question the decision to secede from Prince William County and its school system. By the late eighties, the City of Manassas Park and Prince William County agreed to further development, and the city predicted a significant increase in population. However, development did not take off as expected. Many believed that the status of MPCS as a low-performing system affected residential development. An architectural study was done on the school system in 1992. The architectural firm VMDO, of Charlottesville, Virginia, found MPCS facilities in very poor condition. Problems cited included deterioration of the wooden structures caused by moisture as well as a safety hazard due to the susceptibility to fire. It was not until 1994, after months of debate, that the school board and city council agreed on a building plan. On Valentine’s Day in 1999, the newly constructed Manassas Park High School (MPHS) opened its doors to the community. Spring test results of that year found student performance was improving in all subjects. A newly constructed Cougar Elementary School (CES) soon followed in 2001. An addition was added to the high school in 2004. The middle school remodel was completed in 2006, and the addition of a pre-K area at Cougar and the MPES facilities followed in 2009. Scattered in with the construction of school facilities was the construction, remodel, or addition to many city facilities. The list of city projects included a fire station and state of the art police station. A full-service community center, complete with indoor pool, dual gym, fitness center, class/meeting rooms, and reception facilities, was the last building completed. This parks and recreation building, playground, and athletic fields sits on the site once occupied by its much smaller predecessor and former MPES. Throughout these building improvements, an increased focus on academics turned around student performance at all schools and subdivisions filled. However, the city lacked a significant business presence as most of the land vacant in 1975 was used for the construction of homes. The exceptions to this were the Virginia Railway Express (VRE) station that opened in 1992 and the construction of the first phase of City Center in the mid-2000’s. Although the Design Standards and Guidelines awarded the Outstanding Plan Award for a Site-Specific Plan from the Virginia Chapter of the American Planning Association, the implementation of the project has been underwhelming.

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The recession left Manassas Park with gorgeous public buildings, empty storefronts in Park Center, and a mountain of debt. The limited business base provided little to combat the nearly 40% loss in tax revenue associated with plummeting property values in the wake of extensive foreclosures. For the last decade, Manassas park has struggled to support schools, provide quality public services, pay down the debt, and maintain a positive cash position. Present In a presentation to the City Council and School Board on January 12, 2019, the City Manager outlined the present state of the City. Quality schools and safe community were highlighted as strengths along with certain external financial benchmarks. Median Income, property values, and commercial sales are all on the rise while poverty and unemployment rates continue to decline. However, according to the presentation high tax rates and a weak financial position imply a City in distress. In fact, the City recently completed a questionnaire to determine if the state would officially classify Manassas Park as “in distress.” Several factors contribute to the difficult financial situation facing the City: • Although property values are increasing, poor collection rates on property taxes cause the City to struggle to generate enough cash to fund normal purchases and payroll. • Significant debt was issued between 1999 and 2009. Refinancing efforts during the recession pushed payments out, but created a significant plateau. While the City reached the peak amounts in FY19, the level will not decrease significantly for nearly a decade. • Inferior financial processes compounded by deficient scope development for a new Enterprise Resource Planning (ERP) system and insufficient audits delayed the publication of the FY16 and FY17 audits until late 2018. • Fund balance below promised limits put bond funding at risk The financial limitations forced the City to make difficult decisions during the FY19 budget cycle; decisions that would not be good for the City if they become long-term. For example, the inability to provide a raise for employees will not improve the City’s turnover rate nor help the City attract new staff. Delay of capital projects subject the City to serious infrastructure and facility failures as well. The Schools have fared slightly better thanks to financial support from the Commonwealth. Although MPCS did not give raises for four years immediately following the recession and at one-point furloughed staff, strategic decisions have improved employee compensation, overall operations, and academic achievement. The most pressing area of concern is the lack of funding for capital projects. Future The Governing Body, with the assistance of the City Manager and City staff, has developed a financial plan. Key components include: • Delaying any tax cuts until legally required fund balances have been achieved. • Delaying any new debt until debt to budget ratio reaches 5%; approximately 2034. • Prioritize capital projects; completing only the most pressing • Hire staff that can focus on ensuring finances are in order The City’s financial strain impacts relations between the governing bodies of the City and Schools. Critical questions include level and manner of funding for School operations and capital projects and the ability, or lack thereof, for the Schools to develop and maintain a fund balance outside of existing enterprise funds. Some residents still talk about returning to the umbrella of Prince William County. At this point, it is hard to predict the future for Manassas Park. Residents and employees alike may have to batten down the hatches and

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 7 attempt to weather the storms with the hopes that the efforts of the city leaders and proposed 10-year plan will put “The Park” back on the path to recovery. Governance MPCS operates as a fiscally dependent agency of the Manassas Park City Government to provide a free and appropriate education to the children of the City’s residents. The City’s seven-member Governing Body is charged by state law with approval of the School Division’s budget, which may be approved in total, or by state- determined expenditure categories. The Manassas Park Governing Body has traditionally approved the School Division’s budget in total. The City’s Governing Body appoints the five members of the School Board who serve staggered three-year terms. According to the Code of Virginia (§ 22.1-79), the School Board ensures that school laws are properly explained, enforced, and observed. The School Board is also responsible for the School Division’s financial matters as an agency of the appropriating body for the City. As a fiscally dependent entity, the School Board is required by state law to maintain financial statements in accordance with generally accepted accounting principles and to abide by those laws and policies that determine fiscal accountability. Because the School Board can neither levy taxes nor incur indebtedness under Virginia law, the local costs of the school system are provided by appropriation from the General Fund of the City. The Superintendent of Schools is appointed by the School Board for a four-year term. The Superintendent is responsible for the day-to-day operations of the School Division. The School Division’s organizational chart is included within this section and presents the structure of the administrative positions in MPCS. Division Organization School Board Rachel Kirkland Chair Ms. Rachel Kirkland has been a member of the Manassas Park School Board since 2008 and is the School Board Representative to the Special Education Advisory Committee. Prior to her service as a School Board member, she served on the Special Education Advisory (2004­2008) as well as on the City of Manassas Revenue Sharing Committee. She has two sons who are enrolled at MPCS. In addition to her school duties, Ms. Kirkland is a Media Specialist for a neighboring school division. She holds a bachelor’s degree in English from George Mason University and a master’s degree in Information Sciences from the University of Tennessee.

Carlos Vargas Vice Chair Mr. Carlos Vargas became a member of the Manassas Park School Board in 2013. A strong supporter of MPCS he has volunteered and attended many school division functions and events. His family moved to Manassas Park in 1999. He and his wife Maria have five children; one a preschooler, two who are enrolled in MPCS, and two who have graduated from MPHS. Mr. Vargas is an Information Technology Specialist for the U.S. Department of Housing and Urban Development in Washington, D.C.

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Deborah L. McIntyre-Yurkovich Member Ms. McIntyre-Yurkovich has been a Manassas Park City resident since 2004. She is the proud parent of three children, one of whom is special needs. As a parent of students enrolled in MPCS, she has a vested interest in the school system, and she wants all children to succeed. Ms. McIntyre-Yurkovich is a managing and founding partner of a law firm and an attorney who specializes in education, family, and criminal law. For over 15 years, she has represented students, families, teachers, school staff members, and individuals in a variety of legal matters. As a part of her legal career she has had the unique opportunity to work with school administrators and appear in front of school boards throughout the Northern Virginia area. Ms. McIntyre-Yurkovich holds a B.A. degree in Sociology from Mary Washington College and a J.D. degree from George Mason University School of Law.

Paul Alexander Member Mr. Paul Alexander is a 14-year resident of Manassas Park and currently has two children enrolled in Manassas Park City Schools. He, and his wife Kelly, enjoy attending and being deeply involved with their children’s activities and sporting events, valuing family time, and being outdoors as much as possible. Mr. Alexander is the Director of Operations and Logistics for a government IT provider and holds a B.B.A in Organizational Management from Radford University. Mr. Alexander has always been a strong and active supporter of MPCS and is excited about the opportunity to continue to serve the community.

TBD Member With the election of Ms. Alanna Mensing to the City Council, a new Board Member must be appointed to complete the remainder of her term. Candidate interviews were held the Wednesday after the Superintendent’s ? Proposed Budget was presented. Hopefully, the new member will join the School Board in March.

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Administration

Dr. C. Bruce McDade Superintendent

Eric Neff Dr. Jeff Jackson Jennifer Braswell-Geller Krista Kelly Deputy Superintendent Associate Executive Director of Executive Director of Superintendent Special Programs Financial Services

Patricia Hurley-Ritenour Jon Mamon Matt McCormack Paul Simpson Director of Director of Director of Director of Transportation Accountability and Information Technology Maintenance Assessments

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 10

Organization Chart

School Board

Superintendent

Instruction Operations

Associate Executive Director - Deputy Executive Director - Superintendent Superintendent Finance Instruction Special Programs

Director of Director of School Nutrition Principals Information Maintenance Coordinator Teachnology

Instructional Director of Specialists Transportation

Figure 1 - Administrative Organization Chart

Schools and Students The two and a half square miles that comprise Manassas Park provide great diversity with 40 languages spoken in the homes of our students. Over the last 12 years, enrollment has increased by 50% and student composition has changed dramatically. MPCS is now a minority-majority with a Hispanic enrollment of approximately 60%. Projections indicate that enrollment will continue to increase slightly over the next 3-5 years due to the imbalance between small graduating classes compared to larger incoming kindergarten classes. While overall enrollment is expected to flatten, there are no good models to project how the school make-up, including the nearly 60% with Free and Reduced Meal Eligibility (FRME), will change over time. Surrounded by some of the largest school divisions in the Commonwealth of Virginia, MPCS seem small by comparison. The division’s 3,700+ students are served in four school buildings.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 11

Elementary Campus Situated approximately 100 yards apart with a shared bus loop, outdoor spaces, and parking lots, CES and MPES are typically referred to as the Elementary Campus. While certain physical and personnel resources are shared, the schools operate independently with each building having a dedicated principal and assistant principal. CES is home to approximately 780 students in grades kindergarten through second. The CES principal also oversees the students and teachers in Pre-K programs that are primarily housed in a separate, specially designed building. The programs, listed below, are offered to help all children in Manassas Park be as ready as possible to enter Cougar Elementary (Pre-K–2) kindergarten. • Head Start –A federally funded program for preschool children aged 4 and 5 from low-income families. PWCS serves as the fiscal agent for this program. • Virginia Preschool Initiative (VPI) –Initiated by the Virginia Department of Education (VDOE) to provide comprehensive preschool programs to at-risk four-year-old children who are not being served by Head Start. • Early Childhood Special Education (ECSE) –Services delivered to preschool-aged children from ages two (whose birthday falls on or before September 30) through five who experience a Manassas Park Elementary (3–5) disability and require special education (Sped). Educators, along with the child's family, develop an individualized education program (IEP) with goals and objectives to meet the child’s developmental needs. The goals and objectives include a variety of skills and/or activities for the child to learn and use consistently. Approximately 830 students in grades third through fifth attend MPES. This LEED, or Leadership in Energy and Environmental Design, Gold-certified building is equipped with multiple flexible learning spaces. It is common to find teachers helping a diverse student population make good use of areas to read, collaborate, investigate STEM concepts, or take on any number of other tasks. Thanks to MPCS Connects!, every student in the building has access to Chromebooks which further enhance the teaching and learning process. Along with computer access, every fifth-grade student participates in band with instruments provided at no cost by the division. Since CES only serves students through second grade and Standards of Learning (SOL) testing begins in third, Virginia accreditation for CES is tied to the scores received by students at MPES. For this reason, the two schools work closely to ensure vertical integration of curriculum.

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Secondary Campus Similar to CES and MPES, the gymnasiums of the middle school and high school in Manassas Park are separated by approximately 20 feet. The two schools share a bus loop and all athletic fields and are typically referred to as the secondary campus. This is a slight misnomer since the VDOE defines secondary students as those in grades 8-12, but the convention works for this small school division. Now home to nearly 835 students in grades 6-8, the building that is MPMS once served as a combined middle- and high-school facility. The structure was fully renovated in 2006 to include a wrestling facility and the division’s auditorium. Student schedules use a modified 4x4 to provide English and Math instruction year-round Manassas Park Middle (6–8) with Science and Social Studies operating on opposite semesters. MPHS opened its doors in 1999 with an enrollment of approximately 500 students. Now, 20 years later, the facility educates more than double that number of students with a completely different demographic. MPHS moved to a 4x4 schedule for instruction in 2016 in an effort to improve SOL test scores and reduce the per semester workload for those students taking multiple college-level preparatory courses. The new model, along with the implementation of several alternate instruction programs for struggling students, has shown positive returns in not only test scores, but also graduation rates. Manassas Park High (9–12)

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Strategic Plan Every five years, MPCS develops a new strategic plan with staff and community involvement that represents Manassas Park’s vision for education and plans for monitoring progress on goals as well as focus areas for school system improvement. The Strategic Planning Team, formed in June of 2017, initiated the process by completing a comprehensive needs assessment that included analyzing student performance data, reviewing the current strategic plan, and collecting input from division stakeholders through surveys and interviews. Mission To cultivate and inspire our diverse school community to achieve academic excellence and make positive connections to the global society. Vision Expectations of Excellence Beliefs Manassas Park City Schools believes that all students will achieve their personal best and strive for excellence when we: • provide a high quality, engaging, and challenging instructional program that prepares students for life beyond high school. • build and maintain a sense of community through diversity and equality. • ensure that students feel safe and respected. • optimize the use of technology in classroom curricula. • create and maintain programs to address real-world concerns. • help develop critical and creative thinking skills through collaboration and communication. Goals and Objectives The strategic plan consists of three goals each having three objectives. One or more strategic actions have been identified as a means of achieving each objective. Desired outcomes and performance measures are defined to support each action so progress can be measured. Prepare all Students to be life ready MPCS will ensure academic achievement for all students. Manassas Park City Schools will ensure improved academic achievement for all students by designing and teaching a guaranteed and viable curriculum that is aligned with the established standards, promotes equity, and includes opportunities for students to demonstrate success through a wide range of standardized and teacher created measures. For FY20, the division will expand the database of authentic assessments and performance measures. Select teachers will receive stipends to complete curriculum development work. When evaluating student success on standardized tests, the first measure is performance on the state mandated SOL assessments. Results for Manassas Park can be found on the VDOEs School Quality Profile. Data in this site can be disaggregated by building and various student demographics.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 14

MPCS graduates will be career and/or college ready. MPCS graduates will be career and/or college ready and will demonstrate the skills described in the Virginia Profile of a Graduate. Upon graduation our students will be: critical thinkers, creative thinkers, effective collaborators, effective communicators, and good citizens. Performance measures for this objective relate to the implementation of career exposure, exploration, and training programs across all grade levels. Expansion of the MPCS Connects! program in FY20 provides the opening needed to make critical changes in the daily structure of instruction at CES. New Career and Technical Education (CTE) teacher positions at the middle and high schools will improve vertical articulation of programs and provide increased offerings at both schools. MPCS students will be engaged in their community and will be provided the skills to become responsible citizens. MPCS students will be provided the tools to help them become engaged in their community and demonstrate civic responsibility. Student service programs and opportunities for all students in the class of 2022 to meet VDOE citizenship requirements will be investigated during FY20. Programs will be designed by the Instructional team with assistance from school counselors and other professionals within the division and community. Cultivate committed professional staff that are invested in the overall excellence of the school division and the students served MPCS will develop a recruitment program that will attract a qualified and diverse applicant pool. MPCS will attract a qualified and diverse applicant pool through the recruitment program. The budget continues to support the cost of recruiting at universities and career fairs that provide either the most diverse candidate pools or have the greatest history of successful hires for the division. MPCS will develop and implement a professional learning plan to provide high quality professional training for teachers and staff. Manassas Park City Schools will develop and implement a professional learning plan that will provide high quality professional development and growth opportunities to meet the needs of all instructional and support personnel. Stipends for mentors continue to be a part of the salary budget as does the cost of software licensing fees for TeachPoint. These two expenditures will provide insight on and tracking of the needs of probationary and continuing contract teachers. The division will continue to monitor and evaluate the efficacy of courses attended by all staff. MPCS will retain highly effective instructional and support staff. MPCS will retain highly effective instructional and support staff through development of a comprehensive compensation structure and a high-quality support program. The FY20 budget continues the School Board’s commitment to equitable compensation based on job description. This methodology improves the lifetime earnings of all employees and provides increased compensation during the portion of a teacher’s career where they are most likely to resign. Raises are calculated based on the midpoint method with a minor increase related to the employee’s years of service with the division. This process reorganizes funds by normalizing the salary increase across all employees on a given grade without significantly changing the overall cost of the raises.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 15

Provide effective and efficient support for student safety and success MPCS will demonstrate fiscal responsibility and prove to be efficient and effective stewards of community resources. MPCS will publish documentation detailing the use of financial resources. Costs for publishing the budget book and submitting it to ASBO for review as part of the Meritorious Budget Award process are included in this budget. This review helps ensure that the budget document provides complete and clear information about the budget to the community and any interested party. In addition, estimated costs for producing and independent Consolidated Annual Financial Report (CAFR) have been included in the FY20 budget. This document will complement the budget book by providing external analysis of the validity of actual financial statements. MPCS will ensure the proper purchase and maintenance of physical and digital assets. While the division has always attempted to ensure proper maintenance of physical and digital assets, the development of the FY20-23 CIP formalized these efforts. This document was used as the basis for the Capital Projects Fund budget for FY20. MPCS will employ the appropriate level of staffing across all division functions. For the second year, MPCS has adopted target staffing ratios. In addition, the division became aware in December 2018 of revisions in staffing requirements that should have taken effect for the 2018-2019 school year. These regulations limit the number of students that secondary teachers serve each week without additional compensation. While the division will retroactively adjust the salaries of nine middle school teachers that are over the limit, changes to the Middle School schedule will be implemented in the upcoming school year to reduce the number of affected staff to a maximum of four. Objective 2: MPCS will implement programs and services that promote a safe and supportive learning environment. All Manassas Park City Schools and staff will implement programs and services that promote a safe, positive, supportive, and healthy learning environment. MPCS has implemented numerous security enhancements across the division in the past decade. The FY20 budget includes the addition of a greeter at the high school as a temporary enhancement until the entrance can be redesigned to ensure visitors are immediately channeled through the main office like they are at the other three school buildings and central office. Objective 3: MPCS will provide state-of-the-art facilities for student learning. MPCS will ensure facilities are clean and aesthetically pleasing. In 2014, MPCS contracted with GCA for facility maintenance and custodial services. Although the division does not have any serious complaints about the services received, it is financially prudent to investigate alternate vendors through the Request for Proposal (RFP) process. It is hoped that this process will provide increased and improved services whether with the existing vendor or a new one. However, the division recognizes that potential expansion of services may come at a cost and a 2% cost increase has been assumed for FY20. MPCS will provide students and staff with access to quality athletic and performing arts facilities End of year funds during FY18 were directed at overdue upgrades and improvements in the audio-visual systems in the auditorium. The FY19 and FY20 budgets include a stipend for an individual to oversee the use of this specialized equipment. Additionally, in FY20, support for operational software that will help the division manage the many functions and events that occur in any portion of any facility across the division. Further coordination and management of athletic resources will be possible due to the extension of the Athletic Director

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 16 contract who will assume responsibility for all athletic events, equipment, and facilities on the secondary campus.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 17

Budget Development Process Each fiscal year, staff throughout MPCS work to develop cost estimates of the total expenditures required to operate the school division. This work considers relevant statutory guidance, the division’s Strategic Plan, and the budget priorities set by the School Board and administration. The final product, the MPCS Annual Budget, is compiled by central office staff, reviewed by the senior administration, presented to the public, and ultimately adopted by the School Board. Statutory Guidelines The following are excerpts of the Code of Virginia that are the most pertinent sections to the budget development process. § 22.1-92. Estimate of moneys needed for public schools; notice of costs to be distributed. A. It shall be the duty of each division superintendent to prepare, with the approval of the school board, and submit to the governing body or bodies appropriating funds for the school division, by the date specified in § 15.2-2503, the estimate of the amount of money deemed to be needed during the next fiscal year for the support of the public schools of the school division. The estimate shall set up the amount of money deemed to be needed for each major classification prescribed by the Board of Education and such other headings or items as may be necessary. B. Before any school board gives final approval to its budget for submission to the governing body, the school board shall hold at least one public hearing to receive the views of citizens within the school division. A school board shall cause public notice to be given at least 10 days prior to any hearing by publication in a newspaper having a general circulation within the school division. The passage of the budget by the local government shall be conclusive evidence of compliance with the requirements of this section. § 15.2-2503. Time for preparation and approval of budget; contents. All officers and heads of departments, offices, divisions, boards, commissions, and agencies of every locality shall, on or before the first day of April of each year, prepare and submit to the governing body an estimate of the amount of money needed during the ensuing fiscal year for his department, office, division, board, commission or agency. If such person does not submit an estimate in accordance with this section, the clerk of the governing body or other designated person or persons shall prepare and submit an estimate for that department, office, division, board, commission or agency. Budget Development The Government Finance Officers’ Association provides key budget development areas for K-12 schools as part of their series of best practices. This budget process focuses on optimizing student achievement within available resources while allowing the division’s instructional priorities to guide decision-making. Steps in this process are as follows: 1. Plan and Prepare a. Develop principles and policies to guide the budget process b. Establish a partnership between finance and instructional leaders c. Analyze current levels of student learning d. Identify a communication strategy 2. Set Instructional Priorities a. Develop goals b. Identify root cause of gap between goal and current state

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c. Research and develop potential instructional priorities d. Evaluate choices between instructional priorities 3. Pay for Priorities a. Apply cost analysis to the budget process b. Evaluate and prioritize expenditures to enact the instructional priorities 4. Implement Plan a. Develop a strategic financial plan b. Develop a plan of action c. Allocate resources to individual school sites d. Develop a budget document 5. Ensure financial sustainability a. Put the strategies into practice and evaluate the results

Budget development for the next budget cycle begins with a debriefing in June on the most recent completed budget process. The Superintendent and Executive Leadership Team evaluate the budget process and develop strategies to improve the process for the next year. A preliminary calendar is provided to the School Board during their organizational meeting in July. The School Board provides direction on their priorities after reviewing student performance data from the prior school year. Budget Calendar Beyond the events and meetings listed below, the Superintendent meets with the Executive Team weekly from September thru May to address budget development issues. August Information on general budget process is presented to the School Board. Collection of data related to capital projects begins. September Information related to capital projects is presented to the School Board. October Presentation of CIP to the School Board and distribution of initial surveys related to budget development. November Public hearing on CIP and begin compilation of budget holder requests. December Adopt CIP. Analyze budget holder requests, begin preliminary raise calculations, and develop initial revenue expectations based on Governor’s Proposed Budget. January Finalize and present Superintendent’s Proposed Budget. February Refine budget assumptions based on vendors’ state rates for insurance and medical premiums. Adjust revenue predictions for crossover budget bills. Hold public hearing on Superintendent’s Proposed Budget. March Finalize budget assumptions and adopt. April Present School Board’s budget to Governing Body. May/June Governing Body adopts the City budget. Complete School Board’s Adopted Budget book.

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Key Budget Drivers Enrollment Projected enrollment levels constitute the biggest driver in the development of the budget. As would be expected, the number of students determines staffing levels and resource requirements. Student counts and demographics also drive a significant portion of state and federal funding. MPCS adopted a cohort method for budgeting enrollment since history has shown minimal enrollment changes between a grade level in one year compared to the next higher-grade level the following year. Use of this method assumes that the change in enrollment for the division will be equal to the difference between the size of the out-going senior class and the incoming kindergarten class. Predicting the size of the incoming kindergarten class is challenging. Estimate too high and the division has small kindergarten class sizes but less than expected state funding. Estimate too low and the division must try to hire a new teacher very close to the beginning of the school year. The division examines both the relationship between birth rates and kindergarten enrollment as well as enrollment trends year over year (YOY). Over the last 12 years, both Actual and Projected Enrollment enrollment and student composition have changed 1400 dramatically. MPCS is now a minority-majority with a 1200 Hispanic enrollment over 60%. Projections indicate 1000 that enrollment will remain relatively flat or decrease 800 slightly over the next several years due to an imbalance 600 between graduating classes and kindergarten classes. 400 While reasonable predictions for overall enrollment can be 200 made using the cohort method, there are no good 0 models to project how the 2015 2016 2017 2018 2019 2020 2021 2022 2023 school make-up, including the Actual - CES Actual - MPES Actual - MPMS Actual - MPHS more than 60% with FRME, will change over time. Figure 2 - Actual and Projected Enrollment The official September 30 count for the FY19 kindergarten class was 246. A repeating three-year trend becomes obvious beginning in the 2012-13 school year. The 2019-20 school year marks the end of the third year in the third iteration of this trend. The Executive Team decided to follow the pattern and estimate the incoming kindergarten class size at a conservative 240. However, the division will again encourage early kindergarten enrollment and will watch the numbers carefully across the summer to determine if additional class rooms are needed.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 20

Kindergarten Enrollment Trends Kindergarten School Year Enrollment YOY Change 2009-10 249 2010-11 227 –22 2011-12 302 +75 2012-13 270 –32 2013-14 267 –3 2014-15 289 +22 2015-16 257 –32 2016-17 252 –5 2017-18 267 +15 2018-19 246 –21 2019-20* 240 –6 * Estimated Demographics Changes in demographics can impact how the division communicates with stakeholders, delivers instruction, and addresses wraparound services. Shifts in Hispanic and other immigrant populations have generated higher numbers of students requiring ELL services. While increasing numbers of students receiving free and reduced populations forces the division to investigate wraparound services that to address basic needs so that children are prepared to and capable of focusing on academics. Both factors require a shift in communication to reach stakeholders who do not speak English and/or those whose work schedule does not permit time for the traditional parent-teacher conference and similar activities. Specific information related to the changing demographics in Manassas Park can be found in the Informational Section on page 107. Programmatic Considerations Compliance –Special Education The purpose of special education is to enable students to successfully develop to their fullest potential by providing a free appropriate public education through specially designed instruction, support, and services to meet their unique learning needs. The complexity and intensity of individual student needs combined with increasing enrollment, require an additional teacher at both MPES and the middle school to ensure an appropriate and safe educational experience for our students. Positive early experiences are essential prerequisites for later success in school, the workplace, and the community. Services to young children who have developmental delays have been shown to positively impact outcomes across developmental domains. By expanding our ECSE program with the addition of an Instructional Aide (IA), our program will be able to serve more students with instruction geared to their strengths. It also provides opportunities for our staff to work with families and students in their natural environment. Compliance –Alternative Education With the myriad of alternatives and the ever-increasing need for flexibility for some students, coordinated services have become more important than ever to support students working towards high school graduation. Alternative education encompasses many instructive approaches that differ from traditional learning models. Such alternative learning environments may be found within a school building, outside of the division, virtually,

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 21 based out of a student’s home, and online with an instructor. Many educational alternatives offer flexibility in time, day, instruction, and more personalized learning if necessary for a student to be successful. With the addition of an Alternative Education Specialist, the many services models utilized by MPCS can be managed and streamlined for staff and student efficiencies with increased personalization from the specialist, which will directly support student success. This person will work with a division-wide view while being based out of MPHS. MPCS Connects! The success of MPCS Connects! compared to that of 1-to-1 rollouts in other divisions is attributable to a commitment to implementing student immersion practices, ongoing professional development for all staff, and a sustainable plan to refresh devices. Meaningful technology integration opens new opportunities for all students to interact with their learning to be creative and critical thinkers. Their world is digital, and they deserve the opportunity to express themselves with tools that will help their voices to be heard. Equally important is the ongoing, relevant professional development opportunities provided for all staff in the division. MPCS staff benefit from a combination of book studies, internally led training, speakers who are considered industry leaders, networking with other professionals, and attending quality extremal conferences. The IT department has developed a comprehensive replacement cycle for all software, hardware, and infrastructure necessary to ensure a high performing, secure network for all users. To that end, this budget includes the rollout of devices for all students in K-12 with a replacement of the devices that are currently held by graduating seniors. Profile of a Graduate The Profile of a Virginia Graduate serves as the foundation of the new accreditation model and is centered on preparing all students to be life ready upon completion of their K-12 educational experience. Schools are still charged with ensuring students acquire content knowledge, but must also ensure that they develop workplace skills, can make decisions about future career paths, and are actively are engaged in their community. Extending MPCS Connects! to first grade and kindergarten presents the opportunity to expand STEM and career exposure opportunities at CES. Assignment of individual devices to students provides the opportunity to repurpose the computer “Tech” labs into STEM and Career learning spaces, which more closely aligns the learning program at CES to the present program at MPES. This enhancement will require the addition of two STEM teachers. Manassas Park Middle School (MPMS) will improve the alignment with the requirements of Profile of a Graduate as well as the COMPASS program at MPHS. A shift from career exposure to more in depth career exploration occurs as elective blocks transition from 45-minute half blocks to 90-minute full blocks. In alignment with COMPASS, an additional CTE teacher expands Health Services and Technology offerings. MPHS will fully implement COMPASS by transitioning the Health Services teacher to a full teaching schedule and adding a Business Education teacher. Compensation Compensation, beyond starting salary or a percentage raise, includes benefits such as health insurance, life insurance, short-term disability, flexible spending plans, and other offerings. Revised medical premiums for the new year were not available in time for the Superintendent’s Proposed budget. Based on trends, a 10% increase in all plans was assumed.

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For the last several years, the division has increased the employer contribution to the employee only (EE) plans based on the minimum guidelines by The Local Choice (TLC) plan. Employer contributions to other plans exceeded the TLC minimum requirement. With the assumed 10% increase, MPCS must also increase the contribution to the employee plus dependent (EE+1) plans. The School Board had the foresight to restructure compensation for MPCS. A change that liberates the division from outdated constraints and improves our ability to provide competitive starting salaries. Details of this structure can be found on page 118 in the Informational Section. This budget includes a 2% shift to the minimum of the MPCS unified salary scales, which increases starting salaries on all grades and will help Manassas Park remain competitive with neighboring jurisdictions. Individual raises were calculated at 2% of the midpoint for each grade plus the loyalty component for eligible staff. While a revised document will be distributed after the School Board’ budget is adopted, the SY2018-2019 Pay and Classification Plan provides a wealth of information about the salary structure and raise methodology. The midpoint percentage was established to achieve Governor Northam’s recommended increase for average instructional salaries of 5% over the biennium while balancing the competing needs of this budget. In fact, Manassas Park will achieve an average 5.96% increase in salary for staff in qualified positions that were employed by the division in FY18. Staff that were promoted into, out of, or between qualified positions were excluded from this calculation. Revenue Forecasting Local Revenue Local revenues include funds paid directly to the school division by individuals or groups. Several categories of local revenue exist. Locally generated revenues are based on a three-year to five-year trend when more accurate means are unavailable. • Fees –Each year the School Board adopts a schedule detailed in MPCS policy JN for such items as technology fees, Physical Education (PE) uniforms, and facility rentals. • Grants and Donations –The school division receives a local grant to support a division-wide mentor program and donations processed by BELL, the division’s education foundation whose acronym stands for Businesses Empowering Lifelong Learners, in support of specific school or division initiatives. • Rebates and Refunds –MPCS earns a rebate for its use of a Purchasing Card for e-rate eligible technology purchases and certain School Nutrition food purchases. The division also receives reimbursements from Prince William County Schools (PWCS) for expenditures made as part of the Head Start or Regional Special Education programs. These revenues are reversed at year end to show true division costs and earned revenues. However, since the City’s Appropriation to the Schools is based on the budget, these amounts must be included as if the revenues were earned. • Meal Charges –Although over 60% of division students are eligible for Free or Reduced Meals, the School Nutrition organization receives revenue for full-priced student and staff meals. Prior budgets omitted estimates for several of these highly uncertain revenue streams. Instead, budget supplements were recorded as funds were received. This tight control helped MPCS avoid overspending. This process enhanced mid-year budget revisions that were usually completed in the early spring. By that time, many supplements had been received and a more accurate forecast was possible. Recent concerns about revenue increases during the fiscal year prompted the Executive Team to change budget strategy. This budget includes estimates for each of these revenues that were generally determined based on the maximum amount received in the past five years. However, to maintain control and ensure funds are not over expended, offsetting amounts have been included in contingency accounts. Now, instead of entering a

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 23 budget supplement, the Finance Team will enter a budget transfer when one of these types of revenue is received thereby releasing the funds for expenditure. City Transfer The Manassas Park City Manager’s 10-year plan included a 1.5% funding increase for the schools. Although the Schools have not received an official number from the City, the Superintendent’s Proposed Budget is based on this value that was presented and published by the City. State Revenue The Financial Services Department uses the Direct Aid Calculation Templates provided by the VDOE to establish much of the budgeted state revenue. Commonwealth revenues in the Superintendent’s Proposed Budget are based on the Governor’s revised 2018-2020 biennial budget as of December 17, 2018. The same budget process that was used for local revenue was used for state funding. The VDOE’s revenue calculation tool was used as presented by the Governor with an Average Daily Membership (ADM) of 3,630 and then again using the division’s ADM of 3,482. As with local funds, the difference in these two estimates was placed in contingency accounts. Potential grant programs exist –like innovative high schools and school security –that are not contained within the VDOE calculation tool. This budget assumed that the division received the maximum amount possible for those grants. Expenditures were budgeted without contingency since each of these is managed by an individual with appropriate oversight on related expenditures. Federal Reimbursements Estimates of federal revenues are developed with the Associate Superintendent for Teaching and Learning based on historical trends and the last briefings from the federal and state governments. Prior MPCS practice was to estimate conservatively. However, as with State and Local sources, federal revenues were estimated at maximum levels within the Federal Fund, while a nominal approach based on trends was used for the School Nutrition Program. Expenditure Forecasting Staffing Estimates and Employee Cost Projections Preliminary staffing levels are determined centrally based on approved staffing ratios and projected enrollment. Once established, these staffing levels are shared with department managers and building administration. Department managers and building administration may request additional positions by submitting a staffing request form. Unlike larger surrounding jurisdictions, all salary and benefit projections are developed centrally by the Financial Services Department using the Employee Cost Projection (ECP) Model within Keystone. Another difference is that MPCS bases staffing cost estimates on actual, individual salaries and benefits rather than on a division average. MPCS is afforded this level of specificity due to the small size of the division with roughly 480 full-time employees To better analyze various changes, the projections are developed in phases using an iterative process. Baseline (ECP P1) This model establishes baselines of all current employees at a full-year contract at current contract rates. This process revises amounts for employees who started late and have a prorated contract. It also adjusts for any changes in the calendar for individual positions or calendar groups.

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Stipends, Subs, and Additional Hours (ECP P2) This model includes all stipend positions along with estimates for substitutes, additional hours, and overtime. For accuracy this model requires discussion and determination of all stipend-eligible positions prior to budget development. One goal of the FY20 budget process is to ensure stipend positions have job descriptions and that the method for receiving a stipend is available and easy to understand. The Executive Team has established stipend amounts for all athletic coaching and Virginia High School League (VHSL)-covered sponsor positions for inclusion in the Superintendent’s FY20 Proposed Budget. Additional work is underway for other stipends but may not be completed in time for inclusion in the final FY20 budget.

Combination of these two projection models resulted in a reduction of salary and benefit costs of $633,145 from the FY19 Budget.

Benefit Adjustments (ECP P3) Estimated or known changes in benefit rates are included in this phase. Revisions are made as each benefit rate is finalized. The FY19 rates for Virginia Retirement System (VRS) retirement contributions for professional staff decreased from 16.32% to 15.68% and remain unchanged for the second half of the biennium.

While changes in medical premiums have not been received from TLC, the division has assumed a 10% increase based on premium changes over the last three years and external estimations. Should this increase come to fruition, the division would be required to increase the employer contribution for the EE and EE+1 plans based on minimum contribution levels established by TLC. This would be the first year that the division would be required to increase the employer contribution on the EE+1 plans.

While the increased premiums would cost the divisions $135,600, associated reductions in Federal Insurance Contributions Act (FICA) expenditures related to the pre-tax nature of medical premiums would reduce the impact to $110,226.

Salary Adjustment (ECP P4) Multiple scenarios are typically estimated and evaluated offline before being entered into Keystone for final calculation. This year’s changes included:

• Shifting the Unified scale by 2% to improve starting salaries across the division. • Implementing a 2% increase on the average of each grade. • Adding a loyalty raise component for employees who will begin year 11+ with MPCS during the 2019-20 school year.

Projected expenditure increases of just under $770,000 were related to these salary changes and the associated increase in benefits.

Resignations, Retirements, and Vacancies (ECP P5 & 6) Staff retirements provide an inherent cost savings for the division since the hiring of a seasoned employee is unlikely to equal the salary and benefit obligations associated with the retiring employee. Unlike retirements, resignations, especially of newer staff, do not necessarily result in savings. This portion of the model removes salary and benefit amounts for known resignations and retirements and inserts average salary and benefit assumptions for a new staff member based on the position.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 25

Amounts are also reduced in ECP P5 for any planned vacancies or reductions in force. On the other hand, positions that may not have been filled with a full-time employee or were vacated during the prior year, are added in ECP P6.

As the budget process moves from the Superintendent’s Proposed Budget to the School Board’s Adopted Budget, more information is known about planned departures and these figures are periodically updated. The FY20 Superintendent’s Proposed Budget includes a $124,911 increased cost related to staffing modifications due to the four positions currently vacant in FY19 that will be filled in FY20.

Growth Positions (ECP P7) On average a new teacher costs the division approximately $85,000 per year. This amount may vary somewhat depending on the experience of the final hire, their level of advanced degree, if any, and their selected medical plan. MPCS uses historic hiring data to estimate the typical salary for a given position in this portion of the model.

Not all employees participate in the division health plan. It is impossible to know what portion of new employees will select health insurance and what level of coverage they will elect. In order to estimate some cost for those new staff members that decide to participate in the division health plan, employee only benefits are assigned to all hires.

Costs for growth positions (ECP P7) and salary increases (ECP P4) typically produce the greatest year-over-year expenditure increase in any budget year. For the FY20 Budget, the projected increase for growth positions is $818,186.

A total of 11.0 growth positions are contained within the Superintendent’s Proposed Budget as follows:

+1.0 IA –Sped (Pre-K) +1.5 Teacher –CTE (MPHS) +2.0 Teacher –STEM (CES) +0.5 Nurse (MPHS) –2.0 IA –Tech Lab (CES) +1.0 Registrar (MPHS) –1.0 IA –PE (CES) +1.0 Greeter (MPHS) +1.0 Teacher –Sped (MPES) –1.0 IA –Alt Ed (MPHS) +1.0 Teacher –Sped (MPMS) +1.0 Specialist –Alt Ed +1.0 Teacher –CTE (MPMS) +1.0 Bus Aide +1.0 Teacher –Science (MPMS) +2.0 Bus Driver

Using this multi-step process, the division can easily determine the overall expenditure change associated with premium differences, raises, growth positions, and resignations and/or retirements. Careful modification of existing employees also makes the ultimate contract generation process much more efficient. Zero-Based Budgeting Zero-based budgeting requires the budget holder to justify all requested expenditures for the next fiscal year. The starting point for this type of budgeting is zero and each grade level, subject area, department, and school must develop a statement of needs based on the best information available at the time. Budget holders should routinely ask themselves, “To what extent does this request support the mission and vision of the division?” Requests should be developed based on projected changes in student membership, related student needs, embracing technology, increasing operational efficiencies, and collaboration with stakeholders.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 26

The nature of this process forces the budget holder to attempt to anticipate student and staff needs for the coming school year. In some cases, this means requesting funds exceeding the budget for the current school year. However, resources are limited and additional spending in one area may require a reduction in spending in another. For this reason, it is in the best interest of the budget holder to develop contingency plans in conjunction with the budget request. Departments and school-based budget holders are responsible for developing expenditure budgets for all non- personnel line items. Principals must ensure all staff are cognizant of the division and school goals and how they are individually and collectively accountable for achieving these goals. Budget holders should solicit input from their stakeholders before developing a budget strategy. The data collection process begins with the lowest level budget holder involving all staff entering expenditure information in KeyNet, the online employee portal for Keystone, the division’s ERP software. Requests are summarized by school and reviewed by the Principal and Bookkeeper for accuracy and appropriateness before review by the Executive Leadership Team.

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All Funds Summary Statement of Revenues and Expenditures FY2016 FY2017 FY2018 FY2019 FY2020 Actual Actual Actual Adopted Proposed REVENUES Local $ 816,558 $ 880,256 $ 814,777 $ 1,998,144 $ 2,159,575 City Transfer 12,981,045 11,641,788 12,292,635 12,150,000 12,332,270 State 23,252,777 25,276,661 25,574,761 27,174,372 29,246,496 Federal 2,554,038 2,808,576 2,570,553 2,752,504 2,832,798 Total Revenue $ 39,604,418 $ 40,607,280 $ 41,252,726 $ 44,075,019 $ 46,571,139 EXPENDITURES Salaries $ 22,981,006 $ 22,634,525 $ 24,195,315 $ 25,968,574 $ 27,525,854 Benefits 7,720,968 8,157,621 8,454,643 8,985,526 9,512,757 Contract Services 2,210,979 2,214,121 2,296,377 2,570,490 2,563,872 Other Charges 1,147,982 1,130,762 1,232,868 1,316,716 1,415,104 Materials and Supplies 2,851,943 3,044,786 2,578,957 3,271,239 3,502,698 Regional Tuition 1,768,096 2,409,548 1,272,946 1,407,000 1,262,000 Capital Purchases 634,290 385,776 877,748 227,432 627,100 Other Uses of Funds 283,117 242,464 143,712 517,631 397,840 Total Expenditures $ 39,598,381 $ 40,219,604 $ 41,052,565 $ 44,264,608 $ 46,534,226 Revenues Over(Under) Expenditures $ 6,037 $ 387,676 $ 200,161 $ (189,589) $ 36,913 OTHER FINANCING SOURCES(USES) Transfers In(Out) $ – $ – $ – $ – $ – Capital Lease Proceeds 4 – – – – Total Other Financing $ 4 $ – $ – $ – Increase(Decrease) in Fund Balance $ 6,042 $ 387,676 $ 200,161 $ (189,589) $ 36,913 FUND BALANCE Beginning Balance $ 232,706 $ 238,747 $ 626,424 $ 2,370,855 $ 556,748 Ending Balance $ 238,747 $ 626,424 $ 826,585 $ 2,181,266 $ $593,661 Note: Numbers may not add due to rounding.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 30

Revenues Local $2,159,575 4.63% City Transfer $12,332,270 26.46%

Beginning Balance $29,681 0.06% Commonwealth $29,246,496 Federal 62.76% $2,832,798 6.08%

Figure 3 - Revenues for All Funds

Revenue collected by MPCS is recorded in six general categories. • Locally generated • Lease proceeds • City transfer • Beginning balance • Commonwealth • Federal For the FY20 budget, 63% of all expected revenue is categorized as Commonwealth. Estimated revenues are recorded primarily in the General Fund, but can also be found in the Capital and School Nutrition Funds. Most of the budgeted revenue is based on calculations published by the VDOE, found at http://www.doe.virginia.gov/school_finance/budget/calc_tools/index.shtml. Expenditures Pursuant to the Code of Virginia (§ 22.1-115), the following major classifications of expenditures were established. • Instruction • Administration, Attendance, and Health • Pupil Transportation • Operation and Maintenance • School Food Services • Facilities • Debt • Technology

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 31

Several sub functions exist within each major category. Two sub functions of importance have been isolated and presented within the breakdown below. • Instructional Technology represents the sub function of Classroom Instruction within Technology. This is based on the definition of the sub function as “Technology expenditures directly related to the delivery of classroom instruction and the interaction between students and teachers, including actual instruction in technology.” • Attendance & Health is a sub function of what is typically referred to as Administration. This sub function summarizes the expenditures for all nursing and psychological services and is not consistent with what is typically viewed as administrative functions like Human Resources and Financial Services.

Maintenance School Nutrition 3,417,440 1,987,273 7% 4% Attendance & Facilities Health 1,000 692,693 Transportation 0% 2% 2,501,159 5%

Administration 2,074,521 5%

Instruction Technology 33,325,142 1,550,069 72% 3%

Instructional Technology 965,377 2%

Figure 4 – Budget for All Funds by Function Classification Structure The primary elements used to classify revenues and expenditures are: fund, activity type, function, and object. Funds represent the highest level of the classification structure. Activity type refers to revenues and expenditures. Function classifies revenues and expenditures into board categories. For revenues there are four functional categories where expenditures use the nine categories as defined by the state. Object is the lowest level of the classification structure and eight levels within expenditures are those shown most frequently. The general types of expenditures accounted for in each summary object are detailed below. Discussions about financials in the following pages will focus on changes in expenditures rather than detailing all planned expenditures.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 32

Salaries The following items are included in this summary object: • Regular compensation amounts, including base salary, degree upgrades, and supplements for National Board Certification, and additional amounts for teaching additional time during the school day, • Additional and overtime hours for non-exempt employees, • Stipends for coaches and additional assignments for full-time staff, • Hourly payments to substitute staff, • Approved tuition reimbursement, • Bonus payments if offered. Benefits The following items are included in this summary object: • Payments of FICA, • Components of VRS – base retirement payments, group life insurance, retiree health care, • Medical premium subsidies, • Long-term disability premiums, • Unemployment payments, • Worker’s compensation, • Employee payouts for accumulated sick or annual leave for employees who resign or retire. Contract Services The purchase of a service from an external vendor. Examples include the outsourced custodial services, printing and copying services and the external audit. Also included are training or professional development providers that deliver the instruction within the division. Online services or web-based programs are classified as software and are not included here. Payment of tuition for Governor’s School is also included as contract services per VDOE direction. Other Charges Expenditures that support division operations – utilities, telecommunications and internet, postage, insurance, and travel. All expenditures associated with travel to external conferences are also recorded under travel. Materials and Supplies Includes articles and commodities that are consumed or materially altered when used and minor equipment that is not capitalized. This includes any equipment purchased under the division’s $5,000 capitalization threshold. This includes almost all technology software, hardware, and infrastructure. Regional Tuition Payments to PWCS who serve as the fiscal agent for the Special Education Regional Program. Capital Purchases Outlays that result in the acquisition of or additional or replacement fixed assets. Items must have an individual value of $5,000 or more and a useful life of greater than one year. Other Uses of Funds Capital lease payments for school buses are recorded here. During the budget process, contingent expenditures are also recorded here.

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Fund Descriptions The budget for each of MPCS’ five School Board funds is reviewed and amended by the School Board semi- annually. Supplements, addition of unplanned revenue, and transfers between accounts occur on an as needed basis with approval of the Director of Finance. Since MPCS is a component unit of the Manassas Park City government, appropriations are authorized by the Governing Body on a quarterly basis. Fund balances can exist at year-end for all funds except the Federal Grants Fund. Any balance in the School Operating Fund is used to replenish the balances of the Capital Projects and/or Medical Trust Fund. The Governing Body appropriates these balances to the respective funds for the subsequent year. The five active governmental funds fall into three general types. • General –This primary governmental operating fund accounts for all financial resources except those that are accounted for in another fund. • Capital Projects –Fund used to track capital additions and replacements and specific major technology purchases regardless of capitalization. • Special Revenue –Funds used to account for proceeds of specific revenue sources where expenditures are restricted for a specific purpose.

Governmental

Fund Type Special Capital Special Special General Revenue Projects Revenue Revenue

Federal Capital School Fund Name General Medical Trust Grants Projects Nutrition

School Capital School Financial School Operations Medical Trust Projects Nutrition Summaries

School School Operations CAFR Financial Nutrition Summaries Consolidated Financials

The School Board reviews financial summaries presented by fund and major object at each regular School Board meeting. Since the General Fund and Federal Grants Fund comprise the majority of the expenditures required for day-to-day operations, these are generally presented as a combined picture of School Operations while each of the other funds is discretely presented. However, the CAFR that is produced by the City of Manassas Park with input from the School Division reports all funds except for School Nutrition as School Operations. Federal Grants This fund is used to account for federal grants that support instructional programs. The fund statement can be found on page 35.

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General This fund provides for the day-to-day operations and maintenance of the schools and is funded primarily by the locality and state with minimal additions for locally generated revenues. The fund statement can be found on page 37. Medical Trust This fund pays for all medical premium expenditures on behalf of retirees. Sources include the Retiree Health Care Credit payments received on behalf of retirees from VRS, retiree remittance, and transfers of fund balance. The fund statements can be found on page 92. Capital Projects This fund provides for the purchase of contract services, materials, and capital for projects outlined in the CIP. In general, these are buses and other pupil transportation or maintenance vehicles and other large equipment items or structures (cooling tower, HVAC components, stadium track, etc.). The division also includes annual major technology purchases in association with Virginia Public School Authority (VPSA) grant funding even though these purchases are not capitalized under division regulations. The fund statements can be found on page 94. School Nutrition This fund is used to account for the procurement, preparation, and serving of student breakfasts and lunches. The primary revenue sources are receipts from food sales and the Federal School Lunch Program. The fund statements can be found on page 98.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 35

Federal Fund The Federal Fund (202) accounts for grant funding received from the federal government. Statement of Revenues and Expenditures FY2016 FY2017 FY2018 FY2019 FY2020 Actual Actual Actual Adopted Adopted REVENUES Local $ – $ – $ – $ – $ – City Transfer – – – – – State – – – – – Federal 1,104,635 1,192,295 1,132,131 1,252,504 1,303,798 Total Revenue $ 1,104,635 $ 1,192,295 $ 1,132,131 $ 1,252,504 $ 1,303,798 EXPENDITURES Salaries $ 947,224 $ 76,543 $ 790,093 $ 850,455 $ 816,609 Benefits 278,583 233,054 259,558 280,304 274,168 Contract Services 1,713 61,114 9,770 86,684 94,000 Other Charges 9,237 41,418 38,917 11,000 13,000 Materials and Supplies 38,497 103,897 74,714 108,600 154,400 Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 1,275,254 $ 1,216,025 $ 1,173,052 $ 1,337,043 $ 1,352,177 Revenues Over(Under) Expenditures (170,619) (23,730) (40,922) (84,539) (48,379) OTHER FINANCING SOURCES(USES) Transfers In(Out) 170,619 23,730 40,922 84,540 48,379 Capital Lease Proceeds – – – – – Total Other Financing $ 170,619 $ 23,730 $ 40,922 $ 84,540 $ 48,379 Increase(Decrease) in Fund Balance $ – $ – $ – $ – $ – FUND BALANCE Beginning Balance $ – $ – $ – $ – $ – Ending Balance $ – $ – $ – $ – $ – Note: Numbers may not add due to rounding.

Revenues Sources contained within this fund include: • Title I, Part A – Support for instructional programs in school divisions and schools with high numbers or percentages of low-income students to ensure that all children meet challenging content and achievement standards. • Title II, Part A – Directed toward activities that strengthen instructional leadership and teacher quality in all schools, especially those with a high proportion of children in poverty.

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• Title III – Support for programs to address English language proficiency and academic achievement of EL students, including the provision of language instruction educational programs (LIEPs) and activities that increase the knowledge and skills of teachers who serve ELs. • Title VI, Part B – Funding for Special Education programs and related services. • Carl D. Perkins –Career and Technical Education Act – Helps ensure that CTE programs are designed to prepare young people for productive futures while meeting the community’s need for well-trained and industry-certified technical workers. It is important to remember that just over half of the Federal dollars listed in the previous graph of total budget revenues are dedicated to the School Nutrition operations. Expenditures Most of these funds are used to directly support one or more of the schools. Large portions of Title I, III, and VI pay for salaries or stipends for school-based personnel. In some cases, the total salary and benefit cost for an individual will exceed the funding provided by the associated grant. In that case, a transfer is made from the General fund to cover the amount that is not reimbursable. These transfers are recorded as credits to expenditures and not revenues as indicated by the parenthesis in the statement of revenues and expenditures. When planning expenditure of Federal revenues, it is important to remember that the division cannot use new awards to supplant funding for existing programs. All federally funded efforts must supplement programs or materials already in place. The division must also incorporate state and local funding for Special Education at levels equal to or exceeding levels from the prior year. Therefore, increases in federal funding for Special Education require an additional increase in the total spent on these programs to meet Maintenance of Effort (MOE).

Fund Balance It is atypical to carry a fund balance in the Federal Fund. A last-minute adjustment created the balance listed for FY17. From that point forward, the division ensures all inter-fund transfers are modified to ensure a zero balance at fiscal year close.

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General Fund The General Fund (205) accounts for the day-to-day operations of the school division. It provides most of the funding for all the schools’ direct needs as well as the support functions (School Board, Executive Administration, Human Resources, Financial Services, Transportation, Operations and Maintenance, and Information Technology). Statement of Revenues and Expenditures FY2016 FY2017 FY2018 FY2019 FY2020 Actual Actual Actual Adopted Adopted REVENUES Local $ 325,395 $ 377,472 $ 368,777 $ 1,487,544 $ 1,674,575 City Transfer 12,125,785 11,945,761 12,150,000 12,150,000 11,546,470 State 22,933,319 24,935,159 25,226,268 26,963,381 29,032,077 Federal – – – – – Total Revenue $ 35,384,500 $ 37,258,393 $ 37,745,045 $ 40,600,925 $ 42,253,122 EXPENDITURES Salaries $ 21,370,664 $ 21,204,563 $ 22,711,124 $ 24,437,375 $ 25,744,442 Benefits 7,108,252 7,589,280 7,847,930 8,375,816 8,901,848 Contract Services 2,201,256 2,146,526 2,265,930 2,478,006 2,461,692 Other Charges 1,136,918 1,088,377 1,192,269 1,302,987 1,398,375 Materials and Supplies 1,162,295 1,451,632 1,248,184 1,965,139 2,038,546 Regional Tuition 1,786,096 2,409,548 1,272,946 1,407,000 1,262,000 Capital Purchases 98,691 181,448 681,025 32,432 – Other Uses of Funds (11,492) 1,509 3,185 517,631 397,840 Total Expenditures $ 34,834,681 $ 36,072,883 $ 37,222,594 $ 40,516,386 $ 42,204,743 Revenues Over(Under) Expenditures $ 549,819 $ 1,185,509 $ 522,451 $ 84,539 $ 48,379 OTHER FINANCING SOURCES(USES) Transfers In(Out) $ (549,823) $ (1,185,509) $ (332,164) $ (84,539) $ (48,379) Capital Lease Proceeds 4 – – – – Total Other Financing $ (549,819) $ (1,185,509) $ (332,164) $ (84,539) $ (48,379) Increase(Decrease) in Fund Balance $ – $ – $ 190,287 $ – $ – FUND BALANCE Beginning Balance $ – $ – $ – $ – $ – Ending Balance $ – $ – $ 190,287 $ – $ – Note: Numbers may not add due to rounding.

Revenues In the budget for this fund, the State contributes the most revenue followed by the City Transfer. Local revenue is generated in the form of fees, building rentals, and donations. Local revenue in the statement of revenues and expenditures appears to increase substantially between FY18 and the budget for FY19, but receipts were expected to decline compared to the FY18 budget.

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The reason for this seemingly large discrepancy is the accounting for reimbursements for joint programs where the fiscal agent is not MPCS and accounting for appropriations. The City’s Governing Body appropriates all City and School funds based on budget making it necessary to prepare the budget on a cash basis. Every expected revenue (and expenditure) is estimated and recorded. However, the presentation of the actual statement of revenues and expenditures is prepared on a modified accrual basis. This requires all revenues received from the fiscal agent to be reversed against the corresponding expenditures thereby negating the appearance of both the revenue and expenditures associated. This process takes place for both the Special Education Regional Program and the Head Start Program. Expenditures General Fund expenditures relate to the day-to-day operations of the school division. Expenditures for all functions except for Food Service and Debt are recorded here. This fund covers the cost of salaries and benefits for nearly 92% of the staff employed by the school division and 87% of all other expenditures. The only summary object restricted from this fund in FY20 was Capital Purchases. Fund Balances It is important to note that the division did not budget the use of the $190,287 in unaudited fund balance for FY18. In the past, the final entry for FY18 would have been to transfer this balance to the Capital Projects Fund for use in future budgets. While the City has every right to request a return of these funds, for several years they allowed the Schools to keep and utilize these funds for Capital Projects. This fall the City passed a resolution to reclaim all accumulated fund balance through FY17. The Schools anticipate the requested return of the FY18 funds as well. Major Shifts Two programmatic shifts have had and will have significant impact on the General Fund. Balanced Calendar MPCS adopted a balanced calendar model for the 2015-16 school year which extended the contract lengths for all non-exempt employees. Salaries consumed most of the $300,000 annual grant. When the funding was no longer assured, the School Board returned to a traditional calendar. While all employees received raises between FY18 and FY19, the raises for non-exempt staff did not offset the loss of days causing salaries to decline in many cases. Special Education Regional Program Concerns from other school divisions across the state about equitable distribution of funds has caused the state to restructure the Special Education Regional Program. School divisions like MPCS that are currently participating in such a program will lose funding. In part this reduction will take the form of narrowing the definition of which disabilities can be covered in this program – particularly those students that are served within Manassas Park. The implications for both revenues and expenditures are difficult to predict. It will be imperative to estimate conservatively and monitor costs throughout the year as the first glimpse of tuition bills does not come until mid-April.

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Instructional Program Summary Virginia Preschool Initiative Program Virginia Preschool Initiative (VPI), is a needs-based program that serves students who are 4 years old on or before September 30 and meet certain financial criteria. This program supports the educational, social, and emotional needs of at-risk students to prepare them for kindergarten. Using the Creative Curriculum students learn colors, numbers, and letters through hands-on experiences and play. In addition, students participate in family-style meals to develop social skills and manners. Recent Accomplishments The VPI program in Manassas Park was awarded a 5 out of 5 rating from the Virginia Quality Rating system in 2018. This award goes is achieved by only 3% of preschools throughout the state. For the 2018-2019 school year the division increased the seats available in the program from 36 to 72 thereby eliminating the waitlist for participation in the program. Enrollment Although funding for 108 seats is available through the State, the division’s enrollment is limited by the physical layout of the building. Since construction in 2009, preschool classrooms serving 36 students have been housed in a specially designed building that sits between CES and MPES. To increase the number of students in the program to 72 for FY19, the VPI program moved into classrooms within the CES building. At present, there are no plans to further increase the number of students in the program. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Teacher 2.00 2.00 4.00 4.00 –0 – Instructional Aide 2.00 2.00 4.00 4.00 –0 – Total 4.00 4.00 8.00 8.00 –0 –

Since administrative and other functions are provided by CES staff for all preschool operations, only teachers and IAs are included in the position list. However, the unique nature of the three programs require that we track students, positions, and financial expenditures separately. The addition of two VPI classrooms for the 2018-19 school year have eliminated the waiting list that previously existed. MPCS will continue to reach out to the community to educate them about the availability of the Pre-K programs, but will not add any additional classrooms until a need is evident.

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Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 198,724 $ 205,017 $ 362,164 $ 383,416 21,252 Benefits 67,462 77,499 144,440 146,039 1,599 Contract Services – – – – – Other Charges – – – – – Materials and Supplies 1,855 2,000 1,000 1,300 300 Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 268,041 $ 284,515 $ 507,604 $ 530,755 $ 23,151

Enrollment 36 38 72 72 – Per-Pupil Expenditures $ 7,446 $ 7,487 $ 7,050 $ 7,372 $ 322 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Materials and Supplies Allocation of $325 per teacher for classroom supplies.

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Head Start Program Head Start is a federally funded program for preschool students ages 3 and 4 from low-income families. Children who attend Head Start take part in a variety of educational activities, receive medical and dental care, and participate in the USDA food program. School readiness is the primary goal of Head Start. Significant emphasis is placed on parent involvement, and Heads Start teachers and family advocates engage parents in their children’s learning and help them progress towards their educational, literacy, and employment goals. Enrollment Enrollment in the Head Start program has remained at 36 students since the inception of the program. No changes are projected in the near future. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Teacher 2.00 2.00 2.00 2.00 –0 – Instructional Aide 2.00 2.00 2.00 2.00 –0 – Total 4.00 4.00 4.00 4.00 –0 –

Since administrative and other functions are provided by CES staff for all preschool operations, only teachers and IAs are included in the position list. However, the unique nature of the three programs require that we track students, positions, and financial expenditures separately. Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ – $ – $ 155,953 $ 160,463 $ 4,509 Benefits (1,072) – 53,448 52,833 (615) Contract Services – – – – – Other Charges – – – – – Materials and Supplies – 4,769 200 200 – Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ (1,072) $ 4,769 $ 209,602 $ 213,495 $ 3,894

Enrollment 36 36 36 36 – Per-Pupil Expenditures $ (30) $ 132 $ 5,822 $ 5,930 $ 108 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Materials and Supplies Minimal allocation for classroom materials as most of these purchases are made directly by PWCS.

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Early Childhood Special Education Program The ECSE program provides specialized instruction and related services to all children ages two through five who qualify under the Individuals with Disabilities Education Act (IDEA, Part B, Section 619). The ECSE program ensures the provision of a Free and Appropriate Public Education in the Least Restrictive Environment (LRE) to all children who are found eligible at no cost to their families. The LRE means children with disabilities receive services in community-based environments whenever possible, and only receive services in a more restrictive environment when their individual needs require it. Services are based on IEP which is developed in collaboration with MPCS staff members and the parents of each child eligible for ECSE services. If eligible, MPCS provides a continuum of special education instructional services. Critical Functions Early Childhood Identification & Services –Child Find Child Find is the process of identifying children with potential special education needs as well as educating the community about child development and the importance of early intervention. Child Find screenings are free to residents of MPCS whose child is two through five years old. Recent Accomplishments • Expanded ECSE program to two full-time classrooms • Integrated services of the Community Liaison with Child Find Focus for FY20 • Family Centered ECSE programming • Expansion of Natural Environment services • Parent Training Sessions for children with Disabilities Enrollment Enrollment in ECSE spiked in FY18 requiring an increase in classrooms but has plateaued. The division will continue to monitor enrollment and make adjustments based on the needs of students requiring services. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Teacher 1.00 2.00 2.00 2.00 –0 – Instructional Aide 1.00 1.00 2.00 2.00 –0 – Total 2.00 3.00 4.00 4.00 –0 –

Since administrative and other functions are provided by CES staff for all preschool operations, only teachers and IAs are included in the position list. However, the unique nature of the three programs require that we track students, positions, and financial expenditures separately. While another IA position was added to the FY19 Budget, due to rearrangements in staffing at the beginning of the school year, this position has been filled by substitutes. Unlike the other preschool programs, MPCS is obligated to accept all ECSE students that apply for services. The division has seen an increase in ECSE students over the past few years and must closely monitor caseloads to ensure compliance with state and federal law.

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Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 83,122 $ 125,603 $ 169,317 $ 161,081 $ (8,236) Benefits 28,538 46,784 65,062 63,239 (1,823) Contract Services – – – – – Other Charges – – – – – Materials and Supplies 762 2,597 1,800 1,000 (8,00) Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 112,422 $ 174,985 $ 236,179 $ 225,320 $ (10,859)

Enrollment 14 21 21 20 (1) Per-Pupil Expenditures $ 8,030 $ 8,333 $ 11,247 $ 11,266 $ 19 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Materials and Supplies Allocation for classroom materials and supplies.

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Cougar Elementary School Cougar Elementary School is made-up of 804 students from many different backgrounds supported by 80 staff members. Hands on learning with real-world applications is a key strategy to creating lifelong learners. Understanding the needs of the youngest learners creates an atmosphere of caring and support. Through Olweus, our bullying prevention program, and Bucket Filling, our schoolwide behavior program, students learn that caring for others is key to success. We are proud of our strong collaborative culture.

Ann Gwynn Kristen Marbury Recent Accomplishments Principal Assistant Principal Students continue to learn and grow. Cougar along with our sister school Manassas Park Elementary was awarded a grant through the state’s extended school year program to support Project U.P. which encourages hands on learning and career exploration. In 2018 our VPI was awarded a 5-star rating from Virginia Quality. Less than 3% of all preschools in the state achieve this coveted rating. Mrs. McKone, a second-grade teacher, was awarded National Board Certification joining only four others in the division to achieve this honor. Phonological Awareness Literacy Screening scores demonstrate the success of our program in kindergarten. The number of students requiring intervention fell by more than 50% based on improvements between initial screening in September and mid-year assessments. On the STAR Early Literacy test 72% of first graders were at or above grade level. With consistent, early intervention students are making good strides. Focus for FY20 Expansion of the MPCS Connects! one-to-one initiative to first grade and kindergarten will require new instructional methods of the CES staff. Instruction teams will continue to focus on individual student needs by establishing personal goals for each student during our CORE (intervention) time. Enrollment The graph shows that the division has not been 900 able to accurately predict the enrollment at CES. 800 This stems from the variability in the incoming 700 Kindergarten class size. While the division 600 encourages early registration, it is impossible to know the exact number of kindergarten students 500 until several weeks into the school year. 400 MPCS has reviewed the difference in birth rates 300 compared to kindergarten enrollment in an 200 effort to determine a predictor of class size. 100 However, there appears to be no correlation 0 between these two statistics. A conservative approach to enrollment for this grade has proven most prudent as it is easier to add staff if needed than to eliminate positions if funding does not Actual Projected reach budget because students did not materialize. Figure 5 - Actual and Projected Enrollment for CES

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For all other grades, it is assumed that 100% of the cohort from the prior year will return for the next year. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Principal 1.00 1.00 1.00 1.00 –0 – Assistant Principal 1.00 1.00 1.00 1.00 –0 – Clerical 3.36 3.00 3.00 3.27 0.27 Teacher 55.00 51.00 54.00 56.00 2.00 Instructional Aide 17.80 18.00 17.00 14.00 (3.00) Media Specialist 1.00 1.00 1.00 1.00 –0 – School Counselor 1.00 2.00 2.00 2.00 –0 – School Nurse 1.00 1.00 1.00 1.00 –0 – Total 81.16 78.00 80.00 79.27 (0.73)

Changes to the clerical position are actually a recalculation of the appropriate Full-Time Equivalent (FTE) allocation for the part-time Parent liaison position. No changes in employment or salaries will occur because of this accounting adjustment. The rollout of MPCS Connects! to kindergarten allows CES to redesign the function of the technology labs. These spaces that were once considered premier examples of instructional technology will be transformed into classrooms for daily exploration in STEM. As part of this process, the division will need to hire two additional STEM teachers and repurpose the existing technology IAs. One tech aide will continue technology instruction using a push-in model under the guidance of the Instructional Technology Specialist (ITS) and Instructional Technology Resource Teacher (ITRT) at the elementary campus – a structure that has proven successful at MPES. Three tech aides will transition to the STEM classrooms to provide support for the new STEM teachers. It is our hope that positions for our other two tech aides can be found through the normal attrition process, but the positions themselves will be eliminated. A second PE teacher was hired at CES during the 2018-19 school year prompting discussions about the necessity of the PE aide at CES. The December 2018 resignation of the PE aide at MPES provided an opportunity to transition the CES aide to MPES, thereby right-sizing the PE staff at both buildings. Although this transition occurred at the end of January 2019, it is a change from last year’s budget.

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Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 4,437,645 $ 4,199,036 $ 4,515,975 $ 4,693,076 $ 177,101 Benefits 1,681,366 1,525,759 1,626,852 1,696,016 69,164 Contract Services 3,680 1,347 5,300 9,277 3,977 Other Charges 21,470 14,476 1,760 14,885 13,125 Materials and Supplies 200,266 84,878 160,974 200,061 39,087 Regional Tuition 685,207 210,443 400,000 211,000 (189,000) Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 7,029,635 $ 6,035,938 $ 6,710,861 $ 6,824,315 $ 113,453

Enrollment 823 794 804 757 (47) Per-Pupil Expenditures $ 8,541 $ 7,602 $ 8,347 $ 9,015 $ 668 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Funds are included for new positions and for two contingency positions should the projected FY20 ADM increase from 3,482 toward the 3,630 projected by the Commonwealth. Contract Services MPCS is no longer using the Balanced Calendar Grant and holding intersessions in the same form as occurred in FY16-18. However, the division did receive a portion of the grant thanks to the efforts of George Valletti, a STEM teacher at MPES. Mr. Valletti created Project U.P. and the Summer SLAM to provide students with the same remediation and enrichment opportunities they had during intersession, but in smaller doses. Since the division was not notified of the receipt of this grant for FY19 until August 2018, it was not included in the FY19 budget. Associated costs have been included for FY20 and represent amounts paid to vendors that come into the school division to share experiences with the students at CES. Other Charges As with Contract Services the increase in this line relates to cost of Project U.P. and Summer SLAM. Specifically, the cost of one field trip for each grade level. These are typically the only field trips students take. Due to the disadvantaged condition of many of our students, these experiences are invaluable trips that they might not otherwise take. Materials and Supplies A significant shift occurred across the division related to student supply lists. Each fall, local stores (Target, Walmart, etc.) create large displays of school supplies complete with copies of lists created by local schools. Historically parents spend large amounts to purchase pencils, paper, workbooks, and even tissues and hand sanitizer according to the school- and grade-level lists. This process exists for nearly every school across the Commonwealth. With the MPCS focus on equity, the principals and instructional team agreed that many items on these lists should be provided by the division. This is the main reason for the significant shift in the CES budget for

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Materials and Supplies. Back-to-school supply lists have been minimized and general consumables will be provided by MPCS. Regional Tuition As outlined within the explanations about General Fund revenues and expenditures, the Special Education Regional Program is changing. These expenditure estimates are based on trends. The actual expenditures can fluctuate significantly when one resource-intensive student matriculates into or out of the division, or from one school to the next.

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Manassas Park Elementary School MPES is home to a diverse group of approximately 840 students in grades three, four, and five. MPES is an innovative learning environment with a focus on providing opportunities that support students’ success in all areas with an emphasis on academics, technology, and the arts. Instructional programs are designed and differentiated to meet the unique needs of students that are inherent in the rich diversity of the school community. MPES aligns with the division’s mission to inspire our diverse school community to achieve academic excellence and positive connections to the global society. Students Stacey Mamon Tania Brown participate in needs-based programs throughout the school Principal Assistant Principal day that include English as a Second Language (ESL), special education, reading support, and gifted education. Special programs are also included as an extension of the school day to extend learning and provide new experiences for students, including academic remediation, project-based enrichment programs, and special interest clubs. Our 1-to-1 digital initiative provides every student with individual access to a device to support their learning in these programs and promote the development of 21st century skills. MPES has dedicated significant resources to identifying students who need targeted interventions, providing the interventions and monitoring progress. As resources have been dedicated to providing interventions and remediation to students not meeting academic expectations, efforts have been expanded to enrich and challenge students through STEM opportunities, a world-class band program, an after-school language enrichment program, community experiences, and project-based learning activities. MPES is fortunate to have strong support from parents and other stakeholders in the Manassas Park community. The MPES PTO plays an active role in supporting the school through both fundraising and spirit raising activities. There are many school events and activities that take place throughout the school year to enhance parents’ understanding of curriculum standards and involve them in their child’s learning process. These include a STEM Learning Carnival, Multicultural Night, the Cougar Literacy Run, and Reading Adventure nights. All of these family events have proven to be very successful in strengthening our school’s relationships with parents and families and have become highlights of our school year. Partnerships with community businesses and organizations also provide opportunities to expand learning opportunities for students. Recent Accomplishments We have much to be proud of at Manassas Park Elementary School. Our students continue to show academic progress considering our changing student population and diverse learning needs. This progress and achievement is highlighted by our success in continuing to maintain state accreditation through the VDOE. This is a direct result of the efforts of our highly qualified faculty and staff and their focus on curriculum standards, instructional best practices, and the use of data to monitor student progress and design lessons. We have also been successful in meeting the language proficiency needs of our English Language Learners. Through increased staffing and targeted instruction, students have demonstrated notable progress in language proficiency as measured by the WIDA and SOL assessment results. Sixty percent of our English Language Learners demonstrated progress as measured by the WIDA assessment in the 2017-2018 school year. This far exceeds the target federal goal of 46% percent.

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MPES has been strategic and innovative in efforts to increase learning opportunities for students and expand experiences, specifically in the areas of STEM and career exploration. This past year, MPCS received nearly $160,000 as part of the state's Extended School Year Grant Program to support programs at MPES and CES. These grant funds are being used to support Project U.P. (Unlocking Potential). This innovative program provides students with opportunities to explore career pathways and connect learning to real-world experiences through hands-on sessions, field trips and community partnerships. The funds will also support authentic learning experiences for students beyond the regular school year through an expanded summer learning program. Focus for FY20 For the FY20 school year, MPES will continue to focus on improving the academic achievement of all our students. Our efforts will include expanding our knowledge and implementation of instructional best practices through increased professional development, continuing to maximize the learning opportunities through our 1:1 digital initiative, and providing targeted instruction to meet the needs of our English Language Learners. MPES will also dedicate time and resources to broadening the learning experiences we provide that help prepare our students to be career and/or college ready. This will include Project U.P., Cougar SLAM (Summer Learning Academy MPCS), STEM experiences in our Learning Labs, and an increased focus through professional learning on academic rigor and project-based learning.

Enrollment

1000 900 800 700 600 500 400 300 200 100 0 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

Actual Projected

Figure 6 - Actual and Projected Enrollment for MPES

The cohort survival method has proven successful at accurately predicting enrollment at MPES. While some difference occurred, the division more closely matched the actual enrollment at the building than at CES less than 200 yards away. Based on the overall enrollment, MPES will not require more homeroom teachers. However, as the relative sizes of the grades realigns, so will the number of homeroom teachers needed for each grade level. The large rising fifth grade cohort will require the same number of teachers as are assigned to fourth grade for FY19. In the end, teachers may change the grade level taught, but adjustments in total numbers are not needed.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 50

Positions FY17 FY18 FY19 FY20 Variance Actual Actuals Budget Budget Principal 1.00 1.00 1.00 1.00 – 0 – Assistant Principal 1.00 1.00 1.00 1.00 – 0 – Clerical 3.00 3.00 3.00 3.27 0.27 Teacher 58.60 64.00 63.00 64.00 1.00 Instructional Aide 15.00 16.00 17.00 18.00 1.00 Media Specialist 1.00 1.00 1.00 1.00 – 0 – School Counselor 2.00 2.00 2.00 2.00 – 0 – School Nurse 1.00 1.00 1.00 1.00 – 0 – Total 82.60 89.00 89.00 91.36 2.27

Changes to the clerical position are actually a recalculation of the appropriate FTE allocation for the part-time parent liaison position. No changes in employment or salaries will occur because of this accounting adjustment. An additional Special Education Teacher will address case load levels. The FY19 budget included an IA position in the Pre-K building that would provide some support in Special Education classes at MPES. Changes in enrollment forced the division to utilize this person full-time at MPES instead. The increased position here actually occurred during FY19 after budget adoption. Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 4,529,809 $ 4,682,755 $ 4,935,746 $ 5,245,681 $ 309,935 Benefits 1,584,643 1,682,402 1,762,667 1,874,951 112,284 Contract Services 12,013 19,128 23,265 23,050 (215) Other Charges 42,409 12,196 17,390 17,060 (330 Materials and Supplies 176,800 138,086 168,431 239,372 70,941 Regional Tuition 552,410 463,996 323,000 452,000 129,000 Capital Purchases – 9,820 2,000 – (2,000) Other Uses of Funds – – – – – Total Expenditures $ 6,898,084 $ 7,008,382 $ 7,232,499 $ 7,852,114 $ 619,615

Enrollment 826 864 840 828 (12) Per-Pupil Expenditures $ 8,351 $ 8,112 $ 8,610 $ 9,483 $ 873 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Funds are included for new positions and for two contingency positions should the projected FY20 ADM increase from 3,482 toward the 3,630 projected by the Commonwealth.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 51

Contract Services Although the grant funding for Project U.P. and Summer SLAM were not guaranteed, Mr. Valletti and the rest of the MPES staff and administration found such value in the program, that they included it in the FY19 budget. Therefore, change between the FY19 and FY20 budgets are minimal. Other Charges As mentioned above, expenditures for Project U.P. were incorporated into the FY19 budget. The adjustment for FY20 is in projected field trip costs. Materials and Supplies STEM instruction has blossomed at MPES since its inception several years ago. The department has built up a supply of tools and other manipulatives and receives a steady stream of items for upcycling. However, the department lacks the necessary storage compartments for optimal organization and distribution of these supplies and numerous consumables across the three classrooms. A significant shift occurred across the division related to student supply lists. Each fall, local stores (Target, Walmart, etc.) create large displays of school supplies complete with copies of lists created by local schools. Historically parents spend large amounts to purchase pencils, paper, workbooks, and even tissues and hand sanitizer according to the school- and grade-level lists. This process exists for nearly every school across the Commonwealth. With the MPCS focus on equity, the principals and instructional team agreed that many items on these lists should be provided by the division. This is the main reason for the significant shift in the MPES budget for Materials and Supplies. Back-to-school supply lists have been minimized and general consumables will be provided by MPCS. Regional Tuition As outlined within the explanations about General Fund revenues and expenditures, the Special Education Regional Program is changing. These expenditure estimates are based on trends. The actual expenditures can fluctuate significantly when one hard to serve student matriculates into or out of the division, or from one school to the next. Capital Purchases The FY19 budget included expenditures for materials under Capital Purchases that did not meet the capital threshold. This minor recording error was not modified during the budget process for FY19 but has been adjusted for FY20.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 52

Manassas Park Middle School Manassas Park Middle School is the only Middle School for MPCS, with 81 staff members serving 845 students. The Middle School focuses on a rigorous, student-centered academic program for grade 6 through 8 that is designed to build strong academic skills and habits, incorporate critical thinking and creativity into all lessons, and develop interpersonal relationship development skills. Students at MPMS have 90 minutes of English Language Arts and Math instruction each day for the full school year and Social Studies and Science each day for one semester due to our modified block schedule. This schedule also Matt Sieloff Desiree Reynolds-Tickle allows for students to explore multiple elective courses Principal Assistant Principal throughout the school year including fine and performing arts, CTE classes, foreign language, and PE. Throughout the school year staff participate in professional development sessions that are incorporated into daily instructional practices. Each grade-level team works as a professional learning community to promote student success through timely interventions, use of best pedagogical practices, and working as a cross- curricular team. MPMS prides itself on its positive, success-oriented school culture that is focused on exceptional learning opportunities for all students. Due to the continued hard work of its students and teachers, MPMS has consistently met all student academic performance accreditation benchmarks each school year. Recent Accomplishments In the 2017-18 school year, MPMS is proud to be fully accredited, achieving Level One performance for all areas on its Virginia School Quality Profile report. This includes outperforming previous efforts in English and Science, while maintaining excellent performance in math. MPMS has also fully integrated technology into the classroom, maximizing opportunities available thanks to the 1:1 initiative that allows for every student and teacher to have a laptop for the entire school year. This access to technology, combined with software and cloud computing tools, allow students to learn anywhere and allow teachers to be innovative in creating opportunities for student to interact with content and communicate in novel ways. MPMS has also been able to introduce new elective courses aligned with CTE programming at MPHS and future career opportunities available in Northern Virginia. The opportunity to explore different career opportunities is a foundational principle of MPMS, with opportunities available year-round through CTE electives, career exploration lessons provided through the school counseling office, as well as the annual Career Fair, attended by over 40 different professionals representing many different career opportunities. Lastly, MPMS works to support the whole child, with many different clubs and activities available both before and after school, as well as providing mental health support throughout the school day. MPMS creates opportunities for parents and community to be involved with the school, from after-school programs like the Career Fair and Multicultural Night to opportunities for parents to chaperone field trips or choosing to share lunch with their child during the school day. Focus for FY20 MPMS strives to continue to develop its instructional program focused around the 5 C’s: Collaboration, Creativity, Critical Thinking, Communication, and Citizenship. These guiding principles can be found in the instructional design throughout the academic programming in all classrooms, ranging from updated lessons in

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 53 traditional subjects (English Language Arts, Mathematics, Social Studies, Science, Fine and Performing Arts, Family and Consumer Science) to introducing exploration career courses to students through their elective selections (such as Health Medical Sciences, Computer Science and Robotics, Journalism, and Business.) Through these course offerings, MPMS students will learn the foundational strategies expected upon arrival to high school and begin to learn and experience many different career paths as they start to focus on potential post high school graduate opportunities. The habits to be “life ready” after high school start in middle school. MPMS is also a 1:1 school, meaning that every student receives a computer for the entire school year. This provides many opportunities for all students to learn through technology, using both the communication and organizational tools available through technology, while also opening the entire research world found through web search, as well as innovative opportunities to demonstrate understanding and application of content through video, audio, and other technology-based tools. Enrollment

1000 900 800 700 600 500 400 300 200 100 0

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 Figure 7 - Actual and Projected Enrollment for MPMS

Enrollment at the middle school will peak in FY21 as the large fourth grade cohort moves up to sixth grade. Otherwise the enrollment is projected to stay relatively constant through 2023. Positions FY17 FY18 FY19 FY20 Variance Actual Actuals Budget Budget Principal 1.00 1.00 1.00 1.00 – 0 – Assistant Principal 1.00 1.00 1.00 1.00 – 0 – Clerical 3.36 3.36 3.36 3.27 (0.09) Teacher 52.00 53.00 54.50 57.00 2.50 Instructional Aide 9.00 9.00 8.00 8.00 – 0 – Media Specialist 1.00 1.00 1.00 1.00 – 0 – School Counselor 2.00 2.00 2.00 2.00 – 0 – School Nurse 1.00 1.00 1.00 1.00 – 0 – Total 70.36 71.36 71.86 71.86 1.41

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 54

Changes to the clerical position are actually a recalculation of the appropriate FTE allocation for the part-time Parent liaison position. No changes in employment or salaries will occur because of this accounting adjustment. In January 2019, the Manassas Park Education Association (MPEA) notified the Superintendent and Executive Director of Finance about a letter that had been distributed to PE and Music teachers at middle schools throughout PWCS. The letter referenced a change in staffing ratios that had been overlooked by multiple school divisions including Manassas City Public Schools (MCPS), PWCS, and MPCS. The change required teachers who saw more than 200 different students in a week (150 for teachers outside of PE and Music) to receive additional compensation. Due to the modified block schedule run by the Middle School, most elective teachers were out of compliance with this new standard. While MPCS developed a method for remunerating these teachers for FY19 – and beyond if necessary – this requirement prompted discussions about the scheduling of electives at the MS. The High School transitioned to a 4x4 schedule several years ago. One of the reasons cited was the strain on students from taking too many courses at one time. The current middle school schedule places students in seven courses a semester because of the use of 45-minute half-blocks for elective classes that meet for a semester. By switching to full 90-minute blocks that meet for one quarter, the student will receive the same structure and exposure, but will have fewer classes at a time and teachers will reduce the number of students seen each week. The modification of this structure reduces the need for the PE teacher that had been hired for FY19 and split with the high school. In order to increase elective offerings at the high school, this position will now be assigned full-time to the high school. An additional Special Education Teacher will address case load levels. A CTE teacher will be added to better articulate courses between the middle school and high school. This will also reduce the number of class preparations assigned to the current CTE teacher. Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 4,110,899 $ 4,104,789 $ 4,462,577 $ 4,601,063 $ 138,486 Benefits 1,440,378 1,448,569 1,545,900 1,626,714 80,814 Contract Services 43,661 36,368 59,700 58,400 (1,300) Other Charges 7,607 8,396 10,705 7,265 (3,440) Materials and Supplies 163,413 173,403 218,065 239,406 21,342 Regional Tuition 651,548 268,306 380,000 296,000 (84,000) Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 6,417,506 $ 6,039,831 $ 6,676,946 $ 6,828,848 $ 151,902

Enrollment 762 812 841 845 4 Per-Pupil Expenditures $ 8,422 $ 7,438 $ 7,939 $ 8,081 $ 142 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Funds are

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 55 included for new positions and for two contingency positions should the projected FY20 ADM increase from 3,482 toward the 3,630 projected by the Commonwealth. Contract Services Reductions to Contract Services result from reduced projections for tuition for the EIP/GMU program. The Early Identification Program (EIP) at George Mason University (GMU) is designed to support students who would be the first in their family to graduate from an American college or university. Participants receive academic support and mentoring, participate in a three-week Summer Academy on campus, a Strengthening the Family workshop, and assistance in completing college and financial aid applications. Other Charges The division did not expend all funds associated with the Balanced Calendar grant during FY18. The Commonwealth allowed unspent funds to be carried to the following fiscal year. Therefore, the division budgeted small amounts at each school to utilize these deferred revenues. These funds were not available for FY20 resulting in a small reduction. Materials and Supplies A significant shift occurred across the division related to student supply lists. Each fall, local stores (Target, Walmart, etc.) create large displays of school supplies complete with copies of lists created by local schools. Historically parents spend large amounts to purchase pencils, paper, workbooks, and even tissues and hand sanitizer according to the school and grade level lists. This process exists for nearly every school across the Commonwealth. Additional increases in this summary object are due to outfitting the new CTE teacher with appropriate instructional supplies. Regional Tuition As outlined within the explanations about General Fund revenues and expenditures, the Special Education Regional Program is changing. These expenditure estimates are based on trends. The actual expenditures can fluctuate significantly when resource intensive student matriculates into or out of the division, or from one school to the next.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 56

Manassas Park High School Manassas Park High School is a thriving suburban high school of over 1100 students that prides itself on expectations of excellence. Students come from diverse backgrounds to partner with an energetic and passionate staff committed to developing the whole child. Through a rigorous instructional program, MPHS is committed to helping Pam Kalso Charles Forest Melissa Pitts students meet the 5 C’s of critical Principal Assistant Principal Assistant Principal thinking, citizenship, creative thinking, communication, and collaboration. MPHS provides instructional programming that aligns with the School Division’s mission to cultivate and inspire our diverse school community to achieve academic excellence and to make positive connections to the global society. The academic program at MPHS aligns closely with the Virginia’s Department of Education Profile of a Graduate. The design of both classroom lessons and academic programs reflects MPHS’ diverse population and its demand for differentiation. Technology programming reaches every corner of MPHS as the one-to-one digital initiative, MPCS Connects!, provides devices to every student in the building. Teachers use technology daily to deliver instruction. More specifically, students have access to a significant variety of technology courses, including computer programming, computer science, engineering, and much more, including an extended offering through online courses in niche areas such as computer game design. MPHS was awarded an Innovative High School Grant for this past school year. Building on the momentum of the grant into this next school year, students will be able to choose a defined path through Creating Opportunities at Manassas Park to Achieve Student Success (COMPASS). These paths include Business, Health Sciences, STEM, Education, AP Capstone, Workplace Partners, Fine Arts, and Year Up. Ninth grade students will receive instruction in Freshman Foundations, which will set students up for academic and personal success throughout high school. Through blossoming partnerships with local businesses, students will also have the opportunity to participate in a variety of internships and co-op opportunities that will help define their course for life beyond high school. Recent Accomplishments MPHS students are moving from ‘test-ready’ to ‘life-ready’. Students are offered flexible scheduling opportunities that support students’ short- and long-term academic and career goals. Course scheduling will be aligned to COMPASS and allow students to focus on a path or paths that meet(s) their interests, strengths, and skills. MPHS will continue to seek out business partners that can provide life-ready opportunities to students during high school. Manassas Park High School continues to provide an exemplary Fine and Performing Arts program that thrives on the passions of the staff, the eagerness and commitment of the students, and the resources necessary to execute high-level programs in Art, Theatre, Band, and Choral Music. Focus for FY20 Focuses for FY20 will include an emphasis on preparing students to be ‘life ready’ and to build on the momentum gained from this year’s Innovative High School Grant. There will be continued emphasis in

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 57 supporting the fine and performing arts, the digital one-to-one initiative, the English Language program, and our CTE programmatic and course offerings. MPHS will continue to offer creative scheduling options and personalized education to support students’ unique academic and career needs. Enrollment

1200

1100

1000

900

800

700

600 FY14 FY15 FY16 FY17 FY18 FY19 FY20 FY21 FY22

Figure 8 - Actual and Projected Enrollment for MPHS

Enrollment going into to FY2019-2020 looks to remain stable, however, there are programs that MPHS would like to strengthen, in particular Career & Technical Education, monitoring chronic attendance and providing necessary interventions, and being able to offer more security at our front entrance. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Principal 1.00 1.00 1.00 1.00 – 0 – Assistant Principal 2.00 2.00 2.00 2.00 – 0 – Clerical 2.36 2.36 2.36 4.27 1.91 Teacher 65.00 67.00 69.00 71.00 2.00 Instructional Aide 6.00 8.00 8.00 8.00 – 0 – Media Specialist 2.00 2.00 2.00 2.00 – 0 – School Counselor 3.00 3.00 3.00 3.00 – 0 – School Nurse 1.00 1.00 1.50 2.00 0.50 Other Professional 1.00 1.00 1.00 1.00 – 0 – Specialist – 0 – – 0 – – 0 – 1.00 1.00 Total 83.36 87.36 89.86 88.36 3.41

Changes to the clerical position are actually a recalculation of the appropriate FTE allocation for the part-time Parent liaison position. No changes in employment or salaries will occur because of this accounting adjustment.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 58

Expanding our Health Services and Business Education programs will require transition to a full teaching schedule for the Health Services teacher and the addition of one Business Education teacher. In addition, the PE teacher that was hired in FY19 and split with the middle school will transition to full-time at the high school. While the former high school nurse will move into the classroom full-time reducing the nursing FTE count by 0.5, a new nurse will be hired to provide three FTEs at the secondary campus. This is in direct response to the rising number of students with serious or chronic mental health conditions requiring medication. Although division enrollment projections plateau, registering new students and transferring records for those who leave us occurs frequently throughout the calendar year. Efforts to streamline and improve this process at the high school led to the mid-year hiring of a Registrar; a position that will continue in FY20. As discussed during the adoption of the division’s CIP, MPCS will hire a greeter who will be stationed within the high school entryway. The current design of the high school entryway prevents office staff at the front desk from monitoring entrance and egress at the front doors. This position will ensure that admittance of all guests is properly recorded and monitored. Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 5,300,229 $ 5,370,283 $ 5,728,454 $ 6,254,407 $ 525,953 Benefits 1,835,247 1,832,257 1,930,530 2,147,079 216,549 Contract Services 193,115 135,266 151,549 100,020 (51,529) Other Charges 33,346 39,487 63,775 29,710 (34,065) Materials and Supplies 361,525 280,045 570,735 478,947 (91,788) Regional Tuition 520,383 330,200 304,000 303,000 (1,000) Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 8,243,846 $ 7,987,538 $ 8,749,042 $ 9,313,163 $ 564,121

Enrollment 1,090 1,133 1,152 1,118 (34) Per-Pupil Expenditures $ 7,563 $ 7,050 $ 7,595 $ 8,330 $ 736 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Funds are included for new positions and for two contingency positions should the projected FY20 ADM increase from 3,482 toward the 3,630 projected by the Commonwealth. Contract Services The division did not expend all funds associated with the Balanced Calendar grant during FY18. The Commonwealth allowed unspent funds to be carried to the following fiscal year. Therefore, the division budgeted small amounts at each school to utilize these deferred revenues. These funds were not available for FY20 resulting in a small reduction. The remaining portion of the reduction came from a more accurate estimate of tuition costs for Governor’s School. MPCS is allocated ten slots for the Governor’s School program operated jointly by MPCS, MCPS, and PWCS. In recent years, MPCS has not filled all the available slots, but PWCS has been willing to purchase the spots from MPCS. This allows the division to budget only for the positions that the high school will use.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 59

Other Charges The division did not expend all funds associated with the Balanced Calendar grant during FY18. The Commonwealth allowed unspent funds to be carried to the following fiscal year. Therefore, the division budgeted small amounts at each school to utilize these deferred revenues. These funds were not available for FY20 resulting in a small reduction. During FY19 the School’s received a $50,000 Innovative School planning grant from the Commonwealth. Half of this amount was budgeted in travel lines for the planning team to visit with the state about this initiative. For FY20, the high school is implementing what they learned, and the grant was not available for renewal. Materials and Supplies A series of additions and deletions within this summary object occurred between the FY19 and FY20 budgets resulting in the ultimate decrease. For FY19, the band program included $46,000 to replace the marching band uniforms. While this expenditure will not be needed again for another 5-7 years, there are several instruments that require replacement for FY20 at a cost of $23,000. Technology expenditures for hardware at the high school are decreasing while software costs are increasing. The staff computers at the high school were replaced in FY19 as part of the planned refresh cycle. This large reduction of partially offset by an increase in software costs for the alternative education program and for instructional materials for CTE courses. Regional Tuition As outlined within the explanations about General Fund revenues and expenditures, the Special Education Regional Program is changing. These expenditure estimates are based on trends. The actual expenditures can fluctuate significantly when resource intensive student matriculates into or out of the division, or from one school to the next.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 60

Office of Instruction The Office of Instruction ensures that all members of the instructional team are highly qualified and appropriately trained to deliver a guaranteed and viable curriculum in such a manner that all students can academically achieve and socially develop with the goal that upon graduation of high school they are prepared to continue their personal growth and education and become meaningful contributors to the community. As part of this process the Office of Instruction, in combination with instructional leaders: • Develops and implements a guaranteed and viable curriculum aligned with the Virginia SOLs and community expectations. Dr. Jeff Jackson • Identifies, selects, and acquires appropriate instructional materials. Associate • Identifies, selects, and acquires instructional software to include web-based Superintendent programs and applications. • Analyzes all student assessment data (SOL, AP, WIDA, etc.) to inform the instructional program. Critical Functions Mathematics Instruction The Division Math Specialist, Nicole Sarich, is responsible for mathematics curriculum development and implementation aligned with the Virginia SOL K-12, delivering professional development based on data assessment and division needs, and supporting teachers with daily instruction. This includes assisting with planning for instruction and remediation based on frequent data analysis to identify student needs. Collaboration between the Literacy Specialist and teachers ensures all students have equitable opportunities to meet challenging content. CTE, STEM, and Perkins CTE/STEM programs in MPCS are designed to prepare young people for productive futures while meeting the community’s need for well-trained and industry-certified technical workers. During the 2018-19 school year, STEM/CTE/Gifted Specialist, Lisa Wolf, focused on expanding high school offerings in the health and computer science fields. Aligning STEM and CTE programs across K-12 in accordance with Profile of a Graduate will continue during FY20. Many of the division’s CTE programs are funded though federal grants provided through the Carl D. Perkins Career and Technical Education Act. Title I Title I federal grants provide financial assistance to support instructional programs in school divisions and schools with high numbers or percentages of low-income students to ensure that all children meet challenging content and achievement standards. In addition, this grant funds services to migrant, neglected, and delinquent children. CES and MPES operate school-wide Title I programs.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 61

Intervention Services The Interventionist, Kelly Patullo, works primarily with Tier II supplemental supports and all Tier III intensive supports aligned with the Response to Intervention (RtI) model. The Interventionist identifies, and coordinates research based strategies and the implementation of these strategies for Tier II and III students. The RtI model helps ensure that all students are successful and show skill growth. Academics, attendance, and behavior are all areas of focus for support of students and teachers by the Interventionist. Literacy Instruction The Division Literacy Specialist, Kayleigh McCann, is responsible for literacy curriculum development and implementation aligned with the Virginia SOL K-12, delivering professional development based on data assessment and division needs, and supporting teachers with daily instruction. This includes assisting with planning for instruction and remediation based on frequent data analysis to identify student needs. Collaboration between the Literacy Specialist and teachers ensures all students have equitable opportunities to meet challenging content. A portion of the salary for this position is paid for through Title I Funds. Title II Title II federal funding to states and districts supports activities that strengthen instructional leadership and teacher quality in all schools, especially those with a high proportion of children in poverty. Funding can be used to support a wide array of activities, including interventions for teacher professional development, so long as the activities are grounded in scientifically based research. Because communities nationwide face such a variety of needs when it comes to teacher quality, the law gives schools and districts flexibility in how the money is spent. It also holds them accountable for proper and effective use of the funds. Title II includes four funding streams to raise student achievement through effective instruction and school leadership: • Part A: Principal and Teacher Training • Part B: Mathematics and Science Partnerships • Part C: Teaching American History • Part D: Enhanced Education Through Technology Professional Learning MPCS is focused on designing and implementing a high-quality professional learning plan to enhance teacher understanding to support academic achievement. The Instructional Department facilitates and supports differentiated blended, professional development which is results oriented, on-going, job-embedded, and data- driven and designed to advance student learning. All MPCS staff are expected to model lifelong learning through active participation and application of professional development. Professional development at the district level is determined by district initiatives along with state and federal guidelines. Division/building/department professional development is based on alignment with the division’s mission and goals, specific departmental needs, and on improving instructional and operational practices. Title III Federal funds awarded under Title III support programs to address English language proficiency and academic achievement of EL students, including the provision of language instruction educational programs (LIEPs) and

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 62 activities that increase the knowledge and skills of teachers who serve ELs. Title III programs also provide enhanced instructional opportunities for immigrant children and youth. English Language Learners 1,200 Federal Title III programs must supplement programs already in place to address the needs of EL 1,000 students. Standards of Quality (SOQ) require the 800 division employ 17 teachers per 1,000 EL students. However, the division chooses to take a needs- 600 based approach to determining staffing and material resources for EL instruction. 400 While the figure to the right helps identify the 200 largest concentration of EL students, it does not - help convey the relative level of need. Language FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17 FY18 FY19 acquisition typically occurs more naturally in CES MPES MPMS MPHS younger students, while older students may have more experience with educational environments. Figure 9 - English Learner Enrollment However, older students may require more support with transitioning to a new culture. All of these factors make the development of appropriate instruction for the EL population much more involved than a simple student-teacher ratio. Community Relationships Included in the support of students is the support of their families. Title III funding covers the cost of a Community Support Liaison position. This position provides outreach and coordination of support services for the families of our EL students. During her three years in this role, Araceli Contreras has helped the division create lasting relationships with these families.

Licensure and Evaluation The Office of Instruction assists licensed personnel in meeting and maintaining licensure requirements established by the VDOE. Evaluation of staff is conducted in compliance with established guidelines and records of evaluations are maintained by Human Resources. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Specialist – Math 1.00 1.00 1.00 1.00 – 0 – Specialist – STEM/CTE/Gifted 1.00 1.00 Specialist – Intervention 1.00 1.00 1.00 1.00 – 0 – Specialist – Literacy 1.00 1.00 1.00 1.00 – 0 – Other Professional 1.00 1.00 1.00 1.00 – 0 – Instructional Aide 1.00 1.00 1.00 1.00 – 0 – Clerical 1.00 1.00 1.00 1.00 – 0 – Total 6.00 6.00 6.00 7.00 1.00

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 63

Although the Associate Superintendent oversees Instruction, his position and salary are recorded in the Executive Department due to coding requirements for the Annual School Report Financial Section (ASRFIN). This is also true for the administrative assistant that provides support for the Associate and Deputy Superintendents. While the table indicates that the STEM/CTE/Gifted Specialist is a new position for FY20, this role was added in FY19. Funding for this role was made possible with vacancy savings achieved when the Executive Team decided not to fill the HR Director position. The IA listed here serves as the in-school detention (ISD) coordinator for the secondary campus and cannot be tied directly to one school. Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 303,785 $ 297,215 $ 310,927 $ 312,232 $ 1,306 Benefits 89,522 99,829 100,224 147,687 47,463 Contract Services 58,347 18,356 69,300 79,400 10,100 Other Charges 6,664 4,387 9,300 10,250 950 Materials and Supplies 8,596 10,845 32,600 27,300 (5,300) Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 466,915 $ 430,631 $ 522,351 $ 576,870 $ 54,519 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Assumptions related to savings achieved through employee’s use of LWOP was entered as an offsetting amount based on trends in this payroll code. An additional reduction in salary costs relates to the cost allocation of summer school. Prior to this budget, these expenditures were budgeted at a division level. With the authorization of the Every Student Succeeds Act (ESSA), MPCS has made every effort to record any expenditure that was easily identifiable by school within the financials for that school. Contract Services Expenditures associated with Title II revenues are managed and developed on an ongoing basis. For budgetary purposes, the expected revenues are listed in total as Contract Services. The increase here occurs as a result of the expected increase in Title II revenue. Other Charges Annual increases in dues and memberships in professional organizations are anticipated for FY20. Materials and Supplies With the authorization of ESSA, MPCS has made every effort to record any expenditure that was easily identifiable by school within the financials for that school. Funds that were previously recorded at the division level have been largely pushed down to the building level.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 64

Special Programs Department Office of Special Programs The Special Programs Department supervises multiple programs and projects designed to support the needs of students that go beyond direct academic instruction. These programs address the physical, emotional, and mental health of our students to better serve the whole child and as outlined in this section. Critical Functions Special Education and Related Services The Office of Special Education is responsible for providing a free and appropriate public education for all students Jennifer Braswell-Geller Jennifer Kiernan-Graham with disabilities in the least restrictive environment. The Executive Director Supervisor department has the responsibility to ensure children with disabilities are identified and educated in compliance with local, state, and federal requirements. MPCS continues to provide staff with opportunities for continuing professional development in the following areas: Online IEP program for students K‐12, Functional Behavioral Assessment (FBA)/Behavior Intervention Plan (BIP), Intervention/Evaluation/Eligibility, IEP, and Section 504 Process for administrators and teachers, and IDEA compliance. Select staff are provided training and/or recertification in the division-approved MANDT System for de‐escalation of behavior. The department is also responsible for overseeing the provision of related services that assist students with a disability to benefit from special education. As a result of the small number of students requiring a specific related service our services are provided through specialists that are full‐time staff, part‐time staff, and outside private vendors. MPCS participates in the Northern Virginia Special Education Regional Program with MCPS and PWCS (who serve as the fiscal agent). The program was initially designed to assist school divisions with serving low-incidence and/or resource intensive categories in special education. MPCS’ participation in this program as well as the financial reimbursement for service provisions must be reduced under direction from the VDOE due to limited funding available moving forward. Gifted Education MPCS believes its responsibility is to provide a differentiated curriculum to meet the needs of gifted students. A rich and rigorous gifted curriculum will provide students the opportunity to reach their fullest potential and to satisfy their intellectual curiosity. Opportunities will be provided for gifted students to engage in meaningful research, to foster critical and creative thinking, and develop problem‐solving strategies. The Gifted Program will capitalize on students' unique abilities, talents, interests, and needs. Gifted children are an important resource for solving problems of the future and they have the potential to become leaders in society. MPCS continues ongoing collaborative efforts with Special Education for professional development in assessing for and identifying twice exceptional learners. Staff attendance at state‐provided training and team expansion have been critical to improvement in this area. Similarly, evaluating materials and student portfolios for our students that are speakers of other languages remains highly relevant given the demographics of the community.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 65

Nursing The overriding goal of the nursing staff is to advance nurse practices to keep students healthy, safe, and ready to learn. This goal requires an ongoing review of current Anne Shaw programs and services to identify gaps and propose health‐related programs that can Health Services maximize the potential of each student. Coordinator In 2014, the National Association of School Nurses (NASN) formally defined our role as school nurses and our responsibility to maintain a competent level of nursing practice and professional performance. Nursing is the promotion and optimization of health and abilities, the prevention of illness and injury, the alleviation of suffering when identified, Photo Unavailable and student intervention and advocacy. The most readily and consistently identified factor impacting our students’ readiness and capacity to learn is poverty. Given the scope and breadth of poverty in our community and the clear implication on a child’s development and overall health, this issue is increasingly requiring the attention of school nurses. To be consistent with the mission of school nurses, responses to this issue require advocacy on behalf of individual students and development/continuation of services and programs that address this issue. Responding to the specific impact of poverty on our community’s health is a short– and long‐term goal. This need is reflected in current programs. A second issue requiring more attention is the significant increase in students who have been identified as requiring special health‐related services. This is in direct response to the rising number of students with serious or chronic mental health conditions requiring medication. The Manassas Park School Health Program is built on a model put forward by the Center for Disease Control in 2007. This eight‐point model consists of: (1) health education; (2) health services; (3) healthy school environment; (4) PE; (5) nutrition services; (6) health promotion for school staff; (7) counseling, psychological, and social service; and (8) parent and community involvement. As guided by the above model, school nursing components and related services includes: • Direct care of students and staff, • Leadership and delegation of health‐related education and advocacy, • Ongoing review and situation‐specific updates to programs and policies, • Screenings and referrals of health concerns, • Oversight and promotion of a healthy school environment, • Acting liaison between school, family, community, and health providers. Section 504 MPCS provides services to any student who has a physical or mental impairment which substantially limits one or more major life activities, has a record of such an impairment, or is regarded as having such an impairment. All schools are staffed with 504 case managers and the division identifies the Coordinator for Special Education and Student Services as the 504 Coordinator. Ongoing training and resources have been provided to staff which include: Section 504 Procedural Manual and Functional Behavior Analysis and Behavior Intervention Plan (FBA/BIP) Manual training, embedded training of specific and complex medical conditions of our students for staff, and the ongoing expansion of equipment resources. Alternative Education MPCS meets the needs of our students by offering alternative forms of education when appropriate and necessary. The continuum offered encompasses instructor‐supported virtual courses, on-site FixedSpace and FLIPSpace classroom environments with face‐to‐face and online coursework, out‐of‐district educational

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 66 placements, and homebased and homebound instruction. Curriculum resources include but are not limited to the use of Apex and Canvas and traditional standards-based curriculum materials. All coursework is supervised by a licensed teacher. GED preparation is offered on site and in conjunction with testing opportunities through PWCS as part of an Individual Student Alternative Education Plan (ISAEP). These alternative programs have improved overall behavior due to flexible schedules and individualized, relevant coursework for students. These programs allow school staff to remain connected to students who otherwise may have been reassigned to an out‐of‐district educational placement in previous years. Student Support Services Student Health and Wellness is a variety of supports provided to students to assist them in being successful in their academic environment. Additional supports are provided in the form of staff training, resources for parents, consultation with specific cases, education in the areas of suicide and bullying prevention, and engagement in programs that aim to assist students in making good choices. The Student Assistance Program Specialist, Ida Lorance, also serves on the Student Resource Team (SRT) to assess the needs of students referred for support services.

Prevention In the area of suicide prevention and awareness, MPCS utilizes Signs of Suicide, a universal suicide prevention/depression awareness program. The program has been delivered through MPCS’ community partnership with New Horizons (a Prince William County community services program) in conjunction with the division’s Student Assistance Program Specialist. Program goals are to: decrease suicide and suicide attempts by increasing student knowledge and adaptive attitudes about depression, encourage help‐seeking behavior (for self and/or others), reduce the stigma of mental illness, acknowledge the importance of seeking help or treatment, engage parents and school staff as partners in prevention through “gatekeeper” education, and encourage schools to develop community‐based partnerships to support student mental health. Bullying Prevention efforts for students on the elementary campus are provided using the Olweus Bullying Prevention Program (Olweus). The program is overseen by the division’s Student Assistance Program Specialist and the Olweus Committee. The Olweus Committee has representation from each building’s administration, counseling department, and grade level. Assessment As required by VDOE, MPCS adopted and implemented Suicide Prevention Guidelines. Within the guidelines, school counselors are instructed to conduct a Risk Assessment when a student communicates any type of suicidal ideation and required to document such assessments using specific Risk Assessment Forms. Additionally, a Student Assistance Program Specialist assists building-level staff with Threat Assessment procedures and protocol provided by the Virginia Center for School and Campus Safety. Each building is required to establish a “threat assessment team” while the Student Assistance Program Specialist assists with guidance on completing required documentation, sits in on Threat Assessment Teams as needed, and provides annual training for Threat Assessment Teams. Implementation Authorized under ESSA, the McKinney‐Vento Homeless Assistance Act requires a district‐level staff member to serve as Homeless Liaison. The homeless liaison serves as the primary contact between homeless families, school staff, district personnel, and service providers. The homeless liaison coordinates services to ensure that

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 67 homeless children and youth are enrolled in schools and are provided with an equal opportunity to succeed academically. Leaders in Training is an at‐risk youth program provided by Manassas Park’s Department of Parks and Recreation and is offered to 7th and 8th graders at MPMS. Leaders in Training works in conjunction with the support of MPMS School Counselors and the division’s Student Assistance Program Specialist. In 2015, the division’s Student Assistance Program Specialist began supporting the program by attending weekly sessions at the Manassas Park Community Center and bridging the gap between school and community services. Safe Schools® Alert Tip Reporting System is a service used by MPCS as a means for students, staff, and parents to communicate a concern directly to a building administrator. Tips can be made via phone, text, email, or through a URL. Building administrators receive notification that a tip was submitted and take necessary steps to address the identified concern. School Security MPCS is dedicated to providing a safe learning and work environment for all students and staff. MPCS has adopted enhanced safety procedures that we, as well as the experts across the country, believe will increase the chance of survival should an armed intruder enter our schools. These enhanced procedures provide our staff and students additional response options by utilizing the ALiCE approach. School security is a process which requires ongoing monitoring and evaluation of surveillance equipment, emergency protocols and responses, and crisis management efforts supported by a team of school division staff. MPCS Connects! MPCS is one of many school divisions across the nation that is employing efforts to transform the learning environment in the classroom from books and paper to digital mediums. Today, students entering our school division have already been touched by digital media through the use of a tablet or laptop as an early form of learning and play. By the time many children enter Kindergarten, they have even learned how to use an application on their parent’s cell phone. At the start of our transformation, students and staff members participated in “BYOD” (Bring Your Own Device) at MPMS after rolling out the 1:1 initiative the year before at the high school. This initiative was well received and the first step for MPCS beginning its transformation into the digital media world. The dramatic impact digital media is making on how we work, play, and socialize is growing every day. Looking to the near future, MPCS educators understand the need to keep up with the changing world. They are very aware that students today understand and are using the power of digital media in learning and practicing what affects them in the classroom and at home. At the same time, these leaders also recognize the power of digital media as a tool to engage our students in learning in the classroom and beyond. It is easy to understand why new methods or tools are necessary to prepare our students for the future by teaching skills necessary to succeed in college, career, and in life. Today, MPCS is fully deployed from 2nd through 12th grade with various supplemental technology available for use for our littlest Cougars in Pre-K through 1st grade. The ongoing and ever-expanding digital resources for our teachers and students continue to support the use of technology as a resource, like many other learning resources, in the classroom. Recent Accomplishments • All certified Manassas Park staff received crisis de-escalation training as part of the Professional Learning Academy held in August 2018. Crisis de-escalation training provides staff with the opportunity to further develop their skillset in managing challenging behavior in their classrooms and on the buses.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 68

• Awarded Governor’s School Security Award for 2018 to enhance current security infrastructure and equipment. • Increased growth and participation in the MPCS Special Education Advisory Committee by parents of students with disabilities and community members. • Held the fourth division-wide Special Olympics event with participants from Prince William County, Manassas City, and local private day schools. As a result of hosting the Special Olympics for 2 consecutive years there has been an increase in inclusion practices and “buddy” participants throughout MPCS. • Full implementation of a new IEP, 504, Medicaid, and Progress Tracking system division wide. • Implementation of Medicaid billing for direct services for Speech and Language Therapy, Occupational Therapy, and Physical Therapy for all eligible students.

Focus for FY20 500 Expanding real world learning opportunities and 450 environments with a focus on social and emotional 400 growth for all students with disabilities. 350 300 As the Regional Program participation continues to 250 be reduced as directed by the VDOE, MPCS will 200 expand disability-specific professional learning 150 opportunities for all Special Education Staff. 100 50 As health needs continue to increase for our student - population, professional learning and nursing FY13 FY14 FY15 FY16 FY17 FY18 FY19 services will be monitored throughout the division CES MPES MPMS MPHS with targeted training provided to staff in such areas as diabetes, access to free health care for the Figure 10 - Special Education Enrollment noninsured, and staff training to support students in the classroom. Continuing to provide equity in learning for all Manassas Park City School students through expansion of the MPCS Connects! program throughout the elementary campus. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Director 1.00 1.00 1.00 1.00 –0 – Clerical 1.00 1.00 1.00 1.00 –0 – Supervisor – Student Services 1.00 1.00 1.00 1.00 –0 – Education Diagnostician 1.00 1.00 1.00 1.00 –0 – Specialist – Student Assistance 0.00 1.00 1.00 1.00 –0 – Specialist – OT/PT Therapist 0.93 0.93 0.93 0.93 –0 – Speech Pathologist 4.00 5.00 5.00 5.00 –0 – Health Services Coordinator 1.00 1.00 1.00 1.00 –0 – Psychologist 1.00 1.00 1.00 1.00 –0 – Total 11.93 11.93 11.93 11.93 –0 –

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 69

Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ (286,420) $ 965,507 $ 1,046,409 $ 1,087,694 $ 41,285 Benefits (134,956) 273,833 304,581 293,864 (10,717) Contract Services 23,890 108,303 199,700 208,200 8,500 Other Charges 1,906 2,374 3,200 2,500 (700) Materials and Supplies 33,390 31,564 43,807 96,829 53,022 Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ (362,190) $ 1,381,580 $ 1,597,696 $ 1,689,086 $ 91,390 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Adjustments include assumptions related to salary and benefits for filling the two Speech Pathologist positions that are currently vacant. Contract Services Contract Services for Hearing and Vision services are projected to increase $20,000 due to the modification of disabilities included in the Special Education Regional Program. This is offset by a reduction in the trend of payments to vendors for computer repairs. While most repairs are done in-house, there are some repairs that must be sent to the manufacturer. Other Charges Minimal changes to costs for conferences are expected in FY20. Materials and Supplies The wireless infrastructure dates to 2012 and requires significant updates. Since 80% of the required improvements can be covered by e-rate, the division has decided to make this investment for FY20.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 70

Assessment and Accountability Department The Department of Assessment and Accountability oversees the scheduling, setup, administration, and reporting of state-mandated standardized assessments in grades K-12. The department communicates federal and state accreditation guidelines and their impact on a school and the division. The department also supports the division's student information system, PowerSchool, student data management, and required state and federal student record collections. Critical Functions State-mandated Assessments During the 2017-2018 school year, MPCS administered nearly 7,000 writing and non- writing SOL assessments within the testing windows for the summer, fall, and spring test administrations. Manassas Park High School, Manassas Park Middle School, and Jon Mamon Director Manassas Park Elementary School utilized the MPCS Connects! 1:1 digital initiative and were able to reduce their SOL testing windows in all three schools, allowing more instructional time in the classroom and less time on testing. This was a collaborative effort between the Department of Assessment, the MPCS IT Department, and the testing coordinators at each school. MPCS administered the WIDA ACCESS that assesses English progress and proficiency to nearly 1,200 EL students in grades K-12. Testing windows for WIDA ACCESS were reduced at all four schools as well due to the MPCS Connects! 1:1 digital initiative. Student Information System During the 2017-2018 school year, the Department of Assessment continued to expand data access to end users by employing a variety of SQL reports embedded within PowerSchool. Continuing to build data reports remains a priority in the 2018-2019 school year and beyond. The Department of Assessment continues to manage the PowerSchool application and offers support to end users of the product. The Department of Assessment manages the PowerSchool Online Student Registration process. The Department of Assessment also manages the Assessment and Analytics component of PowerSchool. This component allows teachers to deliver student growth and benchmark assessments during the school year. It also provides longitudinal data to end users. Student Record Collection The Student Record Collection is a mandated student data record collection that occurs in the fall, spring, end of year, and summer. The Master Schedule Collections is a mandated data collection that matches teachers to students and the courses in which they are enrolled along with the reporting of end-of-year grades. This collection occurs in the fall and spring. As part of this collection, data for the Instructional Personnel report is collected and reported for teacher licensure. In addition, data gleaned from this collection is also reported for required CTE reports. The Discipline, Crime, and Violence report is a mandated student data record collection of discipline incidents that have occurred during the year. This data is reported in the summer after the school year is over. The department coordinates with different staff and departments throughout the division to ensure data accuracy for all data collection. The department also collects and reports data for the federally mandated Civil Rights Data Collection which occurs every odd year. Recent Accomplishments Recent accomplishments support the School Board’s Strategic Goal 1 Objective 1 of ensuring improved academic achievement for all students. During the 2018-2019 year, the Department worked with Special Education staff to implement VAIEP replacing the former IEP system utilized by MPCS. The Department of Assessment also worked with EL staff to implement a new EL tracking and monitoring platform called Ellevation.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 71

Focus for FY20 Starting with the 2018-2019 school year, there will be many new data needs at the high school with the new Profile of a Graduate and graduation requirements. The department will continue working with high school staff during FY20 to develop reporting tools to monitor new graduation requirements in support of Strategic Goal 1 Objective 1. In support of the School Board’s Strategic Goal 3 Objective 3, the Department of Assessment will oversee a major version upgrade to PowerSchool. This includes major changes to the database structure and student contact information. With this upgrade, the department will be working with PowerSchool support to offer a more automated process of delivering student records from PowerSchool Registration into PowerSchool. Implementation of a new State Reporting Data Validation suite embedded in PowerSchool will also occur as part of this project. Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 118,000 $ 122,023 $ 122,506 $ 125,044 $ 2,538 Benefits 43,351 45,961 45,480 46,472 992 Contract Services 34,417 35,288 39,025 42,338 3,313 Other Charges 1,361 80 4,800 5,000 200 Materials and Supplies 5,146 712 9,350 8,750 (600) Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 202,274 $ 204,065 $ 221,160 $ 227,603 $ 6,443 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Contract Services WIDA and other tests must be sent to third-party scoring facilities. Costs for this service are projected to increase for FY20. Other Charges Minimal changes to costs for conferences are expected in FY20. Materials and Supplies Minimal changes to costs for materials associated with testing (dictionaries for EL students, etc.) are expected in FY20.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 72

Division-wide Support School Board According to the Code of Virginia 22.1-79, the primary role of a Virginia School Board is to see that the school ways are properly explained, enforced, and observed. In coordination with the Superintendent, the School Board is responsible for selecting the goals that the school system should be pursuing. As policy makers and leaders, they seek to represent the voices of all stakeholders in our diverse community. As drivers of the final School Board budget, the Board seeks to be effective stewards of the community’s tax dollars in allocating and prioritizing resources during the budget process. The Board remains focused on quality instruction and equity for all learners. Recent Accomplishments Recent accomplishments for the School Board include promoting equity in student Dana Williams learning and achievement by funding the roll out of one-to-one devices as part of Clerk MPCS Connects! The Board’s support of a revised raise methodology served to improve starting salaries at all levels and teacher retention. Through careful management of FY18 budgeted expenditures and higher than anticipated revenues, MPCS was able to carve out a one-time longevity bonus for all employees. Logic dictated that had the division accurately projected revenue, the additional funds would have been used to increase staff salaries. Since the increase occurred late in the fiscal year, a one-time bonus was the most effective delivery method. While not a budget action, the School Board was proud to unanimously adopt language in their anti- discrimination policy to extend protected status to staff and students regardless of sexual orientation and gender expression. Focus for FY20 For FY20, the School Board continues to focus on issues of equity and poverty in our community. The Board continues to prioritize MPCS Connects! to level the playing field for all learners in and out of the school building. The Board will continue to seek out grant opportunities to fiscally support our educators and administrators and the innovations they wish to bring to MPCS. The Board will continue their commitment to assisting and growing the Family Market, a monthly program that supports our community by making food available to our students and their families at no cost. While this program has no impact on the division budget, it supports the equity initiative by ensuring critical wraparound services are available for MPCS families in need. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget School Board 5.00 5.00 5.00 5.00 – 0 – Clerical 0.20 0.20 0.20 0.20 – 0 – Total 5.20 5.20 5.20 5.20 – 0 –

The five-member School Board is appointed by the City Governing Body to three-year terms. Each year at its July organization meeting, the Board self-selects both its chair and vice-chair. The appointed School Board Clerk provides part-time clerical services to support the work of the board.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 73

Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 23,989 $ 24,722 $ 25,999 $ 26,268 $ 268 Benefits 1,864 1,918 2,025 2,047 23 Contract Services 15,415 13,078 21,300 16,500 (4,800) Other Charges 18,043 14,050 19,650 19,650 – Materials and Supplies 545 311 580 700 120 Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 59,856 $ 54,129 $ 69,554 $ 65,165 $ (4,389) Note: Numbers may not add due to rounding.

Salaries and Benefits Board member salaries are established by the state and do not change from year to year. The number of hours of clerical services varies from year to year, which may increase or decrease overall salary expense even though the base rate for those services may increase. Contract Services The legal budget was increased in FY18 related to an anticipated need. This need did not materialize in FY18 or FY19 and has been eliminated for FY20. Other Charges Dues for VSBA and costs for travel to the organization’s annual conference and summer workshops are included here and not expected to change. Materials and Supplies Minimal changes to costs for materials associated with miscellaneous supplies needed for the School Board meetings and office supplies for the School Board Clerk.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 74

Office of the Superintendent The Office of the Superintendent is responsible for carrying out the mission set forth by the MPCS School Board, ensuring that all educational programs are effective in meeting the Board’s desired outcomes for students and maintaining fiscal integrity of the MPCS budget. In addition to hiring, supervising, and managing central office staff and school principals, the superintendent’s office serves as the point of contact for district constituents. Critical Functions Government Relations The Office of the Superintendent works to ensure that MPCS and the students it serves benefit from legislation, funding, and regulations at local, state, and federal levels for the improvement of teaching and learning. The office advocates for the Dr. C. Bruce McDade Superintendent enactment of policies and budgets that support the priorities identified by the School Board to promote student achievement, as well as monitors the division’s compliance with legislative requirements. Community Relations The mission of the Office of the Superintendent regarding community relations is to maintain media relations, promote community outreach, and supply public information to support student achievement goals set forth by the School Board. Community relations coordinates with internal and external stakeholders via various channels including social media, community events, and more. The office also works with local media representatives and government agencies to report school system activities and serves as a liaison in emergency situations. Recent Accomplishments In accordance with the division’s goal to ensure students are life ready, MPCS continues to develop assessment and performance measures that give students an opportunity to demonstrate success. In the most recent reporting year, MPCS exceeded state averages in most individual categories of SOL assessments, and all MPCS school maintain full state accreditation. MPCS retains highly effective instructional staff while facing the same talent shortages found around the nation. The Innovative Educator mentoring program mentors first-year teachers while offering added support to teachers through their third year in the classroom. The division’s compensation structure makes MPCS more attractive to new talent and has become a sought-after model for other divisions in the state. The division also continues to invest in research-based training to optimize student and staff success. MPCS leadership continually aims for fiscal responsibility. Publishing its first Budget Book, the division was awarded the Meritorious Budget Award by the Association of School Business Officials International for best budget practices. Focus for FY20 MPCS will continue to develop assessment and performance measures that give students an opportunity to demonstrate success. The division will further aim to increase subject area pass rates identified by VDOE while maintaining growth benchmarks for English language learners. The division remains committed to supporting a digital 1:1 initiative to achieve these goals.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 75

A continuous plan for professional development and recruitment is executed and evaluated by leadership each year. MPCS remains committed to identifying areas for growth and improvement in hiring and retention as well as avenues for maximizing employee benefits and compensation. The city’s budgeting concerns continue to impact the school division. With stakeholder input, the division will continue its long-term planning to address capital improvement projects, present accurate budget data, and implement best-practice accounting procedures. MPCS will begin to explore business partnerships with the hope to secure a more reliable and consistent funding source from year to year. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Superintendent 1.00 1.00 1.00 1.00 –0 – Deputy Superintendent 1.00 1.00 1.00 1.00 –0 – Associate Superintendent 1.00 1.00 1.00 1.00 –0 – Clerical 2.00 2.00 2.00 2.00 –0 – Total 5.00 5.00 5.00 5.00 –0 –

The organization of the division’s chart of accounts (COA), and by extension position codes, centers around the organization of data submitted annually to the VDOE via the ASRFIN. Within this structure, the only option for including Assistant Superintendent salaries is within the Administration function. The VDOE defines Assistant Superintendent salaries as: Compensation for those who perform high-level executive management functions for a superintendent in the areas of personnel, instruction, and/or administration such as business, transportation, food services, maintenance, operation, facility management/planning, and others. Such an assignment also includes performing the duties of the superintendent in his or her absence as assigned or designated. For this reason, both the Deputy Superintendent and Associate Superintendent are included in the position count and salary total for the Executive Department. However, the duties of the Associate Superintendent were detailed in the Instructional Department, while those of the Deputy Superintendent are contained in the next section. Clerical totals represent the Executive Administrative Assistant to the Superintendent and the Administrative Assistant to Executive Staff. The latter position provides administrative support to not only the Deputy and Associate Superintendent, but also to the Director of Accountability and Assessment and Director of Technology.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 76

Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 650,565 $ 666,381 $ 681,823 $ 671,326 $ (10,497) Benefits 203,031 220,096 219,633 209,248 (10,385) Contract Services 106,424 93,373 99,140 93,500 (5,640) Other Charges 19,351 19,783 24,504 24,762 258 Materials and Supplies 6,746 6,371 14,610 8,460 (6,150) Regional Tuition – – – – – Capital Purchases 49,966 9,584 30,432 – (30,432) Other Uses of Funds – – – – – Total Expenditures $ 1,036,083 $ 1,015,587 $ 1,070,142 $ 1,007,295 $ (62,847) Note: Numbers may not add due to rounding.

Salaries and Benefits Salary increases for the Superintendent are controlled by the contract negotiated with and approved by the School Board. All other salaries use the unified scale and adopted raise methodology. Stipends for building staff members involved in the District Accreditation and Strategic Planning process are also included here. Reductions are associated with changes in personnel and their associated benefit choices. Contract Services Items booked to Contract Services relate to division-wide services rather than items that relate directly to the Superintendent’s or Deputy Superintendent’s offices. The largest of these is the contract for copier services. Several years ago, the division made over 10 million copies each year. With focused education, changes in printing processes, and implementation of student technology, these costs continue to decline. Other Charges Amounts here are split evenly between division-wide expenditures and items directly related to the office of the Superintendent. Division costs are postage and liability insurance while Superintendent costs are VSBA and VASS (Virginia Association of School Superintendents) conference travel and various memberships for the Superintendent. Materials and Supplies Paper for the central office, staff apparel, and office supplies are coded here. Based on IRS regulations, the division has made changes to the manner in which it distributes apparel to staff. Capital Purchases This line item references all copy machines in the division. However, with the adjustment in the use of the Capital Projects Fund, the cost of replacements needed for FY20 have been moved to that fund and are not recorded here.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 77

Office of the Deputy Superintendent The Deputy Superintendent aids the Superintendent in the day-to-day operations of the schools, acting as a designee, compliance officer, risk management, and the monitor of expenditures to ensure good fiscal management for all areas of responsibility. The Office of the Deputy Superintendent oversees the Human Resources, Transportation, and Maintenance Departments. The final area of responsibility is the development of the division calendar. Critical Functions Hearings Officer The Deputy Superintendent, serving as Hearings Officer, conducts student disciplinary hearings, decides appeals on short-term suspensions, and provides assistance and Eric Neff training to school-based administrators. Disciplinary recommendations are then Deputy Superintendent made to the School Board. When warranted, the Hearings Office represents the Division Superintendent at School Board hearings where he makes disciplinary recommendations. Title IX Coordinator The Deputy Superintendent serves as the Title IX coordinator and shall serve as the Compliance Officer for all student complaints of discrimination. Risk Management The Deputy Superintendent serves as the Risk Manager for the school division. Responsibilities include identifying, analyzing, evaluating, and treatment of loss exposures, monitor risk control, and financial resources to mitigate the adverse effects of loss. Facility Management The Maintenance and Transportation Departments maintain and support an environment which promotes student success through safe, clean, and efficient facilities and modes of transportation. Student and staff safety and security is paramount for all aspects of facilities management. Human Resources The Human Resources department function oversees employee recruitment, manages licensure requirements, administers employee benefits and evaluations, and ensures compliance with employment laws. Working closely with the directors and principals to determine potential vacancies, the department selects recruiting fairs and venues and manages the interview and hiring process. Recruitment efforts also focus on maintaining sufficient levels of substitute staff. Retention focuses on providing comprehensive, competitive benefits and compensation, ensuring effective performance evaluation and growth programs, and recognizing the contributions of successful employees. The department administers fair and equitable personnel procedures consistent with the School Board’s mission, and encourages open communication with all stakeholders to promote a positive workplace. Recent Accomplishments During the 2018-19 school year, 54 vacancies were occupied ensuring that over 98% of classroom positions were filled with highly qualified teachers at the start of the year. This success is attributed to new recruitment activities, strategies, and marketing materials including the use of social media and development of a school division app, making it easier for potential candidates to find out more about MPCS.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 78

Focus for FY20 Recruiting efforts aim to fill 100% of classroom positions for the school year. Activities will explore expanded recruitment opportunities including fall job fairs at universities. The Deputy Superintendent and Human Resources Generalist will explore the Society for Human Resource Management certification to continue their professional development and to help the division remain competitive and compliant. The Deputy Superintendent will combine nput from educators, students, and parents to develop a new two-year calendar model that balances time for student instruction, professional development, and family life. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Director 1.00 1.00 1.00 –0 – (1.00) Other Professional 1.00 1.00 –0 – 1.00 1.00 Clerical 1.40 1.40 1.40 1.40 – 0 – Total 3.40 3.40 2.40 2.40 – 0 –

The Deputy Superintendent is included in the position count and salary total for the Executive Department. Positions reflected here are the HR Generalist, Central Office Receptionist, and part-time clerical support for sub hiring and other minor projects. Financials While the Deputy Superintendent provides oversight and direction for several functions, the primary cost of those endeavors is time and office supplies previously included in the Office of the Superintendent. Expenditures presented in the table below relate solely to the Human Resources function. FY17 FY18 FY19 FY19 Variance Actual Actual Budget Budget Salaries $ 214,980 $ 219,771 $ 226,507 $ 184,325 $ (42,183) Benefits 95,272 79,688 81,627 57,859 (23,768) Contract Services 42,513 44,686 44,500 42,000 (2,500) Other Charges 13,488 21,500 23,259 27,800 4,541 Materials and Supplies 3,939 14,452 6,500 4,775 (1,725) Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 370,192 $ 380,097 $ 382,394 $ 316,759 $ (65,635) Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Reductions reflect the modifications in the composition of the Human Resources Department.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 79

Contract Services Efforts by the division to move toward paperless processes by leveraging the document creation and storage ability within Keystone result in a decreased need for printed forms. Other Charges Investment in professional development for the HR Generalist is paramount to the success of the department while the director position remains unfilled. Materials and Supplies Minimal changes in the food and other materials used during division-wide events like Convocation.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 80

Finance Department The Finance Department processes, monitors, reconciles, and projects all aspects of revenues and expenditures for the division. While the department does not oversee day-to-day operations, it does have responsibility for financial oversight of School Nutrition. Critical Functions Budget The MPCS budget is an annual financial plan for implementing the educational mission of the division. The Finance Department leads the budget development process with significant input from all schools and departments. Input is also included from students, parents, and community members. Krista Kelly Financial Accounting and Reporting Executive Director Proper accounting for expenditures is imperative for any organization. As stewards of taxpayer dollars, MPCS must not only ensure all funds are spent efficiently and effectively, but must also provide information to stakeholders in a manner that is accurate and easy to understand. To this end, the department produces several internal and external reports. Each month the department provides several standard financial reports at the regular School Board meetings. Financial information is also provided to the City Council on a quarterly basis as part of the appropriations process. The final local report is the development of the CAFR that details the results of an external audit that takes place at the end of each fiscal year. Each September MPCS and all other divisions in the state complete the Financial Section of the Annual School Report. This report details fiscal year expenditures by function, object, program, and cost center. With the adoption of ESSA, additional reporting will now be required by school building. While this is the most extensive financial reporting required by the state, the department completes others that ensure proper use of funds for special education programs. Federal reimbursements are submitted by the Instructional Department with assistance from the Finance Department. The involvement of Finance is required when information about payroll expenditures are submitted. However, miscellaneous other submissions use data on financials and/or positions. Position Control State and federal reporting require accurate reporting of filled, available, and eliminated positions. Each position must be matched to a standard pay cycle, salary grade, and accounting code. Proper account coding and the strong tie to payroll place this responsibility with the finance department. However, Finance works closely with HR to track position changes so that job announcements and other aspects of recruiting take place in a timely fashion. Payroll Staff are paid via direct deposit on a semi-monthly basis. Payroll payments include annualized contract payments, amounts for additional and/or overtime work for hourly employees, stipends for coaches and extracurricular sponsors, and employee reimbursements. Each payroll also requires calculation and remittance of taxes and employer-sponsored and voluntary benefits. Procurement Although ~80% of MPCS expenditures relate to salaries and benefits, several million dollars are spent annually to purchase materials and services that support the instructional program. For most purchases, the division’s

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 81 procurement guidelines transfer purchasing power to the specific budget holder. However, larger purchases require issuance of an RFP to more thoroughly evaluate options to ensure cost-effective solutions. On a daily basis, budget holders enter requisition requests via the division’s online employee portal. An established series of approvals is used to ensure that sufficient funds are available, purchases serve the needs of the organization, appropriate quotes have been obtained, and that the purchase will be charged to the correct accounts. Accounts Receivable and Payable All revenue received must be entered into the financial system and reconciled with the bank. For payments made by cash or check directly to the school division, the Finance Department must count the currency, process the transaction, and deposit the monies in the bank on a daily basis. Each invoice and claim for payment is processed through the Finance Department. Payments may take the form of a paper check, direct deposit (for payroll), or electronic funds transfer. Checks are processed and distributed weekly, while payroll is processed on the 15th and 30th of each month. Recent Accomplishments MPCS was awarded the ASBO Meritorious Budget Award for the FY19 budget. Winning the award for the first submission was very gratifying. However, the purpose of producing the budget book is to ensure stakeholders may stay informed about the budget decisions. In December 2018, the division produced its first CIP. While effort have long been made to monitor and address capital needs, a comprehensive plan did not exist. This plan meshes nicely with the budget process. Management of facilities, in particular, the scheduling of use of various areas like gyms and the auditorium can be very time consuming. It was easy for miscommunication to result in double booking of certain spaces. The Finance Department led a bid and review process for a scheduling tool and ultimately chose to extend the services utilized by a current vendor. The new process ensures that all parties including transportation and maintenance are informed and have clarity about facility usage and trips. The Finance Department provides critical support to other departments within MPCS. Issuance of an RFP can be a complicated and time-consuming process. The Human Resources department needed to review current voluntary benefit offering and seek new bids to ensure the division offered quality products with reasonable pricing to the staff. This intensive process garnered over a dozen respondents – more than any other RFP to date. Selection of a final vendor will occur in February for implementation during open enrollment. Focus for FY20 There are several areas of importance for FY20 operations of the Finance Department. Bad debt – The School Nutrition Fund is the second fund allowed to accumulate a fund balance. However, it should be noted that the School Nutrition program is legally prohibited from covering bad debt. Although the School Nutrition Coordinator pursues every means on collecting on overspent accounts, the organization has approximately $43,000 in accounts overspent by anywhere from $1 to several hundred dollars. Additional work will be required in this area, or the general fund will be forced to cover this bad debt. Financial reports – Most financial reports are generated by downloading and manipulating data from the financial system. This is due, in part, to the old-fashioned appearance of system reports. More importantly, developing the report layouts in the system is time consuming and tedious. Limited staffing makes this type of process improvement difficult to find time to complete.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 82

Position control – During implementation of the Keystone software, the Finance department did not grasp the full power or complexity of the position control settings. Set-up was based on a simplistic model that does not allow the division to achieve maximum benefits. Reworking of certain codes and supporting tables will greatly improve certain finance and HR processes. Fundraising – The Finance Department and Office of the Superintendent have embarked on the implementation of an online service to streamline fundraising. While the initial stages of this process will occur in FY19, the full power of the platform should be available in FY20. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Director 1.00 1.00 1.00 1.00 –0 – Other Professional 2.00 2.00 2.00 1.00 (1.00) Clerical 1.00 1.00 1.00 2.00 1.00 Total 4.00 4.00 4.00 4.00 –0 –

The promotion of the former Payroll and Benefits Manager to the HR Generalist created a vacancy for the Finance department. The classification of the payroll position was revised to clerical. This occurred after job duties associated with benefits remained with the HR Generalist. Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 280,633 $ 310,805 $ 316,017 $ 309,164 $ (6,854) Benefits 212,346 109,996 89,126 103,340 14,214 Contract Services 59,910 44,936 53,290 42,250 (11,040) Other Charges 2,087 2,599 3,250 4,550 1,300 Materials and Supplies 45,206 60,823 32,658 67,320 4,662 Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds 1,509 3,185 377,104 397,840 20,737 Transfer 911,780 291,242 – – – Total Expenditures $ 1,513,501 $ 823,586 $ 901,445 $ 924,464 $ 23,019 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Changes in personnel and their associated benefit choices address additional changes in these subjects. Contract Services The City’s failure to complete the FY16 and FY17 audits in a timely fashion delayed processing of the payment for those services and the portion associated with Schools. Now that the audits have been completed, the division has returned to budgeting for one year at a time. Although, an increase in annual costs was assumed so that the division may complete a CAFR that relates solely to the financial health of the School operations.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 83

Other Charges Minor increases in travel costs associated with professional development, particularly in the area of payroll and procurement. Materials and Supplies Annual license increases for back-office programs including Keystone, Frontline (formerly Aesop and VeriTime), and Forecast5 are the source of the change in budgeted amounts for this category. Other Uses of Funds Most of the budget contingency not related to salaries and benefits or specific instructional materials are budgeted in Other Uses of Funds. The amount for all contingency items is based on aggregated revenue assumptions. Transfer The amounts in the FY17 and FY18 relate to amounts transferred to the Capital Projects Fund. The entries for FY17 occurred in FY19 after the City adopted a resolution in October 2018 to reclaim all fund balance accumulated by the school division beginning in FY15. The entry for FY18 represents the amount needed to cover the budgeted and appropriated expenditures in the Capital Project Fund since the fund balance had been reclaimed.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 84

Pupil Transportation Department Transportation The Transportation Department’s mission is structured around earning RESPECT for a job well done and meeting the needs of the students and the district. The department strives to provide dependable service that allows students to begin their day on a positive note, ready to give their best toward achieving their academic goals, and end their day with an encouraging word. Transportation sets the stage and takes a leading role in modeling and promoting positive relationships between students, drivers, teachers, and administrators. The team is successful when the respect of the community and customers served is earned and kept. Reliable service for the children in our community Exceeding community expectations Safety first and foremost Patricia Hurley-Ritenour Positive attitude always Director Emergency situations, always prepared Compassion and caring for all, including co-workers Transporting our children in a safe and timely manner. Recent accomplishments Recent accomplishments relate to several Transportation Department initiatives listed below: School Bus Safety Program – Several years ago the Transportation Department introduced a School Bus Safety Program, beginning with our youngest riders through fifth grade. This school bus safety program has had a tremendous impact by helping curb inappropriate behavior on the school buses and promoting positive, safe behavior. The program is named DON’T: Don’t be late and never run after the bus; On the sidewalk away from the road; Never go into the danger zones; Tell the driver if you drop something. In addition to interactive workshops with students, this program includes signs on the buses and a coloring contest incentive. Recruitment & New Driver Training – Finding applicants that are capable and have the desire to be school bus drivers can be a huge task. School bus driver shortages have become a national issue. The Transportation Department works hard to appeal to parents and grandparents who live in Manassas Park. The department’s training team goes above and beyond state and national requirements to keep MPCS drivers certified and apprised of licensure changes. This year, MPCS developed a generic trifold brochure advertising the School Bus Driver position. With the support of teachers and administration, this pamphlet will be distributed during concerts, games, back-to-school nights and other school-related events. CPR/First Aid Training – In an effort to reduce costs and increase in-house knowledge, three staff members became certified Red Cross instructors last year and brought training in-house to meet the needs of both transportation and teaching staff. Beyond basic first aid required by the state, select staff have been trained in specific Special Needs areas including MANDT certification which teaches appropriate restraint techniques. Also, staff has been trained how to respond to feeding tube issues and how to physically assist students suffering from progressive conditions. Additional Training – While the City of Manassas Park is a mere 2.5 square miles, its school-age students number approximately 3,700. With many families living two or three to a house, and several new high-rise apartments, the population has become very dense. In some cases, more than one school bus is needed to pick up all students at a single stop. This increases the risk for accident and injury exponentially. In addition, Manassas Park has become a thoroughfare for drivers from nearby cities to reach destinations such as I-66, I-95,

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 85 the Prince William County Parkway, or the VRE. Traffic is a constant and sometimes when it blocks the intersection of Manassas Drive and Route 28, certain routes must be altered when drivers cannot get to bus stops because of the congestion. Continuous training for all, including veteran drivers, to safely manage roadway congestion and keep the community safe is paramount to the department. Focus for FY20 New School Buses – Ongoing budget constraints challenge all departments. The Transportation Department operates under a 12- to 15-year school bus life span, but ultimately safety dictates replacement timing. New safety requirements, like those for seat belts, increase manufacturing costs for standard school buses, and those costs are passed on to the buyer. In addition, new environmental mandates not only add to the initial cost, but also add to the ongoing cost of fuel and maintenance. These ever-changing regulations imposed through state and federal standards add up to additional purchase, fuel, and maintenance costs. New Trainers – The department plans to add two new trainers to our team for the 2019-2020 school year. One addition fills an existing vacancy and the other adds capacity to keep the department compliant. Child Safety Restraint System – Child safety restraints in use for our preschoolers and ECSE students require updating due to manufacturer’s expiration dates. CPR /First Aid – CPR/First Aid training helps staff care for students in case of emergency and is an important part of the Transportation Department’s mission. The department’s trainers will continue the expansion of sessions for other MPCS staff, specifically teachers who require this training for initial and subsequent certification. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Director 1.00 1.0 1.00 1.00 – 0 – Clerical 1.00 1.0 1.00 1.00 – 0 – Maintenance 0.53 0.53 0.53 0.53 – 0 – Bus Driver 30.00 29.00 29.00 32.00 3.00 Van Driver 3.00 4.00 4.00 5.00 1.00 Bus Aide 7.00 7.00 7.00 9.00 2.00 Crossing Guard – 0 – 2.00 2.00 2.00 – 0 – Total 42.53 44.53 44.53 50.53 6.00

Until FY20, the position classification limited operational positions to Bus Drivers, Bus Aides, and Crossing Guards although the division did utilize Van Drivers. During the annual review of the salary structure it was determined that Van Drivers should occupy a different grade than Bus Aides because of the increased responsibility associated with those positions. The data has been disaggregated to present the correct totals by position back through FY17. An increase of six positions is shown in the table above. However, it should be noted that the increase in three of these positions actually occurred during FY19 with the filling of positions that had previously been vacant.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 86

Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 1,279,967 $ 1,343,572 $ 1,350,869 $ 1,452,405 $ 101,535 Benefits 445,260 374,607 384,192 400,032 15,840 Contract Services 112,896 87,462 135,745 139,365 3,620 Other Charges 23,631 25,076 27,260 343,525 7,265 Materials and Supplies 93,822 99,490 180,212 196,939 16,727 Regional Tuition – – – – – Capital Purchases – 414,978 – – – Other Uses of Funds – – 140,527 – (140,527) Total Expenditures $ 1,955,576 $ 2,345,185 $ 2,218,805 $ 2,223,266 $ 4,461 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. The large increase in positions accounts for a significant portion of the increase in salaries and benefits. Contract Services Changes are a result of changes in assumptions related to medical exams and drug testing for transportation staff and third-party bus maintenance. Other Charges Presumed increases in insurance costs. These will be adjusted once the renewal policy is received. Materials and Supplies Increases result from anticipated increases in fuel costs. Other Uses of Funds During the recession, the division moved to a lease purchase process for purchasing buses. The last of these payments occurred during FY19 and are not budgeted in FY20. The revision in funding process for capital projects with the reclaiming of fund balance by the City resulted in the recordation of the FY19 payments here rather than in the Capital Projects Fund.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 87

Maintenance Department Partnered with ABM, Maintenance and Facilities provides and maintains a safe, orderly, and respectful learning environment that will contribute to student and staff achievements. ABM is tasked with cost-effective building and/or equipment maintenance. The Maintenance Department conducts routine preventive and corrective building and grounds maintenance services, ensures facility infrastructure repair and replacement, and promotes energy conservation and air quality in the design and operation of all MPCS facilities. The Maintenance Department utilizes the SchoolDude Work Order System to provide timely and efficient maintenance for all MPCS buildings and grounds. Paul Simpson Director Along with preventative maintenance and repair of major systems to ensure division facilities are mechanically sound, the Maintenance Director takes pride in ensuring they are also aesthetically pleasing. From managing grounds maintenance contracts to staying on top of interior painting needs, no project is too large or too small for the maintenance staff. Recent Accomplishments Roofing issues and major leaks presented significant challenges for the Maintenance Department in FY19. After receiving word that the CES roof could no longer be patched, the Director of Maintenance partnered with Finance to issue an emergency RFP. Falling temperatures and concerns for the safety of students during construction added an extra layer of complexity. Mechanical equipment failure caused extensive flooding at CES during the Christmas holiday. Clean up included extraction of the water and drying to prevent mold. However, the damage also required the replacement of ceiling tiles and drywall. All of which was completed before teachers and students returned in the new year. Replacement of the fire panel at the High School was a large and involved projected that stretched across the end of FY18 and into FY19. An outdated DOS-based system was upgraded to a state-of-the-art device. Although the process took much longer than planned, the end result prevented eminent system failure and provides for remote monitoring. Focus for FY20 Mechanical Systems – Replacement of classroom console air conditioning units is a priority for the Maintenance Department in FY20. Some must be replaced immediately due to failure, but the EPA mandates the discontinuance of R-22 refrigerant which demands that the Maintenance Department replace any remaining R- 22 units even if they are currently working. Development of a solution will require careful consideration and ingenuity due to the complexity of modifications that will be involved to attach new units to old construction. Facilities – Several components of MPCS facilities require repair or replacement. The gym floor at the middle school cannot be replaced when classes are in session due to the time requirements of installation. The division recently replaced the roof at CES and must carefully monitor the roofs at both the middle and high schools as these have reached end of life and will need replacement soon.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 88

Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 107,985 $ 110,751 $ 112,317 $ 114,688 $ 2,371 Benefits 27,124 29,584 29,366 30,013 647 Contract Services 1,481,414 1,593,844 1,560,656 1,587,632 26,976 Other Charges 872,384 996,761 1,029,710 1,140,900 111,190 Materials and Supplies 158,228 189,471 273,275 327,100 53,825 Regional Tuition – – – – – Capital Purchases 131,483 246,643 – – – Other Uses of Funds – – – – – Total Expenditures $ 2,778,61 $ 3,167,055 $ 3,005,324 $ 3,200,333 $ 195,009 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Contract Services Failure to keep up with repair and replacement schedules for mechanical and building systems results in increased costs of repairs. The rising trend in these charges is reflected here. Other Charges Trends in charges for utilities are reflected in the changes in this sub object. Materials and Supplies The budget assumes the maximum amounts for all revenue streams. One of these is the potential state security grant. Expenditures associated with the receipt of that grant are included here and are responsible for the increase in cost. Should the division not receive the grant, the security enhancements will not be implemented.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 89

Information Technology Department The Information Technology (IT) Department provides support for hardware and software resources required by students and staff. MPCS has been committed to investing in the creation and maintenance of a technology standard that meets the demands of today’s teaching and learning. MPCS uses a life‐cycle approach to continuously enhance and maintain our top-rated network and best‐of‐breed software. Providing an environment that is secure and reliable within the departmental budget is critical. By effectively leveraging on- premise and cloud‐based resources, MPCS creates the environment necessary to provide an individualized and customized approach to our teaching and learning experience. The department strives to provide seamless integration of technology resources that are strengthened by a strong support program. Matt McCormack Director Critical Functions Division Infrastructure The MPCS network consists of a single data center at each campus and a small data center housed at the Central Office. The six buildings are connected via a 10GB link Inet provided by Comcast. The centralized wireless system provides wireless access to all buildings and the athletic stadium. The IT department is responsible for supporting all student and staff devices, network systems, and infrastructure. Along with data infrastructure and delivery, IT oversees the systems for all voice, video, clocks, bells, surveillance, and secure entry. MPCS Connects! Within the last five years the IT Department has supported the division‐wide 1:1 initiative, MPCS Connects!, where all students are issued a school device. The IT Department is poised to complete the rollout where all students in kindergarten through 12th grade will be assigned a device during the 2019-20 school year. All efforts for this program are aligned with an attainable replacement-cycle program. The IT department continues to run the student-staffed Help Desk and add more technology. Recent Accomplishments The transition to the 1:1 program allowed MPCS to adopt modified SOL testing structures. Historically testing was subject based and organized in a manner that was very disruptive to instruction. The current testing strategy allows students to take any test anywhere at any time decreasing testing from 10-14 days to 4-5 days and allowing for more instruction time and less disruptions in school schedules. The implementation of classroom management software has helped the teachers monitor and interact with separate smaller groups for more individualized learning. The software also helps teachers manage a safe online environment while reinforcing good digital citizenship. Focus for FY20 The IT department in conjunction with teachers and admin continuously explore the best way to maximize IT resources and reduce cost. Implementation of a pilot program of lower cost, high-quality student devices is planned at the middle school. Cost of bandwidth for Internet access decreased, enabling MPCS to provide higher speeds at a lower cost and stay within the current VDOE suggested Internet access ratio. Continued upgrade cycle for the MPCS network is planned. This will occur by migrating the wireless infrastructure to the latest technology standard.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 90

The IT department continues providing data speeds needed to support 1:1 with the ongoing upgrades to the network infrastructure, increasing its server and storage connections to 10GB. Along with the internal speed upgrades, the Internet bandwidth will be increased from 500MB to 2GB keeping up with state recommended bandwidth to student ratios. The IT department will continue to run a student-staffed Help Desk. More technology instruction and training for students will be added with an expansion of the Help Desk model to the elementary campus. Positions FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Director 1.00 1.00 1.00 1.00 – 0 – Other Professional 1.00 1.00 1.00 1.00 – 0 – Computer Tech CES 0.00 0.00 0.00 0.00 – 0 – MPES 1.00 1.00 1.00 1.00 – 0 – MPMS 0.00 1.00 1.00 1.00 – 0 – MPHS 2.00 2.00 2.00 2.00 – 0 – Specialist CES 0.00 1.00 1.00 1.00 – 0 – MPES 1.00 1.00 1.00 1.00 – 0 – MPMS 1.00 1.00 1.00 1.00 – 0 – MPHS 1.00 1.00 1.00 1.00 – 0 – Total 8.00 10.00 10.00 10.00 0.00

While the ITS and ITRT serve the division, assignments are made by campus. To better delineate items in preparation for ESSA, each person has been assigned, from an accounting perspective, to a building. Financials FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Salaries $ 627,163 $ 752,939 $ 764,269 $ 778,720 $ 14,451 Benefits 202,956 258,707 270,968 278,583 7,615 Contract Services 19,945 44,266 102,220 113,761 11,541 Other Charges 66,048 70,021 75,424 72,518 (2,906) Materials and Supplies 295,290 223,082 328,943 314,040 (14,903) Regional Tuition – – – – – Capital Purchases – – – – – Other Uses of Funds – – – – – Total Expenditures $ 1,211,401 $ 1,349,014 $ 1,541,824 $ 1,557,622 $ 15,798 Note: Numbers may not add due to rounding.

Salaries and Benefits Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 91

Contract Services Upgrades in the audio-visual system in the gym at MPES along with contingency for other IT service needs make- up the change in this category. Other Charges Minor adjustments for Internet services and conference travel. Materials and Supplies Movement of costs from the General Fund to Capital Projects Fund account for the changes in material costs.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 92

Medical Trust Fund Statement of Revenues and Expenditures FY2016 FY2017 FY18 FY2019 FY2019 Actual Actual Actual Adopted Adopted REVENUES Total Revenue $ – $ – $ 429 $ – $ 1,000 EXPENDITURES Salaries $ – $ – $ – $ – $ – Benefits 32,312 47,520 39,698 34,478 30,681 Total Expenditures $ 32,312 $ 47,520 $ 39,698 $ 34,478 $ 30,681 Revenues Over(Under) Expenditures $ (32,312) $ (47,520) $ (39,698) $ (34,478) $ (30,681) OTHER FINANCING SOURCES(USES) Transfers In(Out) $ – 250,000 $ – $ – $ – Capital Lease Proceeds – – – – Total Other Financing $ – $ – $ – $ – $ – Increase(Decrease) in Fund Balance $ (32,312) $ 202,480 $ (39,698) $ (34,478) $ (30,681) FUND BALANCE Beginning Balance $ 111,248 $ 78,936 $ 281,416 $ 236,188 $ 206,477 Ending Balance $ 78,936 $ 281,416 $ 242,147 $ 201,710 $ 176,796 Note: Numbers may not add due to rounding.

Revenues The Medical Trust Fund receives no revenues but uses fund balance to cover expenditures. Amounts that may be transferred from the Operating Fund are recorded as credits to expenditures and are visible in the table above as Other Operating Costs. Expenditures Payments made from the Medical Trust Fund cover sick leave conversion payments or subsidies for medical premiums. Sick Leave Conversion At one time, retirees could convert unused sick leave into a subsidy payment. MPCS discontinued this benefit several years ago but continues payment on its obligation to retirees that are still living and remain on the division health care plan. Payments are calculated based on years of service, medical plan premium, and VRS Retiree Health Care Credit. Quarterly payments are made directly to the retiree. The sum of these payments could exceed the value of the converted sick leave. Medical Premium Subsidy Until July 1, 2016, retirees were eligible for a subsidy of their medical premium up to $250 per month depending on years of service with the division. The subsidy was used to reduce the amount owed to the division for the retiree’s health care premium if the amount was not covered by the retiree’s Retiree Health Care Credit from

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 93

VRS. These subsidies are paid directly to the insurance provider, not to the employee, and account for 90% of the expenditures from this fund. Fund Balances The Medical Trust is one of two funds with accumulated balances that the City cannot reclaim. A transfer was made at the end of fiscal year 2017 to shore up the balance available for these retiree payments. While some interest is earned on the balance, it is not enough to sustain the fund. Additional transfers will be needed in the future until the last retiree achieves Medicaid eligibility in September of 2028.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 94

Capital Projects Fund During FY18 the Finance Director, with significant support from other Directors and administrators began the development of an official CIP. Input on the contents of the plan and layout of the ultimate plan document was solicited and voted on by the School Board. Significant work occurred to assemble a comprehensive list of projects organized in three overarching units: Facilities, Technology, and Transportation. In the spring of 2018, the City management approached MPCS administration with a proposal for shared services related to building maintenance and repair. In addition, the City proposed the two organizations work together to develop a joint CIP program. This halted further development of the School’s official CIP document until a determination could be made about the development of a joint program. The financial statement below details the revenues and expenditures for CIP items deemed critical to the School’s mission. Statement of Revenues and Expenditures FY2016 FY2017 FY2018 FY2019 FY2020 Actual Actual Actual Adopted Proposed REVENUES Local $ 32 $ 5 $ 687 $ – $ – City Transfer 855,260 (303,973) 142,635 – 785,800 State 280,066 288,000 290,040 154,000 154,000 Federal – – – – – Total Revenue $ 1,135,358 $ (15,969) $ 433,362 $ 154,000 $ 939,800 EXPENDITURES Salaries $ – $ – $ – $ – $ – Benefits – – – – – Contract Services – – 7,604 – 500 Other Charges – – – – – Materials and Supplies 689,706 457,376 379,751 184,800 392,200 Regional Tuition – – – – – Capital Purchases 530,248 197,480 196,723 185,000 547,100 Other Uses of Funds 294,609 240,955 140,527 – – Total Expenditures $ 1,514,562 $ 895,811 $ 724,604 $ 369,800 $ 939,800 Revenues Over(Under) Expenditures $ (379,204) $ (911,780) $ (291,242) $ (215,800) $ – OTHER FINANCING SOURCES(USES) Transfers In(Out) $ 379,204 $ 911,780 $ 291,242 $ – Capital Lease Proceeds – – – – Total Other Financing $ 379,204 $ 911,780 $ 291,242 $ – $ – Increase(Decrease) in Fund Balance $ – $ – $ – $ (215,800) $ – FUND BALANCE Beginning Balance $ – $ – $ – $ 1,789,659 $ – Ending Balance $ – $ – $ – $ 1,573,859 $ – Note: Numbers may not add due to rounding.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 95

Revenues Incentive programs provide funding above SOQ funding for specific needs provided that the school division certifies it meets the specific requirements for each of the programs. The Superintendent must provide certifications to VDOE each year to receive these funds. The Technology-VPSA grant continues in FY19. However, the four-year e-Backpack program grant that the division received in FY15 through FY18 ends reducing the overall revenue received from the Commonwealth. Although the City was able to provide support for student transportation purchases during the last two fiscal years, the City has eliminated most or all capital expenditures in FY19. Expenditures Materials and Supplies expenditures in this fund relate to student computing devices consistent with the requirements of the VPSA Technology funding. A complete listing of projects can be found in the FY20-24 School Board Adopted CIP. Fund Balances Several years ago, the school division used cost-savings strategies to build a “rainy day” balance. The Capital Projects Fund became the repository for this balance. In general, expenditures from the fund meet the definition of a capital purchase (items costing more than $5,000 with a life greater than one year), provide payment for capital lease purchases, or support the MPCS Connects! digital initiative. As indicated, the City Resolution reclaimed all accumulated School fund balance between FY15 and FY17. While a total of over $1,200,000 was ultimately returned to the city, the FY17 amount was just over $300,000. This action occurred after the School Board adopted their FY19 budget where it was assumed that just over $1,000,000 would be available to support capital projects. As would be expected, the change in funding strategy required a change in budget strategy. Capital Projects are now assumed to be funded with a pay-as-you-go-method. Without the availability of accumulated fund balance, the division is forced to use funds that might otherwise have been directed to general operations.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 96

School Nutrition Fund The School Nutrition Fund accounts for all activities related to the School Nutrition program provided during the school year and for the Summer Feeding Program. MPCS does not outsource school nutrition operations. Staffing levels associated with the FY20 Budget by building is provided in this section along with revenue and expenditure data. The mission of the School Nutrition Department is to operate a year-round child nutrition program; provide a variety of healthy food choices to ensure students’ readiness to learn; educate stakeholders regarding proper nutrition necessary for a healthy lifestyle and wellness; provide meals to community programs; and operate within established government regulations while remaining financially self-supporting. Greg Taylor The ~$2 million School Nutrition Department is financially self-supporting. The Coordinator overarching goal of School Nutrition Department is to support students’ health, wellness, and readiness to learn while embracing the school system and its stakeholders. School Nutrition Department offers a variety of healthy food choices, strives to exceed established government regulations, and proudly serves approximately 1,111 breakfasts and 3,438 lunches daily. Revenues Federal revenues through the 100.00% National School Lunch Program (NSLP) constitute 90.00% most of the funds received by the School Nutrition Fund. 80.00% The NSLP is a federally 70.00% 13 assisted meal program 14 operating in public and 60.00% 15 nonprofit private schools and 50.00% residential child care 16 institutions. It provides 40.00% 17 nutritionally balanced, low- 30.00% 18 cost or free lunches to 19 children each school day. The 20.00% program was established 10.00% under the National School Lunch Act, signed by 0.00% President Harry Truman in CES MPES MPMS MPHS MPCS 1946. Figure 11 - Free and Reduced Meal Eligibility Percentages As the percentage of students eligible for free- or reduced- priced meals increases so does the federal revenue received. This is also a function of rising lunch prices. Reimbursement pricing is set by federal authorities and school divisions must ensure that local meal prices keep pace, so the federal program does not subsidize students who are not eligible to receive free- or reduced-priced meals.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 97

MPCS works hard to inform families of the opportunity to participate in the program. Free and Reduced Meal information is available under the Food Service Department on the division website. Local revenues result from full-priced meals and any ala carte items purchased by students and staff and account for approximately a quarter of the total revenue collected. Reductions predicted in local revenue are indicative of rising FRME percentages. Commonwealth revenues comprise less than 5% of the total revenue and are generated through two sources. The first source is the state match for the Federal NSLP. The second is the School Breakfast Incentive that provides funding to any school division that increases student breakfast participation in the prior school year as compared to the base year (2003-04). Expenditures Adjustments to salaries and benefits compared to the FY19 budget represent changes based on actual FY19 salaries compared to those budgeted along with assumed raises and benefit changes for FY20. Retirements or resignations during FY18 have reduced overall salary projections even though a pay raise was included for all returning staff. Although the division contracts for building maintenance services, the contract does not cover kitchen equipment. The specialized nature of this equipment requires preventative maintenance and repair conducted by vendors with specific expertise. Less than $1,000 is budgeted in Other Charges for conference travel and dues. The remainder represents postage expense required to notify families about participation in the NSLP and efforts to collect on past due accounts. The division’s meal charge regulation (EF-R) allows students without sufficient funds on their meal account to charge meal purchases. Significant effort is sometimes required to collect funds. Unlike with a private organization or local government, any amounts classified as bad debt cannot be written off but must be covered by donations or School Operating Funds. Ninety percent of the materials and supplies purchases are food purchases. The next major expenditure category is cleaning supplies. Cooking supplies, equipment repair, and office supplies are also included in this object code. During FY19 the focus was on the replacement of any broken equipment. Work began in the summer to replace three garbage disposals, two ovens, and one steamer. Larger projects focused on replacing aging walk-in refrigerators or freezers in FY20. These projects are feasible currently because of the fund balance that the School Nutrition Fund has been able to accumulate over the last few years. Positions –School Nutrition Fund FY17 FY18 FY19 FY20 Variance Actual Actual Budget Budget Coordinator 1.00 1.00 1.00 1.00 – 0 – Team Member CES 8.00 8.00 9.00 9.00 – 0 – MPES 8.00 8.00 7.00 7.00 – 0 – MPMS 7.00 7.00 7.00 7.00 – 0 – MPHS 8.00 8.00 8.00 8.00 – 0 – Total 32.00 32.00 32.00 32.00 – 0 –

The Food Services Coordinator holds ultimate responsibility for operation of the School Nutrition programs. This includes ensuring that all staff has appropriate training in food handling and preparation along with Safe

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 98

Schools® training required for all school personnel. Additional responsibilities include menu planning that aligns with federal requirements without which the division cannot apply for federal reimbursement, and periodic federal and state reviews and audits. Each cafeteria has one Manager and one Assistant Manager who supervise the specific operations of the cafeteria and prepare and receive orders for food and other supplies. While the Manager is responsible for food services operations and reports to the Food Services Coordinator, they must maintain a positive relationship with building administration. Frequent communication is required between these groups to facilitate collection of past-due accounts. A shift in staffing is occurred in FY19 to improve the efficiency of meal services at Cougar Elementary. While all schools utilize an electronic payment system, mini-Cougars take longer than other students to learn the payment process and memorize their PIN numbers. Statement of Revenues and Expenditures FY2016 FY2017 FY2018 FY2019 FY2020 Actual Actual Actual Adopted Adopted REVENUES Local $ 491,130 $ 502,778 $ 444,884 $ 510,600 $ 484,000 City Transfer – – – – – State 39,392 53,502 58,543 56,991 60,419 Federal 1,449,403 1,616,280 1,438,425 1,500,000 1,529,000 Total Revenue $ 1,979,925 $ 2,172,560 $ 1,941,759 $ 2,067,591 $ 2,073,419 EXPENDITURES Salaries $ 663,118 $ 653,419 $ 694,097 $ 680,744 $ 691,803 Benefits 301,820 287,768 307,456 294,929 306,061 Contract Services 8,009 6,480 13,073 5,800 7,680 Other Charges 1,827 967 1,682 2,729 3,729 Materials and Supplies 961,446 1,031,882 876,308 1,012,700 898,000 Regional Tuition – – – – – Capital Purchases 5,351 6,848 – 10,000 80,000 Other Uses of Funds – – – – – Total Expenditures $ 1,941,572 $ 1,987,364 $ 1,892,616 $ 2,006,902 1,987,273 Revenues Over(Under) Expenditures $ 38,354 $ 185,196 $ 49,143 $ 60,689 $ 86,146 OTHER FINANCING SOURCES(USES) Transfers In(Out) $ – $ – $ – $ – $ – Capital Lease Proceeds – – – – – Total Other Financing $ – $ – $ – $ – $ – Increase(Decrease) in Fund Balance $ 38,354 $ 185,196 $ 49,143 $ 60,689 $ 86,146 FUND BALANCE Beginning Balance $ 121,458 $ 159,811 $ 345,008 $ 345,008 $ 350,271 Ending Balance $ 159,811 $ 345,008 $ 394,151 $ 405,697 $ 436,417 Note: Numbers may not add due to rounding.

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Fund Balances Apart from FY18, the average increase to fund balance is approximately $50,000 per year. The VDOE establishes both a maximum and minimum balance that each School Nutrition Department organizations should maintain. The range ensures that the organization has sufficient funds to cover cash flow without amassing excessive profits. The MPCS School Nutrition Department succeeds in providing quality services efficiently. There are no plans to change this model and a stable fund balance is expected. Major Shifts Although the School Nutrition Fund can accumulate a fund balance, it is legally prohibited from covering bad debt. Although the School Nutrition Coordinator pursues every means on collecting on overspent accounts, the organization has approximately $43,000 in accounts overspent by anywhere from $1 to several hundred dollars. Additional work will be required in this area or the general fund will be forced to cover this bad debt.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 100

Debt Service In Virginia, school boards do not have taxing authority and are fiscally dependent on the local government. The Virginia Constitution does not limit the amount of general obligation debt a locality may issue but does require that voter referendum approve such issuances. During the first decade of the 2000’s, the City incurred significant debt to finance the construction of multiple City facilities. These facilities included three City buildings (police station, fire station, community center) and three schools (MPHS, MPMS, MPES). Since FY13, all payments were recorded in a combined debt service fund managed by the City. The recession was particularly hard on Manassas Park since the tax base is primarily residential. On average, 60- 70% of the City’s General Fund revenue comes from general property taxes. Precipitous drops in real estate values created in a decline in assessed property values of approximately 40% between 2008 and 2010. As a result, property tax revenues decreased by at least $3 million in that three-year period. Over the last ten years the City has refinanced portions of the debt to reduce the immediate debt obligation until economic recovery could take place and produce increased revenues. This action resulted in a payment spike for FY18 with the maximum payment obligation occurring in FY19 as illustrated in the graph. Although the total principal and interest payments decrease slightly in FY20, the total General Fund debt obligation for City and School facilities remains near $10.5 million through FY22.

Total Principal Interest

$12 Millions $10

$8

$6

$4

$2

$- FY16 FY17 FY18 FY 19 FY 20 FY 21 FY 22 FY 23 FY 24 FY 25 FY 26 FY 27 FY 28 FY 29 FY 30 FY 31 FY 32 FY 33 FY 34 FY 35 FY 36

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 101

A breakdown of the debt related to City and School facilities is provided in the table below. Fiscal Year City Schools Combined FY16 $ 830,579 $ 5,550,758 $ 6,381,337 FY17 $ 1,283,478 $ 5,696,126 $ 6,979,604 FY18 $ 2,654,647 $ 7,367,723 $ 10,022,370 FY19 $ 3,495,724 $ 7,250,265 $ 10,745,989 FY20 $ 3,493,937 $ 6,988,577 $ 10,482,513 FY21 $ 3,492,247 $ 6,955,232 $ 10,447,478 FY22 $ 3,497,308 $ 6,948,250 $ 10,445,559 FY23 $ 3,328,325 $ 4,869,333 $ 8,197,658 FY24 $ 3,329,176 $ 4,859,400 $ 8,188,576 FY25 $ 3,329,140 $ 4,850,806 $ 8,179,946 FY26 $ 3,320,405 $ 4,833,641 $ 8,154,046 FY27 $ 3,336,517 $ 4,477,523 $ 7,814,040 FY28 $ 3,324,530 $ 4,483,747 $ 7,808,277 FY29 $ 3,322,554 $ 4,473,034 $ 7,795,589 FY30 $ 3,318,112 $ 4,487,079 $ 7,805,191 FY31 $ 3,326,093 $ 3,817,777 $ 7,143,870 FY32 $ 1,461,486 $ 2,671,193 $ 4,132,679 FY33 $ 1,465,655 $ 2,666,405 $ 4,132,060 FY34 $ 82,039 $ 2,370,785 $ 2,452,824 FY35 $ 82,812 $ 425,184 $ 507,996 FY36 $ 82,496 $ 426,061 $ 508,556 Grand Total $ 51,857,260 $ 96,468,898 $ 148,326,158

In conjunction with the City’s FY19 Budget, the City Manager presented a bold plan to put City finances back on track. While economic development is a central focus, the plan also recognizes the need for austerity and careful consideration of planned expenditures during this period of maximum debt service. The plan acknowledges that the current debt level exceeds the established limits put in place by most other localities in Northern Virginia. As a result, the following targets have been set for ensuring the financial health of Manassas Park. Measurement FY19 Target Budget Debt as Percentage of Assessed 9% 3% Value Debt Service as a Percentage of 25% 10% General Fund Expenditures ceiling

Unfortunately, the City’s prior actions and inability to maintain fund balance have placed the City outside the covenants of the debt issuance. It is still uncertain what action the lenders will take, but the State is attempting to determine if the City should be classified as a jurisdiction in distress.

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SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 103 Informational Section

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Enrollment Enrollment estimates drive so many aspects of the budget process including: • Determining the expected state funding • Calculating staffing levels by building and grade • Estimating needs for consumable materials, manipulatives, textbooks, and technology resources For these reasons, accurate estimates of enrollment for the upcoming school year are critical. The division must also anticipate critical enrollment thresholds that would require construction of additional facilities. Projection Methodology Enrollment fluctuations in MPCS mirror the population changes seen in the City. However, the administration struggles to predict how enrollment will change over time. To estimate future enrollment, MPCS used two sets of statistics: 1. Live births in Manassas Park City (for kindergarten projections only) 2. Multi-year history of enrollment change (i.e., cohort transition rate) 3. Anticipated student yield from “future” housing units. Live Births MPCS utilizes the 5Sight platform from Forecast5, a provider of advanced analytics software. Forecast5 has developed relationships with various Virginia agencies including the Department of Health and VDOE. These agencies provide Forecast5 with a direct portal to publicly available data, which MPCS then uses to analyze trends and make projections. One such analytic is the Live Births Chart which is intended to assist the division in predicting kindergarten enrollment based on birth data from five years earlier. However, there appears to be no correlation between live births and kindergarten enrollment Cohort Transition Ratio MPCS uses the cohort transition ratio method to project enrollment. This method captures the enrollment patterns of a cohort of students as they transition from grade to grade. It is calculated by dividing the number of students in a particular cohort (i.e., grade) by the number of students from the previous cohort in the previous school year. A cohort transition ratio greater than one means there are more students entering school than were enrolled in the previous grade. A cohort transition ratio less than one means there are less students returning to school than in the previous grade. Analysis of enrollment data indicates that the division has close to a 100% cohort survival rate. Based on this assumption. Any change in enrollment for the division will be equal to the difference between the size of the out-going senior class and the incoming kindergarten class. Analysis of the change in the year-over-year kindergarten enrollment revealed an interesting three-year pattern that began in FY11. That year the enrollment spiked. The following two years, the enrollment declined – significantly at first when compared the initial spike and then minimally the third year. FY19 would be the third series of this three-year pattern. For that reason, the division opted to reduce the enrollment projection to 240. How this change will affect ADM estimates is uncertain due to the changes in the Special Education Regional Program. Students assigned as part of this program are excluded from the ADM count. As more of the students previously associated with the program are removed, they will produce a positive change in the ADM. For this reason, the division has not altered the original ADM projection of 3,482 generated with a kindergarten class size of 250.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 106

Enrollment History School Year Students Change % Change Actual enrollment figures are reported to 2005-06 2,321 (37) –1.6% VDOE annually based on general enrollment 2006-07 2,473 152 6.5% as of September 30 and for special education 2007-08 2,471 (2) –0.1% as of December 1. Final record collection of 2008-09 2,424 (47) –1.9% ADM, the basis for a majority of state funding 2009-10 2,664 240 9.9% occurs on March 31. MPCS uses the trend in 2010-11 2,902 238 8.9% the September 30 count as the starting point 2011-12 2,973 71 2.4% for enrollment forecasts. The table provides 2012-13 3,069 96 3.2% a snapshot of the division-wide enrollment 2013-14 3,164 95 3.1% history excluding Pre-K students. 2014-15 3,311 147 4.6% 2015-16 3,393 82 2.5% 2016-17 3,501 108 3.2% Enrollment Forecast 2017-18 3,628 127 3.6% The five-year enrollment forecast included in 2018-19 3,599 (29) –0.8% the table below applies all methods and data 2019-20 3,538 (61) –1.4% outlined above to estimate progressive enrollments. Based on the analysis, the MPCS predicted that enrollment would plateau over the next few years unless a new factor – larger families, decrease in families with school aged children, etc. – developed to create an upward or downward shift. The downward movement has begun and is expected to continue for a few years before class sizes normalize once again. FY23 FY15 FY16 FY17 FY18 FY19 FY20 FY21 FY22 Location Grade Actual Actual Actual Actual Actual Projected Projected Projected Projected Pre-K HS 36 36 38 38 36 36 36 36 36 Pre-K VPI 36 36 36 36 72 72 72 72 72 Pre-K ECSE 13 14 14 21 21 20 20 20 20 CES KG 289 257 252 267 246 240 240 240 240 CES 1 262 298 253 265 261 246 240 240 240 CES 2 278 254 318 262 271 261 246 240 240 MPES 3 288 278 267 306 248 271 261 246 240 MPES 4 244 282 279 276 309 248 271 261 246 MPES 5 278 252 280 289 274 309 248 271 261 MPMS 6 225 279 258 279 286 274 309 248 271 MPMS 7 265 230 274 265 285 286 274 309 248 MPMS 8 268 271 230 286 263 285 286 274 309 MPHS 9 316 345 337 319 311 263 285 286 274 MPHS 10 209 244 323 283 287 311 263 285 286 MPHS 11 215 216 238 262 257 287 311 263 285 MPHS 12 174 187 192 269 301 257 287 311 263

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Student Demographics During the 2017-2018 school- 70.0% year, less than one percent of MPCS students identified 60.0% 2011 themselves as American Indian or Pacific Islander; 9.7 50.0% 2012 percent identified as African 2013 40.0% American; 5.9 percent 2014 identified as Asian; 16.9 30.0% 2015 percent identified as Caucasian; 61.9 percent 2016 20.0% identified as Hispanic; and 5.3 2017 percent identified as two or 10.0% 2018 more races. The most pronounced 0.0% Asian Black Hispanic Two or More White changes in the last eight years have occurred in the Hispanic Figure 12 - Student Demographics and Caucasian classifications. The former increasing by +17% and the later decreasing by an only slightly lesser 14%. English Learners MPCS students come from 49 4,000 100.0% countries and speak 40 languages. 90.0% According to self-reported data for 3,500 the 2017-18 school-year, 65 percent 80.0% of students speak a language other 3,000 than English at home. The top 70.0% 2,500 language spoken other than English is 60.0% Spanish. 2,000 50.0% The chart to the left illustrates the 40.0% increasing enrollment at MPCS since 1,500 2011. Even if the percentage of EL 30.0% students had remained constant, an 1,000 increase in students requiring services 20.0% 500 would have resulted from the 10.0% growing student body. Instead, the percentage of EL students also 0 0.0% 2011 2012 2013 2014 2015 2016 2017 2018 2019 increased During the 2018-19 school- year, 1,820 students were identified ELL/LEP as EL students requiring services. That is an 86.5% increase since 2011. Figure 13 - ELL/LEP Enrollment

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 108

Free and Reduced Meal Eligibility The Virginia School Breakfast and Lunch Programs are Federally assisted meal programs that provide nutritionally balanced, low-cost or free lunches to school-aged children. The VDOE School Nutrition Program (SNP) administers the program at the state level, which operates the program through agreements with local school districts. Participating schools must serve breakfasts and lunches that meet federal nutrition standards and must provide free and reduced-price meals to eligible children. The table below details the Free and Reduced (Red) rates for each school and the division as a whole for the last three years. Data collections occur on October 31 of each year, so the FY19 data was collected in October of 2018. Additional data can be found on the VDOE website for Program Statistics and Reports. Fiscal Free Red. Total Total Year School Name Students Elig. FREE % Elig. Red.% F/R Elig. F/R % FY19 CES 907 552 60.86% 93 10.25% 645 71.11% FY19 MPES 836 471 56.34% 84 10.05% 555 66.39% FY19 MPMS 837 444 53.05% 80 9.56% 524 62.60% FY19 MPHS 1,161 559 48.15% 83 7.15% 642 55.30% FY19 MPCS 3,741 2,026 54.16% 340 9.09% 2,366 63.25% FY18 CES 895 534 59.66% 80 8.94% 614 68.60% FY18 MPES 868 469 54.03% 82 9.45% 551 63.48% FY18 MPMS 835 441 52.81% 84 10.06% 525 62.87% FY18 MPHS 1,135 511 45.02% 99 8.72% 610 53.74% FY18 MPCS 3,733 1,955 52.37% 345 9.24% 2,300 61.61% FY17 CES 913 500 54.76% 88 9.64% 588 64.40% FY17 MPES 818 421 51.47% 92 11.25% 513 62.71% FY17 MPMS 754 387 51.33% 76 10.08% 463 61.41% FY17 MPHS 1,089 486 44.63% 93 8.54% 579 53.17% FY17 MPCS 3,574 1,794 50.20% 349 9.76% 2,143 59.96%

The majority of FRME awarded in Manassas Park comes from applications submitted by families rather than direct certification from government assistance programs. For this reason, MPCS does not qualify for division- wide free lunch programs that may be found in other jurisdictions with similar eligibility numbers. The indicates a discrepancy between schools. Many believe that a perceived stigma surrounding FRME prevents students at the high school from participating in the program. Special Education Special education is instruction designed to meet the unique needs of a student with a disability. Special education services are divided into two levels as outlined by the Administrative Code of Virginia (8VAC20-81-10). • Level 1 services are those provided to students for less than 50 percent of the school day. These services may be provided to students in a general education or in a more restrictive setting. • Level 2 services are those provided to students for 50 percent or more of the school day. These services may be provided in a general education or more restrictive setting. The determination of required services is established in each student’s IEP, which is developed by a team, including school staff, parents, and, at the secondary level, the student.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 109

In FY 2019, the 458 students receiving special 4,000 100.0% education services made up 12.3% of total MPCS enrollment as shown in the chart. This 3,500 90.0% count includes students under the age of five 80.0% 3,000 that were served in the ECSE preschool 70.0% program. It does not include students 2,500 requiring placement within other schools or 60.0% private facilities, nor students served within 2,000 50.0% MPCS but identified as part of the Northern 1,500 40.0% Virginia Regional Special Education Program. 30.0% 1,000 Although the total number of students 20.0% requiring special education services over the 500 10.0% last eight years increased, the proportion of total enrollment remained stable. The 0 0.0% division sees a wide variety in the number of 2011 2012 2013 2014 2015 2016 2017 2018 2019 students by disability category as seen in the Special Ed chart below. While Specific Learning Disabilities remains the most common Figure 14 - Special Education Enrollment disability category, the number of students identified as Other Health Impaired and Speech or Language Impaired have increased over the last several years. In addition to special education services related to academics, a student’s IEP may also require the division provide related services. Related services are categorized as therapy services, assistive technology, and audiology services. MPCS also provides community based instruction to students in each building. These community-based instruction classes help special education students navigate life outside of the school environment. At the secondary Visual Autism Developmentall Hearing level, these classes focus on the Impairments 2.1% y Delayed Impairments Intellectually development of skills that can 0.6% 4.9% 0.3% Disabled assist them with finding Multiple 3.7% meaningful employment after Disabilities graduation. 0.6% The provision of special education Speech or services is mandated by the IDEA. Language Impairments Specific regulations governing 24.1% MPCS’ special education program are established by the Other Health Commonwealth of Virginia and Impairments 29.9% mandate that special education Specific be staffed according to ratios for Learning Disabilities each category/service provided at 33.8% a site. The state staffing ratios establish caps, so if a class is one student over the ratio, additional staff must be added. This requirement applies whether the Figure 15 - Special Education Students by Disability Category

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 110 additional student is added in September or May. Because of the difficulty in hiring certified special education teachers after the beginning of the school year, special education staffing projections consider the growth in services that occurs during the school year. This growth occurs for several reasons: • MPCS students, at their annual IEP meeting, move from Level 1 to Level 2 status. • MPCS students who had not previously received special education services are found to be eligible. • MPCS students, at their annual IEP meeting, are found to need a different combination of services or additional services. • Students from outside MPCS move to the area and are found eligible for special education services.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 111

Personnel Allocation Target staffing ratios were presented to the School Board at their meeting on December 18, 2018. Target development of the targets began with requirements set forth in the Commonwealth of Virginia’s SOL and SOQ. Adjustments to these levels centered around the programmatic needs of the student, course, and division. Staffing Ratios

Position Level State Regulations MPCS Target Homeroom Elementary School ratio = 18:1 Students by grade divided by class Teacher (Gr K-3) Max class = 23 size of 21 rounded down Homeroom Elementary Average ratio 25:1 Students by grade divided by class Teacher (Gr 4-5) Max class = 35 size of 22 rounded down Core Teacher Middle Average ratio 24:1 (English) Students by grade divided by class (Gr 6 English, Average ratio 25:1 size of 23 rounded down Math, Science, Max class = 35 Social Studies) Core Teacher Middle Average ratio 24:1 (English) Students by grade divided by class (Gr 7 & 8 size of 23 rounded down English) Core Teacher High Average ratio 24:1 (English) Students by grade divided by class (English) size of 23 rounded down Core Teacher Middle School ratio 21:1 Students by grade divided by 24 (Gr 7 & 8 Math, rounded down Science, Social Studies) Core Teacher High School ratio 21:1 Building enrollment divided by 24 (Math, Science, rounded down Social Studies) Art, Music, PE Elementary 5.0 FTE per 1,000 students in grades 1 for every 8 homeroom teachers or kindergarten through five to serve major fraction thereof as elementary resource teachers in art, music, and PE Art, Music, PE Middle Middle school teachers shall teach Art: 1 per school no more than 750 student periods Music: 1 per school per week, but PE and music Band: 2 per school teachers may teach 1,000 student PE: enrollment divided by 240 periods per week. (Based on 5 teaching periods per day) Art, Music, PE High Secondary school teachers shall Art: 1 per school teach no more than 750 student Music: 1 per school periods per week, but PE and music Band: 1 per school teachers may teach 1,000 student PE: enrollment divided by 240 periods per week. (Based on 5 teaching periods per day)

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 112

Position Level State Regulations MPCS Target ESOL Elementary 17.0 FTE for each 1,000 students 40:1 for ELL population identified as having limited English * Adjust to meet the programmatic proficiency needs of the school * (approximately 59:1) ESOL Middle 17.0 FTE for each 1,000 students 40:1 for ELL population identified as having limited English * Adjust to meet the programmatic proficiency needs of the school * (approximately 59:1) ESOL High 17.0 FTE for each 1,000 students 40:1 for ELL population identified as having limited English * Adjust to meet the programmatic proficiency needs of the school * (approximately 59:1) Media Specialist Elementary 0.5 FTE for 299 or fewer students 1.0 per school 1.0 FTE for 300 or more students Media Specialist Middle 0.5 FTE for 299 fewer students 1.0 for 1 –999 students 1.0 FTE for 300-999 students 2.0 for 1,000 of more students 2.0 FTE for 1,000 or more students Media Specialist High 0.5 FTE for 299 fewer students 1.0 for 1 –999 students 1.0 FTE for 300-999 students 2.0 for 1,000 of more students 2.0 FTE for 1,000 or more students School Elementary One hour per day per 100 students, 2.0 per school Counselor one full-time at 500 students, one hour per day additional time per Standard schedule of 210 days 100 students or major fraction thereof School Middle One period per 80 students, one 1.0 for 1 –400 students Counselor full-time at 400 students, one 2.0 for 401 –800 students additional period per 80 students or 3.0 for 801 –1,200 students major fraction thereof. Standard schedule of 210 days with Each secondary school with 350 or 1 FTE on 12-month schedule. more students and each middle school with 400 or more students shall employ at least one member of the guidance staff for 11 months. School High One period per 80 students, one 1.0 for 1 –400 students Counselor full-time at 400 students, one 2.0 for 401 –800 students additional period per 80 students or 3.0 for 801 –1,200 students major fraction thereof. Standard schedule of 210 days with Each secondary school with 350 or 1 FTE on 12-month schedule. more students and each middle school with 400 or more students shall employ at least one member of the guidance staff for 11 months.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 113

Position Level State Regulations MPCS Target Instructional Elementary Local school boards shall employ 1.0 ITRT or ITS per school Technology two FTE positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an ITRT. Instructional Middle Local school boards shall employ 1.0 ITRT or ITS per school Technology two FTE positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an ITRT. Instructional High Local school boards shall employ 1.0 ITRT or ITS per school Technology two FTE positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an ITRT. Computer Elementary Local school boards shall employ 1.0 Computer Technician per school Technician two FTE positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an ITRT. Computer Middle Local school boards shall employ 1.0 Computer Technician per school Technician two FTE positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an ITRT. Computer High Local school boards shall employ 1.0 Computer Technician per school Technician two FTE positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an ITRT. Head Start Pre-K 1.0 Teacher and 1.0 Aide per classroom of 18 students VPI Pre-K 1.0 Teacher and 1.0 Aide per classroom of 18 students Parent Liaison Elementary 1.0 per school (15 hours per week) Parent Liaison Middle 1.0 per school (15 hours per week) Parent Liaison High 1.0 per school (15 hours per week)

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 114

Position Level State Regulations MPCS Target Clerical –Main Elementary 1.0 for 1-449 students Office 2.0 for 450-749 students 3.0 for 750-1,049 students 4.0 for 1,050 or more students Clerical –Main Middle 1.0 for 1-449 students Office 2.0 for 450-949 students 3.0 for 950 or more Clerical –Main High 1.0 for 1-449 students Office 2.0 for 450-949 students 3.0 for 950 or more Clerical – Middle 1.0 per school Guidance Clerical – High 1.0 per school Guidance IA –Media Elementary 1.0 per school Center IA –Media Middle 1.0 per school Center IA –Media High 1.0 per school Center IA –STEM Elementary 1.0 per class at MPES Nurse Elementary 1.0 per school Nurse Middle 1.0 per school Nurse High 1.0 per school Reading Elementary One per school 1.0 per school (SOQ) + 1.0 per Specialist school (Title I) Special Division 8VAC20-81-340 Special Education administration Education and building principals develop staffing plans that meet the requirements of the anticipated population Assistant Elementary 0.5 FTE for 600-899 students 1.0 per school Principal 1.0 FTE for 900 or more students Assistant Middle 1.0 FTE for each 600 students 1.0 for 1 –899 students Principal 2.0 for 900 –1,499 students Assistant High 1.0 FTE for each 600 students 1.0 for 1 –899 students Principal 2.0 for 900 –1,499 students Principal Elementary 0.5 FTE for 299 or fewer students 1.0 per school 1.0 FTE for 300 or more students Principal Middle 1.0 FTE 1.0 per school Principal High 1.0 FTE 1.0 per school

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 115

K-3 Class Size Reduction MPCS participates in the K-3 Class Size Reduction program. This VDOE program provides lottery-based funding to school divisions that focus on reducing class sizes in grades kindergarten through third. MPCS receives over $600,000 for this program to pay for teachers needed to reduce the ratios beyond the regularly mandated levels. The VDOE sets specific ratio requirements based on the percentage of FRME students in the individual school, not in the division, as outlined in the table below. Since there is a short lag in the FRME rate that is used, the applied rate for this program will be less than the rates projected or published for the schools and division for FY20. The rates provided by the VDOE in the revenue calculation template are 54.03% for CES and 51.62% for MPES putting both schools squarely in the range requiring a school-wide ratio of 18 to 1. The school-wide ratio accounts for teachers other than the homeroom teacher –music, PE, art, etc. For this reason, the homeroom ratio can be slightly higher than the ratio listed in the table above. However, the maximum individual class size does relate to the Figure 16 - K-# Class Size Reduction Requirements number of students in any Source: Item 136C. 10. D of Chapter 665, 2015 Acts of Assembly single homeroom class. With a maximum size of 23, the division set the target ratio at 22 to 1. The ratio for fourth and fifth grade classrooms, which are not a part of this program is 23 to 1. The large fourth grade Budgeted Budgeted Student- cohort that will move to Building Grade Level fifth grade at MPES Enrollment Homerooms Teacher Ratio requires a shift in CES kindergarten 240 12 20.0 staffing. Two of the CES 1st 246 12 20.5 current fourth grade CES 2nd 261 13 20.1 homerooms will need MPES 3rd 271 13 20.8 to move to fifth grade MPES 4th 248 12 20.7 in FY20. MPES 5th 309 14 22.1 Position Summary Within any budget, positions change due to growth and reorganization or restructuring. Both types of adjustments occurred in the creation of the FY20 Budget. The table below provides numeric details of the changes.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 116

FY16 FY17 FY18 FY19 FY19 FY20 Position Type Actual Actual Actual Budget Actual Budget Change Director 7.00 7.00 7.00 7.00 6.00 6.00 (1.00) Board Member 5.00 5.00 5.00 5.00 5.00 5.00 – Superintendent 1.00 1.00 1.00 1.00 1.00 1.00 – Asst. Superintendent 2.00 2.00 2.00 2.00 2.00 2.00 – Teacher 242.00 235.60 241.00 248.50 248.5 256.00 7.50 Specialist 7.00 8.00 9.00 9.00 10.00 11.00 2.00 Media Specialist 5.00 5.00 5.00 5.00 5.00 5.00 – School Counselor 7.00 8.00 9.00 9.00 9.00 9.00 – Principal 4.00 4.00 4.00 4.00 4.00 4.00 – Assistant Principal 5.00 5.00 5.00 5.00 5.00 5.00 – Other Professional 12.93 12.93 11.93 11.93 9.93 11.93 – School Nurse 5.00 5.00 5.00 5.50 5.00 6.00 0.50 Psychologist 1.00 1.00 1.00 1.00 1.00 1.00 – Technology Support 4.00 4.00 5.00 5.00 5.00 5.00 – Clerical 19.68 19.68 19.32 19.76 21.13 22.67 2.91 Instructional Aide 53.80 52.80 56.00 59.00 59.00 57.00 (2.00) Maintenance 0.50 0.50 0.53 0.53 0.53 0.53 – Bus Driver 32.00 30.00 29.00 29.00 30.00 32.00 3.00 Bus Aide 10.00 10.00 11.00 7.00 8.00 9.00 2.00 Crossing Guard – – 2.00 2.00 2.00 2.00 – Van Driver – – – 4.00 5.00 5.00 1.00 Operating Positions 423.91 416.51 428.79 440.23 442.1 456.13 15.91

Service 31.00 31.00 32.00 32.00 30.00 31.00 – Division-wide Positions 454.91 447.51 460.79 472.23 472.10 487.13 15.91

Explanation of Changes in Positions Director (-1.00) The FY19 Adopted Budget included 7 Director positions. When the Director of HR resigned, the Executive Team decided not to replace the position. Instead the responsibilities were allocated to the Associate Superintendent (Licensing and Evaluations), the Executive Director of Finance (Position Control), and the Deputy Superintendent (all other functions). Along with this change, the position of HR Generalist was reopened and filled with the former Payroll and Benefits Manager. Teachers (+2.00) The purpose of special education is to enable students to successfully develop to their fullest potential by providing a free appropriate public education through specially designed instruction, support, and services to meet their unique learning needs. The complexity and intensity of individual student needs combined with increasing enrollment, require an additional teacher at both MPES and the middle school to ensure an appropriate and safe educational experience for our students.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 117

(+2.00) Extending MPCS Connects! to first grade and kindergarten presents the opportunity to expand STEM and career exposure opportunities at CES. As individual devices will be assigned to students, we can repurpose the computer “Tech” labs into STEM and Career learning spaces. Students we be able to experience the hands- on real-world learning opportunities they were able to touch upon during intersession and Project U.P., but daily. This will also allow us to more closely align the learning program at CES to the present program at MPES. This enhancement will require the addition of two STEM teachers. (+1.00) At MPMS, we plan to improve our alignment with the requirements of Profile of a Graduate as well as the COMPASS program at MPHS. We will shift from career exposure to more in depth career exploration. The elective blocks will transition from 45-minute half-blocks to 90-minute full blocks. In alignment with the COMPASS, we will expand our Health Services and Technology offerings which will require the addition of one technology teacher. (+1.50) At MPHS we plan to fully implement COMPASS. We will continue to build relationships with our Workplace Partners and Year UP while expanding our Health Services and Business Education programs. Full implementation will require transition to a full teaching schedule for the Health Services teacher and the addition of one Business Education teacher. (+1.00) Future Science and Social Studies class sizes are a concern at MPMS. A large 4th grade cohort at MPES will be incoming 6th graders for the 2020-2021 School Year will require the addition of teachers for Science and Social Studies. After considering current class sizes, the availability of funds in this budget, and potential changes for the FY21 budget, adding a Science teacher for FY20 was the most prudent course of action. Specialists (+1.00) With the addition of an Alternative Education Specialist, our many Alternative Education service models can be managed and streamlined for staff and student efficiencies with increase personalization from the specialist, which we know will directly support student success. This person will be positioned to work with a division-wide view while being based out of MPHS. (+1.00) Although the table indicates that the STEM/CTE/Gifted Specialist is a new position for FY20, this role was added in FY19. Funding for this role was made possible with vacancy savings achieved when the Executive Team decided not to fill the HR Director position. School Nurse (+0.50) While the former high school nurse will move into the classroom full-time reducing the nursing FTE count by 0.5, a new nurse will be hired to provide three FTEs at the secondary campus. This is in direct response to the rising number of students with serious or chronic mental health conditions requiring medication. Clerical (+1.00) Although division enrollment projections plateau, registering new students and transferring records for those who leave us occurs frequently throughout the calendar year. Efforts to streamline and improve this process at the high school led to the mid-year hiring of a Registrar; a position that will continue in FY20. (+1.00) As discussed during the adoption of the division’s CIP, MPCS will hire a greeter who will be stationed within the high school entryway. (+1.00) The promotion of the former Payroll and Benefits Manager to the HR Generalist created a vacancy for the Finance department. The classification of the payroll position was revised to clerical. This occurred after job duties associated with benefits remained with the HR Generalist. (–0.09) Right sizing the FTE associate with the Parent Liaison position at both the elementary and secondary campus created a slight reduction in the overall Clerical FTE.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 118

Instructional Aides (–2.00) One of the six tech aides in place for the 2018-19 school year will continue technology instruction using a push-in model under the guidance of the ITS and ITRT at the elementary campus – a structure that has proven successful at MPES. Three tech aides will transition to the STEM classrooms to provide support for the new STEM teachers. It is our hope that positions for our other two tech aides can be found through the normal attrition process similar to what occurred with the elementary PE aides. (–1.00) A second PE teacher was hired at Cougar this year and discussions ensued about the necessity of the PE aide at Cougar. The recent resignation of the PE aide at MPES provided an opportunity to transition the Cougar aide to MPES, thereby right-sizing the PE staff at both buildings. Although this transition occurred today with the start of the second semester, this is a change from last year’s budget and deserves mention. (–1.00) The creation of the Alternative Education Specialist position, along with changes to stipends and non- personnel expenditures, eliminates the need for one IA position. Bus Drivers (+3.00) Only two of the increased positions will occur in FY20. The other represents a vacancy fill that took place in FY19. Bus Aides (+2.00) Only one of the increased positions will occur in FY20. The other represents a vacancy fill that took place in FY19. Van Drivers (+21.00) The increased position represents a vacancy fill that took place in FY19. Unified Salary Scale In 2016, MPCS contracted with Management Advisory Group (MAG) to help redesign the division’s salary structure. After completing position inventories for all non-teaching positions and comparisons of prevailing wages of several neighboring jurisdictions, MAG presented a recommendation for a unified salary scale for all non-teaching employees. Designing a structure for “teacher” scale positions (teachers, librarians, and guidance counselors) would be the topic of further discussion and development. For the 2017-18 school year, the division utilized a single salary scale with guides from 100 through 139. The guides comprised the pay ranges for all positions within the division except for the teachers and superintendent (whose salary is negotiated directly with the School Board). The teacher scale structure was changed from step and lane at this time, but was placed as guide 201 on the unified scale with no reduction in width beyond the annual increase in starting salary. For nearly 18 months a compensation committee made up of six teachers from each building met with the Deputy Superintendent, Finance Director, and HR Director to develop a plan that would be suitable for teachers and similar to the unified structure adopted for all other positions. On February 5, 2018, the School Board voted to implement a structure for teachers that had two grades; one for probationary staff and one for those who have achieved continuing contract. MAG recommended a 60% width, but use of a 70% width minimized the number of MPCS staff with rates above the top of their assigned scale when implemented in FY2018. The FY2019 scales reduced the width of several guides toward the higher end of both scales and combined the teacher grade into the unified scale. Per recommendation of the compensation committee, the teachers were given two grades: probationary and continuing.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 119

Grade Min Max Midpoint Width 100 12.93 21.98 17.46 70% 101 13.58 23.09 18.34 70% 102 14.26 24.24 19.25 70% 103 14.97 25.45 20.21 70% 104 15.72 26.72 21.22 70% 105 16.51 28.07 22.29 70% 106 17.34 29.48 23.41 70% 107 18.21 30.96 24.59 70% 108 19.12 32.50 25.81 70% 109 20.08 34.14 27.11 70% 110 21.08 35.84 28.46 70% 111 22.13 37.62 29.88 70% 112 23.24 39.51 31.38 70% 113 24.40 41.48 32.94 70% 114 25.62 43.55 34.59 70% 115 26.90 45.73 36.32 70% 116 28.25 48.03 38.14 70% 117 29.66 50.42 40.04 70% 118 31.14 52.94 42.04 70% 119 32.70 55.59 44.15 70% 120 34.34 58.38 46.36 70% 120* 34.34 66.02 50.18 96% 121 36.06 61.30 48.68 70% 122 37.86 64.36 51.11 70% 123 39.75 67.58 53.67 70% 124 41.74 70.96 56.35 70% 125 43.83 74.51 59.17 70% 126 46.02 75.93 60.98 65% 127 48.32 79.73 64.03 65% 128 50.74 83.72 67.23 65% 129 53.28 87.91 70.60 65% 130 55.94 89.50 72.72 60% 131 58.74 93.98 76.36 60% 132 61.68 98.69 80.19 60% 133 64.76 103.62 84.19 60% 134 68.00 108.80 88.40 70% 135 71.40 114.24 92.82 60% 136 74.97 119.95 97.46 60% 137 78.72 125.95 102.34 60% 138 82.66 132.26 107.46 60% 139 86.79 138.86 112.83 60% * Continuing Contract Grade for Teachers, Media Specialists and School Counselors.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 120

Instructional staff on grades 119 or 120 are eligible for a degree upgrade supplement for the attainment of degrees beyond a Bachelor’s. Supplements are available in increments as shown in the table below. A degree supplement is listed separately from the employee’s base salary on their contract, but the amount is reported as creditable compensation to VRS. The degree supplement is paid on the same basis as the base salary. Degree Attainment Amount Bachelor + 15 credits $3,000 Master’s $6,000 Master’s + 15 credits $7,000 Two Master’s $8,000 Doctorate $13,000

Courses used for upgrading to the BA + 15 supplement must be undergraduate or graduate level courses completed from an accredited* institution. For the MA + 15, the courses must be graduate level courses. The 15 additional credits shall be completed: • After the bachelor’s or master’s degree was conferred, or • During the degree program, if the additional 15 credits were completed in addition to the bachelor’s or master’s degree requirements.

In addition, the 15 additional credits must meet one or more of the following criteria. • Assist in the acquisition of an additional endorsement • Provide credits required to qualify the teacher for Dual Enrollment instruction • Contribute to the attainment of an advanced degree in the field of education

* The term “accredited” refers to a four-year institution of higher learning approved by the Virginia State Board of Education or, in the case of out-of-state institutions, by their own state boards of education and by recognized regional and national accrediting agencies. International school credits must be approved by the Virginia Board of Education.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 121

List of Tables and Figures Figure 1 - Administrative Organization Chart ...... 10 Figure 2 - Actual and Projected Enrollment ...... 19 Figure 3 - Revenues for All Funds...... 30 Figure 4 – Budget for All Funds by Function ...... 31 Figure 5 - Actual and Projected Enrollment for CES ...... 44 Figure 6 - Actual and Projected Enrollment for MPES ...... 49 Figure 7 - Actual and Projected Enrollment for MPMS ...... 53 Figure 8 - Actual and Projected Enrollment for MPHS ...... 57 Figure 9 - English Learner Enrollment ...... 62 Figure 10 - Special Education Enrollment ...... 68 Figure 11 - Free and Reduced Meal Eligibility Percentages ...... 96 Figure 12 - Student Demographics ...... 107 Figure 13 - ELL/LEP Enrollment ...... 107 Figure 14 - Special Education Enrollment ...... 109 Figure 15 - Special Education Students by Disability Category ...... 109 Figure 16 - K-# Class Size Reduction Requirements ...... 115

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SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 123 Acronym Index and Glossary

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SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 125

Acronym Index ADM Average Daily Membership AP Advanced Placement ASRFIN Annual School Report Financial Section BELL Businesses Empowering Lifelong Learners BIP Behavior Intervention Plan CAFR Consolidated Annual Financial Report CES Cougar Elementary School CIP Capital Improvement Plan COA Chart of Accounts CTE Career and Technical Education ECP Employee Cost Projection ECSE Early Childhood Special Education EE Employee only EE+1 Employee plus one dependent EL English Learner EOC End of Course ERP Enterprise Resource Planning ESL English as a Second Language ESSA Every Student Succeeds Act FAPT Family Assessment Planning Team FBA Functional Behavioral Assessment FICA Federal Insurance Contributions Act FRME Free and Reduced Meal Eligibility FTE Full-Time Equivalent FY Fiscal Year GFOA Government Finance Officers’ Association HMO Health Maintenance Organization HRIS Human Resources Information System IA Instructional Aide IDEA Individuals with Disabilities Education Act IEP Individualized Education Program ISAEP Individual Student Alternative Education Plan ISD In-School Detention IT Information Technology ITRT Instructional Technology Resource Teacher ITS Instructional Technology Specialist LEP Limited English Proficient LIEP Language Instruction Educational Program LCI Local Composite Index MAG Management Advisory Group MCPS Manassas City Public Schools

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 126

MOE Maintenance of Effort MPCS Manassas Park City Schools MPEA Manassas Park Education Association MPES Manassas Park Elementary School MPHS Manassas Park High School MPMS Manassas Park Middle School NASN National Association of School Nurses NCLB No Child Left Behind NSLP National School Lunch Program PE Physical Education PPO Preferred Provider Organization PWCS Prince William County Schools RFP Request for Proposal RTI Response to Intervention SAT Scholastic Aptitude Test SOL Standards of Learning SOQ Standards of Quality SPED Special Education SRT Student Resource Teams STEM Science Technology Engineering and Math TLC The Local Choice VASS Virginia Association of School Superintendents VDOE Virginia Department of Education VHSL Virginia High School League VPI Virginia Preschool Initiative VPSA Virginia Public School Authority VRS Virginia Retirement System VSBA Virginia School Board Association YOY Year-over-year

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 127

Glossary 4x4 Schedule — A schedule where the school year is divided into two semesters and the school day is divided into four instructional blocks of 92-minute periods. During a semester the students are enrolled in four classes that meet daily and finish the traditionally full-year courses during that semester. A Adopted Budget — A plan of financial operations submitted by the Superintendent to the School Board detailing proposed revenues, appropriations, expenditures and transfers for the coming fiscal year. Accounting — Term used to refer to when revenues, expenditures, expenses and transfers (and the related assets and liabilities) are recognized in the accounts and reported in the financial statements. Advanced Placement (AP) Program — An intensive program of college-level curricula and examinations that provides high school students with an opportunity to earn advanced placement, college credit, or both, at participating universities and colleges across the country. The AP program bridges the transition from secondary school to college by offering students an opportunity to develop their academic strengths through rigorous curricula and challenging national examinations and by exposing them to academic experiences usually reserved for college students. Advanced Placement Test (AP Test) — An AP course prepares a student to take the AP test in that subject at the end of the year. Depending on the grade attained, the student may get college credit or placement in higher level classes. ALiCE – Training in option based tactics to help prepare civilians to respond in active shooter situations. ALiCE stands for Alert, Lockdown, Inform, Counter, Evacuate and has become the accepted response over the traditional “lockdown only” approach. Alternative Education — A variety of alternative and support programs, such as FLIPspace, that provide students with academic opportunities aside from the comprehensive high school program for students to successfully complete their high school education. Alternative education options differ from the comprehensive high schools in scheduling options and instructional delivery to allow a more individualized approach to completing high school diploma requirements. Annual School Report Financial Section (ASRFIN) – Tool used to collect financial and other data from all school divisions and regional programs in Virginia with the primary purposes of reporting (to the Superintendent of Public Instruction, the Governor of Virginia, the Virginia General Assembly, the U.S. Department of Education, and U.S. Census) and the development of state and federal funding formulas. Apex – Digital curriculum designed to actively engage students in learning combining embedded supports and scaffolds to meet diverse student needs, actionable data to inform instruction, and success management, to ensure outcomes. Appropriate/Appropriation — An assignment of money to the School Board by the Governing Body for expenditure by the MPCS. Appropriations are approved quarterly at 1/4th of the approved budget with minor alterations for cause. Auditor of Public Accounts – The legislative external auditor for the Commonwealth of Virginia’s agencies, colleges, universities, and municipal courts. Average Daily Membership (ADM) — The aggregate membership of a school division divided by the number of days school is in session. ADM is a factor in the state funding formula.

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B Balanced Calendar – A school year calendar that provides more frequent, though shorter, breaks from school for students throughout the calendar year. This approach ensures that struggling students will never be out of school more than three consecutive weeks during a calendar year if they also attend summer school. This approach is a blend between a traditional calendar and year-round schooling. Basis of Accounting — Term used to refer to when revenues, expenditures, expenses and transfers (and the related assets and liabilities) are recognized in the accounts and reported in the financial statements. Behavior Intervention Plan (BIP) – A plan that is based on the results of a functional behavioral assessment (FBA) and includes positive behavioral supports and services to address the behavior. Businesses Empowering Lifelong Learners (BELL) – The education foundation that supports the schools of Manassas Park. Blended Learning – The combination of student directed online instruction and in -person instruction with a teacher. Budget — Financial plan for a given period, usually a fiscal year, containing an estimate of proposed expenditures and a proposed means of financing them. Budget Calendar — A schedule of activities, responsibilities, and deadlines related to budget development and adoption. Budget Holder – A person with the responsibility for establishing and managing the budget associated with one or more general ledger accounts. Budget Year — A year from July 1 to June 30, similar to a fiscal year. C Canvas – The name of the learning management software used by MPCS for the administration, documentation, tracking, reporting, and delivery of educational material. Capital Improvement Plan (CIP) – A plan that summarizes all capital projects, major equipment replacements, and significant projects that may meet the capital threshold in total but not by item. Capital Projects Fund — The fund used to account for revenues and expenditures to be for capital projects and major technology purchases. Individual items, with the exclusion of technology, must have a cost exceeding $5,000 and a useful life greater than one year. Career and Technical Education (CTE) – Programs designed to prepare young people for productive futures while meeting the need for well-trained and industry-certified technical workers. Chart of Accounts (COA) – A financial organization tool that provides a complete listing of every account in an accounting system. Child Find – Child Find is the process of identifying children with potential special education needs as well as educating the community about child development. City Transfer — The amount of money the city government provides to the MPCS. The City Governing Body determines the amount of the city transfer each year. The city transfer provides the second largest source of the funds needed to run the school system. Compensation — Includes salaries and benefits paid to staff for services rendered.

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Consolidated Annual Financial Report (CAFR) – A set of US government financial statements comprising the financial report of a state, municipal or other governmental entity that complies with the accounting requirements promulgated by the Governmental Accounting Standards Board (GASB). Core — The academic disciplines of language arts, mathematics, social studies and science. Creating Opportunities at Manassas Park to Achieve Student Success (COMPASS) — The acronym used to describe the pathways of study available at Manassas Park High School. D Diversity — Ethnic, language, learner style and ability variations that all children bring to schools. E Early Childhood Special Education (ECSE) — Educational programs provided for preschool children who have been identified as eligible for services under IDEA. Elementary School — Pre-Kindergarten through grade 5. Employee Cost Projection (ECP) — A module with the ERP software that models costs associated with salaries and benefits based on entered assumptions. End of Course (EOC) – An assessment conducted at the end of a course. English as a Second Language (ESL) — General term for programs that provide English language instruction to English language learners. English Learner (EL) — A student who is learning English and progresses through different stages of English language proficiency. NCLB and other federal legislation refer to these students as Limited English Proficient (LEP). Enrollment – Typically references the number of students enrolled in school on September 30 of a given year. The report submitted to the VDOE is known as Fall Membership. The Funded Fall Membership may exclude certain populations like students enrolled in special education preschool or assigned as part of the Special Education Regional Program. References to enrollment in this document includes all students that the division is responsible for. Enterprise Resource Planning (ERP) — An integrated set of business practices involving both software and business process reengineering. Every Student Succeeds Act (ESSA) – Reauthorization of the 50-year-old Elementary and Secondary Education Act, the nation’s national education law and longstanding commitment to equal opportunity for all students. Executive Team — The superintendent’s top administrators (Deputy Superintendent, Associate Superintendent for Teaching and Learning, Executive Director of Finance, and Executive Director of Special Programs). F Family Assessment Planning Team (FAPT) – Designed to help troubled youths and their families, this team comprised of state and local agencies, parents and private service providers work together to plan and provide services. Federal Insurance Contributions Act (FICA) – Federal payroll or employment tax imposed on both employees and employers to fund Social Security and Medicare. Fine Arts — Visual and performing arts, such as music, dance, art, photography, theater.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 130

Fiscal Year (FY) — The MPCS fiscal year encompasses the 12 months beginning July 1 and ending the following June 30. FixedSpace – Non-traditional programming to meet the needs of all students via a blended learning approach with augmented schedules and individualized attention. FLIPspace – Alternative education program in place for students needing services but not able to attend during the regular school day at MPHS. Free and Reduced Meal Eligibility (FRME) — A Free and Reduced-Price Meals program is required for participation in the federally-funded school lunch program under the National School Lunch and Child Nutrition Acts. This program provides free or reduced-price meals to children determined to be eligible under the program, and supports the belief of the Manassas Park City School Board that every school-age child should have an adequate lunch. Full-Time Equivalent (FTE) – An FTE is the hours worked by one employee on a full-time basis. The concept is used to convert the hours worked by several part-time employees into the hours worked by full-time employees. Functional Behavioral Assessment (FBA) – An assessment that seeks to determine the behavior(s) of concern and their function (why they happen). Fund — As defined by the state auditor of public accounts, a group of accounts that are similar in nature (have similar activities, objectives, or funding sources). Fund Balance — The excess of assets of a fund over its liabilities and reserves. Fund Statements — Financial statements that display receipts, expenditures, transfers in, transfers out, and changes in fund balance for each School Board fund. G General Ledger – The main accounting record of a company or organization. Government Finance Officers’ Association (GFOA) – A professional association of state, provincial, and local government finance officers in the United States and Canada. Governmental Fund — A fund used to account for the general government functions of the Schools. Governor’s School – A two-year program is designed for high school students in grades 11 and 12 who attend high school in Manassas City, Manassas Park City, or Prince William County School Divisions. Students having an interest and talent in the STEM fields would apply during their sophomore year (grade 10). H Head Start Program – A program that promotes school readiness of children under 5 from low-income families though education, health, social, and other services. Health Maintenance Organization (HMO) – A type of health care plan that usually limits coverage to care from doctors who work for or contract with the HMO. It generally won't cover out-of-network care except in an emergency. An HMO may require you to live or work in its service area to be eligible for coverage. HMOs often provide integrated care and focus on prevention and wellness. High School — A school for students in grades 9 through 12.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 131

Homebound Instruction — Academic instruction provided to students who are confined at home or in a health care facility for periods that would prevent normal school attendance based upon certification of need by a licensed physician or licensed clinical psychologist. Human Resources Information System (HRIS) – Software or online solution that is used for data entry, data tracking, and the data information requirements of an organization's human resources department, benefits, and payroll. I In-School Detention (ISD) – A temporary alternative placement for students experiencing behavioral issues. Individualized Education Program (IEP) – A plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services. Individual Student Alternative Education Plan (ISAEP) — A program designed for those students ages 16 to 18 and enrolled in high school programs who are having difficulty finding success in a regular classroom environment. Individuals with Disabilities Education Act (IDEA) — Major federal law governing the provision of special education services and supports. Instructional Aide (IA) – A teaching-related position within a school generally responsible for specialized or concentrated assistance for students. Instructional Technology Resource Teacher (ITRT) – Staff members who work with teachers in the classroom on effectively integrating technology into the learning environment. Instructional Technology Specialist (ITS) – Similar to an ITRT but with a programmatic view, the ITS provides instructional technology training in a large group environment. The ITS is responsible for vetting instructional software and assisting the administration with individualized PD and the over instructional technology vision. Intersession – Strategically placed, weeklong sessions providing targeted interventions for students that are struggling with basic foundational skills along with engaging enrichment opportunities. Benefits include providing engaging, real world application of skills that not only serve to bridge gaps in achievement where needed, but also inspire new learning paths. Intersessions allow MPCS to bring the community into the schools and take the students into the community. K KeyNet –The online employee interface to select aspects of the Financial and Human Resources Information System (HRIS). Keystone – ERP and HIRS software used to control, monitor, and record financial, accounting, and human resources transactions and information. L Language Instruction Educational Program (LIEP) – Programs designed to teach students who do not speak English as their primary language. Least Restrictive Environment (LRE) – Providing services to children with disabilities in community-based environments whenever possible and only using a more restrictive environment when their individual needs require it.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 132

Limited English Proficient (LEP) — Students in an English as a second language program (ESOL, HILT, HILTEX); those who are eligible but have declined services (opt out); those who have exited from programs within the last two years (Monitored); or those who have exited from programs within the last four years (Post– Monitored); one of the identified groups under No Child Left Behind. Local Composite Index (LCI) — The relative wealth index used by the state to equalize state aid to localities. M Maintenance of Effort (MOE) – A requirement placed on federally funded grant programs for school divisions to demonstrate that the level of State and Local funding remains constant from year-to-year. Manassas Park Education Association (MPEA) – The local chapter of the National Education Association. MANDT System – A comprehensive, integrated approach to preventing, de-escalating, and if necessary, intervening when the behavior of an individual poses a threat of harm to themselves and/or others. Membership — Another term for student enrollment; see “Average Daily Membership.” Mentor Program –A formalized program to provide information, support, and encouragement for the success of educators new to the District. Middle School — A school for students in grades 6 through 8. Modified Accrual Basis of Accounting — Revenues are recognized when they become measurable and available and expenditures are generally recognized when the liability is incurred. Monitor Status — After English language learners with sufficient English language skills, including appropriate academic vocabulary, are exited from the ESOL/HILT program into mainstream English-only classrooms, they are monitored for two years to ensure their continued academic success. These students are included in the LEP subgroup under No Child Left Behind. MPCS Connects! – A 1:1 digital learning initiative providing laptops or tablets for each student grades K-12 (2-12 during the 2018-19 school year) to allow for individualized learning anytime and anywhere. N National Board Certification (NBC) – a voluntary, advanced teaching credential that goes beyond state licensure. NBC has national standards for what accomplished teachers should know and be able to do. The National Board certifies teachers who successfully complete its rigorous certification process. National School Lunch Program (NSLP) – A federally assisted meal program operating in public and nonprofit private schools and residential child care institutions. It provides nutritionally balanced, low-cost or free lunches to children each school day. No Child Left Behind Act (NCLB) — The Act is the most sweeping reform of the Elementary and Secondary Education Act (ESEA) since ESEA was enacted in 1965. It redefines the federal role in K-12 education and is designed to close the achievement gap between disadvantaged and minority students and their peers. It is based on four basic principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work. O Operating Funds — The combination of the school division’s general and federal funds. Expenditures in these funds provide for the general expenditures for operating the school division.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 133

Olweus Bullying Prevention Program – An evidenced-based intervention that is aimed at educating students about bullying behavior and how to prevent it from occurring. P Per-Pupil Expenditures — A metric used to provide an overall view of the cost of instructional programs that can be used to compare how school systems spend their funds. Identifying all direct and indirect costs associated with an instructional program and dividing by the unduplicated count of membership enrolled in the program determine the per pupil spending, which is sometimes referred to as Cost per Pupil. Physical Education (PE) –Instruction in physical exercise and games. Preferred Provider Organization (PPO) –A health plan that contracts with medical providers, such as hospitals and doctors, to create a network of participating providers allowing participating to pay less when using providers that belong to their plan’s network. Proposed Budget — A plan of financial operations submitted by the Superintendent to the School Board detailing proposed revenues, appropriations, expenditures and transfers for the coming fiscal year. R Request for Proposal (RFP) –A document that describes a project’s needs and solicits business proposals from multiple, qualified vendors for the stated goods or services. Response to Intervention (RtI) – A multi-tier approach to the early identification and support of students with learning and behavior needs. S Scholastic Aptitude Test (SAT) –A standardized test widely used for college admissions in the United States. Science, Technology, Engineering, & Math (STEM) –Curriculum based on the idea of education students in four specific disciplines –science, technology, engineering, and math –in an interdisciplinary and applied approach. SOL Tests (SOLs) — Assessments based on the Standards of Learning administered to students in Virginia; used for determining school accreditation and Adequate Yearly Progress. Special Education (Sped) — Specially-designed instruction to meet the unique needs of a child with a disability. Standards of Learning (SOL) — Standards that describe the commonwealth’s expectations for student learning and achievement in grades K-12 in English, mathematics, science, history/social science, technology, the fine arts, foreign language, health and physical education, and driver education. Standards of Quality (SOQ) — Virginia state standards for minimum program requirements for which the state provides partial funding. The General Assembly and the Board of Education determine the SOQ for public schools in Virginia, as prescribed by the Code of Virginia. These standards are periodically revised and specify that each school division shall maintain schools that meet those requirements for accreditation prescribed by the Board of Education. Strategic Plan — A long-term plan improvement of aspects of MPCS. Virginia requires each school system to develop a Six-Year Plan. Stipend –A fixed, regular payment meant to recognize or incentivize staff for duties or responsibilities beyond the regular scope of teaching. Stipends are not considered part of base pay and are not included in VRS wages.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET 134

Student Resource Team (SRT) –A school-based team that meets regularly to discuss strategies and supports for students that will be monitored for a specified period of time, and will then reconvene to determine the progress. T The Local Choice (TLC) – This health benefits program was created by the General Assembly in 1989 and has been providing health coverage to local jurisdictions since 1990. A total of six health plans are included as options for local government employees under TLC. These include four self-insured statewide medical plans, a high deductible health plan and one fully-insured regional HMO plan offered by Kaiser Permanente in Northern Virginia, Washington, D.C., and parts of Maryland. Title I — A federal grant that provides flexible funding that may be used to provide additional instructional staff, professional development, extended-time programs, and other strategies for raising student achievement in high-poverty schools. MPCS uses Title I funding for assistance in language arts and math for low-achieving elementary students. Title II, Part A — A federal grant that provides funding to increase student achievement by elevating teacher and principal quality through recruitment, hiring, and retention strategies. The program uses scientifically-based professional development interventions and holds schools accountable for improvements in student academic performance. Title II, Part D — A federal grant that provides funding to improve student academic achievement through the use of technology in elementary and secondary schools. It is also designated to assist every student in becoming technologically literate by the end of eighth grade and to encourage the effective integration of technology resources and systems with teacher training and professional development. Title III — A federal grant that provides funding for language instruction assistance for limited English proficient and immigrant students, so they may meet the Standards of Learning for all students Turnover — Savings generated in the employee compensation accounts due to jobs previously held by higher- paid, senior employees being fill by lower-paid employees. U Unified Salary Scale — A single salary scale using open ranges where the starting salary for each pay band or level is achieved by adding a fixed percentage to the prior level. For the scales in use in MPCS, that amount is 5 percent. V Virginia Association of School Superintendents (VASS) –Professional organization for past, present, and aspiring public-school superintendents serving in the state of Virginia. Virginia High School League (VHSL) –The principal sanctioning organization for interscholastic athletic competition among public high schools in the Commonwealth of Virginia. Virginia Preschool Initiative (VPI) Program — A PreK program that is available to a limited number of children who qualify for the Federal Free and Reduced-Price Lunch Program in designated elementary schools. Virginia Public School Authority (VPSA) –A Department of the Treasury for the Commonwealth of Virginia that operates several financing programs for public primary and secondary education.

SUPERINTENDENT’S PROPOSED FY20 BUDGET MANASSAS PARK CITY SCHOOLS 135

Virginia Retirement System (VRS) –The Virginia Retirement System administers pension plans and other benefits for Virginia’s covered public-sector employees. Virginia School Board Association (VSBA) –Virginia School Boards Association, a voluntary, nonpartisan organization of Virginia school boards, promotes excellence in public education through leadership, advocacy and services. W WorkPlace Partners – A point of the COMPASS. WorkPlace Partners students will extend their course-work into the summer months in conjunction with their employers, allowing them to continue earning credits through the summer months. Wraparound Services – Programs that incorporate the natural support systems of clients, along with various agency personnel and community representatives, to address children’s dynamic needs. Natural supports include family members, extended family, other caregivers, teachers and physicians, among others. The “wraparound” label refers to the fact that services are intended to wrap around the child in a way that supports him in all aspects of his life. Y Year-over-year (YOY) — A financial term that means a comparison of one period to the same period during the prior year. The period is usually a month, quarter, or annual total. Year Up – A non-profit organization based in Arlington, VA that assists low-income high school graduates with gaining employment and continuing professional training in order to improve earning possibilities. Year Up has agreed to extend the program to MPCS high need seniors. Z Zero-based Budgeting — A method of budgeting in which all expenditures must be justified the new period. Zero-based budgeting starts from a “zero base,” and every function within the organization is analyzed for its needs and costs.

MANASSAS PARK CITY SCHOOLS SUPERINTENDENT’S PROPOSED FY20 BUDGET