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School-Based Resources School-Based Resources Based Resources - S c h o o l Chief Executive Officer’s PROPOSED FY 2021 Annual Operating Budget Page 47 PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS Based Resources - S c h o o l Page 48 Chief Executive Officer’s PROPOSED FY 2021 Annual Operating Budget PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS Student-Based Budgeting Overview Prior to the 2012-2013 school year, Prince George’s County, like many school systems, had traditionally given dollars to schools based on student/teacher ratios. Funding for supplies and materials was also allocated on a formula based on student enrollment. Every student and every school are not the same. Prince George’s County Public Schools (PGCPS) is committed to making transparent budget decisions that work in the best interests of all students regardless of what school they attend. Our goal in this new paradigm is to increase equity in funding, empower school leaders and support systemic priorities. STUDENT-FOCUSED – provides resources based on students not on buildings, adults or programs. EQUITABLE – Funds will be equitably allocated to each student at each school based on his or her educational needs. Funding will be allocated to students with similar characteristics, regardless of which school they attend. FLEXIBLE – Principals are empowered and given more flexibility in their budgetary and operational decisions. Central office departments will operate in a supporting role to meet the demands and needs through timely and high quality service while providing clear parameters and guidelines to schools. TRANSPARENT – PGCPS budgeting process will be easily understood by all stakeholders. SBB allocates dollars directly to schools based on the number of students enrolled and the specific needs of those students. Certain student needs and characteristics, such as English language learners or students in particular grade levels , will be given a predetermined weight that translates to real dollar amounts. It is a more equitable and transparent way to fund schools, and will allow PGCPS to more efficiently direct resources to meet our students’ needs. Other large school districts across the country have adopted this approach including Houston, San Francisco, Boston, Philadelphia, Denver, Indianapolis, Cleveland, San Diego and Baltimore City. Under the leadership of the Chief Financial Officer and the Deputy Superintendent for Teaching & Learning, working committees have studied these districts and made recommendations to inform our strategy. PGCPS continues to collaborate with many of these partners to identify lessons learned, tools and best practices. Based Resources - S c h o o l Chief Executive Officer’s PROPOSED FY 2021 Annual Operating Budget Page 49 PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS Student-Based Budgeting Timeline Planning Implementation Submission September - December January - February March - April Classroom balancing Draft allocations released Finalized allocations Intial FY 2021 enrollment Adjusted FY 2021 enrollment Analysis of current data projection data project data Preliminary central office review FY 2021 proposed boundary Update non-SBB staffing and and feedback changes, if applicable program funding (Title I, Special Education, etc.) Review current business rules Final approval for submission Schools NOT using the SBB model include: Early Childhood Centers (ECC): Chapel Forge, Francis Fuchs, H. Winship Wheatley, and Kenmoor. Alternative and Specialty Schools: Annapolis Road Academy, Green Valley Academy, Croom High School, Tall Oaks High School, Community-Based Classroom, International high schools, Incarcerated Youth Program, Evening High School, and Academy of Health Sciences and Teacher Prep Academy at Prince George’s Community College Charter Schools: Chesapeake Math & IT North, Chesapeake Math & IT South, Excel Academy, Imagine Andrews, Imagine Foundations at Leeland PCS, Imagine Foundations at Morningside PCS, Imagine Lincoln, Turning Point Academy and College Park Academy Regional Centers: C. Elizabeth Reig, James E. Duckworth, and Margaret Brent Based Resources - S c h o o l Page 50 Chief Executive Officer’s PROPOSED FY 2021 Annual Operating Budget PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS Per-Pupil Weights How Schools Were Funded… In past years, the number of staff was provided based on the number of programs and students in each school. Schools also received funding for classroom supplies and materials in the same manner. This did not take into account the specific needs of students in each school. SBB Funds Student Needs… Under Student-Based Budgeting (SBB), school budgets are built based on the unique mix of students that are b eing served in each building. Furthermore, students with the same characteristics should get the same level of resources regardless of what grade or the school they attend. How Weights Were Determined… Weights are designed to reflect fair and objective criteria that could be applied to all schools in an equitable and transparent way. A committee representing various schools and central offices developed the per pupil formula. There is never a perfect way to place values on the needs of all students, and we do anticipate making adjustments and changes to both the weighted categories and the weights, themselves. The weights are reviewed on an annual basis to ensure that they adequately reflect the goals of the school system and SBB. BASE FUNDING is attached to every PGCPS student attending an SBB eligible school, regardless of need. The funding level was set to allow each school to support a baseline level of services (teachers, administrative staff, and supplies). GRADE LEVEL: Students in kindergarten, 1st, 2nd and 3rd grades are weighted which reflects the system’s phase-in of class size monitoring. STUDENT ACHIEVEMENT: Weights are spread proportionately across the K-12 spectrum based on student- identified needs. Weights are calculated as follows: o Performance Low – Elementary and K-8 Schools The percentage of students identified as not demonstrating readiness for kindergarten as shown on the Kindergarten Readiness Assessment (KRA-M) for K-2. For grades 3-8, student reading scores, specifically those below district average and/or grade level based on Northwest Evaluation Association’s (NWEA) reading assessment tool, Measures of Academic Progress-Reading (MAP-R), plus PARCC ELA and Math Scale Scores and PARCC Levels for students in grades 3-8. o Performance – Early Warning Indicator – Middle and High Schools Using multivariate analysis, students are identified for intervention based on several factors designed to predict 9th grade promotion and on-time graduation. Based Resources - S c h o o l Chief Executive Officer’s PROPOSED FY 2021 Annual Operating Budget Page 51 PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS Middle Schools – data from rising 7th graders is used as a proxy for “at risk;” the factor is applied to all grades within the school to fund interventions. Factors include: 7th Grade Q1 Q1 GPA (SY 2019) Last year's GPA Last year's attendance rate Last year's number of suspensions and expulsion requests Last year's MAP-R Lexile score (Beginning of Year) High Schools – data from rising 9th graders is used as a proxy and the factor is applied to the school 9-12 enrollment to fund interventions. Factors include: th Full-year 8 grade GPA First Quarter 9th grade GPA th First Quarter 9 grade attendance rate Suspension rates th 9 grade retention ENGLISH LANGUAGE LEARNERS (ELL) – – PGCPS has seen a rise in ELL students in recent years. The ELL weights were determined to support specific students based on a combination of their language proficiency level and grade level, as determined by the LAS Links English Proficiency Test administered through the English for Speakers of Other Languages (ESOL) Office. Higher weights were assigned to Newcomer students as well as those testing at a basic level. Based Resources - S c h o o l Page 52 Chief Executive Officer’s PROPOSED FY 2021 Annual Operating Budget PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS Weighted Student Formula The table below summarizes the current formula, detailing the number of students in each category and both the per - pupil and system-wide dollars used to fund those student: IMPORTANT NOTE: The total student-based budget allocation for FY 2021 is $544.1 million, an increase of $27.7 million over the FY 2020 allocation. The tables provided below have not been updated to reflect the increased allocation as the weights and methodology for FY 2021 are under executive review. Updated tables will be included in the Board of Education’s requested budget document. Table 1: SBB Summary of Weights Table 2: Sample SBB Budget Model Based Resources - S c h o o l Chief Executive Officer’s PROPOSED FY 2021 Annual Operating Budget Page 53 PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS School Level Flexibility Why increase school level flexibility? With Student-Based Budgeting (SBB), schools have the flexibility to plan and use SBB funds towards instructional staff, administrative and school support staff, and discretionary resources to best meet the needs of their students. A primary goal of SBB is to balance accountability for student outcomes with flexibility to allow schools to be more strategic with their resources. What is an “Unlocked,” “Locked” and “locked+” position? UNLOCKED – Positions that can be purchased using SBB funds; schools determine the composition and mix. Example: School “A” is able to purchase additional classroom teachers if sufficient SBB funds are available. LOCKED – Positions and resources that are funded and staffed by central office; positions typically have special requirements or restricted funding. Example: School “A” receives Special Education staff (teachers, paraprofessional educators, secretaries, etc.) based on staffing policies and procedures of the Special Education department. LOCKED+ – Positions and resources that are funded and staffed by the central office; schools may supplement existing allocation using SBB funds. Example: Central office provides a 0.5 Library Media Specialist position to elementary school “A;” school “A” may then decide to purchase an additional 0.5 Library Media Specialist position to make it a full 1.00 position.
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