Fiscal Year 2018
Holyoke Public Schools Operating Budget
A Pathway for Every Student
HOLYOKE PUBLIC SCHOOLS - 57 SUFFOLK STREET, HOLYOKE, MA 01040
Facebook /holyokepublicschools @hpsholyoke
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Holyoke Public Schools
July 1, 2017 ~ June 30, 2018 Fiscal Year 2018 Operating Budget
School Committee Members Honorable Mayor Alex Morse, Chairperson Devin Sheehan, Vice Chairperson Erin Brunelle Mildred Lefebvre Rosalee Tensley Williams Dennis Birks Irene Feliciano-Sims John Brunelle William R. Collamore Nyles L. Courchesne
Dr. Stephen Zrike, Receiver June 19, 2017 Special thanks to:
Chief Financial and Operations Officer Anthony W. Soto
Chief of Strategy and Turnaround Erin Linville
Budget Team Cheryn Powell, Budget/Grants Director Awilda Pagan, Accounting Manager Gail Shattuck, Manager of Data Beth Gage, Chief of Talent Amanda Smith, Financial Analyst Tiarra West, Financial Analyst Patty Ferreira, Executive Administrative Assistant to CFOO
…and to the other administrators, staff, and Colleagues for their collaboration and insight.
T H E P U B L I C S C H O O L S of H O L Y O K E, M A S S A C H U S E T T S
57 Suffolk Street, Holyoke MA, 01040
A Message from the Receiver Dr. Stephen Zrike:
It is my privilege to share the Holyoke Public Schools recommended budget for the 2018 fiscal year. The recommended budget of $90.4 million represents a decrease of ($509,262) from FY 2017. This budget was thoughtfully developed to allow us to deliver on our promise to be Holyoke families’ first choice for their child’s education and is true to our vision statement, values and priorities as a school system.
Our investments last year and this year support the following five priorities: high quality instruction for all; personalized pathways; engaged students, family and community; an effective and thriving workforce; and a system of empowered schools. I am excited that our investments this past year have resulted in many accomplishments of which our students, families, and staff should be proud.
24% decline in the high school drop-out rate, which follows a 28% decline last year 20-fold increase in the number of students enrolled in college courses. In 2014, we had 5 students enrolled in 6 courses, and this year we have 119 different students across Dean and Holyoke High enrolled in 157 different courses at a 90% success rate! More than 70 students in grades 4-12 have been provided with more inclusionary experiences 16-point increase in the percent of teachers who feel their school is supportive of their growth as a teacher 10-point increase in the frequency with which families meet with a teacher at their child’s school 7-point increase in the percentage of students who say their teacher has high expectations
We recognize we have a lot more work to do to ensure the highest quality education for all of our students. Accordingly, our budget this year supports the following investments:
Increasing compensation for our educators; Maintaining class size ratios; Supporting educators with high quality professional learning; Adopting and expanding standards-aligned curriculum in english language arts, mathematics and science; iii ~ A Pathway for Every Student ~
Upgrading the server infrastructure to improve network reliability and investing in new technology to support high school redesign; Expanding programs to provide students and families with more choices: dual language at two school sites, spanning five grades in total; a personalized pathway program for middle school students; and emerging engineers and explorations for high school students; Implementing our high school redesign plan: a freshman academy, newcomers academy for students just beginning to develop their English, and opportunity academy for students who need an alternative pathway.
These mission-driven commitments are being made at a time when our revenue remains virtually flat and our costs (health care and other expenses) are steadily increasing. This reality, coupled with our resolve to improve student outcomes resulted in an initial budget shortfall of $5.7 million.
Last year, we made significant reductions to central office staffing, resources and services in order to protect our classrooms. This year, we made additional reductions to central office expenditures, such as consolidating our office space and re-bidding health insurance to avoid an even larger increase in employee and employer expenses. At the same time, we were forced to reduce individual school per pupil allocations in order to balance our budget. Moving forward, we are committed to securing additional resources for schools and classrooms by examining opportunities to realize efficiencies and savings outside of the classroom and encouraging more students and families to choose Holyoke Public Schools.
I am pleased to present this comprehensive budget that is strategically aligned to our turnaround plan. In building this budget, I want to extend my gratitude to Mr. Anthony Soto and the Office of Business Financial Services, the HPS leadership team and our school based administrators. We appreciate the continued support of our educators, School Committee members, Mayor Morse, elected officials, Holyoke taxpayers and our families. Holyoke continues to demonstrate its commitment to the educational experience of the youth who will shape its future for years to come.
Sincerely,
Stephen Zrike
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Table of Contents Introduction ...... 1
About This Document ...... 3
Executive Summary ...... 4
District Administrators ...... 24
Organization and Financial...... 26
Introduction to Holyoke Public Schools ...... 28
Operating Budget Development Process ...... 32
Holyoke Public Schools General Fund Appropriation Overview ...... 40
General Fund – Divisional Budget ...... 53
Curriculum and Instruction ...... 54
Operations and Finance ...... 58
Family and Community Engagement ...... 61
Human Resources ...... 63
Pupil Services ...... 65
Special Revenue Funds...... 69
Summary of Major Budget Assumptions ...... 73
Information ...... 75
General Fund Budget Forecast...... 76
Schools ...... 77
Appendices ...... 106
Glossary of Terms...... 109
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Introduction
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About This Document
This budget document contains information in the form of tables, charts, and narratives in order to provide the context for important budget deliberations and decisions made by the Receiver. It also serves as a guide to help administrators, elected officials, the public and other interested parties understand the District’s programs, services, goals, and finances in the fiscal year 2018.
PURPOSE STATEMENT
Defining Policy: The budget supports the executive direction and provides strategic goals for the District to follow in the upcoming fiscal year.
Planning Tool: The budget is a financial planning tool that allocates resources based upon an analysis of the challenges and opportunities facing the District.
Communication Tool: The budget document is a communication device designed to inform the reader of major budgetary decisions faced by the District, and the fiscal and human resource allocations for the upcoming year.
Focus on Performance: The budget’s layout is consistent with the District’s organizational chart and the chain of command. By stating goals and objectives, the budget supports priorities and plans for every department.
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Executive Summary
Holyoke Public Schools is proud to present its annual operating budget. The FY 2018 budget is balanced and it reinforces the Receiver’s commitment to allocate resources into the classroom. Through the strong collaborative effort of District leaders and innovative decision-making, our District can present an honest budget that puts children first.
For FY 2018, the Receiver will adopt a $90.4 million general fund budget, representing a 0.6% decrease over FY 2017. The District strives to achieve a budget proposal that aligns with its mission, vision, and core values, with the ultimate goal of student achievement in mind. Please note that all of the numbers presented in this budget are based on updated assumptions in the House Ways and Means Budget. It is important to note that the budget the City of Holyoke publishes for schools is much less because it does not include Charter Assessments and Fringe Benefits. The budget the City published is $64.1 million which represents a decrease of $1.1 million or 1.7%.
VISION
A Pathway for Every Student
Our students:
Graduate with an additional credential that provides for college and career options
Experience success through multiple pathways
Think critically and communicate with purpose
Value themselves, value others and value being part of the Holyoke community
Lead with Growth Mindset and Self-Management
Values.
At HPS, we:
Encourage bold thinking
Explore all possibilities for student success
Embrace all students & families as our own
Empower school teams to impact change
Engage in meaningful feedback
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School Strategic Plan
Holyoke Public Schools’ 5 strategic priorities are centered around each school having the resources, support and focus needed to develop and implement a highly effective School Strategic Plan. Schools have engaged in a 6-month planning process to develop unique school strategic plans, designed to support students academically, behaviorally and social-emotionally.
Aligned to our Priorities, here are key accomplishments in the past year.
HIGH QUALITY INSTRUCTION FOR ALL
Each school has a system of supports ensuring that students access grade level standards and tasks, experience powerful teaching, have their learning progress monitored and are provided multiple pathways to success. All students are provided a robust curriculum that includes rigorous instruction in core subjects and enrichment opportunities in the arts, music, physical education and more.
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SY16-17 Accomplishments
More students meeting or exceeding grade level standards. In SY15-16, HPS saw a 7 percentage point increase in equated proficiency (which is measured on a scale that allows for a comparison between the PARCC and MCAS results). In mathematics, we experienced a 4 percentage point increase in equated proficiency from 2015 to 2016. Students who are ELLs outpaced the performance of students in the aggregate. This year, we introduced STAR as a formative assessment. Although students are currently taking the EOY STAR test, we saw a 5.1- point increase in the percent of students performing at or above expectations and a 5.4- decrease in the percent of students in need of urgent intervention from BOY to MOY.
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Increasing the emphasis on teaching grade level standards in English language arts, mathematics and science. For example, middle school teachers across the district are meeting monthly to plan for the full adoption of the Science Technology Engineering (STE) standards. School leaders and teachers focus on implementing the standards for mathematical practice, which build on key expectations required for our students to meet the Massachusetts standards.
More time for student learning and teacher collaboration. The lengthened the school day of 1330+ hours per year (~7.5 hour day) for students in grades K-8 allows educators more time for collaboration and professional development and provides students with increased time for learning and enrichment. On our Culture and Climate survey administered in March, the District experienced a 16-pt increase in the percent of teachers reporting that the school is supportive of their growth as a teacher, and an 8-pt increase in the percent of teachers reporting that they learn a lot about teaching from the leaders of their school.
Creating more opportunities for students to be in the least restrictive environment. Nearly all high school students in the Therapeutic Intervention Program (TIP) and Intensive Learning Center (ILC) have moved into less restrictive settings (about 60 students total). In middle school, 9 students (~20%) in TIP at Peck have moved into a less restrictive setting, with another 5-10 students planned for next year.
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Establishing Student Support Teams (SSTs) at every school that meet at least monthly to analyze and respond to students’ individual academic, behavior, and social emotional needs, with the goal of exhausting all Tier one academic and non-academic strategies so that students have a higher likelihood of success without more intensive interventions.
Providing targeted feedback to our students. 91% of 3rd-5th grade students and 85% of middle and high school students report that teachers provide somewhat, quite or extremely helpful feedback on their work frequently. This is strong aligned to our value of “engage in meaningful feedback” – a value for ourselves as professionals and in our relationships with students.
PERSONALIZED PATHWAYS
Every student is unique, therefore HPS must create a holistic approach to support their diverse needs. Students engage in relevant and meaningful learning, targeted to their needs and interests and have multiple opportunities for success. Students have a personalized approach to their education affording them with the opportunity to graduate with an additional credential that provides for college and career options. Students have a variety of customized opportunities during the traditional school day and beyond, including tailored intervention, enrichment, advanced coursework, career and technical education, and dual-credit.
SY16-17 Accomplishments
Redesigning the High School Experience. We launched freshman academy, a more nurturing and student-centered experience and through which students explore college and career pathways. In SY16-17, four times as many students participated in dual enrollment through HCC, UMASS, Westfield State and STCC. We also engaged in an extensive and comprehensive planning process, with more than 50 teachers, staff members, school leaders, students, and community members. In May, we released a high school redesign plan that provides opportunities for students to develop a personalized learning path towards college, career or both. Built upon choice and access to advanced educational opportunities, the plan deepens student engagement and provides families and business and civic leaders explicit opportunities to partner with educators to help guide students’ career and college plans, as well as strengthen our local economy.
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Increasing Alternative Options for Students. Our drop-out rate of 5.4% is the lowest it has been in more than 6 years – the average of which was 8.1%. This is in large part due to our focus on “freshman on track” for a smoother transition from middle to high school and doubling alternative options for students who may not be best served in the traditional high school setting. 80% of the students engaged in alternative options have graduated or remain enrolled.
Targeted Intervention through Vacation Academies and Summer Learning. Nearly 400 students in grades 2 through 4 will improved their math or literacy skills, as well as engaged in theatre and physical activity, during Vacation Academies. The week culminated in a student performance for families. We are introducing a targeted summer program for middle school students in partnership with Generation Teach, a program which connects high potential high school and college students as summer teachers to reverse the learning loss.
Investing in STEM learning (Science, Technology, Engineering, Mathematics). This year, all 7th and 8th grade students participated in Holyoke Codes, exposing them to coding, robotics and technology at the Green High Performance Computing Center. We focused on computer science and digital literacy standards.
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Expanding choice programs. HPS continues to expand programs to offer increased choices to families. We expanded dual language immersion to preK and 2nd grade – and are preparing to double the size of kindergarten and expand into 3rd grade next school year. Demand for dual language slots continue to exceed supply, with students at Metcalf performing among the strongest across the district on STAR early literacy assessments. In SY16-17, we offered a personalized learning program for 6th and 7th grade students and are doubling in size for next year. Free preschool programs are now in every neighborhood school and boast family friendly scheduling options.
Increasing Access to Enrichment. A full school day provides greater enrichment to engage and inspire our students. Through enrichment provided by our own school staff, students design video games, draw cartoons, create yearbooks, perform yoga, sew, learn Spanish and play instruments. Other schools partner with organizations to offer activities like swimming, theater, and outdoor adventures and dance.
Strengthening the Kindergarten experience through implementing Focus on K2 in kindergarten, with significant progress over the last 1.5 years. We had a very strong site visit with Dept of Early Childhood in March. The report noted the high level of student engagement, positive classroom culture, quality of conversation between adults and children and peer-to- peer. “Conversations between adults and children… encouraged thinking and problem solving.” – DESE OFSF letter, 5/8/17
ENGAGED FAMILIES AND COMMUNITY
Families and community members are essential partners in our shared success. When we effectively partner with families, particularly those who have not historically been engaged, we create an essential support network to address our students’ needs and create opportunities for a strengthened community. We want to be family’s first choice for their child(ren)’s education.
SY16-17 Accomplishments
Hosting community walks and conducting home visits. HPS hosted more than 25 community walks in the summer to listen to families and bring the school district to them. Events included community walks over the summer to meet people in their neighborhoods and gather feedback on the schools, a parent information session for prospective families interested in dual language at EN White, and a Pre-K and Kindergarten registration event in partnership with the Holyoke Children’s Museum and which featured Curious George. Many teachers from across the district make home visits to learn about and connect with our families.
Engaging families through the Parent Power Academy. The Parent Power Academy provides families with tools and resources to support their children’s education and other educational topics for families. The 45+ “Parent Power” educational events for families include topics ranging from supporting learning at home, health, financial stability, social and emotional learning, and parent leadership.
Improving families’ connections to school and strengthening their voice in school. Nine of eleven schools have at least 2 consistent parent leadership opportunities, which include PTOs, 10 ~ A Pathway for Every Student ~
School Site Councils, and parent volunteer groups. We’ve also expanded city-wide opportunities for leadership and voice, including a citywide parent advisory group and active incorporation and support of the SPED PAC’s advice and recommendations. On our recent culture and climate survey: 85% of families report they frequently or always feel welcome in their child’s school, and 62% of families report that they meet with someone at their child’s school at least every few months
Revising and updating enrollment procedures and processes for grades PK-8th in order to simplify and improve the experience for families. The new process aligns with our new student information system.
On the Culture and Climate survey, we were also encouraged to see: a 7-pt increase in families reporting that their children enjoys going to school (71% of families report that their child enjoys going to school “a tremendous amount” or “quite a bit” – with another 17% of families reporting that their child enjoys going to school “somewhat); a 7-pt increase in students responding that their teachers have high expectations of them (78% of students in grades 3-5 and 66% of students in in grades 6-12), and an 8-pt increase in students feeling teachers understand and value their cultural background.
A SYSTEM OF EMPOWERED SCHOOLS
We believe that the school leadership team, including administrators, teacher leaders, parents and the community, needs to be empowered to make decisions in the best interest of their schools. The individuals working everyday on the front lines to ensure our students’ learning are most informed about what our students need. We also believe that autonomy should come with support for schools, particularly for schools with the greatest need to improve outcomes for students. The central office must be judicious, responsive, reflective, nimble and wholeheartedly committed to setting the conditions for schools and students to be successful. We each hold ourselves accountable to student success at the class, school and system level.
SY16-17 Accomplishments
Introducing a professional compensation system for teachers. We invested $1.2 million in a new professional compensation system, containing a career path that compensates teachers based on individual effectiveness, professional growth, and student academic. We had 27 qualified applicants for the position of Advanced Teacher and interviews are in process. Advanced Teachers are exceptional educators who serve as school-wide models of instructional excellence. Advanced teachers typically have at least five years of experience and possess deep expertise in their craft. The primary role of an Advanced Teacher is usually to be a classroom teacher, but also spend time modeling excellent teaching in a lab setting, and will have the opportunity to magnify their impact on the quality of school-wide instruction by assuming additional leadership responsibilities determined by each individual school.
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Continuing to strengthen evaluation systems and ensure that educators receive frequent coaching. 83% of teachers report receiving feedback on their teaching at least a few times a month – and 79% of teachers report that the feedback is somewhat, quite or extremely useful.
Developing Instructional Leadership Teams (ILTs) and their ability to analyze multiple sources of data, including the use of the STAR assessment and on-track data (utilizing grades and attendance as the leading indicators for student success in school).
Continuing to reduce expenditures in Central Office to preserve as many resources for schools as possible. In SY16-17, we reduced central office personnel by approximately $850,000 and non-personnel expenses by approximately $400,000. To do this, we needed to implement initiatives such as staggering operations staff schedules to reduce over-time pay, reducing operational expenses for items such as pest control or alarm control, and managing unemployment costs better. In the upcoming SY17-18, we have reduced central office personnel by an additional $100,000 (approximately) and non-personnel expenses by an additional $1,000,000. To do this, we are consolidating central office from four floors to two floors and better managing our health insurance costs. In total, we have reduced $3.6M from central office expenditures over a two year period and continue to actively seek out additional ways to reduce expenditures.
AN EFFECTIVE AND THRIVING WORKFORCE
Through improved recruitment, evaluations, professional development and recognition programs, the District will fill every classroom and office with talented professionals whose gifts and commitment will benefit our children every day. We must work together to increase the quality and diversity of our educator workforce, while elevating the profession of teaching and raising the morale of our teachers and staff. It is our responsibility to create a work environment that is challenging, rewarding and culturally competent.
SY16-17 Accomplishments
Re-designing our K-8 portfolio and planning to invest in buildings. The Massachusetts School Building Authority (MSBA) conducted a facility audit of the District’s educational facilities and offered strategies to rethink our future portfolio. We analyzed school portfolio possibilities and collected feedback from the community. Feedback was overwhelmingly in favor of a middle school model. We were approved by the MSBA to engage in a feasibility study for a potential project to serve middle school students and better meet their academic and social emotional needs.
Investing in Technology. Every teacher received a laptop – a critical investment in our educators, as their planning and preparation occurs beyond the school walls. We also purchased many chromebooks for classrooms and will continue this investment in the upcoming year. We have also taken significant steps to provide a more secure, reliable network throughout the district.
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Integrating systems to ensure more accurate data and efficient use of data. For example, we have dramatically increased the usability and integration of MUNIS to have accurate and consistent personnel and financial data. This is supporting a more effective and accurate staffing and budget plans for schools in the upcoming year. We are also working to connect our student information system with other systems, such as Esped.
Streamlining support of Central Office to schools. Each school has a financial analyst, facilities liaison and HR generalist that serves as their key contact person to central office. This has helped schools know who to go to for support, and it is our job as central office to find the answer to support them. These efforts have been extremely well received by schools.
FISCAL YEAR 2017 BUDGET UPDATE
With the end of the fiscal year approaching, it is important to reflect on the significant events that have occurred during the year, which have played a major role in shaping the FY 2018 budget. Understanding what has happened since the adoption of last year’s budget will allow a better picture to be drawn about the District’s future direction.
This has been the second year that the District was in receivership. Since the receivership there have been many reviews and assessments done internally as well as by some of our external partners, most of which have been funded by the turnaround grant. An assessment was done on central office, which led to key recommendations on how the Central Office can be restructured to better align with our strategies, reduce costs, and serve our schools better. In additions, a review was done on our SPED and ELL services.
Throughout the year, the Receiver appointed key members to his cabinet and Central Office team. New members of the team include a new Chief of Academics and Chief of Pupil Services.
The District was able to utilize grant carryover money as well to avoid further cuts that would have resulted in an unfavorable final state budget that impacted initial assumptions.
Under the federal E-rate program, E-rate funds are allocated according to rules of priority, with first priority given to requests for telecommunications services, telecommunications, and Internet access services; these services are listed in the “Priority One” section of the eligible services list. The remaining available funds are allocated to requests for support for internal connections and basic maintenance of internal connections; these services are listed in the “Priority 2”. In FY 2016, a large proposal in Priority 2 requests were submitted by the District for network infrastructure improvements, and were approved. This allowed the District to put access points and other infrastructure to support dense wireless in all of our schools. This work continued through FY 2017 and the District continued its commitment to strengthening the reliability and safety of our network. In October of 2016 we experienced a DDoS attack that brought our network to a crawl during a 3 week period. The District worked tirelessly with professional network engineers to implement a mitigation service that solved the internet issue. For FY 2018 the District continues to invest in mitigation services that will fend off any similar attacks.
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The District also worked with Hilliard Inc. to develop standardized and green cleaning initiatives across all schools. This work will result in cleaner and safer learning environments for our students. HPS also received bids for a new food service management contract. For FY 2018 there will be a new program for food service and the focus of this new contract will be improving the quality of the food service program offered to HPS students.
Another significant event in FY 2017 was an $800,000 deficit in the transportation budget due to a known shortfall in the transportation budget. The District did have some general fund carryover that was able to absorb some of this shortfall and also had to return to the City Council to seek an additional appropriation to pay transportation bills. The District hired consultants to review SPED transportation and was able to target certain areas of concerns that would allow for efficiencies. The current appropriation for transportation assumes that some of the assumptions we modeled will come to fruition and result in a fully funded transportation budget.
FISCAL YEAR 2018 BUDGET PROCESS
Holyoke Public Schools’ annual budgeting process is the mechanism by which the Receiver’s priorities are formulated and District resources are allocated. By strategically aligning goals with financial and human resources, the District is making a direct commitment to attaining those goals.
The development of the budget is a year-round process, and is broken out into three key phases: the Planning and Strategy Phase, the Budget Development Phase, and the Budget Adoption Phase.
Each of these phases are equally important, and rely on strict deadlines and teamwork to ensure that the budget is in line with the District’s strategic goals and priorities. Throughout the phases, the Office of Business and Financial Services releases three major budget projections: (1) Preliminary, (2) Level Service, and (3) Final Balanced, each signifying a milestone in the process.
FISCAL YEAR 2018 BUDGET CONTEXT AND OVERVIEW
As work began on the FY 2018 budget, it became clear that Holyoke Public Schools’ initial expense projections were higher than the expected revenue for FY 2018. With this in mind, our initial strategy for building the FY 2018 budget was to determine the costs of continuing the same levels of service that we were currently providing and include known investments at the time that were part of the Receiver’s strategic priorities.
Our “Preliminary (1)” level service budget projections showed that a conservative scenario for the District would require us to solve a $5.8 million deficit. We updated our budget projections to reflect House Ways and Means figures and with the “Level Service (2),” and Holyoke Public Schools’ updated level service deficit was down to $1.2 million. The updated deficit was due to increased revenue in Ch 70 as well as updating some of the initial projections with actual numbers. Chiefs were asked to cut 10% and schools were reduced $250 in their per pupil discretionary budget. In addition our staff allocation was updated to reflect current enrollment which resulted in savings.
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During the regularly scheduled budget update to the Receiver, the revised deficit of $1.2 million was communicated to the Receiver and key members of the budget team. The team understood that tough decisions needed to be made to close the deficit. This deficit, while smaller than the initial projection, was very difficult to overcome because much of the excess had already been trimmed out of the budget.
When submitting their detailed level service requests, the Chiefs and Department Heads thoroughly reviewed each line item, and justified to the Office of Business and Financial Services the importance and measured success of the item.
With a hard $1.2 million deficit still standing, some innovative thinking was needed. At that point, the District decided to take a multi-faceted approach to close the remaining gap in the budget. Considering many of the District’s expenses are non-discretionary and arbitrary cuts could not be on the table, this was necessary.
Each Cabinet Chief was required to submit a prioritized proposal of where they would cut 10% from their discretionary budgets. Simultaneously, the Budget Team analyzed and adjusted the major underlying assumptions in the budget. Our approach to solving the budget deficit was a holistic approach, where we analyzed budgeted items from all funding sources. Through attrition and new revenue opportunities, we were able to help reduce a considerable portion of the deficit. For the remaining deficit balance, we re- evaluated some initial investments, and reviewed grants in detail.
With strategic fiscal management, thorough budget review, and cross-functional collaboration, the District was again able to solve the deficit, all while investing in new initiatives and preserving class sizes. This important fact must not be overlooked, because while many school districts are suffering major service cuts, Holyoke Public Schools’ is making investments and trying to minimize the cuts to instructional positions.
WHAT THIS BUDGET ACCOMPLISHES
Although we continue to operate in tough economic conditions, we are proud to say that through hard work and innovative decision-making, Holyoke Public Schools’ will continue the following significant initiatives in the FY 2018 budget:
Teacher Retention – For the second year, HPS teachers will receive an increase in their annual salaries this fall based on their evaluation. Our compensation system is designed to retain and attract great teachers, while creating incentives for teachers to stay and deepen their impact on Holyoke students. Select teachers may choose to take on leadership roles in the district, such as serving on the teacher leadership cabinet, or in their schools. We are also excited to introduce the role of Advanced Teacher, a designation for outstanding educators who serve as a school-wide model of excellence and engage in additional responsibilities to accelerate student and staff learning.
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Free Extended Learning Time Opportunities for Students – We are expanding access to high- quality summer school programs and continuing a significant investment in vacation academies. Combined with enrichment and after-school activities, these opportunities support the academic, social emotional and behavioral needs of the whole child. Particularly in high school, opportunities for credit recovery help ensure students remain engaged in school and graduate.
High quality, free meals accessible to all students – We know that providing nutritious and appealing food for students is essential to ensuring their brains and bodies are ready for learning. This budget continues an investment in Breakfast in the Classroom (BIC) for Pre-K to 8th grade students, while hoping to expand to high school as well. The community has strongly embraced BIC; we have one of the highest participation rates in the State. We are continuing the Community Eligibility Provision that allows high need schools to serve free meals to all students while alleviating the administrative burden to collect paper applications, which also results in higher participation rates. Finally, we will have a new food service contract with an improved focus on providing quality and healthy meals to all students at no cost.
Technology Investment – Our continued investment in teacher, student, and administrator devices will continue in FY 2018. The Freshman Academy and Holyoke High School business lab are two area of significant technology investment. Additional investments to strengthen the reliability of our network will also be made in the upcoming year.
Expansion of Choice Programs – We are expanding opportunities for students and families through choice programs. Our dual language program will serve more than 230 students in Pre- K to 3rd grade at Metcalf and Pre-K to Kindergarten at EN White. Our two-way immersion program provides all students with ample exposure to English and Spanish, allowing them to progress academically in both languages and gain appreciation of many cultures. Our Personalized Pathways Program (P3) at Peck will serve nearly 200 students in grades 6-8. P3 uses the power of one-to-one technology to provide students with an individualized learning experience that includes project-based time, mentoring, intervention/acceleration and enrichment.
High School Redesign – We continue our investment in Freshman Academy, a more nurturing and student-centered experience, and Opportunity Academy, which provide a variety of pathways for students who need an alternative. New this year, the Newcomers Academy will be a customized learning environment for students who are new to developing English to assist them in the acquisition of English, while also furthering the content of English Language Arts, Mathematics and Science in their native language. Teams of teachers are developing plans for theme-based academies that will provide numerous pathways for students to ignite student motivation, interest, and engagement.
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Breakfast in the Classroom Expansion – Building off of a model breakfast in the classroom (BIC) program at all of our K-8 schools, HPS will continue to invest in improving the quality of our BIC program. Our hopes are to expand this to the HS’s. The FY 2018 year brings a new food service contract to the District with an improved focus on providing quality and healthy meals to all students at no cost.
Increases for certain bargaining groups – While some other surrounding districts have been forced to freeze salary increases, HPS is committed to our turnaround plan and retaining and rewarding high quality employees. In next year’s budget, funding has been set aside for some bargaining groups that have not had increases over the last few years.
Professional Learning – At all schools, we are making a significant investment in professional learning and collaboration for teachers and paraprofessionals. This past year, all teachers engaged in 10 days of professional learning, with additional planning and collaboration during the school year. This upcoming year, we have secured additional time for teachers to plan outside of the traditional school day to ensure that they can engage regularly in uninterrupted and high- quality planning, collaboration and professional development. We are also investing in support structures to ensure that the time is used highly effectively and productively.
Class Sizes – Although faced with difficult challenges, the District maintained the same class size ratios that were used in the previous year’s budget. Our budget last year made an explicit investment in teachers who support students with IEPs (individual education plans) in inclusion settings, as well as students who are ELLs (english language learners).
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FINANCIAL OVERVIEW
There are two main categories of funds available to the Fiscal Dependancy District, the general fund and special revenue funds. FY18 Projected Revenues The general fund primarily consists of Chapter 70 State Local Aid and the City’s minimum local contribution. Special Funds revenue funds primarily consist of grant funds and $10.6M 12.9% revolving accounts. This financial overview will focus primarily on the State “General Fund” budget, which includes the required Funds net school spending and additional appropriations $71.4M provided by the City to cover costs that are not eligible 87.1% for net school spending. Overall, the projected budget for FY 2018 is $90.4 million. Holyoke Public Schools is fiscally dependent on the state as shown in the picture. The majority of the General Fund Budget comes from the required net school spending which is $81.9 million. $10.6 million or 12.9% of that is the City’s required local contribution. $71.4 million or 87.1% of the net school spending comes from the states Chapter 70 allocation.
Compared to FY 2017, the general fund budget decreased 0.6%. Overall, the FY18 Projected Expenses District’s revenue is down primarily due to a decrease in charter reimbursement as well as eliminating the $1.3 million in General Fund carryover that was used to balance the budget. If carryover money becomes available after the year closes out, this money will be infused into our schools and our budget numbers will change accordingly. Personnel Supplies & Services Services Expenditures can be broken into two major $57.8M $32.6M 63.9% 36.1% categories, personnel services, and supplies and services. The majority of the District’s expenditures (63.9%) are in personnel services, which include employee salaries, stipends, and fringe benefits. The other major category making up the District’s general funds budget is supplies and services (36.1%), which include supplies allocated to schools and departments, as well as major contracted services purchased by the District. Personnel service expenditures increased by 0.3% over FY 2017, and supplies and service expenditures decreased by 2.0%. The majority of the increase in salaries is due to the Districts continued investment in teachers through our performance based compensation model.
Overall expenditures had a 0.6% decrease.
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2017 2018 Adopted Budget Change Personnel Services $ 57,590,884 $ 57,750,224 $ 159,340 Supplies & Services $ 33,294,990 $ 32,626,389 $ (668,601) $ 90,885,875 $ 90,376,613 $ (509,262)
The Receiver has structured the organization into divisions, each with its own mission and a Chief in charge of carrying out that mission. All major decisions in the organization flow through one of these channels. The largest division is schools, which comprises 72% of the all funds expenses. Please note that included in the “Schools” category is charter tuition and fringe benefits.
The next largest division is Operations & Finance, which makes up 16% of the expenses. The majority of this division is made up of transportation, information technology, and facilities maintenance, which is closely linked to people and services at the schools. Finally, the third largest division is Special Education, which captures 9% of expenses. A large part of the SPED budget is comprised of people and services that are provided to schools as well as out of district tuition.
INFORMATIONAL
According to Massachusetts General Law, Holyoke Public School district is a fiscally Per Pupil Expenditures dependent entity organized under the City of $20,000 Holyoke and therefore does not have the authority to tax, issue bonds, or incur debt. The $15,000 majority of the District’s general fund budget comes from state aid as noted above. Because of $10,000 the significant amount of state funds, each year the City waits for the decision for funding from $5,000 the State and then provides its required contribution. $- 2011 2012 2013 2014 2015 Historically HPS has spent an average of $15,947 HPS MA Avg. while the state average for that same time has been $14,095. The District has a high number of SPED, ELL, and economically disadvantaged students in comparison to the rest of the state and thus spends
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more money per student. As enrollment has dropped as well as relatively flat funding, the future looks to be very challenging.
Holyoke Public Schools naturally has a high transient population. This characteristic makes it quite difficult to accurately track and project student enrollment between schools. Although the task can be difficult, estimating student enrollment is a critical function necessary for the District to appropriately staff buildings and project funding.
FOUNDATION ENROLLMENT
Foundation enrollment is a count of the number of pupils for whom a school district is financially responsible on October 1st of any given year. It is comprised primarily of local resident school children attending their community’s local or regional school district. However, it also includes students for whom the District is paying tuition, such as those at Commonwealth Charter Schools, other school districts, special education schools, and other settings. In order to be included, a student must be officially enrolled on October 1st. Those who leave in September or arrive after October 1st are not counted. A student who happens to be absent on October 1st is included nonetheless; this is a measure of enrollment, not attendance. DESE computes foundation enrollment using pupil-specific data submitted by each district through the Student Information Management System. A district’s foundation pupil headcounts are applied to specific cost rates to arrive at the upcoming year’s foundation budget.
To forecast future enrollment, Holyoke Public Schools uses a four-year average method for both the District enrollment and enrollment at charter schools and school choice. Total foundation enrollment is the combination of all these projections. The chart shows that In-District enrollment is shrinking while enrollment in Charter and School Choice have increased over the years. If this trend continues it puts a strain on the rest of the District budget and we are forced to make reductions in other areas to make up for the loss in revenue and increase in expenses.
2018 2017 2016 2015 2014
Foundation Enrollment 6,463 6,478 6,639 6,552 6,633 Charter School Enrollment 824 843 799 725 722 School Choice Enrollment 385 339 339 321 312 Estimated In District Enrollment 5,366 5,344 5,366 5,573 5,573
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ACTUAL ENROLLMENT
Actual enrollment is a headcount of students attending Holyoke Public Schools on October 1st of any given year. This enrollment differs from foundation enrollment because it only includes students in the District as opposed to all students the District is financially responsible for.
For FY 2018, the District’s foundation enrollment is 6,463, while actual enrollment in Holyoke Public Schools is closer to 5,366. Understanding how foundation enrollment is calculated is essential to understanding school finance, specifically for Holyoke Public Schools. When students leave the District to attend a Commonwealth Charter School, they take with them all per pupil funding provided by the State. This practice adds pressure to the District’s budget. Additional school choice options at Holyoke Public Schools, such as the dual language and P3 programs may increase enrollment as these attractive options may draw in students who were previously leaving the District for school choice and charter schools.
Because of dwindling enrollment and revenue streams and the Districts commitment to invest in classrooms, we had to be creative in the way we deliver services. In order to create funding for our investments to schools, cuts had to be made away from the classroom. Below is a chart that illustrates some of the $2.8 million in central office cuts that had to be made to Central Office since the receivership.
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CONCLUSION
By utilizing the framework for developing the budget, which included aligning resources to support the turnaround plan, Holyoke Public Schools’ has closed a $5.7 million budget shortfall while keeping classroom resources stable next year.
Though we operate in a tough economic environment, Holyoke Public Schools’ will continue to move forward toward a community working together to prepare our students for their future. By that standard, this budget is not just a process of fiscal operations, but a part of the larger process to close the achievement gap and raise the bar of achievement for all.
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District Administrators
General Budget Questions:
Anthony W. Soto
Chief Finance & Operations Officer [email protected]
Questions about Policies:
Anthony W. Soto 413.534.2000 Finance & Operations Chief Financial &Operations Officer ext. 1600
Dr. Stephen Zrike, Jr. 413.534.2000 Receivers Office Receiver ext. 1300
Luis Soria 413.534.2000 Curriculum & Instruction Chief of Academics ext. 1400
Erin Linville Strategy and Turnaround 413.512.5302 Chief of Strategy and Turnaround
Beth Gage 413.534.2000 Human Resources ext. 1500 Chief Talent Officer Ileana Cintron
Family & Community Engagement Chief Of Family, Student & Community 413.512.5304 Engagement
Marianne Currier Special Education 413.534.2000 Chief of Pupil Services
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Organization and Financial
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Introduction to Holyoke Public Schools
The City of Holyoke is located in Hampden County on the banks of the Connecticut River bordered by West Springfield on the south; Westfield, Southampton, and Easthampton on the west; and separated from South Hadley and Chicopee by the Connecticut River on the east. Holyoke is 90 miles west of Boston; 34 miles north of Hartford, Connecticut; and 150 miles from New York City.
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Holyoke is a densely populated city of approximately 23 square miles, with most of its approximately 40,000 residents in the urban core, industrial, commercial and suburban half of the City between the river and mountain range.
Before European settlement, the area that eventually became the City of Holyoke was used by Native Americans of the Algonquin and Iroquois tribes for hunting and fishing. Holyoke was first settled in 1745 and was officially incorporated as a town in 1850 and later as a city in 1873.
The first of several dams was constructed in 1848 by a group of wealthy Boston businessmen to take advantage of a 57-foot drop in the river level. The water power created by the dam was transferred to planned industrial sites through an extensive series of 7.5 miles of hand dug canals and raceways to bring that power to machine mills and factories. The businessmen also planned and built a system of gridded streets, factory worker housing and building lots for grander homes for factory owners, giving Holyoke the moniker of being the first planned industrial city in America. At one point, more than 25 paper mills were in operation in Holyoke, annually producing the greatest tonnage of paper of any city in the world giving the city its nickname of “Paper City”. Although there are no longer any paper manufacturers, the dam, canals and much of the industrial and commercial architecture remain intact. The history of paper related manufacturing continues with a strong base of paper converting in place of the former paper manufacturing. Today, Holyoke continues to strongly reflect its industrial history with many of the mills and associated housing still standing in and near downtown.
Because of the growth of industry, Holyoke’s population grew by over 100 percent between 1860 and 1880 and was established by working-class immigrants, where the first wave of mill workers was
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predominantly of Irish heritage. Immigrant populations continued with significant populations of French Canadian, Polish, German, and most recently a wave of migrant population from Puerto Rico since the 1970’s. As of the 1970 Census, only 3.7% of Holyoke’s population was of Puerto Rican heritage, while today nearly half of Holyoke’s population is of Puerto Rican heritage, creating a rich culture and a unique asset to have the highest percentage of Puerto Rican population in any City outside of Puerto Rico itself.
Holyoke is also in close proximity to over 30 colleges and universities that produce a talented and qualified workforce for prospective employers in the Pioneer Valley. In addition to excellent access to major highways and academic institutions, Holyoke offers existing infrastructure, affordable housing costs, a growing workforce, convenient highway access, freight rail service, passenger rail connection under design, and business development incentives.
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Operating Budget Development Process
Holyoke Public Schools’ annual budgeting process is the mechanism by which the District’s priorities are formulated and resources are allocated. By strategically aligning District goals with financial and human resource goals, the District is making a direct commitment to attaining those goals.
In this first full budget year of the Receivership, the District altered the entire budget development process. Continuous improvements have been made to the budget development process, by increasing the transparency and organization-wide collaboration. These improvements have allowed the District to invest strategically and improve the quality of service provided to the students.
PLANNING & STRATEGY PHASE
The planning and strategy phase of the budget development process is critical to the overall budget process. Without proper planning and strategic vision, the operating budget will lack the efficiency and effectiveness needed to make the decisions of investing the District’s limited resources.
Starting in early November, the Office of Business and Financial Services creates a budget calendar, listing activities and key dates necessary to develop the budget. The budget calendar is an essential part of the budgeting process as it communicates the overall project timeline as well as critical deadlines needed to meet the overall timeline.
Projections and assumptions crucial to the budgeting process are developed. These include program changes, contract increases, enrollment projections, and anticipated funding levels that are used to compile a preliminary budget projection. This gives management an early look at potential challenges to be faced in the coming months.
BUDGET DEVELOPMENT PHASE
The budget development phase is the alignment of the District’s strategic priorities and objectives with the resources necessary to attain them. During this time, the Office of Business and Financial Services distributes information necessary to facilitate the budget process to all departments. Departments then return their funding requests with their needs and priorities for the upcoming year. The departments are also asked to provide specific areas where they would potentially make cuts, should the economic climate warrant the need. It is important to understand that as 87.8% of the District’s general funds budget comes from State aid, it must follow the State’s budget process and timeframe.
As the Office of Business and Financial Services compiles departmental requests along with other district- wide costs and forecasted revenues, a budget projection that specifically identifies the District’s budget deficit is formed. Working to balance the budget, we analyze departmental submissions for inefficiencies, inaccuracies, and faulty assumptions. We then examine other areas of the budget where cuts, efficiencies or revenues can be realized, and present them to the Receiver and his trusted advisors for review and recommendations. The goal is to balance the budget with minimal impact to classrooms and instruction. Schools are then given a core staff allocation based on the student demographic and enrollment in their
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school. Additionally, principals are allocated a per pupil amount that is equitable across all schools. This per pupil amount is used to develop specific spending plans as determined by the Principals and approved by the Receiver. Each principal is given the autonomy to use their per pupil allocation and develop a spending plan that meets the needs of their student population. The per-pupil amount allocated is used to fund additional staffing, classroom supplies, and other school based services.
BUDGET PROJECTIONS
Through all four phases of the budget process, the Office of Business and Financial Services tracks and releases budget projections to show stakeholders where the District fiscally stands. Four major status updates are released at different stages of the process. They are:
1. Initial Projection: An initial projection of next year’s budget is developed during the Planning and Strategy Phase in November or December. Since most major assumptions are unknown at this point, conservative assumptions are used. This “worst-case scenario” projection allows the District to begin planning potential contingencies. Please note that for this budget we do not present the initial projection because the initial projection was done after the Governor had already released his budget. 2. Governor’s Budget: In late January during the Development Phase, the Governor releases his recommended budget for the following year. Since the majority of the assumptions in the general fund budget rely on the State budget, this projection gives stakeholders a better idea of where the District’s financial situation really stands. 3. Level Service Budget: Each year, Chiefs are asked to submit a level service budget. These budget requests are compiled to establish a baseline for the budget. The level service projection demonstrates the true budget gap. In addition to the Chief budget requests, the District also compiles all of the school staffing allocations which take up the majority of the budget. The staffing allocations project next year’s enrollment and sets staffing and spending at the school level. This school year the level service budget was released using House Ways and Means revenue info. 4. Final Balanced Budget: To begin the Adoption Phase, when the budget is finally balanced, a balanced budget projection is released. This projection includes all cuts, additions, and assumption changes that were made to the level service budget.
BUDGET ADOPTION PHASE
After the operating budget is balanced, the Receiver’s budget is then presented to the School Committee for information. Additionally, the budget is also presented to the Mayor as part of the City budget process. During this time, if the State legislature decides to change the revenue amounts from original recommendations or the District’s expenditure assumptions change, additional meetings are held to adjust the proposed spending plan. After final revisions are made, the budget is officially adopted by the Receiver, and then submitted to the City to be combined with the overall budget for adoption by the City Council.
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BUDGET MONITORING
Budgeting is a cyclical process that never ends. After plans are made, the budget is first developed, adopted, and then it is time to maintain and monitor all accounts. Departments and schools enter orders which coincide with the programs and plans reflected in their budgets. If plans change or grants are added, there may be the need to reclassify expenses or transfer funds between various accounts. To help budgets stay in line with appropriations, analysts meet with Chiefs, department heads, and principals on a monthly to bi-monthly basis to review spending activity. Up until the tail end of the fiscal year, accounts must be monitored for surpluses and deficits to ensure that all funds are spent effectively.
OVERVIEW OF THE STATE BUDGET PROCESS
The majority of the assumptions in the general fund budget rely on the State budget, therefore the District is dependent on this process in order to determine our budget. Below is an overview of the State budget process, which plays a major role in the District’s budget process.
Fiscal Year 2018 Budget Documents Budget-Writing Steps
The budget begins as the Governor submits a bill on the 4th Governor's Budget Wednesday in January (or five weeks later if at the start of a (January) new term) to the House of Representatives.
The House Ways and Means Committee reviews the House Ways & Means Budget Governor's budget and then develops its own recommendation.
Individual representatives submit budget amendments, which are then debated on the House floor. Once debated, House Budget amended, and voted on by the full House, it becomes the final House budget bill and moves to the Senate.
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The Senate Ways & Means Committee reviews both the Senate Ways & Means Budget Governor's and House budgets and develops its own (April) recommendation.
Individual representatives submit budget amendments, which are then debated on the Senate floor. Once debated, Senate Budget amended, and voted on, it becomes the final Senate's budget bill.
State Finance law requires the Governor to submit budget H.1 Revised revisions to his proposed budget if revenue forecasts predict a shortfall after the original submission.
House and Senate leadership assign members to a "conference committee" to negotiate the differences between Conference Committee Budget the House and Senate bills. The conference committee report can only be approved or rejected - no additional amendments can be made.
Once approved by both chambers of the Legislature, the Governor has ten days to review it. The Governor may Vetoes approve or veto the entire budget, or may veto or reduce particular line items or sections, but may not add anything.
The House and Senate may vote to override the Governor's Overrides vetoes. Overrides require a two-thirds roll-call vote in each chamber.
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Final Budget The final budget is also known as the General Appropriations Act (GAA) or "Chapter xxx of the Acts of 2014." (June)
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Holyoke Public Schools Projected FY18 Budget
1/24/13 4/11/13 Final State Governors HWM Budget Budget Update Final Budget Change REVENUES FY2017 FY2018 FY2018 FY2018 FY17-FY18 % Chapter 70 State Aid 70,897,779 71,027,039 71,400,527 71,400,527 502,748 0.7% Holyoke Required Local Contribution 10,380,314 10,580,654 10,580,654 10,580,654 200,340 1.9% Required Net School Spending 81,278,093 81,607,693 81,981,181 81,981,181 703,088 0.9% City Admin NSS (Admin and Parks) (148,400) (148,400) (148,400) (148,400) 0 0.0% Charter Tuition/Other Revenues 1,711,513 1,550,967 735,832 735,832 (975,681) (57.0%) Other Revenue 0 0 0 0 0 0.0% Adjusted Net School Spending 82,841,206 83,010,260 82,568,613 82,568,613 (272,593) (0.3%) Transportation (Including Xng Guards/Mon) 6,449,847 7,978,000 7,978,000 7,518,000 1,068,153 16.6% Adult Ed and Leases 172,500 240,000 240,000 190,000 17,500 10.1% Medicaid and Carryover 100,000 100,000 100,000 100,000 0 0.0% Total General Fund Budget 89,563,553 91,328,260 90,886,613 90,376,613 813,060 0.9% Supplemental Funding 1,322,322 0 0 0 (1,322,322) (100.0%) TOTAL OPERATING REVENUE 90,885,875 91,328,260 90,886,613 90,376,613 (509,262) (0.6%)
EXPENSES Salaries 45,572,103 47,225,865 44,699,044 44,751,633 (820,470) (1.8%) Supplies & Services 6,852,301 6,871,839 6,975,726 6,168,238 (684,063) (10.0%) Total Discretionary Expenses 52,424,404 54,097,704 51,674,770 50,919,871 (1,504,533) (2.9%) Health Insurance 9,015,619 9,972,138 9,972,138 9,678,510 662,891 7.4% Retirement / Unemployment 2,421,612 2,730,760 2,759,081 2,759,081 337,469 13.9% Other Benefits 581,550 610,628 610,628 561,000 (20,550) (3.5%) Utilities 2,355,510 2,294,406 2,359,510 2,359,510 4,000 0.2% Out of District Tuition 2,558,774 2,686,713 2,686,713 2,570,912 12,138 0.5% Charter Tuition/School Choice 14,193,279 15,013,660 13,812,622 13,812,622 (380,657) (2.7%) Total Non-Discretionary Expenses * 31,126,344 33,308,305 32,200,692 31,741,635 615,291 2.0% One Time Funding Expiring 0 1,479,242 0 0 0 100.0% Transportation, Adult Ed, Leases (Non-NSS) 7,335,127 8,218,000 8,225,107 7,715,107 379,980 5.2% Sub-Total Operating Budget Expenses 90,885,875 97,103,250 92,100,569 90,376,613 (509,262) (0.6%) TOTAL EXPENSES PROJECTED 90,885,875 97,103,251 92,100,569 90,376,613 (509,262) (0.6%) 0 Total FY18 Anticipated Budget Gap 0 (5,774,991) (1,213,956) 0 (0)
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Operating Budget Calendar
DECEMBER Initial budget planning and allocation planning meetings are held. Current year budget projections updated. Initial budget outlook to the Receiver. Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
JANUARY Memo of FY 2018 budget instructions and budget reductions are sent out to all Chiefs and Principals. First meeting with cabinet are held to initiate the FY 2018 budget request. The Governor’s FY 2018 (House I) proposed budget is announced and analyzed Bi-monthly meetings are held with school principals and to review current year budget.
FEBRUARY FY 2018 budget requests are submitted by each cabinet chief. Office of Business and Financial Services begins vetting budget requests and second meetings are held with appropriate budget managers. Targeted reductions to original budget requests are submitted. School-based staffing allocations are completed. Analyzing of budget requests continue. Presentation to School Committee of preliminary budget deficit. Final budget review meetings are held with all Chiefs and Superintendent. Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
MARCH Budget balanced and document draft completed. Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
APRIL House of Representatives Ways and Means Committee (House II) releases budget in early April. Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
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Operating Budget Calendar (Continued)
MAY Senate releases budget Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
JUNE Potential changes to budget appropriation made based on the State’s final adopted budget. City Council hearings on City departmental budgets. Mayor submits recommended budget to City Council Receiver approves budget Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
JULY Send communication to all departments regarding their approved FY 2018 budget. Debriefing on the FY 2018 budget to be held. Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
AUGUST Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
SEPTEMBER Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
OCTOBER October 1st student enrollment numbers posted by the Department of Elementary and Secondary Education. Preliminary FY 2018 school-based staffing allocation adjustments made. Bi-monthly meetings are held with Chiefs and department heads to review current year budget.
NOVEMBER Preliminary FY 2018 budget projection completed. The Office of Business and Financial Services begins developing plans and communications for FY 2018 budget. Bi-monthly meetings are held with school principals and Chiefs to review current year budget.
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Holyoke Public Schools General Fund Appropriation Overview
According to Massachusetts General Law, the Holyoke Public School district is a fiscally dependent entity organized under the City of Holyoke and therefore does not have the authority to tax, issue bonds, or incur debt. The majority of the District’s general fund budget comes from state aid (87.1%), which is combined with local funds and appropriated by the City. Because of the significant amount of state funds, each year the City waits for the decision for funding from the State and then provides its required contribution.
Fiscal Dependancy FY18 Projected Revenues Local Funds $10.6M 12.9%
State Funds $71.4M 87.1%
Holyoke Public Schools’ general fund budget contains the day-to-day costs of providing preschool through 12th grade and adult educational programs. Although there are mandates and minimum requirements as to how the funds can be used, the general fund is for the most part unrestricted, and used to support the goals and initiatives valued by the District. The restrictions that most apply to Holyoke when discussing Net School Spending are:
1. Transportation 2. Adult Education 3. Leases greater than 3 years’ old 4. Capital Improvements exceeding $150,000 5. Long term debt payments
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CHAPTER 70, FOUNDATION BUDGET, AND NET SCHOOL SPENDING
Chapter 70 is the Massachusetts General Law that establishes funding requirements for public school districts within the State. The law establishes a minimum funding requirement or “foundation budget,” for each district that seeks to ensure an adequate education consistent with the Education Reform Act of 1993. The law also defines the payments that make up the foundation budget. The State uses a complex formula to calculate an adequate funding level, which is based on many factors including each district’s student demographics. Then, taking into account the community’s wealth, the formula calculates the City’s required “local contribution” (the amount the municipality can afford). For FY 2018 this amount is $10.6 million. The State then funds the remaining amount with Chapter 70 Aid, which for FY 2018 is $71.4 million. Below is a list of cities with the lowest local contribution in the state in 2017.
Cities with the Lowest Local Contribution in the State of MA District Enrollment Budget LOCAL Contribution CH. 70 Aid TOTAL % Local Contribution Lawrence 15,088 $185,788,082 $8,809,108 $177,930,156 $186,739,264 4.72% Springfield 29,109 $356,553,652 $36,682,622 $319,871,030 $356,553,652 10.29% Holyoke 6,479 $80,344,376 $10,380,314 $70,671,014 $81,051,328 12.81% Athol Royalston 1,726 $18,244,828 $2,897,520 $17,207,160 $20,104,680 14.41% New Bedford 13,469 $157,744,522 $25,358,897 $132,385,625 $157,744,522 16.08% Gr. Lawrence 1,518 $27,130,809 $4,641,488 $22,489,321 $27,130,809 17.11% Chelsea 7,038 $83,654,803 $14,735,937 $70,494,941 $85,230,878 17.29% Brockton 17,674 $202,933,234 $40,436,538 $170,394,408 $210,830,946 19.18% Fall River 11,443 $133,322,501 $26,181,193 $107,141,308 $133,322,501 19.64% Lynn 16,463 $192,172,423 $46,018,423 $147,691,942 $193,710,365 23.76% Lowell 15,616 $183,238,362 $44,649,981 $138,588,381 $183,238,362 24.37%
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Ch. 70 Aid + Local Contribution = Required Net School Spending
Also included in Chapter 70 is the calculation for meeting “net school spending,” or the minimum amount that a municipality and school district must spend on education during the fiscal year. Required net school spending is the sum of Chapter 70 aid and the required local contribution as determined by the Department of Elementary and Secondary Education (DESE). Below is the preliminary net school spending (NSS) requirement for FY 2018 as well as a trend for the last 5 years. Final numbers are determined upon approval of the State budget.
Net School Spending Requirement
FY 2014 FY 2015 FY 2016 FY 2017 FY 2018 Change % Chg Enrollment 6,633 6,552 6,639 6,479 6,463 (16) (0.2%)
Required District Contribution $9,463,063 $9,692,069 $10,055,521 $10,380,314 $10,580,654 200,340 2.0% Chapter 70 Aid $69,621,603 $69,785,403 $70,541,434 $70,897,779 $71,400,527 502,748 0.7% Required Net School Spending $79,084,666 $79,477,472 $80,596,955 $81,278,093 $81,981,181 $703,088 0.9%
Holyoke Public Schools ‐ Actual Net School Spending
Historically, the Holyoke Public School spending has met or exceeded the net school spending requirement consistently over the years with the exception of last year and 2012. The fact that the City of Holyoke has exceeded the minimum requirement in any year is a testament to their commitment to adequately fund education in Holyoke. In FY 2016 the District was forced to solve a $1 million budget shortfall in transportation. Because resources were drained from educational budget line items that count towards the net school spending requirement, and instead were redirected to cover the transportation deficit, the City did not meet its net school spending requirement in that year.
Every year, the District develops a budget at the minimum net school spending requirement amount. Because the schools are allowed to carryover any unspent funds from the previous year, this has allowed the schools to spend above the net school spending amount in some years. For FY 2018, it has been clear during the budget development process that the City does not intend on budgeting above the NSS requirement. Based on this, the District developed the FY 2018 budget assuming that we will be funded at the minimum required amount. Below is a trend of the Holyoke Public Schools net school spending requirement and actual net school spending requirement based on information obtained on the DESE website:
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FY 2012 FY 2013 FY 2014 FY 2015 FY 2016
Actual Net School Spending $76,190,441 $79,433,593 $80,384,902 $80,057,058 $79,912,931 Required Net School Spending $76,399,997 $78,863,490 $79,084,666 $79,477,472 $80,596,955
Amount Over / (Under) NSS ($209,556) $570,103 $1,300,236 $579,586 ($684,024)
$81,000,000
$80,000,000
$79,000,000
$78,000,000
$77,000,000
$76,000,000
$75,000,000
$74,000,000
$73,000,000 FY 2012 FY 2013 FY 2014 FY 2015 FY 2016
Actual Net School Spending Required Net School Spending
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Net School Spending for Comparable Districts
For comparison, below is a list of comparable Districts and how they spent and funded as a percentage of their net school spending requirements.
FY 2016 Spending Above Net School Spending City % above NSS Amount Above SALEM 32.50% $17,235,837 QUINCY 21.60% $24,002,310 PITTSFIELD 20.10% $13,759,664 BOSTON 18.20% $158,322,475 REVERE 5.00% $4,176,073 LOWELL 5.10% $9,144,726 HAVERHILL 2.90% $2,446,038 CHICOPEE 2.20% $1,993,321 MALDEN 2.20% $1,824,909 BROCKTON -0.20% ($459,096) CHELSEA -1.20% ($1,032,260) LAWRENCE 3.00% $548,719 Holyoke -0.80% ($684,024)
FY 2017 Budget Above Net School Spending City % above NSS Amount Above SALEM 40.10% $21,239,341 QUINCY 24.10% $27,062,113 PITTSFIELD 20.10% $13,759,664 BOSTON 18.70% $164,832,737 REVERE 6.10% $5,290,712 LOWELL 4.40% $8,053,454 HAVERHILL 4.80% $4,235,632 CHICOPEE 4.20% $3,771,558 MALDEN 3.60% $3,111,579 BROCKTON 2.40% $5,015,484 CHELSEA 1.40% $1,219,878 LAWRENCE -0.20% ($354,795) Holyoke 0.00% $6,078 44 ~ A Pathway for Every Student ~
BUDGETARY APPROPRIATION
Holyoke Public Schools’ general fund budget appropriation is arrived at based on the formula shown below. The process begins by taking the Department of Elementary and Secondary Educations (DESE) net school spending (NSS) requirement and reducing it by “Schedule 19,” a DESE allowable charge for indirect costs of City administrative services provided to the District (Treasury, Procurement, Auditor, and Maintenance of school parks). In order to meet the minimum net school spending requirement, the District then adds any projected Charter Reimbursement based on the latest Cherry Sheet available from the State. This is then referred to as the adjusted net school spending requirement. To arrive at the District’s total appropriation, the funding of the adult education program, leases greater than three years old, and costs of providing students with transportation to and from school are added in. These amounts are broken out because expenditures for these do not count towards the expenditures required to meet net school spending, and are therefore appropriated in addition to the net school spending budget.
2017 2018 Budget Budget Change %Chg Net School Spending 81,278,093 81,981,181 703,088 0.9% - Schedule 19 (148,400) (148,400) 0 0.0% + Other Revenue 0 0 #DIV/0! + Charter Tuition 1,711,513 735,832 (975,681) (57.0%) Adjusted NSS Subtotal 82,841,206 82,568,613 (272,593) (0.3%)
Transportation (Including Xng Guards/Mon) 6,449,847 7,518,000 1,068,153 16.6% Adult Ed and Leases 172,500 190,000 17,500 10.1% Medicaid and Carryover 100,000 100,000 0 0.0% Total School Appropriation 89,563,553 90,376,613 813,060 0.9% Carryover from Prior Year 1,322,322 0 (1,322,322) (100.0%)
Total Operating Budget 90,885,875 90,376,613 (509,262) (0.6%)
Below Expenses are NSS Eligible in Other City Budgets Health Insurance 9,015,619 9,678,510 662,891 7.4% Retirement/Unemployment 2,421,612 2,759,081 337,469 13.9% Charter Tuition / School Choice 14,193,279 13,812,622 (380,657) (2.7%) Total Expenses in Other City Budgets 25,630,510 26,250,213 619,703 2.4%
Net School Budget Appropriation 65,255,365 64,126,400 (1,128,965) (1.7%)
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Historically, the District has also budgeted other items that qualify for net school spending, in other budgets outside of the school department appropriation. These costs are Fringe Benefits and Charter/Choice assessments. In order to arrive at the school department appropriation, these costs are backed out of the total operating budget. Although our required net school spending slightly increased, the majority of the expenses that increased were non-discretionary in nature. Transportation and fringe benefit costs were major cost drivers to the District. When adjusted, the overall school department appropriation was reduced by $1.1 million to $64.1 million. This was a very challenging budget year for HPS and difficult decisions had to be made.
Many Districts choose to spend more than their required spending level. Based on the legal requirements and restrictions established with the foundation budget and minimum net school spending requirements, the school department is not allowed to include the Central Office lease payments, transportation costs, adult education costs, or long term debt payments in the amount required to meet the minimum net school spending baseline. Those costs are in addition to the net school spending appropriation and must be funded by the City. Failure to meet the net school spending requirement will be determined by completion of the End of Year Financial Report and there is a compliance mechanism in place with fiscal penalties for Districts not meeting the minimum requirement.
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MAJOR BUDGET COST DRIVERS
Often spoken about as major forces driving the District’s budget increase each year are the areas of employee compensation, employee benefits (such as health insurance, retirement, accrued sick and vacation time, and retiree health benefits), charter tuition / school choice, and special education out-of-district tuition. The reason that these expenses are considered cost- drivers is because they are significant in value and even slight increases have a big impact on the overall budget. In most cases they are legally required. In FY 2018, we will continue our implementation of a performance based compensation system that rewards our most talented educators.
EMPLOYEE HEALTH INSURANCE
Holyoke Public Schools covers up to 76% of the total cost of all full-time employee healthcare premiums. As shown on the graph, average health plan costs in the City will rise significantly for FY 2018. This puts a strain on the budget, as annual increases are higher than revenue growth, warranting the need for cuts elsewhere in the budget. In addition to changes in premiums, future growth in total health insurance costs will also be impacted by expected personnel changes, such as an increase in the number of retirees, an increase in staff due to enrollment changes and program adjustments, and other fluctuations. For FY 2018, $8.8 million has been budgeted in the general fund for current and retiree health insurance premiums.
RETIREE COSTS AND UNEMPLOYMENT
For FY 2018, the increase in retirement and unemployment costs is expected to be $337,469 or 13.9%. Pension costs will continue to climb as people live longer, healthier lives. According to the U.S. Census Bureau, the average life expectancy in 2010 was 78.3 years, which is up by 10.6% over the past 40 years. On average, Holyoke Public Schools’ pays over $303,766 per month for retiree health insurance premiums, which equates to $3.6 million per year.
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CHARTER SCHOOL TUITION / SCHOOL CHOICE
Being an urban school district, Holyoke Public Schools naturally has a high transient population. This characteristic makes it quite difficult to accurately track and project student enrollment between schools. Although the task can be difficult, estimating student enrollment is a critical function necessary for the District to appropriately staff buildings and project funding.
FOUNDATION ENROLLMENT
Foundation enrollment is a count of the number of pupils for whom a school district is financially responsible on October 1st of any given year. It is comprised primarily of local resident school children attending their community’s local or regional school district. However, it also includes students for whom the District is paying tuition, such as those at Commonwealth Charter Schools, other school districts, special education schools, and other settings. In order to be included, a student must be officially enrolled on October 1st. Those who leave in September or arrive after October 1st are not counted. A student who happens to be absent on October 1st is included nonetheless; this is a measure of enrollment, not attendance. DESE computes foundation enrollment using pupil-specific data submitted by each district through the Student Information Management System. A district’s foundation pupil headcounts are applied to specific cost rates to arrive at the upcoming year’s foundation budget.
To forecast future enrollment, Holyoke Public Schools uses a four-year average method for both the District enrollment and enrollment at charter schools and school choice. Total foundation enrollment is the combination of all these projections. The chart shows that In-District enrollment is shrinking while enrollment in Charter and School Choice have increased over the years. If this trend continues it puts a strain on the rest of the District budget and we are forced to make reductions in other areas to make up for the loss in revenue and increase in expenses.
2018 2017 2016 2015 2014
Foundation Enrollment 6,463 6,478 6,639 6,552 6,633 Charter School Enrollment 824 843 799 725 722 School Choice Enrollment 385 339 339 321 312 Estimated In District Enrollment 5,366 5,344 5,366 5,573 5,573
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ACTUAL ENROLLMENT
Actual enrollment is a headcount of students attending Holyoke Public Schools on October 1st of any given year. This enrollment differs from foundation enrollment because it only includes students in the District as opposed to all students the District is financially responsible for.
For FY 2018, the District’s foundation enrollment is 6,463, while actual enrollment in Holyoke Public Schools is closer to 5,366. Understanding how foundation enrollment is calculated is essential to understanding school finance, specifically for Holyoke Public Schools. When students leave the District to attend a Commonwealth Charter School, they take with them all per pupil funding provided by the State. This practice adds pressure to the District’s budget. Additional school choice options at Holyoke Public Schools, such as the dual language and P3 programs may increase enrollment as these attractive options may draw in students who were previously leaving the District for school choice and charter schools.
SCHOOL CHOICE AND CHARTER SCHOOLS
While the District is making progress on its turnaround, we still have families that opt for their children to attend Charter schools and other Districts. The following charts show our historical trends in School Choice and Charter Schools.
Massachusetts Department of Elementary and Secondary Education Office of School Finance
138 School Choice Trends in Enrollment and Tuition
137 HOLYOKE
---Receiving------Sending--- n of incoming choice pupils n of choice pupils at other districts FTE FTE 400 FY Pupils Tuition Pupils Tuition 350 2007 27.21 136,050 217.12 1,386,203 300 2008 20.34 105,487 219.44 1,359,063 250 2009 22.00 110,000 226.64 1,368,528
2010 18.00 92,692 219.72 1,282,691 200
time equivalentpupils time - 2011 12.64 69,324 258.90 1,509,446 150 2012 19.44 104,419 259.55 1,431,334 100
2013 32.16 168,861 291.42 1,761,438 number of fullof number 50 2014 50.19 259,782 311.62 1,897,966 2015 51.70 274,673 334.25 2,041,216 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2016 52.69 293,066 337.02 2,134,577
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2013 2014 2015 2016 2017 2018 Charter Assessment $ 7,649,590 $ 9,497,028 $ 11,127,384 $ 11,384,647 $ 11,855,562 $ 11,457,963 Charter Reimbursement $ 908,822 $ 1,889,557 $ 2,422,850 $ 1,694,132 $ 1,711,513 $ 735,832
As charter schools become more popular, the costs incurred by the District from these charter schools increases. Over the past three years, the net costs associated with charter schools and school choice has increased significantly. The District currently has 2 Commonwealth Charter Schools but students also elect to enroll in Charter Schools in surrounding Districts.
In the first year of a charter school’s operation, the State reimburses the District 100% for charter tuition costs with Chapter 46 Aid. For the five years following the first year, the reimbursement rate is set at 25%, and then it drops to 0% in year six. Therefore, while the District’s charter tuition cost is increasing, the reimbursement for this cost remains at 25% until it drops off in year six. This puts a strain on the rest of the budget.
When students leave to attend a charter school, the District is not financially burdened with the costs of educating these students, but the District is still left with legacy costs associated with retiree health insurance and pension costs. In addition, there are other legacy costs that stay with the District like utilities, the building principal, and custodians. If 20 or so students leave one of our schools to attend a Charter School, we still end up paying the same amount for a principal, utilities, and the costs to clean the building. Additionally, the state has historically not funded the District 100% according to the Charter Reimbursement formula.
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EXPENDITURES
The chart below depicts the breakdown of the general fund budget into $1 investments:
Amounts per Dollar Total FY 18 Spent Budget OOD Tuition $0.18 $ 16,383,534 Salaries and Wages $0.50 $ 44,751,633 Supplies and Services $0.07 $ 6,168,238 Transportation and Other $0.09 $ 7,715,107 Utilities $0.03 $ 2,359,510 Other Fringe $0.14 $ 12,998,591
TOTAL $1.00 $90,376,613
*Please note that OOD tuition includes SPED OOD tuition, Charter School Assessments, and School Choice Assessments
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General Fund – Divisional Budget
2017 2018 Budget Budget Change % Chg Curriculum & Instr. 1,434,183 1,342,459 (91,724) (6.4%) Operations & Finance 14,225,583 14,673,311 447,728 3.1% Family and Community 310,711 165,602 (145,109) (46.7%) Human Resources 376,100 384,357 8,257 2.2% Receiver/School Committee 941,053 832,579 (108,474) (11.5%) Schools 65,826,926 64,742,596 (1,084,330) (1.6%) Special Education 7,771,319 8,235,709 464,390 6.0% Total General Fund 90,885,875 90,376,613 (509,262) (0.6%)
*The increase in Operations and Finance is primarily due to the increase in Transportation costs. HR increased due to an investment in improving our record retention process so that it is electronic and more efficient. SPED increase is due to a contract that appeared in schools last year but this accounting correction better reflects where the expense is being managed.
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Curriculum and Instruction
MISSION
Curriculum and instruction (C&I) under the direction of the Chief Academic Officer, provides instructional leadership and curriculum support across academic disciplines to impact student achievement and promote lifelong learning. C&I ensures the alignment and delivery of a variety of instructional programs and support services for core instructional programs, targeted professional development for teachers, remedial and accelerated learning opportunities for students, and exceptional student education, to provide an optimal and equitable education for all students.
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2017 2018 Adopted Budget Change % Chg Academics 227,364 183,783 (43,581) (19.2%) Athletics 539,813 505,318 (34,495) (6.4%) Early Education 17,380 16,880 (500) (2.9%) ELA/Humanities 58,554 78,054 19,500 33.3% ELL 102,399 106,346 3,947 3.9% Extended Learning 164,648 140,553 (24,095) (14.6%) HALO 12,500 0 (12,500) (100.0%) Music & Art 272,870 272,870 0 0.0% Physical Education 7,170 7,170 0 0.0% Social Skills Curriculum 31,485 31,485 0 N/A Total Academics 1,434,183 1,342,459 (91,724) (6.4%)
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Summary of FTE's for Academics 2018 2017 Total Total Change General Fund 10.5 11.0 0.5 Special Revenues 11.5 11.5 0.0 Total FTE's 22.0 22.5 0.5
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Operations and Finance
MISSION
The Office of Business and Financial Services, under the direction of the Chief Financial and Operations Officer (CFOO), and in collaboration with principals and administrative department heads, develops individual school and department budgets, which comprise the operating budget for the District; provides support and oversight; and maintains compliance with federal, state, and local laws as well as policies set by the Receiver. In addition, the CFOO also oversees the Facilities, Transportation, Technology, and Food Service Departments.
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2017 2018 Adopted Budget Change % Chg Business Office 925,837 1,025,141 99,304 10.7% Facilities 4,499,140 4,507,214 8,074 0.2% IT 1,637,980 1,615,849 (22,131) (1.4%) Transportation 7,162,627 7,525,107 362,480 5.1% Total CFO 14,225,584 14,673,311 447,727 3.1%
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Family and Community Engagement
MISSION
The Department of Family and Community Engagement was created in early 2016 to enable the district’s strategic priority to engage students, families and communities so we create an essential support network to address our students’ needs. At HPS, we believe families and community members are essential partners in our shared success. Our department’s vision is for HPS to have highly effective relationships with a significant number of actively engaged families and community partners, who are empowered and committed to lifelong learning, and who trust in and contribute to their children’s classrooms and HPS as the best educational option for their children.
Our work revolves around five distinct areas:
1. School-Home Alignment, facilitating educational and informational opportunities for parents as well as supporting teachers to directly engage families.
2. Welcoming & Inclusive Schools, by supporting parent leadership and volunteering opportunities at the schools, providing language access for families, and helping families navigate the school system and its policies
3. Interventions & Support, by implementing systems to foster good attendance, participate in initiatives for student support, and manage enrollment procedures and parent concerns
4. Family Events & Community Outreach, by facilitating family engagement events at the schools, providing culturally competent tools and resources, and developing community outreach initiatives
5. Community Partnership to Support Schools, by identifying partners, volunteers and coalitions in support of families and our schools
Summary of FTE's for FACE 2017 2018 Total Total Change General Fund 4.0 3.5 (0.5) Special Revenues 12.0 12.0 0.0 Total FTE's 16.0 15.5 (0.5)
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Human Resources
MISSION
Our Human Resource Department works in partnership with a variety of stakeholders to create a strategic partnerships while providing quality, customer driven human resource services in order to support the districts’ strategic priorities and turnaround efforts, and to elevate the quality of our workforce. We are committed to developing and delivering innovative human resource programs that promote effective, systematic, efficient, and timely management of human resource functions.
Our core services and competencies include recruitment, hiring, retention, employee relations, labor relations, organizational and employee development, risk management, performance management, compensation and benefits, Human Resource information management, and regulatory compliance.
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Pupil Services
MISSION
The Office of Pupil Services provides students the opportunity to receive high quality education in the least restrictive environment through the provision of specialized services and supports that meet their unique learning, social, emotional, and behavioral needs. It is our mission to collaborate with the school community, families, students, and community stakeholders to ensure the academic, social, and emotional success of every learner.
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2017 2018 Adopted Budget Change % Chg Special Education 1,270,463 1,202,720 (67,743) (5.3%) Related Services 2,411,773 3,012,234 600,461 24.9% SETLs 782,701 797,000 14,299 1.8% Psychologists 467,293 401,522 (65,771) (14.1%) OOD 2,558,774 2,570,912 12,138 0.5% SPED Summer School 256,867 251,321 (5,546) (2.2%) Total Pupil Services 7,747,871 8,235,709 487,837 6.3%
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Special Revenue Funds
FY 2015 FY 2016 FY 2017 FY 2018 Budget Budget Budget Proposed FEDERAL GRANTS Title I 6,584,611 5,871,005 5,590,355 5,590,355 Title I - School Support - 1,610,500 1,517,106 1,500,000 Supplemental Support - - 20,000 - IDEA - Special Education Entitlement 1,849,063 1,910,467 1,886,348 1,886,348 Sped/21st Century Enhanced 61,893 56,381 35,126 35,126 Sped Program Improvement 32,535 35,535 32,535 32,535 Title IIA - Improving Educator Equality 827,289 676,908 664,045 664,045 Race To The Top (RTTT) 1,024,939 - - Title III - English Language Acquisition 294,132 231,878 412,751 202,811 LEP Summer Support 9,943 11,235 6,669 4,225 Perkins 191,637 174,314 163,985 163,985 School Redesign Implementation (SIG) 412,143 - - - School Redesign Grant (SRG) 681,117 863,171 Breakfast Expansion 40,000 - - - E.C.: SPED Program Improvement 8,550 3,500 2,650 2,650 McKinney Homeless 40,000 40,000 40,000 40,000 21st Century Community Learning 704,390 789,295 826,351 826,350 Teen Pregnancy Prevention 77,754 69,300 - - Distance Federal Learning 41,818 - - - Miscellaneous Federal Grants 494,424 1,850,130 1,597,182 1,500,000 TOTAL FEDERAL GRANTS 12,695,121 13,330,448 13,476,220 13,311,601
STATE GRANTS ELL Enrichment Programs 183,853 - - - Literacy Partnerships-GR2 18,748 - - - Kindergarten Enhancement Program 172,050 172,050 - - Adult Education Learning Center 418,184 442,892 446,764 446,764 Summer Meals Expansion - - 14,561 - Financial Literacy Program 20,000 - - - Academic Support Services 15,403 10,772 - Class 2003- Summer 25,000 - - - HighSchool Partnerships 2,011 2,948 - - Summer Academic Support 44,328 8,775 35,528 35,528 Targeted Summer Support 35,000 - 15,562 15,000 After School Programs 21,740 20,000 20,000 20,000 Support Underperforming Districts/Intervention 333,000 - 295,712 295,000 Safe Environments/ Alternative Ed. Programs 22,040 20,000 - IMP Grad Rate 2,983 6,000 6,000 Miscellaneous State Grants 428,944 856,867 847,071 847,071 TOTAL STATE GRANTS 1,740,301 1,537,287 1,681,198 1,665,363
295,000 350,000 623,094 473,094 TOTAL PRIVATE GRANTS 295,000 350,000 623,094 473,094
REVOLVING FUNDS Food Service Program (Ch. 548 Acts 1948) 4,783,848 3,973,575 4,500,000 4,500,000 Circuit Breaker (Ch. 139 Acts 2006) 1,316,215 1,436,804 1,263,608 1,263,608 Tuition (Ch. 71 Sec. 71F) 274,673 288,043 288,043 288,043 Athletics 32,518 33,223 33,223 33,223 Peg Access 60,000 65,000 65,000 65,000 Sped Tuition/Summer School 152,375 134,633 90,000 80,000 Works and Products 21,901 9,863 9,863 9,863 Rentals 24,026 28,416 28,416 40,000 Theft Damage Restitution 1,600 1,858 1,858 1,858 School Gifts and Contributions 57,837 41,988 40,000 35,000 Miscellaneous Revolving Funds - - TOTAL REVOLVING FUNDS 6,724,993 6,013,402 6,320,011 6,316,595
TOTAL GRANTS & SPECIAL REVENUE 21,455,415 21,231,137 22,100,523 21,766,653
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Special revenue funds are accounted for separately from the general fund. Grants from federal and state agencies or private donors comprise the largest source of special revenue funds available to the District. These funds are typically for specific programs and may carry many restrictions and reporting requirements.
Revolving funds comprise the remaining type of special revenue funds. Revolving funds are established to support ongoing programs with program revenues. These funds include the Circuit Breaker reimbursement, athletics, and food services program as well as other district programs.
Below are details of major sources of the District’s special revenue funds.
FEDERAL GRANTS
The Federal administration’s strategy has been to maintain and marginally increase support for Title I, Individuals with Disabilities Education Act (IDEA), and level fund or reduce funding for nearly all other grants. Additionally, they provide resources to improve: supplemental Reading and Math programs; social services for and the education of homeless students; supplemental education services (academic tutoring for high needs students); schools in need of improvement; corrective action restructuring; literacy and Math programs at identified schools (based on review of disaggregated student achievement data); and required support for non-public schools.
Title I: $5.6 Million
Title I, which is authorized under the Every Student Succeeds Act (ESSA), provides resources to local school districts assisting low achieving students in high poverty schools to meet the State's challenging academic standards. For FY 18 we are projecting level funding. The priorities of Title I are to:
Strengthen the core program in schools and provide academic and/or support services to low achieving students at the preschool, elementary, middle, and high school-levels in support of ESSA goals.
Provide programs based on scientific research that enables participating students to achieve the learning standards of the State curriculum frameworks.
Elevate significantly the quality of instruction by providing staff with substantial opportunities for professional development.
Involve parents of participating public and private school children in the development of and participation in the program, activities, and procedures for parents and students to improve student achievement.
IDEA – Special Education Entitlement: $1.9 Million
This federal entitlement grant program is to provide funds to ensure that eligible students with disabilities receive a free and appropriate public education that includes special education and related services
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designed to meet their individual needs. These federal special education funds are provided are primarily used to fund out of district tuition costs for students in specialized programs not offered by HPS.
Title III - English Language Acquisition: $202,811
The purpose of this federal grant program is to provide funds to improve the educational performance of English Learners (EL) students by assisting them in learning English and meeting state academic content standards. The primary objectives of this grant are to:
Increase English proficiency and academic achievement in core academic subjects of Limited English Proficient students by providing high-qualify language instruction programs and content area teaching.
Provide high-quality professional development to enable classroom teachers to deliver effective sheltered content and English language instruction.
Develop, implement, and provide extended day, weekend, and summer opportunities for English language and academic content instruction for Limited English Proficient students.
Perkins: $163,985
The purpose of this federal grant is to assist school districts in improving secondary-level programs that meet the definition of career and technical education as contained in the Carl D. Perkins Career & Technical Education Improvement Act of 2006 P.L.109-270 (Perkins IV).
The five key priorities that ESE has identified for increasing student performance statewide include: preparing students for college and career; strengthening curriculum and instruction; strengthening educator effectiveness; supporting data use to improve policy decisions and student achievement; and turning around our lowest performing schools. The Perkins grant program is intended to support all five (where applicable) by continuously improving career/vocational technical education in Massachusetts and close the achievement gap for special populations on the Perkins core indicators of performance.
FOOD SERVICE PROGRAM
Established under Chapter 548 in the Acts of 1948, and primarily funded through cash sales and reimbursements from the U. S. Department of Agriculture, Holyoke Public Schools’ food service program is a $4-6 million operation that provides meals to students. The majority of the money is used to pay for the management fee to SODEXO and to pay for all of our food service staff. The program generates a surplus, which is used to improve the quality of the program.
CIRCUIT BREAKER PROGRAM
The State special education reimbursement program governed by M.G.L. Ch. 71B §5A, commonly known as the Circuit Breaker program, reimburses Holyoke Public Schools for the cost of special education services.
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The formula voted by the State Legislature calls for districts to receive 72% reimbursement of their costs exceeding an amount equal to four times the State wide average foundation budget per pupil, as calculated under Chapter 70. However, because Circuit Breaker reimbursements are subject to appropriation, the actual reimbursement percentage varies. In addition to the regular Circuit Breaker reimbursements, the “extraordinary relief” program helps districts whose expenses increased by 25% or more over the prior fiscal year.
For FY 2018 the District is estimating a 72% reimbursement rate. Reimbursements are based on prior year’s expenses for special education instructional services provided to each student. For FY 2018, projected Circuit Breaker funds of $1.3 million will be used to offset the budgeted costs of out-of-district special education tuition.
Circuit Breaker reimbursements are set aside into a special education account. The District may expend the funds in the year received or in the following fiscal year for any special education services.
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Summary of Major Budget Assumptions
Considering that not all factors are known when building a budget, part of the budget process involves making realistic assumptions about what will happen. Because changes in assumptions can result in budgetary surpluses or deficits, understanding the underlying foundations of the budget is important for readers. Assumptions are made by analyzing the best information available at the time. Below are the major assumptions used by the District when building the FY 2018 Budget.
REVENUE
Final State revenues will be equal to the House Ways and Means Budget
The City will meet their required local contribution.
Circuit Breaker reimbursement will be 72% as determined by the State.
Title I will not be cut
All E-Rate applications will be approved
Turnaround grants will be level funded
EXPENSES
School-based enrollment will be consistent with the enrollment used for the school staffing allocations
Utility rates will not increase more than estimates as of May 2017
Personnel salary lost time and attrition will be $600,000
Final State assessments will be equal to the House Ways and Means budget
Special education out-of-district tuition costs will be consistent with FY 17 expenses and circuit breaker will be used to offset these costs
The City will fully fund their transportation and lease obligations
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Information
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General Fund Budget Forecast
Below is a five-year forecast of projected revenue and expenses by object. Total revenue is expected to increase by 0.5%, while expenses are also estimated to increase but at a far greater pace. The small increase in revenue assumes no major changes to the Chapter 70 formula and a continued loss of students other Districts. We hope to reverse this trend. On the expenses side we expect salaries to increase 2-3% with the new comp model. Other accounts were adjusted for CPI and Charter/Choice assessments are expected to increase at a rate of 5% every year. These assumptions are very high level and will be monitored over the upcoming years. It is very clear to see that the District has a structural deficit and unless new revenue comes in, major structural changes need to be made in the way we do business. Holyoke Public Schools 5 year Financial Forecast
Final State Proposed Budget Budget REVENUES FY2017 FY2018 FY2019 FY2020 FY2021 FY2022 Chapter 70 State Aid 70,897,779 71,400,527 71,845,028 72,204,253 72,565,274 72,928,101 Holyoke Required Local Contribution 10,380,314 10,580,654 10,546,059 10,598,789 10,651,783 10,705,042 Required Net School Spending 81,278,093 81,981,181 82,391,087 82,803,042 83,217,058 83,633,143 City Admin NSS (Admin and Parks) (148,400) (148,400) (148,400) (148,400) (148,400) (148,400) Charter Tuition/Other Revenues 1,711,513 735,832 662,249 596,024 536,422 482,779 Other Revenue 0 0 0 0 0 0 Adjusted Net School Spending 82,841,206 82,568,613 82,904,936 83,250,666 83,605,079 83,967,522 Transportation (Including Xng Guards/Mon) 6,449,847 7,518,000 7,743,540 7,975,846 8,215,122 8,461,575 Adult Ed and Leases 172,500 190,000 190,000 190,000 190,000 190,000 Medicaid and Carryover 100,000 100,000 100,000 100,000 100,000 100,000 Total General Fund Budget 89,563,553 90,376,613 90,938,476 91,516,512 92,110,201 92,719,097 Supplemental Funding 1,322,322 0 0 0 0 0 TOTAL OPERATING REVENUE 90,885,875 90,376,613 90,938,476 91,516,512 92,110,201 92,719,097
EXPENSES Salaries 45,572,103 44,751,633 46,094,182 47,477,007 48,901,318 50,368,357 Supplies & Services 6,852,301 6,168,238 6,291,603 6,417,435 6,545,784 6,676,699 Total Discretionary Expenses 52,424,404 50,919,871 52,385,785 53,894,442 55,447,101 57,045,056 Health Insurance 9,015,619 9,678,510 10,162,436 10,670,557 11,204,085 11,764,289 Retirement / Unemployment 2,421,612 2,759,081 2,814,263 2,870,548 2,927,959 2,986,518 Other Benefits 581,550 561,000 566,610 572,276 577,999 583,779 Utilities 2,355,510 2,359,510 2,406,700 2,454,834 2,503,931 2,554,010 Out of District Tuition 2,558,774 2,570,912 2,648,039 2,727,481 2,809,305 2,893,584 Charter Tuition/School Choice 14,193,279 13,812,622 14,503,253 15,228,416 15,989,837 16,789,328 Total Non-Discretionary Expenses * 31,126,344 31,741,635 33,101,301 34,524,112 36,013,115 37,571,508 One Time Funding Expiring 0 0 0 0 0 0 Transportation, Adult Ed, Leases (Non-NSS) 7,335,127 7,715,107 7,933,540 8,165,846 8,405,122 8,651,575 Sub-Total Operating Budget Expenses 90,885,875 90,376,613 93,420,626 96,584,400 99,865,338 103,268,140 Pre-K Expansion 0 0 431,118 72,016 1,478,000 250,000 Grants/Funds Expiring 0 0 1,500,000 0 0 TOTAL EXPENSES PROJECTED 90,885,875 90,376,613 95,351,744 96,656,416 101,343,338 103,518,140 0 Total Anticipated Budget Gap 0 (0) (4,413,268) (5,139,904) (9,233,137) (10,799,042)
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Schools
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Holyoke High School
Principal: Stephan Sullivan Number of years as principal at current school: 5 Number of years as a principal in HPS: 5 Number of years employed with HPS: 14 Education background: Bachelors-English Literature, UMass- Dartmouth, Masters of Educational Administration, Fitchburg State University
MESSAGE FROM THE PRINCIPAL
Welcome to Holyoke High School. It is my privilege to collaborate with exceptional educators in providing students and families with safe, caring and supportive learning environment where our number one priority is to help all students thrive. Through shared leadership and partnerships with community organizations we are making success possible for all of our students.
I am honored and humbled to work with a strong team of productive educators, who dedicate themselves each day to providing high quality educational experiences for all of our students. We are committed to our students, families and community, and believe each student is special and can acquire knowledge and learn the skills necessary to become productive and responsible citizens. There is no doubt our students will make positive contributions to society as a result of the foundation they receive at Holyoke High School. Go Knights!
Grades: 9-12 FY 2018 Est. Enrollment: 1,283
STAFFING SUMMARY 2017 2018 Teachers 89.5 83.5 Paraprofessionals 21 17 Principals / Administrators 5 4 Clerks 6 5 Counselors 6 6 Nurses 3 3 Custodians 9 9 Other 8.5 9 All Funds Staffing Total 148 136.5
SCHOOL BUDGET 2017 2018 Personnel Services $7,002,510 $6,491,031 GENERAL FUND Supplies & Services $320,929 $166,151 Total General Fund $7,323,439 $6,657,182
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FY 2016 SCHOOL REPORT CARD PPI High Met PPI PPI School Holyoke High School Met PPI? Needs High Needs All Students Type Students Students? 500 Beech Street 59.0 NO 61.0 NO HS (413) 534-2020 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 12 Description Among lowest performing 20% of schools 3 Percentile Accountability Targets & 2017 Goal 2012 2012 2013 2013 2014 2015 2016 2017 Baseline Target Actual Target Actual Target Target Target Goal 91 91.8 93.6 92.5 95.7 93.3 94.0 94.7 95.5 84.2 85.5 81.8 86.8 84.2 88.2 89.5 90.8 92.1 72.2 74.5 69.0 76.8 76.4 79.2 81.5 83.8 86.1 34.0 >50 41.5 >50 43.0 >50 >50 >50 >50 56.0 >50 55.0 >50 40.5 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 89.9 Proficient 13.5 % of Teachers Licensed in Teaching Assignment 95.2 Enrollment 1274 % Special Education 11.3 % First Language not Graduation Rate 68.9 English 43.2 Dropout Rate 5.0 High Needs 62.1 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 94.9 % African America Highly Qualified Rate 3.2 3.6 Out-of-School % Asian Suspension Rate 12.2 0.9 Retention Rate 7.2 % Hispanic 68.4 Student / Teacher Ratio Unexcused Absences 14.0 to 1 % White >9 48.6 25.7
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Dean Technical High School
Principal: Jeff Peterson Number of years as principal at current school: 2 Number of years as a principal in HPS: 2 Number of years employed with HPS: 2 Education background: Master of Education from Westfield State College, Bachelors of Science in Fitness
Administration from the University of Massachusetts
MESSAGE FROM THE PRINCIPAL
The Dean Technical High School budget for SY 17-18 represents a strong vision for student preparation that includes both college and careers. We are currently in the midst of an exciting secondary redesign effort with our partner Holyoke High School. This partnership ensures that every student in the city grades 9-12 has access to not only top- notch, rigorous college prep courses, but also high quality Chapter 74 Career and Technical Education. Our work with local industry, the Chamber of Commerce and the Regional Employment Board has shaped our mission so that we may provide relevant training to our students that will qualify them for high paying jobs immediately upon graduation.
Our freshmen academy will allow students to explore multiple career options and ultimately the opportunity to specialize is an exciting career path. This revolutionary model will serve as an exemplar throughout the state and will support our goal of regionalizing with neighboring towns so we may maximize educational opportunities for all children in Holyoke. This budget also includes other exciting, student centered initiatives that will support language learners, students with disabilities and struggling readers.
Grades: 10-12 FY 2018 Est. Enrollment: 233.5 STAFFING SUMMARY 2017 2018 Teachers 42.5 32.5 Paraprofessionals 11.0 7.0 Principals / Administrators 4.0 3.0 Clerks 3.0 2.0 Counselors 2.0 1.0 Nurses 1.0 1.0 Custodians 7.0 6.0 Other 3.0 3.3 All Funds Staffing Total 73.5 55.8
SCHOOL BUDGET 2017 2018 Personnel Services $3,834,829 $2,615,551 GENERAL FUND Supplies & Services $174,809 $67,500 Total General Fund $4,009,638 $2,683,051
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI Dean Technical High PPI School Met PPI? Needs High Needs School All Students Type Students Students? 1045 Main Street 43.0 NO 55.0 NO HS (413) 534-2071 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 1 Description Among lowest achieving and least improving schools 4 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 20 16 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 72.3 74.6 76.2 76.9 86.5 79.2 81.5 83.8 86.2 Math CPI 63.7 66.7 64.2 69.8 59.4 72.8 75.8 78.8 81.9 Science CPI 53.1 57.0 51.9 60.9 56.5 64.8 68.7 72.6 76.6 ELA SGP 35.5 >50 36.0 >50 52.0 >50 >50 >50 >50 Math SGP 49.5 >50 47.0 >50 23.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 86.7 Proficient 29.6 % of Teachers Licensed in Teaching Assignment 76.8 Enrollment 378 % Special Education 39.4 % First Language not Graduation Rate 40.0 English 66.7 Dropout Rate 6.7 High Needs 88.4 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 46.6 % African America Highly Qualified Rate 2.9 2.9 Out-of-School % Asian Suspension Rate 15.8 0.5 Retention Rate 15.3 % Hispanic 92.1 Student / Teacher Ratio Unexcused Absences 8.8 to 1 % White >9 56.0 4.5
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Donahue School
Principal: Marc Swygert Number of years as principal at current school: First year Number of years as a principal in HPS: 1 Number of years employed with HPS: 3 years Education background: Bachelor of Science from Canisius College in Buffalo, NY. Master of Arts in Educational Leadership from Winthrop University
MESSAGE FROM THE PRINCIPAL Welcome to Donahue School! Our goal is to provide a safe and supportive learning environment that is conducive to helping students grow in both the academic and socio-emotional realms. We want to empower our students to become innovative thinkers, problem solvers and lifelong learners. We are committed to providing the support and services necessary to make dreams become a reality for our students.
Donahue School is committed to creating globally aware students through providing a cognitively demanding curriculum, high quality instruction, and a sense of civic and ethical responsibility in all students.
We will nurture collaborative and critical thinking while we support effective communication. The staff and students at the Donahue School are problem solvers, active community members, and work to make Holyoke a vibrant community where diversity is valued and looked upon as an asset. Grades: PK-8 459 FY 2017 Est. Enrollment:
STAFFING SUMMARY 2017 2018 Teachers 41 38 Paraprofessionals 35 39 Principals / Administrators 3 2 Clerks 1 1 Counselors 2 2 Nurses 1 1 Custodians 4 4 Other 7 4.5 All Funds Staffing Total 94 91.5
SCHOOL 2017 2018 BUDGET Personnel Services $3,785,622.00 $3,808,356.14 GENERAL FUND Supplies & Services $70,905.00 $45,077.68 Total General Fund $3,856,527.00 $3,853,433.82
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI PPI School Donahue School Met PPI? Needs High Needs All Students Type Students Students?
Whitings Farm Road 50.0 NO 45.0 NO EMS (413) 534-2069
Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 6 Description Among lowest performing 29% of schools 3 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 201 7 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 74.6 76.7 69.5 78.8 68.0 81.0 83.1 85.2 87.3 Math CPI 63.7 66.7 58.5 69.8 60.6 72.8 75.8 78.8 81.9 Science CPI 55.3 59.0 56.3 62.8 52.0 66.5 70.2 73.9 77.7 ELA SGP 50.0 >50 47.0 >50 55.0 >50 >50 >50 >50 Math SGP 56.0 >50 46.0 >50 56.5 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 95.0 Proficient 27.7 % of Teachers Licensed in Teaching Assignment 95.6 Enrollment 517 % Special Education 27.1 % First Language not Graduation Rate - English 43.7 Dropout Rate - High Needs 83.2 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 82.1 % African America Highly Qualified Rate 3.6 5.0 Out-of-School % Asian Suspension Rate 8.8 1.4 Retention Rate 1.1 % Hispanic 78.1 Student / Teacher Ratio Unexcused Absences 11.4 to 1 % White >9 21.0 14.5
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Kelly School
Principal: Isamar Vargas Number of years as principal at current school: FIrst Year Number of years as a principal in HPS: First Year Number of years employed with HPS: First Year Education background: Bachelor’s Degree for the Pontifical Catholic University of Puerto Rico; two master’s degrees - one from Concordia University in Chicago and the second from National Louis University in Chicago
MESSAGE FROM THE PRINCIPAL
Dear Kelly families: It is with great honor that I invite you to join me in this new journey to create a year of excellence for the children at Kelly as we focus on empowering teachers, supporting students and promoting family engagement. We are determined to deliver excellent instruction, and we will enjoy a school where safety, respect, accountability, support and excellence are highly evident. It is our commitment to foster a school climate that empowers our students to be reflective and responsible citizens that are productive members of our community.
We will continue to focus on high quality instruction as our daily work with children and increase our parent engagement as these are the pillars of a successful school. We claim we are creating a culture of high school readiness and this year we will build a shared understanding about what this means and ways parents and teachers can work together to ensure that every student is ready to achieve this goal. Kelly Elementary will partner with our parents to make sure that our values are reflected in the everyday actions of our families. This will be a year of transformation to the members of this valuable community!
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Grades: PK-8 FY 2018 Est. Enrollment: 553
2017 2018 STAFFING SUMMARY Teachers 41.0 42.0 Paraprofessionals 11.0 17.0 Principals / Administrators 3.0 5.0 Clerks 1.0 1.0 Counselors 2.0 1.0 Nurses 1.0 1.0 Custodians 5.0 5.0 Other 3.0 3.0 All Funds Staffing Total 67.0 75.0
SCHOOL BUDGET 2017 2018 Personnel Services $3,477,658 $3,495,999 GENERAL FUND Supplies & Services $104,980 $1,009 Total General Fund $3,582,639 $3,497,008
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI PPI School Kelly School Met PPI? Needs High Needs All Students Type Students Students? 216 West Street 51.0 NO 52.0 NO EMS (413) 534-2078 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 8 Description Among lowest performing 20% of schools 3 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 54.3 58.1 51.9 61.9 52.5 65.7 69.5 73.3 77.2 Math CPI 45.2 49.8 43.2 54.3 54.0 58.9 63.5 68.1 72.6 Science CPI 38.4 43.5 45.8 48.7 41.4 53.8 58.9 64 69.2 ELA SGP 46.0 >50 46.0 >50 45.0 >50 >50 >50 >50 Math SGP 51 >50 58.0 >50 72.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 93.4 Proficient 38.9 % of Teachers Licensed in Teaching Assignment 97.6 Enrollment 568 % Special Education 17.8 % First Language not Graduation Rate - English 62.1 Dropout Rate - High Needs 92.1 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 87.9 % African America Highly Qualified Rate 2.6 0.9 Out-of-School % Asian Suspension Rate 15.9 0.7 Retention Rate 4.7 % Hispanic 95.6 Student / Teacher Ratio Unexcused Absences 13.6 to 1 % White >9 29.6 2.3
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Lt Elmer J McMahon School
Principal: Noreen Ewick Number of years as principal at current school: 3 Number of years as a principal in HPS: 3 Number of years employed with HPS: 18 Education background: Westfield State University, Bachelor of Science, American International College, Master of Education Administrative Leadership & Supervision
MESSAGE FROM THE PRINCIPAL
Welcome to Elmer J. McMahon School, where we live our vision of engaging our students in critical thinking, effective oral and written communication and character development in all aspects of teaching and learning. In our school, all staff are committed to positive change, promotion of high standards for all, collaboration with families and community, with a focus on high quality instruction. We are confident that all McMahon students can and will find success!
Grades: K-8 FY 2018 Est. Enrollment: 414 STAFFING SUMMARY 2017 2018 Teachers 32 31 Paraprofessionals 21 21 Principals / Administrators 3 2 Clerks 2 2 Counselors 2 2 Nurses 1 1 Custodians 3 3 Other 4 235 All Funds Staffing Total 68 64.5
SCHOOL BUDGET 2017 2018 Personnel Services $3,024,603 $2,883,992 GENERAL FUND Supplies & Services $96,546 $71 Total General Fund $3,121,149 $2,884,063
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI PPI Met School McMahon School Needs High Needs All Students PPI? Type Students Students? 75 Kane Road 65.0 NO 59.0 NO EMS (413) 534-2062 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five-level system approved by the Board of Accountability & Assistance Level Elementary and Secondary Education. Districts and schools requiring the least state intervention are classified into Level 1; those requiring the most intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. School Level Level 3 Percen 18 Description Among lowest performing 20% of schools tile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 74.3 76.4 76.6 78.6 68.7 80.7 82.9 85.0 87.2 Math CPI 62.0 65.2 65.9 68.3 69.7 71.5 74.7 78.00 81.0 Science CPI 47.9 52.2 56.3 56.6 56.2 60.9 65.3 69.6 74.0 ELA SGP 40.0 >50 45.0 >50 25 >50 >50 >50 >50 Math SGP 47.5 >50 55.0 >50 60.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 95.0 Proficient 11.0 % of Teachers Licensed in Teaching Assignment 97.2 Enrollment 400 % Special Education 25.3 % First Language not Graduation Rate - English 27.5 Dropout Rate - High Needs 69.0 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 85.4 % African America Highly Qualified Rate 1.3 1.3 Out-of-School % Asian Suspension Rate 3.3 1.8 Retention Rate 1.9 % Hispanic 61.5 Student / Teacher Ratio 13.3 to 1 Unexcused Absences >9 17.9 % White 33.5
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Lawrence FSCS PreK- 3 Campus
Principal: Catherine Hourihan Number of years as principal at current school: 4 years Number of years as a principal in HPS: 4 years Number of years employed with HPS: 24 years Education background: BA from the University of Massachusetts - Amherst Campus, MAT from Our Lady of the Elms
MESSAGE FROM THE PRINCIPAL Welcome to the Lawrence Full Service Community School PreK-3 Campus. I am honored to serve with exceptional Educators in providing Students and Families with care and guidance in this safe and supportive learning environment. A quote that we live by is, We will do “whatever it takes” for students to become critical thinkers and problem solvers. Through shared leadership, we are making successes possible for all our students.
I have the privilege of working with positive and productive Educators, who dedicate themselves each day to providing quality educational experiences for our students. In order to achieve our Instructional Focus of Critical Thinking and Problem Solving, we are providing students with strategies and skills to expand their minds and foster critical thinking. And, by living our Lawrence Pledge of being Respectful, Responsible, and Ready to Learn, we are modeling strategies for positive behaviors in school and life.
We are committed to our students, and believe they are special and can acquire knowledge and learn the skills necessary to become productive citizens. Our students will make positive contributions to society as a result of the foundations they have received at the Lawrence PreK-3 Campus.
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SCHOOL BUDGET 2017 2018 Personnel Services $2,250,485 $2,058,873 GENERAL FUND Supplies & Services $85,800 $30,000 Total General Fund $2,336,285 $2,088,873
Grades: PK-3 FY 2018 Est. Enrollment: 289
2017 2018 STAFFING SUMMARY Teachers 25 25 Paraprofessionals 10 11 Principals / 3 3 Administrators Clerks 1.5 1.5 Counselors 2 2 Nurses 1 1 Custodians 3 3 Other 6 3 All Funds Staffing Total 51.5 49.5
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI PPI School Lawrence School Met PPI? Needs High Needs All Students Type Students Students? 156 Cabot Street ES (413) 534-2075 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. School Level Description Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI Math CPI Science CPI ELA SGP Math SGP *Insufficient Data Available on DESE website because this is a new school in 2014 Student Data Teacher Data % Limited English Attendance Rate 92.5 Proficient 36.1 % of Teachers Licensed in Teaching Assignment 93.4 Enrollment 285 % Special Education 23.9 % First Language not Graduation Rate** - English 48.8 Dropout Rate** - High Needs 93.0 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 64.6 % African America Highly Qualified Rate 0.6 2.8 Out-of-School % Asian Suspension Rate 5.4 0 Retention Rate 6.7 % Hispanic 91.2 Student / Teacher Ratio Unexcused Absences 10.8 to 1 % White >9 23.5 4.6
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Metcalf School
Principal: Amy Burke Number of years as principal at current school: 4 Number of years as a principal in HPS: 4 Number of years employed with HPS: 22 Education background: BA in Elementary Education, University of Maine, Orono : M. ED in Special Education, University of Massachusetts, Amherst
MESSAGE FROM THE PRINCIPAL Welcome to Joseph Metcalf School. I am honored to serve with exceptional Educators in providing Students and Families with a positive community environment that fosters a love of learning and focuses on teaching the “whole child”.
The vision for the Joseph Metcalf School is to provide students with a rich, high-quality education. In our Dual Language Program that education will be taught in both Spanish and English. Children at Metcalf School will have the opportunity to become fluent speakers, readers, and writers. Our vision for our preschooler is for them to develop the skills necessary to become Kindergarten ready. All of our students will become flexible thinkers with the ability to build life-long friendships with children of different cultures and language backgrounds. Children will achieve their highest potential by having educational opportunities to develop their problem solving skills and social-emotional development making them better equipped to achieve at high levels and be on a path to success in college and career.
Grades: PK-3 FY 2018 Est. Enrollment: 262 STAFFING SUMMARY 2017 2018 Teachers 17 18 Paraprofessionals 26 17 Principals / Administrators 1 1 Clerks 1 1 Counselor 0 0.5 Nurses 1 1 Custodians 2 2 Other 4 1.5 All Funds Staffing Total 52 42
SCHOOL BUDGET 2017 2018 Personnel Services $1,663,174 $1,483,373 GENERAL FUND Supplies & Services $150,880 $71,497 Total General Fund $1,814.054 $1,554,870
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI PPI School Metcalf Pre-K School Met PPI? Needs High Needs All Students Type Students Students? 2019 Northampton Street NO NO ES (413) 534-2104 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. School Level Description Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI Math CPI Science CPI ELA SGP Math SGP *No Data available on DESE. Student Data Teacher Data % Limited English Attendance Rate 90.8 Proficient 24.1 % of Teachers Licensed in Teaching Assignment 96.2 Enrollment 212 % Special Education 40.1 % First Language not Graduation Rate** - English 33.0 Dropout Rate** - High Needs 72.2 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 69.1 % African America Highly Qualified Rate 0 5.7 Out-of-School % Asian Suspension Rate 0 1.4 Retention Rate 0 % Hispanic 58.5 Student / Teacher Ratio Unexcused Absences 16.0 to 1 % White >9 45.2 32.5
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Morgan Full Service Community School
Principal: Alyson Lingsch Number of years as principal at current school: 4 Number of years as a principal in HPS: 4 Number of years employed with HPS: 4 Education background: Bachelor of Arts, Springfield College with a concentration in Special Education and Elementary Education with a minor in rehabilitation services.
MESSAGE FROM THE PRINCIPAL
Welcome to Morgan Full Service Community School. We will be working together, as partners, to provide the best possible education for your child in a nurturing environment that is student centered and positive. Commitment by all stake-holders is an important part of our educational process and communication is the key to assuring a successful year for your child.
We believe children should learn the academic and social skills to give them the traits necessary to become independent, responsible, life-long learners. While instilling the importance of the treating each other responsible and always trying to do your best we have created The Morgan Way: Be Respectful, Be Responsible, Be Safe.
Morgan School, in partnership with families and the community, will help close the achievement gap by creating a safe, academically rich supportive environment for developing problem solvers, critical thinkers and effective communicators ready for college and career in the 21st century. We will achieve this goal by providing a rigorous curriculum taught by highly motivated staff, grounded in high quality, research-based methodology, with hands-on experiential learning opportunities, individualized and accessible to all learners through emotional, behavioral, and academic supports.
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Grades: PK-8 FY 2018 Est. Enrollment: 411 2017 2018 SCHOOL BUDGET Personnel Services $2,745,893 $2,927,934 GENERAL FUND Supplies & Services $136,359 $50,073 Total General Fund $2,882,252 $2,978,007
2017 2018 STAFFING SUMMARY Teachers 31.0 32.50 Paraprofessionals 10.0 10.0 Principals / Administrators 2.0 2.0 Clerks 2.0 2.0 Counselors 2.0 2.0 Nurses 1.0 1.0 Custodians 4.0 4.0 Other 5.0 3.0 All Funds Staffing Total 58.0 58.5
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI PPI School Morgan School Met PPI? Needs High Needs All Students Type Students Students? 596 South Bridge Street 61.0 NO 69.0 NO EMS (413) 534-2083 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 14 Description Chronically underperforming school 5 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2 014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 56.9 60.5 54.7 64.1 52.2 67.7 71.3 74.9 78.5 Math CPI 45.3 49.9 43.7 54.4 44.0 59.0 63.5 68.1 72.7 Science CPI 38.0 43.2 35.1 48.3 36.9 53.5 58.7 63.9 69.0 ELA SGP 53.0 >50 58.0 >50 44.0 >50 >50 >50 >50 Math SGP 67.5 >50 62.0 >50 49.5 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 93.7 Proficient 39 % of Teachers Licensed in Teaching Assignment 87.5 Enrollment 382 % Special Education 18.3 % First Language not Graduation Rate - English 49.7 Dropout Rate - High Needs 95.4 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 85.7 % African America Highly Qualified Rate 0.4 2.9 Out-of-School % Asian Suspension Rate 11.6 0.0 Retention Rate 6 % Hispanic 92.7 Student / Teacher Ratio Unexcused Absences 11.9 to 1 % White >9 20.7 3.4
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Peck School
Principal: Kendra Salvador Number of years as principal at current school: 2 Number of years as a principal in HPS: 2 Number of years employed with HPS: 2 Education background: Bachelors – Political Science, UMass Amherst, Masters of Educational Leadership, George Washington University
MESSAGE FROM THE PRINCIPAL Welcome! Our commitment at Peck Full Service Community School is to provide a safe and intellectually challenging environment that will empower students to become innovative thinkers, problem solvers and lifelong learners. We aim to inspire future leaders that are equipped to be agents of change in their communities and beyond.
Our Peck mission is rooted in promoting their intellectual development, creativity, personal accountability, mutual respect, and a commitment to service through developing them in small, personalized, community-oriented settings that support them to rise to the challenges and duties of community citizenship and leadership. We have high expectations for all students, and are committed to supporting their academic, social, and emotional needs as unique individuals. Strong positive relationships between staff, students, and families will be integral to our collective success.
At Peck, our program offers core academic classes, specials classes, an advisory program, targeted student interventions, personalized learning opportunities and enrichments as we work to provide a well-rounded student experience. During the year we will be opening our doors at a variety of events and we welcome all of our extended Peck family to come join us and see what’s new. We look forward to the involvement of our families and the growth of our students. We can't wait to see you!
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SCHOOL BUDGET 2017 2018 Personnel Services $3,224,966 $3,091,753 GENERAL FUND Supplies & Services $406,812 $31,407 Total General Fund $3,631,778 $3,123,160
Grades: 4-8 FY 2018 Est. Enrollment: 359 2017 2018 STAFFING SUMMARY Teachers 34.4 33.5 Paraprofessionals 14.0 16.0 Principals / Administrators 5.0 4.0 Clerks 2.0 1.0 Counselors 3.0 2.0 Nurses 1.0 1.0 Custodians 6.0 7.0 Other 2.0 8.0 All Funds Staffing Total 70.4 71.5
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI PPI School Peck School Met PPI? Needs High Needs All Students Type Students Students? 1916 Northampton Street 44.0 NO 42.0 NO EMS (413) 534-2040 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 2 Description Among lowest performing 20% of schools 3 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 201 5 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 63.9 66.9 60.1 69.9 61.8 72.9 75.9 78.9 82.0 Math CPI 58.5 62 61.8 65.4 60.4 68.9 72.3 75.9 79.3 Science CPI 48.9 53.2 43.3 57.4 45.1 61.7 65.9 70.2 74.5 ELA SGP 59.0 >50 47.0 >50 45.0 >50 >50 >50 >50 Math SGP 72.0 >50 67.0 >50 62.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 92.6 Proficient 32.8 % of Teachers Licensed in Teaching Assignment 86.1 Enrollment 329 % Special Education 36.5 % First Language not Graduation Rate - English 54.4 Dropout Rate - High Needs 91.5 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 88.5 % African America Highly Qualified Rate 10.9 1.2 Out-of-School % Asian Suspension Rate 29.9 0.6 Retention Rate 0.6 % Hispanic 90.9 Student / Teacher Ratio Unexcused Absences 9.1 to 1 % White >9 13.2 5.8
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Lt. Clayre Sullivan School
Principal: John D. Breish Number of years as principal at current school: 10 Number of years as a principal in HPS: 10 Number of years employed with HPS: 20 Education background: B.A. Hamilton College, M.Ed. UMass
MESSAGE FROM THE PRINCIPAL
Welcome to Lt. Clayre P. Sullivan School where our vision is to prepare all students academically, socially, and emotionally for success in a diverse global society. We are proud to have served Holyoke students and families from Pre-K through grade eight for the past twelve years.
Our students and families hail from many different neighborhoods, backgrounds, and cultures, but what binds us together is the universal desire to help everyone learn at high levels. We do this by providing well-rounded learning experiences that meet the needs of all learners within a student centered, data- driven learning community where we continually collect, analyze, and act on data to identify strategies that help students improve their academic, social, and emotional well-being.
Additionally, we believe that including multiple voices and perspectives in our decision-making is a fundamental value that guides how we do our work. Students voice is increasingly being addressed through student surveys, questionnaires, and our student council. Parent partnerships are cultivated through surveys, conferences, the school PTO, and the Sullivan School Council. Finally, teacher voice and leadership are harnessed through multiple leadership teams and increased structured opportunities to collaborate throughout the day. We hope that you will make Sullivan the school of choice for your family!
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Grades: K-8 FY 2018 Est. Enrollment: 561
STAFFING SUMMARY 2017 2018 Teachers 43.5 41.0 Paraprofessionals 22.0 21.0 Principals / Administrators 3.0 3.0 Clerks 2.0 1.0 Counselors 2.0 2.0 Nurses 1.0 2.0 Custodians 5.0 5.0 Other 4.0 3.0 82.5 All Funds Staffing Total 79.0
SCHOOL BUDGET 2017 2018 Personnel Services $3,643,212 $3,463,029 GENERAL FUND Supplies & Services $29,990 $21,826 Total General Fund $3,643,212 $3,484,855
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI PPI School Sullivan School Met PPI? Needs High Needs All Students Type Students Students? 400 Jarvis Avenue 61.0 NO 63.0 NO EMS (413) 534-2060 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 31 Description Not meeting gap narrowing goals 2 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 77.3 79.2 76.3 81.1 76.1 83.0 84.9 85.8 87.7 Math CPI 69.9 72.4 67.1 74.9 71.8 77.4 79.9 82.4 85.0 Science CPI 57.7 61.2 57.1 64.8 62.8 68.3 71.8 75.3 78.9 ELA SGP 40.5 >50 48.0 >50 42.0 >50 >50 >50 >50 Math SGP 47.0 >50 48.0 >50 54.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 94.5 Proficient 19.3 % of Teachers Licensed in Teaching Assignment 97.5 Enrollment 550 % Special Education 23.5 % First Language not Graduation Rate - English 44.4 Dropout Rate - High Needs 80.5 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 72.1 % African America Highly Qualified Rate 2.8 2.9 Out-of-School % Asian Suspension Rate 8.3 0.4 Retention Rate 2.9 % Hispanic 78.2 Student / Teacher Ratio Unexcused Absences 13.7 to 1 % White >9 19.2 16.5
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E.N. White School
Principal: Jacqueline Glasheen Number of years as principal at current school: 1 Number of years as a principal in HPS: 7 Number of years employed with HPS: 24 Education background: BS from Salva Regina University in Elementary Education and Special Education; Masters in Education from UMASS Amherst
MESSAGE FROM THE PRINCIPAL
WELCOME TO THE EN WHITE SCHOOL. I AM PROUD TO WORK EACH DAY WITH STUDENTS, FAMILIES, AND STAFF THAT STRIVE TO CREATE AN ACADEMIC LEARNING ENVIRONMENT WHERE WE VALUE RELATIONSHIPS AND SUPPORT ONE ANOTHER AS WE GROW AS A COMMUNITY TOGETHER.
AT EN WHITE SCHOOL, OUR NUMBER ONE PRIORITY IS TO PROVIDE OUR STUDENTS INSTRUCTION EACH DAY THAT IS BASED ON A RIGOROUS STANDARDS BASED CURRICULUM THAT PROVIDES ALL STUDENTS WITH OPPORTUNITIES TO PROBLEMS SOLVE, ENGAGE WITH THEIR PEERS, APPLY STRATEGIES LEARNED AND REFLECT ON THEIR LEARNING. SECOND TO INSTRUCTION IS OUR MISSION OF IMPROVING THE CLIMATE AND CULTURE OF OUR SCHOOL SO THAT ALL STUDENTS, STAFF AND FAMILIES ARE INVOLVED IN CREATING A LEARNING ENVIRONMENT THAT IS POSITIVE, SAFE, AND ALLOWS STUDENTS TO FEEL COMFORTABLE TAKING ACADEMIC RISKS.
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Grades: PK-8
FY 2018 Est. Enrollment: 501 2017 STAFFING SUMMARY 2018
Teachers 38 39 Paraprofessionals 19 20 Principals / Administrators 3 2 Clerks 1 1 Counselors 1 1 Nurses 1 1 Custodians 4 4 Other 5.5 4.5 All Funds Staffing Total 72.5 72.5 2017 2018 SCHOOL BUDGET Personnel Services $3,330,352 $3,362,935 GENERAL FUND Supplies & Services $81,871 $48,534 Total General Fund $3,412,223 $3,411,469
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FY 2016 SCHOOL REPORT CARD
PPI High Met PPI PPI School E. N. White School Met PPI? Needs High Needs All Students Type Students Students? 1 Jefferson Street 41.0 NO 38.0 NO EMS (413) 534-2058 Overall Performance Summary* All districts and schools are classified into an accountability and assistance level from 1-5 indicating their placement on the Framework for District Accountability and Assistance, the five- Accountability level system approved by the Board of Elementary and Secondary Education. Districts and schools & Assistance requiring the least state intervention are classified into Level 1; those requiring the most Level intervention are classified into Level 5. In general, a district is assigned the level of its lowest performing school. Level School Level 9 Description Among lowest performing 20% of schools 3 Percentile Accountability Targets & 2017 Goal CPI & 2012 2012 2013 2013 2014 2015 2016 2017 Growth by Baseline Target Actual Target Actual Target Target Target Goal Subject ELA CPI 66.2 68.8 66.5 71.7 65.3 74.5 77.3 80.1 83.0 Math CPI 58.7 62.1 56.2 65.6 59.2 69.0 72.5 76.2 79.4 Science CPI 50.9 55.0 61.0 59.1 59.0 63.2 67.3 71.4 75.5 ELA SGP 39.0 >50 53.0 >50 45.0 >50 >50 >50 >50 Math SGP 45.0 >50 38.0 >50 52.0 >50 >50 >50 >50 *Refer to http://www.doe.mass.edu for additional information as these results reflect peer groups in MA. Student Data Teacher Data % Limited English Attendance Rate 94.3 Proficient 24.0 % of Teachers Licensed in Teaching Assignment 97.0 Enrollment 471 % Special Education 24.4 % First Language not Graduation Rate - English 35.9 Dropout Rate - High Needs 81.1 % of Core Academic Classes Taught by Teachers Who are In-School Suspension 95.6 % African America Highly Qualified Rate 2.2 2.8 Out-of-School % Asian Suspension Rate 10.1 0.2 Retention Rate 2.3 % Hispanic 80.0 Student / Teacher Ratio Unexcused Absences 14.3 to 1 % White >9 21.2 15.5
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Appendices
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Glossary of Terms
Appropriation An authorization granted by a legislative body to incur obligations and to expend public funds for a stated purpose. The expenditure of an appropriation is usually limited in amount and time.
Balanced Budget A budget in which estimated revenues and other resources are equal to or greater than estimated expenditures.
Budget A plan of financial operations embodying an estimate of proposed expenditures for a given period and purpose and the proposed means of financing that plan.
Chapter 70 Aid Chapter 70 is the Commonwealth’s school funding statute. The program seeks to ensure adequate and equitable school funding for all Massachusetts public pupils. It defines and calculates an adequate funding level for each district, given the specific grades, programs, and demographic characteristics of its students. It then determines how much of the “foundation budget” should be paid for by each city and town’s property tax, based upon the relative wealth of the community. The remainder is funded by chapter 70 state aid.
E-Rate E-rate is a federal program of the Federal Communications Commission administered by the Schools and Libraries Division of the Universal Service Administrative Company that provides eligible K-12 public schools and libraries 20% to 90% discounts (NOT grants) on approved telecommunications, internet access, and internal connections costs.
Expenses Expenses represent the total cost of operations during a period regardless of the timing of related expenditures.
Fiscal Year In accordance with M.G.L. Ch. 44 §56, July 1st through June 30th constitutes the mandatory fiscal year for public school districts.
Fringe (Employee) Benefits Funds appropriated and expended to pay the employer cost of providing employee health, life, dental, and vision coverage, FICA and Medicare, and the employer portion of the Massachusetts Teachers Retirement System and the Holyoke Retirement System.
Food Service Fund
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A type of enterprise fund used to record financial transactions related to food service operations.
Foundation Budget Based on the Education Reform Act of 1993, a foundation budget is the Commonwealth’s calculation for the minimum amount that a district can spend in order to provide an adequate education to students. This amount is adjusted each year to reflect the fluctuations in student enrollment, grade level population, low-income population, English language proficiency, inflation, and city income levels. Inflation is adjusted each year in accordance with M.G.L. Ch. 70 §12, so the FY 2014 inflation rate is 1.54%.
Function The basic account identifier for expenditures, it describes the activity for which a service or material is acquired.
Fund A fiscal and accounting entity with a self-balancing set of accounts recording cash and other financial resources, together with all related liabilities and residual equities or balances and charges therein, which are segregated for the purpose of carrying on specific duties.
Graduation Rate All Massachusetts public high schools and districts at the grade 9-12 level must meet or exceed the State’s graduation rate standard for all reportable student groups in order to make AYP. The graduation rate is one of two criteria (the other being the fulfillment of local requirements) required by the Department as a condition for high school graduation.
Grants/Categorical Contributions or gifts of cash or other assets from another government or entity to be used or expended for a special purpose, activity, or facility.
No Child Left Behind (ESSA) Signed into law by former President George W. Bush on January 8, 2002, ESSA is the principal federal law affecting public education from kindergarten through high school. ESSA is built on four pillars: expanded local control and flexibility; doing what works based on scientific research; accountability for results; and more options for parents. The goal of ESSA is for all students to reach grade level proficiency in ELA and Mathematics by the 2013-2014 school year.
Non-Discretionary Funds appropriated and expended to pay for utilities and/or utility type expenditures. Common descriptions associated with these types of expenditures are, heat, light, and electric. Other types of expenditures, such as the fuel for the school buses, may be controlled at this level.
Object As used in expenditure classification, this term applies to the article purchased or the service obtained.
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Operating Budget The authorized revenues and expenditures for ongoing district services, and is the primary means by which a district is controlled.
Pupil Enrollment For any budget year, the number of pupils enrolled.
Purchased Services Amount paid for services rendered by persons, organizations or other agencies for a service or product required to obtain the desired results. Examples are travel allowance, heating, lawn equipment repair, printing, equipment rental, etc.
Revenue Increase in governmental fund type net current assets from other than expenditure refunds and fund balance transfers.
Required Local Contribution Amount that a municipality is required to pay towards the school district’s foundation budget. This figure is based on the prior year required contribution, and includes some transition factors, so that the shift toward the target levels occurs over a period of several years.
Salaries Funds appropriated and expended to pay the actual salaries of employees charged to a specific school or department.
Special Revenue Funds All transactions for those specific revenue sources requiring separate accounting due to legal and regulatory restrictions as administrative action. Included are programs for early childhood development, job training, gifted and talented children, free lunch, and other programs.
Student Attendance Rate As shown on school and district AYP reports, it is the additional AYP indicator for elementary and middle schools. Attendance rates are calculated by dividing the total number of days all students attended school by the total number of days all students were enrolled.
Supplies An expenditure object within an activity, which includes all supplies that have useful life of less than one year. Amounts paid for material items that are consumed for the operation of a district. Examples are general instruction, music, language development, textbooks, dictionaries, audiovisual, tools, etc.
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What is Net School Spending?
I. Three Components
A. A foundation budget calculated for the district representing minimum spending needed. Adjusted annually to reflect changes in enrollment, demographics, inflation, and geographical wage differences. B. A local contribution or local appropriations required to meet net school spending. C. Chapter 70 Aid is the share of the foundation budget funded by the state.
II. The Net School Spending Formula
A. Required Net School Spending = Local Contribution + Chapter 70 Aid.
III. Key Concepts in the Chapter 70 Formula
A. Foundation Enrollment – the number of students Holyoke is responsible for educating financially as of October 1 each year. B. Foundation Budget – increases or decreases based upon the foundation enrollment and the inflation factor used by the state. C. Local Contribution is calculated by increasing the previous year’s contribution by the Municipal Revenue Growth factor and adjusting this number based upon Holyoke’s ability to pay, the latter based on the state’s aggregate wealth model. D. Municipal Revenue Growth Factor is Holyoke’s percentage increase in local revenues from one year to the next as calculated by the Department of Revenue. E. The Aggregate Wealth Model looks at both personal income wealth statistics and property wealth statistics in Holyoke.
Actual Net School Spending includes all funds expended by the School Committee via the budget, grants, and other funds as well as certain City expenditures, excluding certain types of expenditures such as transportation, adult education, leases greater than 3 years, and long-term debt.
Legal Requirements for Actual Net School Spending
Chapter 70: Section 11. Excess funds; application to following fiscal year
Section 11. If in any fiscal year a district’s actual expenditure for public education is less than the amount required to be appropriated for public education pursuant to this chapter, the difference, shall be spent for public education in the following fiscal year; provided, however, that any unexpended funds, whether appropriated to the school committee account or to town accounts for expenditure to meet public
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education costs, shall be deemed reappropriated for public education in the following year without further action by the appropriating authority; provided, further, that the amount of state school aid for the following fiscal year shall be reduced by the amount said difference exceeds 5 percent of the amount required to be appropriated; and provided, further, that in any year in which additional money is required to be spent due to a spending deficiency in the prior year, if a district fails to spend the carried forward amount or under-spends its current year budget by more than 5 percent of the amount required to be appropriated for that year, state school aid in the following year shall be reduced by the entire difference between those amounts. The board shall promulgate regulations to enforce the provisions of this section.
CRM 603 10.06: Annual School Spending Requirements
(1) The Commissioner of Education shall determine each school district's actual net school spending in the prior fiscal year and the estimated net school spending in the current year from information contained in the End-of-Year Pupil and Financial Report.
(2) The sum of the following expenditures for public education from local revenues and M.G.L. c. 70 school aid, reported in accordance with 603 CMR 10.04 and 10.05 and the guidelines for reporting student and financial data published by the Department, shall be considered a school district's annual net school spending for purposes of determining compliance with the requirements of M.G.L. c. 70:
(a) District and school site administrative services and materials
(b) Student instructional services, materials and equipment
(c) Student support services; including attendance, health services, food services (not
including the cost of food), and school security
(d) Student activities; including athletics, performance groups and clubs
(e) Operation and routine maintenance of school facilities and equipment
(f) Extraordinary maintenance of school facilities (under $150,000)
(g) Health insurance and retirement contributions for current school district employees
(h) Non-employee insurance
(i) Rental or lease of land, buildings, or building space for student instruction or school
Administration purposes for a period not exceeding three years
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(j) Interest on short term borrowing in anticipation of revenue to fund current year
operating expenses, except in a year when state aid payments to the district or municipality
have been delayed or forfeited for failure to comply with student or financial data reporting
requirements;
(k) Tuition and related charges for students attending other public schools, collaborative
programs, or private schools by agreement of the school committee or assignment by a
State agency;
(l) Assessments, minus any reimbursements, for school choice and charter school students
attending schools outside the district;
(m) The cost of health insurance for retired teachers in a school district where such costs
were considered by the Department to be part of the district's net school spending in fiscal
year 1994.
(3) The Department shall compare each school district's net school spending in the prior fiscal year with the net school appropriation required by M.G.L. c. 70, § 6 to determine the district's compliance with M.G.L. c. 70 net school spending requirements. For the purposes of this calculation, actual expenditures in the prior year by municipal departments other than the school department for school district purposes shall be used for the following expenditure categories: school district employee retirement and insurance programs, interest on short term borrowing in anticipation of revenue to fund current year operating expenses, tuition payments on behalf of resident students, and assessments for charter school and school choice students. Estimated expenditures by municipal departments other than the school department shall be deemed to be the actual expenditures in all of the other categories in which municipalities are permitted to report expenditures pursuant to 603 CMR 10.05.
(4) The Commissioner of Education shall, within 30 days after receipt of a district's End-of-Year Pupil and Financial Report, notify the school district superintendent and municipal officials of any prior year spending deficiency and resulting expenditure obligation carried forward into the current fiscal year pursuant to M.G.L. c. 70, § 11. In such instances, any funds remaining in the school district's account at the close of the fiscal year shall be reserved by the municipal accountant or regional school treasurer and shall be made available to the school district without further appropriation. If the amount of the prior year's net school spending deficiency is greater than the amount of the school district's unspent funds available to be carried forward, an amount sufficient to meet the carried forward spending obligation must be appropriated by the municipality or municipalities responsible for the financial support of the school district.
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(6) If, in any fiscal year, a district's actual expenditures for public education are less than the amount required under M.G.L. c. 70 taking into consideration any permitted carry-forward, the Department shall direct the Commissioner of Revenue to reduce the district's state school aid distribution by the amounts set forth in M.G. L. c. 70, § 11. When a deduction is so taken, there shall be no corresponding reduction in the district's net school spending requirement for the current year.
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Holyoke Public Schools Fiscal Year 2018
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