doing differently 2012-13 budget development
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Dr. Timothy Mitchell Rapid City Area Schools Public Budget Hearing 1-10-12. Doing Differently 2012-13 Budget Development. Doing Differently. Learning Target: RCAS school board members and all stakeholders will understand: - PowerPoint PPT PresentationTRANSCRIPT
Doing Differently2012-13 Budget Development
Dr. Timothy MitchellRapid City Area Schools Public Budget Hearing 1-10-12
Doing Differently
Learning Target:RCAS school board members and all stakeholders will understand:
-The key research-based principles by which the 2012-13 GF budget recommendations are based.
-The strategy and key factors utilized to develop the 2012-13 GF budget recommendations.
-To provide additional clarity as to the development of a Professional Learning Community (PLC) in the RCAS
3/24/11RCAS
Doing Differently
Criteria for Success:The RCAS administration and school board will develop a 2012-13 GF Budget based upon sound research-based principles, aligned with district priorities and with feedback from all stakeholders.
3/24/11RCAS
Doing Differently
We need to implement a strategic approach to create an
environment of high quality learning!!
Critical Steps:Point to the DestinationScript the Critical MovesBuild New Habits
Doing Differently
Point to the Destination
Doing Differently
The type of district and schools that I envision as we move forward embraces the current research as to what is the best way for leaders and teachers to act.
They are also fiscally responsible and committed to our mission, vision and priorities as established by the community.
Doing Differently
The Potential Future:RCAS Reports:
Increases in Student Achievement
Increases in Graduation RatesDecrease in Achievement Gaps
(NA/ED/SPED)
RCAS Mission
Building a community of life
long learners, one student at a
time.
RCAS Vision
All Rapid City Area School students will
achieve to their full potential.
Guaranteed, Viable, Relevant Curriculum Life and Career skills Technology Literacy (21st century skills) Staff Effectiveness and Organizational
Capacity-Building Comprehensive System of Assessment Diverse Opportunities for students to
learn and be academically successful
RCAS Priorities
Based upon 2011-2012 Presentation:
Reductions for 2012-13 are to account for:
-8.6 % reduction in State Aid (Per Student Allocation)
-$97 per student- one time money
The Situation
2011-2012 Budget Includes:
-3.5 Mill in Fund Balance-2.7 Mill Capital Outlay Flexibility-Budget Reduction 1.98 Mill
The Situation
Budget Proposal
Governor’s Proposed Budget is a positive given the limited resources
Funded Formula ($100.95 2.3 %)-Gave additional one-time money ($30.92 0.7 %)
Per Student Allocation Increase $34.67 0.8%
SD Investing in Teachers-8.4 Million 1.5% Common Core/STEM/Career
Development Common Core/Evaluation
RCAS 2012-2013 Budget
Still a need to address Deficit Fiscally Responsible/Committed to
Mission We have recommended a
expenditure reduction plan of approximately $4.5 mill dollars
Packaged w/Instructional Calendar Proposal
Implementation of the PLC Concept District-wide
Doing Differently
Script the Critical Moves
The Strategy
To become as Effective and Efficient as possible
To become as Innovative and Creative as possible
To eliminate the “Knowing and Doing Gap” as it relates to high quality learning in the classroom
The process has included:-utilizing every opportunity to explain the situation
-a review of current expenditures-Where is the $$ going?
-reminding people of the mission and priorities
Doing Differently
Four resource shifts with great potential:
-away from quantity of staff towards quality-from remediation to early identification-from isolated practitioners to teacher teams-from full-time teachers toward creative and
effective alternative delivery systems
Doing Differently
John Hattie-Visible Learning
Visible Learning synthesized the results of more than 15 years of
research involving millions of students and it represents the
biggest collection of evidenced-based research into what actually
works in schools to improve learning.
John Hattie-Visible Learning
*Promoting high levels of learning are about linking specific teaching strategies with specific student results
*There is a huge variation in the impact of different teaching strategies—but few schools focus on the highest impact strategies
John Hattie-Visible Learning
What is the barrier to high quality learning in every classroom:
*The variation of implementation causes different impact on learning
John Hattie-Visible Learning
The Leadership and Learning Centerwww.leadandlearn.com
WebinarsJanuary 9, 2012- “Visible Learning: Applying John Hattie’s Research to
Maximize Learning in Schools”*Presentation Slides*Presentation Video
Doing Differently
Build New Habits
Doing Differently
The best way to improve a school or
district is by developing the
people within it!!
Instructional Calendar Proposal
A regular early release time district-wide to enhance student learning by allowing teachers time to plan as teams, create common formative assessments and learning targets, do data charts to monitor student progress, create enrichment lessons, to move forward any future district initiatives and to meet the individual needs of students
Instructional Calendar Proposal
Reduction of Additional Pay and Temporary Staffing
Additional Time to implement district priorities Transportation Savings Less Substitutes and Higher Quality Contact
Time All staff could be involved with implementation Improves the learning of all students Allows the district to meet the individual needs
of a students Builds collective capacity of the staff
Doing Differently
A Professional Learning Community (PLC) is:-An on-going process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve-PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators
Doing Differently
What is the RIGHT Work?*All Educators work collaboratively and take collective responsibility for student learning*Collaborative teams implement a guaranteed and viable curriculum, unit by unit*Collaborative teams monitor student learning through ongoing common formative assessments*Educators use the results of the assessments to:Improve individual practiceBuild the team’s capacity to achieve its goalsIntervene on behalf of students
Doing Differently
What do Leaders do?-Organize Staff Into Meaningful Teams-Provide Teams with Time to Collaborate-Provide Supportive Structures That Help Groups Become Teams-Clarify the Work the Team Must Accomplish-Monitor the Work of Teams and Provide Direction and Support as Needed-Avoid Shortcuts in the Collaborative Team Process-Celebrate Short-term Wins, and Confront Those Who Do Not Contribute to Their Teams
Doing Differently
www.solution-tree.comwww.allthingsplc.com
Tools and ResourcesDownload the Presentation
View Webinar Recording
PLC Locator
Doing Differently
The Administrative Budget Reduction
Planwww.rcas.org Administration-Superintendent-Presentations
Doing Differently
Middle School Schedule $1,500,000Reduces up to 30.58 FTEPreserves the concepts of Middle School with a new academic calendarExpect FTE reduction through attrition, retirements and resignations
Administrative Reorganization $45,000-plusLevel Middle School Administration 2 FTE except for North due to Fed FundsReview FTE allocation after retirements and resignations
Doing Differently
Association for Middle Level Education
*This We Believe: Keys to Education Young Adolescents-Executive Summary*Research Summary-Professional Learning Communities
www.amle.org
www.rcas.org Administration-Superintendent-Presentations
Doing DifferentlyInsurance Benefit Contribution (Negotiations
Recommendation) $800,000Proposes a proportional cost share of benefits Could be a percentage or a flat dollar employee contribution
Reduction of Additional Pay and Temporary Staffing
$500,000Tied to the academic calendar by reducing the need for substitutesUses the proposed 8.5 million dollars from the State rather than local fundsTeachers are able to do the work during the duty day instead of outside the day
Doing Differently
Team Cleaning $450,000Reduces 12 FTEOrganizes custodial services to cleaning teams with specialists instead of building generalistsProvides the costs savings of outsourcing
Standard Support Specialist-Elem Library
Reorganization $250,000Reduces 4.3 FTERevises the Elementary Librarian job description to an Informational Media SpecialistEliminate the Standard Support Specialist position
Doing Differently
Accounting for Busing/Printing $200,000Eliminates a duplicate accounting entryServices are not effected
Activities Department $150,000
Eliminate charter bus services except for the longest tripsConsolidate several extra duty contractsCharge some equipment purchases to the capital outlay fund
Doing Differently
High School Budget Initiatives $125,000Require 9-11th grade to take 6 classes per semesterEliminate class offerings with fewer than 18 students registeredReduce 3 FTE
Paperless Initiative $100,000Comprehensive initiative to limit the need to generate paper documentsMore fully utilize the print shop as the most cost effective printing option when paper is requiredCreate digital alternatives to paper processes
Doing Differently
Miscellaneous Staffing Reduction$59,000Reduce a Reading Recovery Position (1 FTE)- Wilson/GrandviewRetains Reading Recovery in Title I schools with Federal FundsReduce of 2 noon duty currently not filled
Miscellaneous Library Reductions $31,000Reduce .5 FTE through retirementReduce supply budget
Doing Differently
Instructional Technology Staffing Restructure$30,000 Reduce 1 FTE reallocate responsibilities to existing staff
In-district Travel Reimbursement (1/2 State
Rate) $30,000Reduce reimbursement rate for in district travel to ½ the state rateMore fully utilize existing district fleet vehicles and consider adding to fleet
Doing Differently
Talented and Gifted Restructure $23,000Reduce .6 FTE Re-assign 2 FTE as enrichment coordinatorsReduce Supply budget
Musical every 3rd year $20, 000Each High School will perform a musical every 3rd year instead of every other year
Doing DifferentlyStudent/Staff ID Cards-Used as Activity Passes $12,000
Eliminate paper activity passes for staff and students Freeze Sheet Music Purchases (Except for State Events)
$12,000Freeze sheet music purchases for choral, band and orchestra with the exception of state events like All State Band.
Meals for Meetings to be Catered by RCAS Food Service$6,000Eliminate outside catering for Board of Education, Facilities, Finance, and Superintendant facilitated meetings
Doing Differently
-This proposed plan reduces expenditures for the 2012-2013 school year by:
$4,343,000-We also believe we can realize some additional savings through the final budget process.-We will be adding $1,200,000 in expenditure for additional staff for All Day Kindergarten
Doing Differently
Budget Hearing Schedule6:00-8:00 PM
January 10- West Middle SchoolJanuary 23 - South Middle SchoolJanuary 30- Dakota Middle SchoolFebruary 7- North Middle School
February 27-Southwest Middle School
3/24/11RCAS
Doing Differently
Learning Target:RCAS school board members and all stakeholders will understand:
-The key research-based principles by which the 2012-13 GF budget recommendations are based.
-The strategy and key factors utilized to develop the 2012-13 GF budget recommendations.
-To provide additional clarity as to the development of a Professional Learning Community (PLC) in the RCAS
3/24/11RCAS
Doing Differently
Criteria for Success:The RCAS administration and school board will develop a 2012-13 GF Budget based upon sound research-based principles, aligned with district priorities and with feedback from all stakeholders.
3/24/11RCAS
Doing Differently
John Hattie (2009), in his book Visible Learning, examines numerous instructional practices and concludes that teachers working together in collaborative teams to clarify what students must learn, gather evidence of learning, and analyze that evidence so that they can identify the most powerful teaching strategy is indeed the practice that yields the most results in improving student learning. Getting this powerful continuous model in place requires both structural adjustments and cultural shifts.