GOVERNING BOARD MEETINGliberty25.org/UserFiles/Servers/Server_55135/File/Board...2020/01/27 ·...

LIBERTY ELEMENTARY SCHOOL DISTRICT No. 25

GOVERNING BOARD MEETING – Budget Work Study Session

MONDAY January 27, 2019

6:30 P.M.

JERRY ROVEY DISTRICT FACILITY

19871 West Fremont Road Buckeye, AZ 85326

LIBERTY SCHOOL DISTRICT No. 25GOVERNING BOARD AGENDA FOR WORK STUDY SESSION

TIME: January 27, 2020 – 6:30 PMPLACE: Jerry Rovey District Facility, 19871 West Fremont Road, Buckeye, AZ 85326

Pursuant to the Americans with Disabilities Act (ADA) the Governing Board endeavors to ensure the accessibility of its meetings to all persons with disabilities. If you need an accommodation for a meeting, please contact the District Office at (623) 4746600 or [email protected] at least 48 hours prior to the meeting. A copy of the complete agenda with names and details, including available support documents may be obtained during regular business hours at the Jerry Rovey District Facility Superintendent’s Office at 19871 West Fremont Road, Buckeye, AZ 85326.

The Governing Board reserves the right to move into Executive Session for legal advice with its attorneys for any item listed on the Agenda, in person or by telephone, pursuant to A.R.S. 38431.03.0.3. Members of the governing Board will attend the meeting in person or by telephone conference call, pursuant to Governing Board Policy BE.

I. OPENING MEETING 1. Call to Order 2. Pledge of Allegiance

II. WORK/STUDY SESSION 1. Discussion/Review of Budget for the 2020/2021 SY

III. ADJOURNMENT

Motion __________ Second __________ Vote __________

mailto:[email protected]

LIBERTY ELEMENTARY SCHOOL DISTRICT No. 25

GOVERNING BOARD ITEM

BOARD ACTION REQUESTED

This is an information item; no action will be taken.

SUBMITTED BY: SUPERINTENDENT: Dr. Lori Shough

ACTION BY BOARD: Motion:_______ Second:______ Vote:______ AGENDA ITEM: II.1.

Page 1 of 1

BOARD MEETING OF: January 27, 2020TITLE OF AGENDA ITEM: Discussion/Review of Budget for the 2020/2021 SYITEM CATEGORY: Information

POLICY REFERENCE OR STATUTORY CITATION:

FUNDING SOURCE: COST:

EXECUTIVE SUMMARY:

The Budget Committee and administration will present information on SY2021 budget capacity and prioritized budget interests. Members of the committee will share information regarding committee membership, process, and priorities. Administration will provide information on expected revenues, fixed costs, and available funds in Maintenance and Operations and reserve funds. The Governing Board will engage in discussion with administration regarding budget interest prioritization and the Board's direction on next steps in preparing the District budget and staffing.

Review of Fiscal Year 20202021 Budget

Preliminary 2021 Budget Overview Budget Committee Report Board Budget prioritization

1

Liberty Elementary School District

BUDGET STUDY

Making Kids Our Priority As We Steward Our Resources

2


Agenda

Presentation and Prioritization of Budget Interests – Budget Committee

Known Impacts From State Level

Budget Interests – Review and Prioritization

Budget Overview

Upcoming Board Meetings

Overview Status of District

3


Prioritize budget interests that align to the Strategic Plan 02

Quality Staff

Honor our M & O Override commitment to a 27:1 class size ratio 03Integrity

Make decisions in the best interest of students and their learning

01Students First

Guiding PrinciplesWHAT will guide our decisions

4


Auditor General Report on Classroom Spending

Year over year, majority of budget dollars are committed to the classroom

FY 2019Actual (Pending Finalized Calc from

AG)

59%

FY2018 Actual

57%

FY 2017 Actual

57%

FY 20Budget

58%

5


Auditor General Report 2018

Highest Among Peer Group for Dollars to the Classroom and Least Administration Costs

Dollars to Classroom INSTRUCTION

6


Auditor General Report 2018

Administrative Costs Compared to Peers and State

Dollars to ADMINISTRATION

Administration District 11.1%Peer

AverageState

Average

Cost per student $824 $1,025 $860

7


1 2 3 4

Kyrene Elementary

District

Madison Elementary

District

Litchfield Elementary

District

Liberty Elementary

District

Student Achievement Peer GroupRanked 4th Comparatively

8


Leadership

Effective Teachers

STUDENT LEARNING

Data Systems

Curriculum, Instruction, Resources, and Assessments

Working Conditions & Culture

Teacher PD & Support

Research ImpactsBudget funds to greatest impacts and greatest needs

9


Budget BreakdownMaintenance and Operations

Note:Benefits and Salaries for STAFFING make up 80% of budget

10


Known Impacts State Level

District

Inflation factor

Minimum wage incr

St Tchr Comp incr

Prop 123 chg

Capital incr

ASRS rate incr

TEI chg

11


State Teacher Compensation

Distributed into two funds

BSL = $80 per ADMCSF = $36 per ADM

Estimated Total Amount $485,000

Paid Pursuant to Recommendation of Certified Compensation Committee:Tier 1-5 = 4.5%Tier 6-10 = 4.75%Tier >10 = 5%

12


FY2020 Budget Projections

M&O BudgetCurrent year budget FY19 $25,453,672 Projected budget limit FY20 $25,937,755 Base budg limit plus growth in ADMChange in budget limit available $ 484,083

Items that must be considered:Adj in staffing per ratios to maintain class size target of 27:1

$ 134,000

On-going fixed costs increases $ 186,500 Liability insurance, utilities, fuelStep increases for support and admin staffMinimum wage increase (Prop 206)Benefits Increase for employer provided insurance AZ State Retirement Increase

$ 70,500 $ 15,500 $ 0 $ 18,900

Remaining to apply to budget interests $ 58,683

13


Budget Advisory Committeeand Stakeholder Groups

Teachers

Parents District Admin

Principals

Support Staff

Alyssa Nunez Debra Ryan Lara KritzAmanda Ibarra Dianna Harness Lisa KennemoreBrittany Kacer Jason Nuttall Lynzee BoorasCarrie Wilmot John Moreno Natasha Camp

Connie Crowley Karina Matsuura Paul JensenDave Bogart Kent Hegedus Sarah RidgeDeb Rilley Kevin Gates Stacey Jones

Deborah Bamonte Terri Griffin

14


Budget Committee Work

Nov 19Understand BudgetReview Process

Dec 5Review Interest Costs and ImpactsScore and prioritize budget interests

Jan 9Review of survey prioritizationFinalize discussion and prioritizationDevelop Board presentation of recommendation

Jan 27Present to Board

Jan 21Combined meeting with support staff committeeReview of budget interestsFinalize discussion and prioritizationDiscussion of Board presentation of recommendation

15


Budget Advisory Committee

And Consensus

Process

Process

16


Budget Interests

Budget Advisory

CommitteePrioritization Rationale

17


Planned Spending of ReservesUtilization of Reserves - $1,100,000

Option 1

Year 1 Year 2 Year 3 Year 4 Year 5 $

220,000 $

220,000 $

220,000 $

220,000 $

220,000 20% 20% 20% 20% 20%

Option 2

Year 1 Year 2 Year 3 $

374,000 $

363,000 $

363,000 34% 33% 33%

Option 3


440,000 $

330,000 $

330,000 40% 30% 30%

Option 4


550,000 $

275,000 $

275,000 50% 25% 25%

18


Budget Interests

19


Upcoming Board MeetingsMajor Decisions Leading to the Proposed Annual Budget

Feb 10Certified Contracts

Mar 2Administrative and Exempt Contracts

Benefits Package

Apr 6Support Staff Work Agreements

May 11Final Budget Revision FY2020

Jun TBDProposedAnnual Budget

FY21 Budget Interests

Interest Cost Impact

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Committee Rationale

Add .5 Counselors to Non-Title I Schools (.5 Westar and .5 Estrella)

$ 33,750 Add .5FTE Counselor to Westar and Estrella for a total of 1.0 FTE. The school counselor role provides emotional supports to students that contribute to student well being and safety in schools. Key activities include teaching social emotional learning skills through whole classroom facilitation and support, small group interventions, limited 1:1 counseling support, and social community partnerships. Short- term outcomes include increased social emotional learning skills, increased ability to identify long and short-term academic and career goals, increased engagement in enrichment and extracurricular activities, and increased academic self-concept. Long-term outcomes include improved discipline, improved attendance, and improved student achievement. Without a school counselor, teachers and school principals attempt to provide a basic level of support and intervention without certified training and time in schedules or resources to support the work. As a result, many students will continue to struggle academically and/or behaviorally due to lack of supports for their social emotional needs, leading to increased discipline issues, potential safety of students and staff, and gaps in student achievement with their peers.

1 2 6 8 There was consideration of funding just one .5 FTE at the largest school to save on costs. However, the committee believes that regardless of how small or large a school is there should be at least some counseling support standard for all schools. The committee discussed at length the value of just part‐time. It was agreed that the district will need to determine a standard model of services for schools with full‐time counselors and a modified model for schools with part‐time counselor services. The committee was aware of the public vote on the override. There was belief that the public voted down an Increase to taxes, not necessarily WHAT was stated in the rationale for increased supports.

Add 2.0 FTE Assistant Principal Positions $ 95,350 Add AP's at a ratio of 1 FTE for schools with enrollments of 650 students or more.The addition of an AP position will result in a principal spending more time providing leadership for planning and suppporting school improvement goals and implementation. Conditions for learning and teaching will improve with increased supervision of the campus, improved systems, and accessibility of adminstration to resond to needs. AP's can proactively reinforce positive behaviors in schools by being present in classrooms and increase overall school safety. School administration can provide increased feedback and support to teachers that will contribute to increased teacher effectiveness and student learning. Additionally, assistant principal positions support the district with leadership succession planning and opportunities for teachers to seek additional career advancement without leaving the district. With expected enrollment increases, principal and teacher responsibilities increase. With ever-increasing demands for management of the school, the time available for instructional leadership to improve student learning is minimized. With stagnant student achievement in the district in years prior and with increased student enrollment in schools, the lack of administrative support is expected to negatively impact achievement and retention. Westar - 1.0 FTE, Freedom 1 FTE, Rainbow Valley 1 FTE, Liberty 1.0 FTE

2 (3) 2 (1) The budget committee modified this budget interest from the original budget interest to add 2.0 APs after listening to feedback from principals and teachers. Part‐time AP's spend two days per week at a school and every other Wednesday. In larger schools, it is challenging to build relationships with students and understand root causes of both discipline issues and student learning with limited time on a campus each week. Follow‐through on communication and interventions must be forwarded to the principal to finalize or resolve resulting in a return of those responsibilities back to the principal. Both teachers and principals agree that .5 FTE is better than 0FTE. Considering the continued growth of the four campuses with current PT AP's, it is recommended that these be increased to full time at each. When considering the modeling of staffing at each school based on available revenue from the student enrollment by campus, a full‐time AP at these schools is affordable.

Budget Considerations

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Committee Rationale

Teacher Stipends for Curriculum Development $ 55,000 Development of a guaranteed and viable curriculum is essential for high levels of learning for all of our Liberty Elementary students. Initial curriculum work began last summer with one-time carry forward funds available through Title I. There is insufficient funding to continue the ongoing work. Other missing curriculum components must be added, and ongoing revision, based on teacher feedback and assessment results, is needed. Of particular importance is the need to address the gaps in current adopted resources and support teachers with identified resources to teach those standards. This plan will allow for 88 teachers to collaborate on ELA, mathematics, social studies and science curriculum development for 28 hours. If the hourly rate reamins at $18.00 per hour, the total cost will be $44,352.00 plus benefits ($8870.40) . If the hourly rate is increased to $20.00 per hour, the total cost will be $49,280.00 plus benefits ($9856.00). The curriculum in each subject area serves to guide the daily content development and lesson planning of each teacher within the district. It provides the foundation for collaborative discussions around student academic achievement. Additionally, teachers who participate in the development and ongoing revision of the curriculum develop professional and content expertise and serve as leaders within the district. Student achievement is impacted when teachers have reference to a strong curriculum that brings cohesiveness to the learning expectations of each student. Without a guaranteed and viable curriculum, teachers do not have the content and instructional support they need to systematically provide high quality learning opportunities. District student achievement has remained relatively stagnant over the past five years and passing rates on AzMerit lag behind other peer districts of similar size and socioeconomics. Curriculum development and implementation is essential to supporting increased student achievement. Classroom instruction or teacher effectiveness is expected to improve. Teacher effectiveness will be measured by district-wide aggregate teacher evaluation ratings for changes in performance from SY2020 to SY2021 on identified pedagogy and/or content elements. Student achievement in ELA, Math, and Science as measured by Illuminate district benchmark assessments, AIMS Science, and state AzM2 assessments are expected to increase over prior year passing rates. Because curriculum development provides a rigorous professional development opportunity for our teachers and is the foundation for teacher leadership, it is also expected that at least six teacher leaders will be developed to support curriculum development and implementation. These teacher leaders provide a future pipeline of leadership for instructional coaches. Both teacher effectiveness data and student achievement data will be summarized and evaluated (SY2021), and the list of teacher leaders will be documented on a district human resources succession planning list for future recruitment. Without a guaranteed and viable curriculum, teachers will not have the content and instructional support they need to

3 7 1 2 Consideration was given to reduce this amount to preserve funding for other interests. The District must make up for deficiencies in resources for teachers. The curriculum work funded in this interest will support Phase 2 curriculum development, which will focus on planning for differentiation to support general education teachers as well as special education, gifted, and EL teachers to meet the needs of all students. The project will also include representation from all schools at each grade level, ensuring that each school will have teacher leaders to provide continued support to other teachers on the teams who do not participate in the curriculum work. The curriculum work will generate resources and it will provide professional learning. The committee rated this very highly because it will directly impact student learning and teacher working conditions.

Compensation - Support Staff Compacting Issues (adjustment to levels 4 through 9 only) and 2% Compensation Increase for all others (option 2b)

$ 125,000 This budget interest will be to make adjustment to just levels 4 through 9 of the support staff wage scheduled and to provide a 2% compensation increase to all other levels. By adjusting levels 4-9, most of the compacting issues will be addressed. Then, all other support staff would receive a compensation increase. Minimum wage increases are creating compaction of the beginning level positions. With the progressive increases, compaction is lessening differentiation between levels and positions. The result is that wages are the same regardless of the skillset required or the length of employment. It is becoming increasingly more difficult to recruit and retain quality staff for classified positions. Quality staff are vital to the success of the overall education program. Retention rates year over year. Achievement growth year over year. There is potential staff will go to other Districts or employment for compensation more aligned to their skillset.

4 5 3 (3) The committee joined with the Support Staff Advisory Group to compare all budget interests related to support staff compensation. Option 2b was rated the highest because it provided compensation increases for all employees, and it also addressed the compacting issues with the current wage schedule due to Prop 201 minimum wage law requirements. Option 3 was discussed with positive comments, but it was not as cost effective. The committee requested further analysis of an adjustment to the cost of this budget interest if there could be a delay incr for 4‐9 until Jan 2021, thereby saving costs of compensation increases from July 1‐ December 31st for those employees who have received the largest percentages of increases in recent years.

Compensation Increase for Bus Drivers $ 25,876 Providing student transportation for transport to and from school, and also educational trip and competitions. Improve ability to recruit and retain quality drivers. New Federal guidelines will require additional driver training requirements and additional job duties for compliance. The budget interest is to reclassify bus drivers from level 16 on the wage schedule to level 17 thereby increasing compensation for bus drivers. 'Per Board policy, transportation will be provided to those students living one or more miles from their home school. Additionally, as required transportation is provided for special needs students per their IEP. 'Retention rate will be compared year to year to determine effectiveness. Comparison of compensation to other Districts. 'Driver turnover requires additional resources in both training new staff and results in drivers working in excess of their regular hours to cover routes. For instance, it costs between $3000 and $4000 to train new drivers. Existing drivers covering for those unfilled positions accumulate overtime which costs additional. Competitive compensation prevents drivers from taking ppsitions with other Districts who have higher compensation. Driving positions are already hard to fill positions and require a specialized skillset and training.

5 9 5 4 Administration shared comparison of other district starting pay rates in adjacent school districts. Consideration was given to the 2b model to see if bus drivers would receive enough of a pay increase to be competitive. It was determined that additional funding was needed to change the Level of bus drivers to support critical recruitment and retention.

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Committee Rationale

Addition of 3 permanent subs $ 30,000 3 Perm Subs .5 to each campus. Placed at schools with higher absences. On days when there is no sub needed at a campus, the permanent sub will be reassigned to another campus.

6 8 5 This interest at first was prioritized even higher than bus driver compensation because the instruction for children is so important. Although the district substitute fill rate is at 85%, some schools experience higher rates of teacher absenteeism and therefore uncovered vaancies that school administration must scramble to cover. The expecation is that the permanent sub would be strictly used for coverage. Each day, during the prep period in the schedule of the teacher being covered by the permanent sub, the permanent sub could provide support for duties or other supervision needs on the campus.

Compensation 3% Increase for Administrative Staff

$ 75,000 Increase administrative compensation by 3%. In recent years, administrators have typically received a 1% annual increase in salary, less than inflationary cost of living increases. The district is pleased that Arizona has provided additional funding to provide as much as 15% increases in salaries for teachers in the past two years, and it is expected that LESD teachers will receive an additional 4-5% in SY2021. Providing competitive compensation is critical in recruiting and retaining quality staff. We believe strongly that effective leadership is second to instructional staff in improving student achievement. The pipeline for leadership begins with the teaching staff and promotes to an assistant principal or coordinator position. The current administrator salary schedule compensates assistant principals at a daily rate of $265. Currently, approximately 60% of all teachers make a higher daily rate than assistant principals and coordinators, and approximately 5% of teachers make more than our highest paid principal. Because there is no separation between administrative compensation and teacher compensation despite increased responsibility, additional certification and education requirements, it is an issue for recruitment and succession planning in the district for all leadership positions. Teachers are interested in career pathways. When administrative advancement opportunities do not offer any benefit over current teaching assignments, our teachers will not have viable career pathway options within the district. The district risks losing its best and brightest internal recruits to other districts who have kept pace with equity in compensation among employee groups.

7 13 4 6 The committee recognized that in recent years, support staff and teachers have recieved greater increases in compensation that administrators. The committee was committed to valuing all employee groups and addressing the compacting issue between teacher salary schedule and administrator salary schedule comparison of daily rates.

Performance Pay for Administrators $ 70,200 Performance Pay for principals, assistant principals, and assistant superintendents will be percentage based and dependent on the percentage of CSF annual payout to the average teacher salary. Performance Pay will assist with administrative staff retention, support school improvement, improve student achievement, and improve overall educational effectiveness. Performance Pay will be based on a scaled criterion of achievement of goals. The budget amount is the maximum to be awarded, however, unlike teacher performance pay, some administrators may receive partial or no funding based on performance of goals. Most districts now offer performance pay to incentivize and reward school principals for their support toward district strategic goals and school continuous improvement.

8 17 7 7 The committee recommended a combination of both percentage of pay increase and performance pay to address the need to remain competitive for recruitment, rewarding highy effecxtive leaders, and address inequities of daily rate compacting with teacher salary placement. Changed from all administrators to line authority administrators with direct responsibility for improving student learning. Clarification is needed for other Educational Services administrators. The committee reduced the budget interest for operational directors.

Add 1.0 FTE Assistant Principal (.5 Estrella and .5 Las Brisas)

$ 95,350 Add .5 Assistant Principal for schools with enrollment 500 to 650 9 (3) (1) (1) School staffs rated AP's at all schools highly. The committee recognized that smaller schools do not have as high of demand for support as larger schools. However, both teachers and principals noted the high value of support to teachers, students, and the principal. If possible, the committee is interested in funding both budget interests for AP support for schools. However, performance pay for administrators was rated higher than this second interest for AP's. First, compensation needs were prioritized including both support staff and administration, andand then additional AP support.

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Committee Rationale

Support Staff to Supervise Cafeteria/Playground $ 33,000 Lunch schedules have been modified to reduce time in cafeteria to attempt to reduce the number of minutes needed for duty coverage. The classified staff is lean at most schools. At some schools, special area teachers will have extra periods in their schedules when they won't be assigned a class to teach when they will be able to provide support for lunchtime duties. Special education paraprofessionals and reading intervention paraprofessionals are expected to be serving students and not covering more than one duty per day. Principals spend a great deal of time covering duties instead of providing instructional leadership. Teachers are scheduled for 40-minute lunch periods, which is 10 minutes more than what is required. However, due to lack of support staff for supervision, teachers are often scheduled for 10 minute duties at the beginning or end of lunch periods which reduces their time to prepare between classes or recoup for the second half of the day.

10 1 9 9 All budget interests line 12 and below were not considered highly rated by the committee and therefore are not recommended for consideration in the budget. With the addition of additional AP and counselor positions, all schools will have one to two positions to cover an additional 40 minute duty. District and school administration are committed to analyzing duty schedules to optimize scheduling and identify actual needs for next year before making a budget request.

Support Staff - Para Support for General Education Classrooms

$ 345,600 Para support in Gen Ed. classrooms daily for students with IEP's. 5 Day Support Services for Gen Ed. Students i.e. Para in the Class Daily. This would allow for Co-Teaching or working with a small group or students to truly differentiate for all students. All students would be achieving academically and students with IEP goals and minutes would be met. Not all students’ needs are being met academically or emotionally. Students are quickly reaching a level of frustration due to lack of support.

11 10 10 Need additional language for clarity‐ Calculated at 7hrs day x 2 per campus x 6 campuses

Stipends- Increase Hourly Stipend Amounts $ 25,000 Increase hourly stipend amounts from $20/$18 to: $20 and $25 per hour. Increases to hourly rates were last made more than 10 years ago. Most districts pay teachers $25 per hour or more. A stipend study reviewed all stipends, and that information was shared with the Board. The budget interest represents updates to hourly stipend amount only. The budget interest will better align the rate of pay for teachers to the work performed which contributes to improved working conditions and teacher retention. If no increase is made in hourly rates, the District risks difficulty in finding teachers willing to take on extended job duties.

12 8 11 11 While the hourly rate has remained unchanged for many years, teachers on the committee note that the hourly rate is actually augmented by Performance Pay making teachers eligble for $6,000 based on hours logged. Therefore, other budget interests were rated higher.

Computer Science Specials Teacher $ 136,000 The budget interest is to add computer science as a special with the addition of two additional teaching positions for this purpose. The State Board of Education recently approved new standards for computer science. There are six standards that cover a broad range of skills and proficiencies. Some of these skills can appropriately be taught integrated into other content areas. However, some standards are less likely to be taught with dedicated time in the schedule without a special area teacher and class period. It is proposed that students K-8 will receive one class period per week of access to computer science course standards. This will allow technology coding to be incorporated into specials. The addition of staffing for this position will also result in each classroom teacher receiving one period of additional prep time of approximately 30 minutes per week. The computer science teacher will enable the district to ensure that the new standards are implemented and incorporated into the curriculum for students. Even though some of the items can be taught integrated into other content areas, this position will allow dedicated time to teach and are less likely to be taught as effectively. The additional prep time will allow teachers more planning time to serve all educational needs. Measurement for the new standards will need to be further developed. Measurement will be incorporated into the effectiveness of all standards that are taught. The new standards are less likely to be taught without dedicated time and a trained teacher scheduled to facilitate teaching the standards.

13 12 12 12

Compensation - Support Staff Compacting Issues (adjustment to levels 4 through 9 only) and 1% Compensation Increase for non-minimum wage (Option 2a)

$ 86,500 This budget interest will be to make adjustment to just levels 4 through 9 of the support staff wage scheduled and to provide a 1% compensation increase to all other levels. By adjusting levels 4-9, most of the compacting issues will be addressed. Then, all other support staff would receive a compensation increase. Minimum wage increases are creating compaction of the beginning level positions. With the progressive increases, compaction is lessening differentiation between levels and positions. The result is that wages are the same regardless of the skillset required or the length of employment. It is becoming increasingly more difficult to recruit and retain quality staff for classified positions. Quality staff are vital to the success of the overall education program. Retention rates year over year. Achievement growth year over year. There is potential staff will go to other Districts or employment for compensation more aligned to their skillset.

14 5 13 13 Prioritized lower than other Wage Schedule options

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Committee Rationale

Parent / Teacher Notification Application $ 18,000 Application to provide consistent tool for teachers to communicate with parents that is in addition to ParentVue tool in Synergy. Allows for required access of records for Public Records Requests which personal applications do not provide. Utilization of a common application will support increased safely and mitigate District risks for improper communication. With the application, we have the ability to monitor key words, monitor all messages in and out, and mask staff phone numbers used. It will allow teachers to use their personal cell phone to communicate without revealing their phone number. School administration can send school-wide messages and District administration can send district-wide messages. However, there is not a consensus among teachers for a common application which could result in some teachers being required to no longer use a preferred phone application.

15 18 14 14

Math Coach at All Schools $ 408,000 The budget interest will add (1) Math Coach to each of the six schools to provide support to teachers for planning, instruction, resources, and assessment.

18 16 16 16

Math Coach (.5 FTE) and Math Intervention Teacher (.5 FTE) at All Schools

$ 408,000 The budget interest will add (1) Math Coach/Intervention Teacher to each of the six schools and will provide support for teachers for planning, instruction , resources, and assessment as well as support directly to students by teaching flexible groups targeted to needs of students to address gaps in student achievement and success of individual students in mathematics. A .5 math interventionist/coach at each campus would increase student achievement by closing math learning gaps at the Tier II and Tier III level and increase teacher knowlege and pedagogy in the content area of mathematics. Our data shows that Liberty students still struggle to meet proficiency in mathematics as measured by the AzMERIT. This service is needed particularly at the 3-8 grade levels. Improvements to teacher evaluations as determined by the evaluation instruments. Iluminate data would be collected to determine students needing math intervention, along with student work, and classroom teacher anecodatal data. Based on the skill/standard that the intervention flexible group is targeting, pre-assessment would be compared to post assessment data to determine mastery and completion of the intervention. Overall increases in AzM2 mathematical data would also measure effectiveness of math interventions, with fewer students in the minimally proficient performance category. If the math interventionists are not funded, we will continue to have students with gaps in their mathematical understanding.

20 14 18 18

Math Intervention Teachers at All Schools $ 408,000 The budget interest will add (1) Math Intervention Teacher to each of the six schools and will provide flexible group teaching targeted to needs of students to address gaps in student achievement and success of individual students in mathematics. A math interventionist at each campus would increase student achievement by closing math learning gaps at the Tier II and Tier III level. Our data shows that Liberty students still struggle to meet proficiency in mathematics as measured by the AzMERIT. This service is needed particularly at the 3-8 grade levels. Iluminate data would be collected to determine students needing math intervention, along with student work, and classroom teacher anecodatal data. Based on the skill/standard that the intervention flexible group is targeting, pre-assessment would be compared to post assessment data to determine mastery and completion of the intervention. Overall increases in AzM2 mathematical data would also measure effectiveness of math interventions, with fewer students in the minimally proficient performance category. If the math interventionists are not funded, we will continue to have students with gaps in their mathematical understanding.

21 10 19 19

Teach FX Application Teach FX Application. Instructional support for teachers for student engagement and collaboration. Immediate feedback. Increased student participation.

23 21 21

Cheer/Spirit Line Coach Pay $ 2,400 7th and 8th graders will have dance skills added to a part of the already established cheer skills. Increased funds will allow Westar spirit line to gain dance and cheer knowledge base to increase knowledge prior to high school. The funds will pay coaches for added skills to squad. The halftime performance would also benefit from the extra resources. Currently this is not funded. The cheer coach splits $800.00 for coaching the season of the 7th and 8th grade despite the 7th and 8th grade basketball coach receiving $1,200.00 per grade even though spirit line is conducted during the same hours.

24 22 22 Submitted at Jan 9 Budget Committee Mtg

Paraprofessional for Primary Title I Grades Provide a paraprofessional for Title I schools to assist with kindergarten and first grade. Possibly 1 para for every two classes. Provide additional 1 on 1 support in class to give students from a disadvantaged background additional support to help them succeed. Kindergarten and first grade Acadience scores will show improvement earlier in the year and the Illuminate tests will have higher passing rates. Students in Title I schools will continue to fall further behind which will widen the achievement gap and will fail to provide them skills for a successful future.

25 23 23

Community Preschool Start up Costs No detail available yet 26 24 24 Without detail, no discussion ensued.

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Committee Rationale

Staff to District Staffing Ratio - Add Office Support as growth occurs

$ 24,684 Based on growth staffing and total number of students there are more classroom and campus needs for safety, cleaniness, immediacy, and support.

27 25 25 This was a budget interest based on a proposed standard of staffing support based on enrollment. No discussion was noted either for or against this interest. Overall, the committee rated others higher and focused discussion on those that were rated more highly.

Staff to District Staffing Ratio - Add .5 Custodian as growth occurs

$ 19,360 Based on growth staffing and total number of students there are more classroom and campus needs for safety, cleaniness, immediacy of response for support. Additionally, with the increased demands of a higher enrollment school, there is restricted time available to attend to required preventative maintenance at the campus and keeping up with work order requests.

28 This was a late budget interest based on a proposed standard of staffing support based on enrollment. No discussion was noted either for or against this interest. Overall, the committee rated others higher and focused discussion on those that were rated more highly.

Compensation Increase for Library Aides $ 9,075 Library aides work with students throughout the day to provide various library services. Library aides supplement learning beyond AZ content standards. School libraries cannot be maintained without a support position. Most libraries are supervised by a librarian to make educational decisions in purchasing and maintaining resources with support from a library aide. In LESD, library aides single-handedly are responsible for ordering, inventory, collections, book repairs, check out, and reshelving of books as continuous tasks. Additionally, where librarians were responsible for providing research support to students and reinforcement of other English language arts skills with fiction and non-fiction literature, library aides now are charged with providing these same supports. Because library aides provide direct supports to students much like classroom paraprofessionals, the budget interest proposes increasing the library aide position from a wage level 8 to a wage level 10. Some schools utilize the paraprofessionals for intervention work with students in the libary. The schools may not be able to retain quality staff to support the library program.

22 15.0 20 All budget interests from line 27 down were addressed in a higher prioritized budget interest. It is not recommended that any of these be included unless one of these is swapped with an interest above.

Compensation Increase for Health Aides $ 2,900 Health-Aides provide basic first aid, vision/hearing screenings, administration of and/or injection of medication, diapering/toileting assistance, on-site emergency response, maintainence of health records, monitoring and enforcement of immunization compliance, compilation of and submission of statistical data for state reporting. They also collaborate with Arizona Department of Health on disease control and assist with front office staff as needed. The budget interest proposes moving the health aide position from a wage level 8 to a wage level 11. Increasing health-aide compensation will assist with retention of current staff and aid in providing consistency and continuance of student-knowledgeable/appropriate care. Effectiveness will be measured by retention of site-based health staff, compliance of student health records, appropriate and accurate state reporting, and completion of daily service logs. Students' medical needs will not be continuously met if consistency in staff cannot be achieved.

19 11 17 This budget interest would impact two employees. Option 2b will impact these employees with an increase in compensation. Originally, the challenge this interest was designed to solve was the issue with high turnover in the health aide position. Frequently, new hires would gain experience in this entry‐level job and then seek employment elsewhere at the next level up for increased pay. The Governing Board recently approved all new hires would be replaced by Certified Nurse Assistants at a higher rate of pay. The recruitment issue is solved,

Compensation - Support Staff 2% Increase All Levels + Step (Option 1)

$ 77,000 Budget Interest to increase compensation for all support staff by 2% over fixed costs is approximately $77,000. Fixed costs inclusive of employee eligibility for step increases and prop 206 minimum wage cost of living mandates equal approximately $80,000. Even though modest compensation increases have been provided to the support staff, they have only experienced very small increases. Historically, the average increase has been 2%. This increase is comparable to a cost of living percentage increase. Certified teachers have seen significant increases over the past several years while support staff have only been provided modest cost of living increases. It costs approximately $40,000 for each 1% increase. In order to attract and retain quality staff, we must have competitive competition. Quality staff are very important to the overall education process. Retention rates will be compared from year to year. Additionally, compensation schedules will be compared with surrounding and peer districts. 'If we do not recruit and retain quality staff, the success of our student education program will be jeopardized.

16 6 15 2b Rated higher

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Committee Rationale

Add 2.0 FTE Assistant Principal Positions $ 190,700 Add assistant principals at a ratio of .5 FTE for schools with enrollments between 450 and 699 students and 1.0 FTE for schools with enrollment of 700 students or more.The addition of an AP position will result in a principal spending more time providing leadership for planning and suppporting school improvement goals and implementation. Conditions for learning and teaching will improve with increased supervision of the campus, improved systems, and accessibility of adminstration to resond to needs. AP's can proactively reinforce positive behaviors in schools by being present in classrooms and increase overall school safety. School administration can provide increased feedback and support to teachers that will contribute to increased teacher effectiveness and student learning. Additionally, assistant principal positions support the district with leadership succession planning and opportunities for teachers to seek additional career advancement without leaving the district. With expected enrollment increases, principal and teacher responsibilities increase. With ever-increasing demands for management of the school, the time available for instructional leadership to improve student learning is minimized. With stagnant student achievement in the district in years prior and with increased student enrollment in schools, the lack of administrative support is expected to negatively impact achievement and retention. Westar - 1.0 FTE, Estrella .5 FTE, LBA .5FTE, Freedom .5FTE, Rainbow Valley .5 FTE, Liberty 1.0 FTE

29 3 1 The committee valued full‐time AP's instead of part‐time AP's at the four schools more than full‐time at just two with part‐time at two.

Compensation - Support Staff Compacting Issues (adjustment to all levels) and 2% - Option 3

$ 132,000 This budget interest will be to make adjustment to all levels both by level and by years of experience for the compacting issues within the support staff wage schedule. Minimum wage increases are creating compaction of the beginning level positions. With the progressive increases, compaction is lessening differentiation between levels and positions. The result is that wages are the same regardless of the skillset required or the length of employment. It is becoming increasingly more difficult to recruit and retain quality staff for classified positions. Quality staff are vital to the success of the overall education program. Retention rates year over year. Achievement growth year over year. There is potential staff will go to other Districts or employment for compensation more aligned to their skillset. This will not provide any increase other than the step and min wage. This does not provide any increase for the non-minimum wage employees or the employees not impacted

30 4 3

Add .5 Counselors to Non-Title I Schools (.5 Westar)

$ 33,750 It is proposed to add .5FTE Counselor to Westar . The school counselor role provides emotional supports to students that contribute to student well being and safety in schools. Key activities include teaching social emotioanl learning skills through whole classroom facilitation and support, small group interventions, 1:1 counseling support, and social community partnerships. Effective implementation of these focus areas will result in the following short-term and long-term outcomes: Short- term outcomes of increased social emotional learning skills, increased ability to identify long and short-term academic and career goals, increased engagement in enrichment and extracurricular activities, and increased academic self-concept. Long-term outcomes of improved discipline, improved attendance, and improved student achievement. The targeted population served at Estrella/Westar is Kindergarten through eighth grade. Student learning and performance will be supported through the facilitation of the development of social emotional learning skills, development of mindsets to overcome obstacles impeding academic success, and to engage students in career exploration and planning. Small group interventions will support students experiencing grief, anger control, and social skill needs. One-to-one counseling will provide responsive services to address conflict resolution, family referrals, one-to-one interventions and supports, and to facilitate threat assessments. Parent outreach will provide parent training to assist in relationships, discipline, and future academic planning. Fidelity of implementation measures will be established for each key activity of the counselor program. Data will be collected for each activity and compared to the established minimum thresholds for quality implementation. This data will provide a clear picture of which activities were implemented with fidelity. For example, for the classroom facilitation activity, it is expected that all students will receive at least 300 minutes of classroom instruction on at least three of the four domains in the SEL curriculum. When comparing the impact results of the counseling program from one school to another, it will be evident whether or not the treatment was the same for comparison. For small group interventions, fidelity measures may include students received at least four sessions of treatment, counselors elicited responses from each student in group at least once during the session, and each student articulated thoughts or feelings at least once during the session. Data for each activity in the program will be collected monthly and submitted to the Executive Director of Special Services to monitor and evaluate how well the program is being implemented and make adjustments during the year to promote high levels of effective implementation. A generalized assumption is that affluent communities are not in need of the support that school counselors can provide. School discipline and attendance data indicate that though the needs are not exactly the same as in high poverty communities, many times the needs that arise in affluent communities are needs that can be directly impacted by the interventions of a school counselor. Example

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I. OPENING MEETING1. Call to Order2. Pledge of Allegiance

II. WORK/STUDY SESSION1. Discussion/Review of Budget for the 2020/2021 SYDiscussion/Review of Budget for the 2019/2020 SYFY20 Board Budget Study PresentationFY21 Budget Interests

III. ADJOURNMENTCOVER PAGE.pdfGOVERNING BOARD MEETING –MONDAYJERRY ROVEY DISTRICT FACILITY

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